EDLA

519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities Voice in the Park by Anthony Browne

Week 2:

Outcom
es

1
.

Designing, Selecting and Sequencing Activities

EN3-2A

EN3-5B

The Ss will warm up buy seeing the prefix dis will be written on the
board and the T will ask the Ss what this prefix does if it is at the
beginning of a word.
o It indicates the opposite of
Ss will be asked for examples e.g. disappointing, disobey, disengage,
disqualify etc.
The Ss will then play big word/little word (see lesson plan) using the
word disadvantage.
Ss will break off into pairs (these pairs can be selected by the Ss).
Each pair will be nominated a character (or voice) from the book. The
will read just that characters chapter and recount: (through writing in
their English books)
o Orientation
o Sequence of events
o Summary statement
Ss must then use that character and write a short (half page) recount of
that characters experience in the park.
This is written anonymously on a piece of paper and placed in a jar. The
T will pull the recounts out, read them and Ss must decide which
character it is written about.

Resources

Assessment

Class set of Voices in

the Park by Anthony
Browne.

Reading strategies-
visualising,
monitoring and
summarising.

Student English books
and a pen to write the
first response in.

Ss will be assessed on
their ability to choose
a partner they can

work well with as well
Blank A5 paper for Ss to as the quality of the
write their recount on. work completed
(relative to the Ss

ability)
A jar to store responses
for the lesson
conclusion activity.

Running records will
be kept of Ss progress
and analysis of the
character.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

2
.

This lesson will be completed using the school iPads

EN3-7C

EN3-3A

The T will read the book to Ss without showing the text and with the
characters out of order. The Ss must guess (with evidence) which
character is being read. The evidence can be the following:
o Trigger words
o Mood words
o Pet names
o Attitude of the character.
Ss will then work in pairs (Ss can choose their own pair) and open up a
document pre-loaded with the 4 different YouTube links.
Ss must listen to the videos (songs) and apply each to a character in the
story.
They must have reasons for the association
At the conclusions of the lesson, willing Ss will share their responses and
reasons.

School iPads with pre-

loaded document.

Ss English books and
pens for the writing of
their responses.

https://www.youtube.c
om/watch?v=tp5hgjD_Y
5g
https://www.youtube.c
om/watch?v=ABy9J7UG
3Qg
https://www.youtube.c
om/watch?v=_4IRMYuE
1hI&list=PL68AC80CBF3
649BBB&index=1
https://www.youtube.c
om/watch?v=hqjbWDSIr
Yw

Ss will be assessed on
how they give reason
for their song choice.

Ss will also be
analysed on how well
they work with their
partner in sharing use
of the iPad and the
workload.

Ss will share their
answers to continue
developing their
public speaking skills.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3
.

EN3-7C

4
.

EN3-7C

EN3-5B

This lesson will be a visual literacy task

Ss will be seated at their desks and the T will explain how lines can be
used by an illustrator to highlight differences or segregation in an
image.
The T will then display the image on page 16 and describe how lines
show the distinction between Smudges father and Charlies mother.
o It is done through Browne depicting the fathers side as dark and
dirty whilst the mothers side is light and has no litter whatsoever.
o The line also shows the contrasting outlooks on life as the fathers is
dull and gloomy where the mothers is sunny and bright.
Ss will break off into their 5 reading groups and go through the books
illustrations.
They will need to find messages and make connections through the
characters and themes of the book.
They will receive a piece of butchers paper and brainstorm their ideas
on it.
Written on the board to assist students will be: Ideas such as mood,
colour, contrast, perspective and author indention all help tell
messages. All of these elements will be explained before the Ss begin
their work.
Each group will present their ideas at the end of the lesson.

In this lesson Ss will explore characters and develop profiles for each.
Ss will again use the Venn diagram worksheet to demonstrate the
similarities and differences of each character.
- After that, each group will separately focus on the following elements
and each write a written response on their English books:
o Look at the spoken language of each character and find the
grammatical structures that reflect the traits/backgrounds of the
character
o Explore colloquial language features and why are they used for some
characters and not for others.
-

Reading strategies-
questioning, making
The image on page 16 of
connections.
the text will shown on

the smartboard using
the
Ss will be assessed on
http://research.kingston
their application of
.ac.uk/booksalive/flash/
knowledge as well as
book.html resource.
its depth of how the

elements of an image
reflect an authors
Class set of Voices in
message.
the Park by Anthony
Browne.


Butchers paper and
texters.

Class set of Voices in
the Park by Anthony
Browne.

Venn diagram

Butchers paper will be

kept and displayed in
the room.
Reading strategies-
questioning, making
connections.

Ss will be assessed on
their individual
writing samples,

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Ss will conclude the lesson through receiving about 10 minutes to

complete the following silent, individual task:
o Choose one character and change their age to be either a much
younger or older person (depending on which is chosen)
o Change their occupation and living status (poor/rich)
o How would this change them as a person and why.
o Other elements such as culture can also be discussed

worksheet.

Ss English books and
pens to write with.

5
.
EN3-9E

Ss will spend the final lesson reflecting, recognising and assessing the
text and their strengths as a learner.
- Ss will break into pairs and they will discuss and then assess the text and
provide written feedback with the support of the following questions:
o Were the characters traits and perspectives reflected in text and
illustrations?
o Was the complication presented from the point of view of the
character?
o Were connections between the stories clear
- Ss will then write a short individual reflection on how well they believe
they undertook the unit and comment on what they did well and what
they can improve on for next time.
-

character profiles and

analysis of language
features

Ss will be assessed on
the evidence of the
perspective changes
and the depth of their
thinking.

A dictionary to help
responses if required.

The culminating
writing task that
reflects on the text as
well as the own Ss
progress will be
completed by each Ss
and then marked by
the T.

Ss English books and

pens to write with.

A whiteboard and
This will act as the
marker for the T to
major element on the
write out the questions. report as well as be
placed in the Ss end
of year portfolio.