LESSON PLAN: LITERACY

Year Level: 3

Date: 15/06/2015

Time: 9:30am 11:00am

Period/Lesson: 1

Topic: Narrative

Length: 1.5 hours

Curriculum Outcomes and Essential Learnings: ACELT1599 Discuss how language is used to describe
the settings in texts, and explore how the settings shape the events and influence the mood of the narrative.
Lesson Outcomes: All students will be expected to be working on their narrative whether good copy or
draft. This lesson will project the students work ethic and efficiency.
Assessment of the outcomes: Students will be verbally assessed by marking their drafts per paragraph.
Productive Pedagogies: Initially students will be sitting on the carpet for the introduction of the lesson and task. This will allow
for complete concentration. However, the task will be completed at their desks; minimal noise will be allowed but will be
concentrated solely on the task ahead.

Safety and Risk assessment: NA

Anticipatory Set: Students will already be seated on the carpet after their early morning roll call.
INTRODUCTORY PHASE:
Time:

Teacher direction/ activity / Student activity / what students Check for understanding / key Resources:
questions / manage the
instruction:
are doing:
learning:

9:00

9:05

9:10

Eyes to me or 1,2,3
tuning in! engaging the
students to begin their
lesson.
Begin explaining warm up
activity
using
phonogram sounds.
Have SmartBoard file
open and ready to
show the students
Ask the students to pair
or group up with those
who will work well
together, learn from
one another
When I say start, you
are to think and then
write as many words as
you can using the
second sound of the
phonogram ph

9:15

After 2 minutes, have the

students call out one of
their answers from their
group.
Try once more with
perhaps
one
more
phonogram.

Engaged with the teacher Ensure

students
and
waiting
for
understand that it is
instruction.
now learning time and
not time for play or
chatting
Listening and waiting for
Knowledge
of
explanation of game.
phonograms used in
the warm up activity.
Pairing up with students Understanding of prior
that theyll work well with
phonogram
related
and not just friends.
games
One person from the
group or pair going and
getting a mini whiteboard
Ensure that students
and a marker.
are not just choosing
Students are frantically
their friends to work
talking and writing down
with.
Otherwise
words.
students will just play
around.

When asked by the

teacher, call out what
phonogram you may
have.

Understanding
the
different sounds of the
phonograms to write
the correct words.
Once completed ensure
students have wiped
and pack up their
whiteboards.

SmartBoard

Mini
whiteboard
and markers
(1 for each
group/pair)

BODY OF LESSON:
Time:
9:25

Teacher direction/ activity / Student activity / what students Check for understanding / key Resources:
questions / manage the
instruction:
are doing:
Explain what todays
lesson will entail.
Ask students what weve
been working on and
follow on with that.
Explain the expectations
for the lesson and
have the students
repeat
what
is
expected.
Ask students to quietly
retreat to their desks
and pull out their
English/Working with
Words workbooks.
Remind students that by
the end of todays
lesson, all students
must be up to either
writing their draft or
writing their good
copy.

Students will be
bringing
their
narratives to the
teacher
to
be
marked. During this
time the teacher will
offer feedback and
ask the students to
academically push
themselves
with
description

Students will be
asked to come to the
carpet.

This part of the

lesson will break up
the entirety but will
be used to explain
how the layout of
their good copy will
be.

10:15

Listening and waiting for

instruction.

learning:
Ensure
students
are SmartBoard file
remembering
their
with
character profiles and
paragraph
their story maps from
outline on the
previous lesson.

board.

Repeating
todays
lesson structure.

Efficiently working.
Taking their narrative up to
the teacher after each
paragraph for marking.

Students
will
be
required
to
answer
questions
when
prompted.

Remembering what is
a paragraph. How
many sentences is a
paragraph? Does a
paragraph
need
capitals and full stops?

Why
does
your
narrative need a title?

Does your narrative

have random
new
characters or the ones
you created using your
character profile?

How does your story

map help write the
narrative?

What goes on the front

page of a book? Just a
title
or
also
an
illustration
of
the
story/main character?
What else goes on the
front cover of a book?
An author and an
illustrator? Do you
write your name or
your
narratives
characters name?

In your draft copy, if

you have skipped a
line
for
a
new
paragraph, do you skip
a line on your good
copy?

What
does
the
beginning
of
your
sentences need in your
good copy? Is this the
same as your draft?

Should your draft and

your good copy be
exactly the same?
Does that mean any
spelling mistakes?

CONSOLIDATION:
Time:
10:50

Teacher direction/ activity / Student activity / what students Check for understanding / Resources:
instruction:
are doing:
key questions / manage
the learning:

What do I mean by efficiently?

Time to pack up for Quickly and efficiently
recess
packing up their desks

Ask students to put

ready for home time.
their draft of their
narrative (or their good
copy) and place their
book in their trays.

Finish / summing up / link to the next lesson:

Students will continue on with their narratives.
Some students will start their good copy.
Homework:
NA
Evaluation:
Student: Outcomes met / engaged / on task / learning
Students making the constant spelling errors
(thay/they). Have asked them to take their time and
use their special dictionaries if needed.

My teaching: Strengths / Weaknesses / Changes

Need to be more explicit with the instructions given.