Lesson Plan

Day: M T W T F

Date: 28.8.15

Time: 11am Year: 1/2

Learning Area: English Topic: speech/quotation marks

Curriculum content description: (from ACARA)
Language for interaction, text structure and organisation.
Recognise how quotation marks are used in texts to signal dialogue, titles and
quoted (direct) speech

Students prior knowledge and experience:

Students can identify and recognise speech/quotation marks and have previously
completed an activity using curly pasta as speech marks.

Learning purpose:
To display their knowledge of speech bubbles and thought clouds
Students will be able to create dialogue between characters and students will be
able to use speech marks correctly in their writing

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:
To apply speech marks accurately in a
basic speech sentence and create basic
dialogue between characters.

The students will create dialogue

between characters form the book
Room on the Broom and use speech
marks in either a speech or thinking
bubble accurately.

Preparation and Resources:

Clear uncluttered mat for children to sit on
Coloured textas for children to write in speech/thinking bubbles
Precut speech bubbles and thinking bubbles for the children to write their speech
sentences on
Glue sticks
Smart board
Students artwork on room on the broom
You tube video on speech marks
Blue tac to stick on the smart board
Precut glitter covered speech marks

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

We have one student who has a poor working memory diagnosis. To help him retain
the information I will:
Check the students understanding of the instructions through questioning
Lots of repetition of instructions
Year ones will only learn the use of speech marks
Year twos and extension students will also be taught the correct way to use a
comma and speech marks in a sentence.

Timi
ng:

Learning Experiences:
1. Introduction:

With enthusiasm ask the students who knows what these symbols are?
Show them the glittery ones I have made.
Purposely put them the wrong way on the board and ask them is this the
way they go
Play the youtube clip on speech marks
2. Sequence of learning experiences:

Put the speech mark poem on the smart board and read it out using
yelling voice for the mother.
Model the speech sentence from the poem on the board and show them
where the speech marks go.
Use the glittery speech marks to show them.
Get the volunteers to put the glittery speech marks in the correct place on
the smart board
Put up the sentences on the smartboards with the images and get
volunteers to read them out in the voices described.
Choose 2 students artwork from Room on the Broom and ask open
questions about possible dialogue between the characters in the picture.
Students then transition to desks and glue their speech bubbles / thinking
bubbles onto their artwork and write their own sentences using speech
marks to create dialogue between their characters.
3. Lesson conclusion:

Students it back down on the mat

Choose 2 students to stand up in front of their class and read out their
speech sentences they had created for their characters in their characters
voice
Get them to point to the speech marks
Read out the speech marks poem again

Lesson Evaluation:
The lesson went ok, the students were engaged most of the time but I should have
transitioned them from the mat to the table more orderly because then it got a bit
chaotic.
I also should have put their artwork on their tables prior to the lesson because then
we got really busy and had to find their artwork for them while they were waiting. I
also should have put them back on the mat in a circle and this would have stopped
some of the boys chatting.
Some of the children were finished before the others and I hadnt organised
anything for them to do.
Overall though I was quite happy with how the lesson went