Lesson Plan Format

Class: Stage 3 Year 6

Date:

October 2015

Time: Start: 10:00 am

Finish: 10:30 am

Key Learning Area: English

Lesson Topic: The Lost Thing Week 1 Lesson 2

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have:

read and constructed narrative texts

familiarity with the structure of a narrative Orientation, Complication, Resolution, Coda (optional)

constructed texts using common grammatical features relevant to narratives noun groups, time connectives, adverbs, verbs and adjectives

predicted what The Lost Thing is about

Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

EN3-3A - uses an integrated range of skills,

strategies and knowledge to read, view and By the end of this lesson, the students will:
comprehend a wide range of texts in
participate in Think Aloud to understand how readers think
different media and technologies
Identify adjectives, noun groups, descriptive language, synonyms
EN3-2A - composes, edits and presents
to describe the lost thing
well-structured and coherent texts
construct a descriptive text of the lost thing

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

Direct and open questioning in lesson

introduction to gauge student prior
understanding of vocabulary

Discussion during closure stage to ensure

understanding

Collect work samples

Any safety issues to be considered:

Nil

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

Board of Studies NSW. (2012). English K-10 Syllabus Volume 1: English K-6. Sydney, Australia: Board of
Studies NSW.

IWB, English workbooks, Cardboard strips for description, thesaurus, worksheet, word wall

 Tan, S. (2000). The Lost Thing. Sydney: Lothian/Hachette.

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
Students will know and understand:

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Comprehension Strategy: Making Connections

what readers of texts need to look for

Whole Class Discussion

T recalls last lesson and asks students if there were
participate in Shared Reading and listen
difficult/new/interesting words from the text.
to a Think Aloud

T recalls list on IWB from last lesson.

_______
recall difficult vocabulary
7 min Ss match word to its definition on the IWB and discuss how
the word was used in the text.
TOTAL
_______ Ss discuss how it could be used in another situation.

Students will:

Resources and Organisation:

Resources:

IWB
Tan, S. (2000). The Lost Thing.
Sydney: Lothian/Hachette.

Shared Reading
T re-reads text.

Ss asked to pay particular attention to the characters

narrator and the lost thing in particular.

Think Aloud during reading for T to model what the reader

needs to think about
DEVELOPMENT
Students will:

identify adjectives, noun groups and

synonyms to create a rich description of _______

18 min
the lost creature

Individual Work

Organisation:

T instructs to Ss that they are to find words in the book, and

create a word list to record adjectives and nouns that describe Ss are seated at the front of the
the lost thing

class

Ss can use a thesaurus to find additional words and Ss move to their seats to complete

 construct a short description of the lost TOTAL

synonyms.

the task

creature using rich descriptive language in _______ T models task for Ss first on the whiteboard using pp. 4-5 T moves around the room to assist
small groups
(weird look, sad, out of place).
Ss and support them. T also ensures
Ss commence task individually but can discuss with their Ss stay on task.
table/group peers

Ss discuss and highlight key descriptive words and complete Resources:

IWB
graphic organiser.
Thesaurus
Small Groups

Worksheet for word list

Ss share their ideas with their group and construct a short Cardboard for description
description of the lost thing (2-3 sentences minimum) English books, Colour pencils
together.

Each group of students completes a draft and then edits their

description

Once Ss are happy with their description they publish it onto

paper/card for display on Lost Thing bulletin board in
classroom.
CLOSURE
Students will:

_______ T asks Ss to pack up books and gather on the floor at the Organisation:
reflect on what they have learnt or reinforced 5 min
front of the classroom
TOTAL Ss sit at the front of the classroom
Ss move from around the room to sit
about narratives and their structure
_______
be given the opportunity to reflect
Ss share their responses with the class and then attach them together on the floor at the front of
the classroom
individually, sharing and listening to ideas
to the bulletin board. Ss will have the opportunity to add to
and clarifying what they have discovered
this display throughout this unit.

T records a note of things that Ss need further help with to be

examined first next lesson prior to re-commencing narrative
task.