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    19 views8 pages

    4611 001

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    © All Rights Reserved
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    Lesson L VACU [AUSTRALAN CATHOLIC UNIVERSITY LESSON PLAN FORMAT The following is a sample of the lesson plan format used by the University. Lesson TopiciFocus: Text to self connections. Date: nee aeur ‘AusVELS Domain(s): English Year level(s): WA AusVELS strand (s): Reading and viewing Lesson duration: AQ mpl ‘AusVELS sub-strand(s): Literature AusVELS Dimension(s) or Religious Education Guideline: Learning Standard(s)/Outcome(sObjective(s): Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) At the conclusion of this lesson, the students will know/understand that: ‘Connections can be made between their own personal experiences and texts. At the conclusion of this lesson, the students will demonstrate the skilis/strategies of: Identifying connections between themselves and texts Assessment: ‘* Students will be assessed through their paper chains which will contain the connections they have made between the text and themselves, ‘Assessment criteria for analysis: Students’ abilty to make connections between themselves and the texts Teaching focus: A the pre-service teacher's teaching skill for observation by Associate Teacher, or B. teaching skills thatthe pre-service teacher would lke to personally develop. + Explaining the activity correctly * Classroom management skills, Background to the learning: A References for teacher background knowledge B, Identify students’ current knowiedge — Lesson resources: Tews Meuse Loenaw wee Ke ce ‘+ Book chosen from classroom library an he is : —~ koe Aaresny Lesson content: ‘A. Introduction 410 mins + Introduce text to self connections questions that children may ask themselves to make the connections between the text and themselves -Olseus Fioher Be wen over agsrerdouy What OYE texr to Gee Connections B. Development 20 mins + Ask them to think about text to self connections as I'm reading, connection Read the book to the class ©. Consolidation, practice, extension 20 mins, . Reka ctcis hom ekiscnnecete ae we read~ stop-every-once in-a-while— Ade ata dents 40 SHarethele dene co ce co Qnesene pAnen 40 write chem Ase On aewrep oo othen ae (in! weit ATE fergon Rens So ee D. Closure ME Raper Of 40 mins «+ "Hlave more students share ther confection towards the end ofthe lesson, Post-lesson review and evaluation: Student achievement: To what extent were outcomes achieved? How did the students demonstrate this? Agar exallet chotte of texb. - pe aned Lscth extva er sty che a move. thew pete sep a ee Yo Link connachons wto oe paper cl chon 40 create o lovely cusplay Confido and clear reading curd inghuchions. Good undestancling of clus as u Wopt Hose who were unsure of Teer cLomnechow to dhe dext aw dhe mat halped Vaan Ua eh gmaller Gyrnup: Well clove! Lesson 2 BACU LESSON PLAN FORMAT The following is a sample of the lesson plan format used by the University. Lesson TopiciFocus: Text to self connections Date: bse fens ‘AusVELS Domain(s): English Year level(s): My AusVELS strand (s): Reading and viewing Lesson duration: i S AusVELS sub-strand(s): Literature AusVELS Dimension(s) or Religious Education Guideline: Learning Standard(s/Outcome(s\/Objecti Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) At the conclusion of this lesson, the students will know/understand that: ‘+ Connections can be made between their own personal experiences and texts. At the conclusion of this lesson, the students will demonstrate the skills/strategies of: ‘+ Identifying connections between themselves and texts Assessment: ‘© Students will be assessed through their paper chains which will contain the connections they have made between the text and themselves Assessment criteria for analysis: Students’ ability to make connections between themselves and the texts Teaching focus: ‘A. the pre-service teachers teaching skill for observation by Associate Teacher, or B, teaching skil that the pre-service teacher would like to personally develop. © Explaining the activity correctly ‘* Classroom management skis, Background to the learning: ‘A. References for teacher background knowledge B. Identify students’ current knowledge Lesson resources: ‘= Book chosen from classroom library (Herman and Rosie by Gus Gordon) Lesson content: A. Introduction 10 mins + Introduce text to self connections- questions that children may ask themselves to make the connections between the text and themselves B. Development 20 mins + Ask them to think about text to self connections as I'm reading, sit down when they have made a connection © Read the book to the class c. 20 mins D. Closure ‘+ Have more students share their connection towards the end of the lesson. 10 mins Post-lesson review and evaluation: ‘Student achievement: To what extent were outcomes achieved? How did the students demonstrate this? Petadents macle excellent gext to self connecelons, Wie 225 os Clemonsiv ared Ly ther adding to class Aiscussions about me Bad they personally dent Pied “with the book, the chavac the events Excellent stovy selechon . Also modified lessow wuckly a well whens chu gtated dp oer Aistackd wite dhe ssit dows who pu make & Connechon’ achyity — akthougl | Hhivk you should ty ub agar another twee yas quickly at the stat of & lessow as ck initially really engodge dha chn. Teaching effectiveness: What have you learnt from the lesson? What do you recommend for future lessons? Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your —_self- development focus for the lesson, referring to both strengths and areas to be addressed. Mom thie lessen \have leamk thon if T+ ie net going on the divectton thor was great then it needs to be re-arranged. {Sv example ¢ dousn hen connectors By standins) up and svetcng not . a : ere on the flow could Seca pias SEUuclents who Ww LEP Oe Sh See the book and then FC aso one wonted +0 make (ute were raking) move connector ( AS acesuk of cHis\bad the stuctenes FF dee on voise ther hand when they jracl a Connee hey wanted €0 Share, “~~ / Ss 7 ect As \ was reaching the brook. [std ani On Stuclents €0 shave their connecte Wie to CaoWk bump the Lesson worked quite nts were atle tO creare Which was 1 found anor after this ’ 5 € Werk ond that che Stud ane Dicaria fl text 0 self Connecter ons : 7 obhective Of this Lessor. the manne of er Excollert Wssorw Ahi dg Gee’ ve Comynue pa sve 1% /o BACU [AUSTRALAN CATHOLIC UNWERSITY LESSON PLAN FORMAT The following is a sample of the lesson plan format used by the University. Lesson TopiciFocus: Text to text connections, Date: 17/06/15 ‘AusVELS Domain(s): English Year level(s): 213K ‘AusVELS strand (s): Reading and writing Lesson duration: 80 minutes AusVELS sub-strand(s): Literacy AusVELS Dimension(s) or Religious Education Guidetin Learning Standard(s)iOutcome(s)/Objective(s): \ , Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) AMES Creo Leme €o taxr ConneeTtONe ‘At the conclusion of this lesson, the students will know/understand that: Connections can be made between texts. ‘At the conclusion of this lesson, the students will demonstrate the skills/strategies of: Identifying similarities and differences between Little mermaid the book and The Little Mermaid the film Assessment: ‘* Venn diagram that students are to fil out Assessment criteria for analysis: ‘* Students’ abilty to make connections between the two texts Teaching focus: A. the pre-service teachers teaching skill for observation by Associate Teacher, or B. __ teaching skills that the pre-service teacher would lke to personally develop. ‘+ Classroom management skis, ‘+ Taking time to take questions and make sure all students are clear on the task Background to the learning: ‘A. References for teacher background knowledge B. Identify students’ current knowledge ‘+ Knowledge of the little mermaid story ‘+ Knowledge of the venn diagram Lesson resources: * Venn Diagram worksheets © Film * Book Lesson content: A. Introduction roughly 60 mins Previous lessons have been spent reading The Little Mermaid book, two-three chapters a day for 3 days B. Development 10-15 mins ‘+ Use students’ knowledge of the fim (if they have seen it before) and the book to demonstrate a ven diagram on the whiteboard Introduce film ©. Consolidation, practice, extension 80 mins * Children ate to watch the film while recording the similarities and differences between the book and the film Closure 10 mins ‘Students come together and share their comparisons between the book and the film Post-lesson review and evaluation: Student achievement: To what extent were outcomes achieved? How did the students demonstrate this? ~ one ts P Students ace enagged ‘in the Mim

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