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Learning Management Plan- needs to be udated against final lesson plan No. 1 and lesson plan No.

(1) What does my learner already know? Students have an understanding of sentence structure using adjectives, nouns, conjunctions and compound words. They can incorporate basic punctuation into sentences (capital letters, full stops, commas, spaces between words). Students have had exposure to writing sentences by recalling details through various media (eg watching videos - unit of inquiry: water; demonstration and hands on activities regarding water pollution; writing about characters and events from stories, etc). (2) Where does my learner(s) need/want to be? (Procedural Knowledge will be able to): 1st lesson Children will be able to identify noun illustrations in Alison Lesters Imagine. Children will be able to identify the types of nouns (ie person, place or thing) depicted in Alison Lesters Imagine. Children will be able to identify adjectives that describe nouns in the story. Children will be able to verbally stretch sentences by incorporating adjectives to describe nouns. Children will be able to complete a worksheet in pairs grouping types of nouns. Extension: Children will be able to construct sentences with adjectives to describe nouns from the story Extension: Children will be able to draw the character/scene they have written about. 2nd lesson Children will be able to identify adjectives and elaborate on the qualities to describe nouns in Alison Lesters Imagine. By imagining that children are a character/thing/place in the story, children will be able to stretch sentences which include adjectives to describe nouns. Children will be able to identify adjectives and nouns in their sentences by underlining each in a different colour. Extension: Children will be able to extend their knowledge by reading their sentences to a friend or the class Extension: Children will be able to draw the character they wrote about depicted in a scene from the story accurately illustrating the adjective where possible. (Declarative Knowledge knows or understands) Children will know that nouns represent people, places and things. Children will know that nouns can be grouped by types (ie people, places, things) Children will know that nouns have different qualities. Children will know that adjectives are describing words and can be used to describe nouns. Students will use their knowledge of the basic conventions of punctuation and writing to construct and expand sentences Children will extend their knowledge in groups by reading their sentences to a friend or the class Language Expressing and developing ideas Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468) The Australian Curriculum, Assessment and Reporting Authority, The Australian Curriculum, English, Year 2, Curriculum F-10, Version 1.2, 8th March 2011, page 21. Lester, A., (1989). Crows Nest, New South Wales, Australia: Imagine (3) How does my learner best learn? Note: Literacy skills for this class of students is mixed, with approximately 8 x children in the advanced level, 5 x children in the upper average level, 6 x children in the lower average level and 7 x in the lower level according to literacy group running record classification. Collaborative group learning opportunities to engage children in discussion to revise, explore, consolidate information (interactive whiteboard) Using a variety of media given their age and span of concentration on any given task before becoming restless. Catering to different learning styles within the group (auditory, kinaesthetic, visual). eg listening to story, visuals of the illustrations/ imagery, group discussion, collation of information on interactive whiteboard by students and PST, worksheets, constructing sentences, drawing. By experiencing social and emotional responses to characters and events in the story, and relating experiences to their own lives. Varied tasks in different zones of the room, ie engaging children in the group discussions, writing answers on the interactive whiteboard, paired tasks, and working individually. (4) What resources do I have at my disposal? National Curriculum framework, classroom facilities: computer, interactive whiteboard, Imagine by Alison Lester, worksheet placing the correct type of noun under person, place or thing, bowls for nouns and adjectives, students writing books, lead pencils, coloured pencils, drawing paper, question dice. 5) What will constitute the learning journey? (Sequence, Outcome focus, Incl main DoL focus, Time Frame) 1st lesson PST will orchestrate both lessons with half class rotations back-to-back Overview of nouns and adjectives to make connections with previous learning Explain to group that I will be reading Imagine by Alison Lester Ask children to see if they can identify the nouns in their heads as I read the story. Children will engage in group discussion about people, places and things (nouns) from the story. Children will draw a noun card from the bowl.

Children will identify types of nouns depicted in the story Children will write the noun on the interactive whiteboard under the correct heading. Children will add as many adjectives as possible to describe the noun, using the illustrations in the book as a reference PST/children will write these words on the interactive whiteboard. Children will draw an adjective card from the bowl and marry an appropriate noun to it form the story, eg grey (dolphin), colourful (fish) PST to introduce children to stretching sentences by including adjectives in the sentence on interactive whiteboard, eg I can see a (black and white) penguin who lives on the (freezing, cold) ice. He has a (small, black) eyes .. Children to complete a worksheet in pairs - glue correct type of noun under appropriate heading, ie person, place or thing Ext: Children to construct sentences with adjectives to describe the noun they pulled from the bowl. Ext: Children to draw the noun/scene they are describing 2nd lesson PST will orchestrate both lessons with half class rotations back-to-back. Organise students as a group on the mat and give overview of nouns and adjectives and types of nouns identified in previous lesson. PST to read a page/scene to explore from Imagine by Alison Lester. Show scene on interactive whiteboard (by importing image to desktop). PST will organise a space on the mat and will elect a student to roll the dice to establish what we will explore on the scene (ie who, what or where - eg what the ocean, who the fish). This student will identify their selected noun by drawing a circle around it on the IWB. Then have the children elaborate on the qualities (adjectives) to describe the fish. What does it look like? Where does it live? What else can you describe in the scene? Write ideas on the whiteboard Choose another student to roll the dice, select a noun, circle it on the IWB, give adjectives to describe it and expand on other events in the scene. Then stretch into a sentence to show students how to extend and refine knowledge and use it meaningfully. Eg One: I saw a fish. I saw a friendly, colourful fish. I saw a friendly and colourful fish splashing in the blue ocean. He was playing with an orange and white fish [and] they were hiding behind some green seaweed. Explain to them that using joining words helps to make sentences interesting. Eg Two: I saw a dolphin. I saw a friendly, silver dolphin playing in the curly, blue waves. He was playing with a funny, wobbly jellyfish and a big, grey shark Get children set up at desks with a colour photocopy of a scene from Imagine to help them develop their ideas. Lead pencils, rubbers, lined pieces of paper and coloured textas will be supplied. Children will choose a character from the scene on the IWB and write two or more interesting sentences to describe their character. Sentence starters can be: I saw OR Suggest that they can imagine they are the character and can start a sentence with: I am .. Guide them with questions like: What you are doing?,Who you are with? Where you are. What else is around you that you can describe (using adjectives)? Give examples on whiteboard with sentence starters, eg: I am .. a friendly and colourful fish. My home is a smooth, round shell and I like to sleep under a blanket of soft, green seaweed. I play with happy, silver dolphins and squishy, wobbly jellyfish. I stay away from cranky, slippery eels and scary sharks. Encourage children to use a joining word to combine two ideas. Remind them to use a capital letter for new sentences and full stop at the end of each sentence. Spaces between words and commas should be used to separate lists of things (adjectives). Ext: Children will underline all adjectives in one colour and nouns in another. Ext: Children will write more sentences or share their sentences with a friend or the class (time permitting) (6) Who will do what? PST to lead this experience (7) How will I check to see my learner has achieved the defined learning outcomes? Informally Contribution to group discussion and question and answer time on the mat. Formally - Completion of two or more sentences using adjectives to describe nouns and underlining nouns and adjectives in different colours. (8) How will I inform the learner and others of the learners progress? Working collaboratively as a group Children to share their sentences with a friend or class (time permitting). Feedback to children Feedback to pre-service teacher by the mentor teacher.

Link to Social and Emotional Development How does this explain the way we plan and implement a particular lesson? These lesson plans provide group and paired activities to benefit social and emotional, as well as cognitive, development. Although this lesson is tailored to help children achieve curriculum outcomes and strengthen mental abilities, such as attention, reasoning, memory, language, literacy skills, imagination and creativity, it will also give children opportunities to develop their emotional intelligence which greatly improves academic and life success (Berk, 2009, p.325, p.624). In order to alleviate restlessness, I have catered for this age group by shaking things up for them so they can enjoy learning through different media, and different zones in the room. Mat time will be used for initial group discussion, then children will work on a task at their desks arranged in clusters to facilitate brainstorming to complete written task. The lessons are structured so that children will be encouraged to develop social and emotional skills by playing by the rules whilst engaging with peers in groups by self-regulating emotions, behaviour and thinking. Regulating behaviour assists in developing productive habits of mind (Marzano, R; Pickering, D, 2009, p262). Childrens pro-social behaviour is learnt from more competent peers and adult role-modelling thereby contributing to their socialisation by influencing behaviour and preparing them for life. (Berk, 2009, p.624, p.325; http://casel.org/why-it-matters/benefits-of-sel; Marzano & Pickering, 2009, p.263). These skills include: perspective taking (listening to others answers and points of view), reinforcement (of student-devised classroom rules and identifying and praising well-behaved students), conflict resolution with peers, exemplifying perseverance (to complete tasks successfully), restraining impulsivity (raising hands, not speaking when it is someone elses turn, not calling out, speaking clearly, focussing on the task at hand). I have developed two effective lesson plans that are socially relevant, and individually and developmentally appropriate for this Year 2 age group by catering to different learning styles, and different level literacy groups and will scaffold their work accordingly. As noted in the Professional Standards for Queensland Teachers, identifying information regarding students to set learning goals helps to promote personal development and social participation.(Standard 6, p. 7, Retreived March 3, 2012 from http://www. qct.edu.au/standards/documents/PSQT_GradLevel_v3_Web.pdf ). Children will work collaboratively during these lessons to foster Zygotskys model of reciprocal teaching and co-operative learning( Berk, 2009, 269). Reciprocal teaching creates a zone of proximal development where children and teachers can scaffold one others ideas and children can assume more responsibility for their learning. Working within students zone of proximal development allows teachers to provide varied and interesting activities in lessons to engage all students and to enquire about childrens thoughts, motivations and emotions which can draw on childrens diverse backgrounds and knowledge banks (Berk, 2009, p.238). Vygotsky emphasised that the importance of peer interaction between children in social environments is where learners construct their own understandings to represent culturally meaningful activities in play(Berk, 2009, p.264) advancing social and cognitive development (Berk, 2009, p.637). Students from the lower literacy groups especially will benefit from group discussion on the mat to acquire and integrate knowledge, and from constructing simple, rather than complex sentence structure. Others will benefit from using the interactive whiteboard to elaborate on information in order to extend and refine their knowledge, whist others will enjoy working at their desks to complete worksheets and drawings to further extend, refine and use knowledge meaningfully. (Marzano..). Upper literacy groups can further challenge themselves by completing the extension work provided. I need to also be sensitive to children with learning/social difficulties such as one of the girls who has autism and displays learning difficulties in some areas as well as emotional outbursts. I will endeavour to compromise in order to provide a balance between patient, sensitive guidance and the authoritative style which is firm but loving. By helping children to regulate their emotions and develop resiliency it helps to modify childrens maladaptive styles and temperaments and deal with lifes challenges). Why this defined target group may have difficulty achieving learning outcomes in schools and how research informs ways this could be remedied. If children are beset with an array of confused, unhappy or aggressive feelings they will not be able to learn effectively, as emotions can affect cognitive development and social and emotional wellbeing. (SEL printout). Childrens biological nature, family, school and community environments all combine to shape childrens development. Gathering vital information regarding a students home life (such as interests, likes and dislikes and fears; routines; sleep; nutrition; sibling relationships; parental style; risk of harm; amount of screen time) can help towards programming that is relevant and engaging for students. Effective Social and Emotional Learning in schools decreases levels of emotional distress and conduct, and significantly improves skills of self-management, selfawareness, social-awareness, responsible decision-making and relationship-building in order for them to manage their emotions and negotiate their lives. Emotional intelligence bolsters future achievement more than any other single factor (SEL printout). Other practical applications such as scaffolding childrens learning and working within their proximal zone of development are helpful. The provision of social supports to families can also help to ease parental stress so that a goodness-of-fit model can be encouraged betwee parent and child. By providing a safe environment for children it enables them to learn (Devine & Cohen, 2007, retrieved April 8, 2012 from http://www.wellbeingaustralia.com.au/uba/National Climate Survey 2010.pdf. By schools collaborating with families, children will be more able to meet their academic, emotional, physical, and social needs.

Children with problem behaviour and learning difficulties may find it especially difficult to achieve curriculum outcomes, however research confirms that cultivating a classroom climate that is safe, caring, well-managed and participatory enhances childrens attachment to school, and their learning, social and emotional skills. Co-operative learning fosters social and emotional learning as does infusing character development into the curriculum and school culture such as respect, responsibility, honest, fairness, compassion courtesy and courage. This can be done through frameworks like The Kids Matter program as an example of social and emotional learning that helps to bring the school community together, to ensure it helps to raise confident and resilient individuals. Specific personal development programs can also be introduced across year levels to provide opportunities for students to learn effective strategies for handling real situations when they arise. If students have teachers and peers who adopt pro-social behaviours, children are more likely to behave in prosocial ways.