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EDLA

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


Focus for Student Activities: Using Comprehension strategies


Week 1:
Lesson/ Outcomes
1. MONDAY
45 min
EN2-1A Communicates
in a range of informal
and formal contexts by
adopting a range of
roles in group,
classroom, school and
community contexts

Designing, Selecting and Sequencing Activities


1. T shows the cover of Charlie and the Chocolate Factory to Ss.
T will ask Ss to activate their background knowledge and
make predictions about what is going to happen in the book by
engaging in think pair share. Questions to ask to activate
background knowledge include:
- What is something you always look forward to and why?
(E.g. birthdays, Christmas, food, sport, seeing your family,
etc.).
- Is there something you like that is bad for you? (E.g. too
much candy will rot your teeth, too much television will
damage your eyesight, etc.).
1. T provides a book talk of Charlie and the Chocolate Factory,
providing some information about the book, and creates
excitement in reading it.
2. Whilst looking at the cover, T will ask what kind of vocabulary
might be important in understanding the book? These words
will be explored using a word map. Words to discuss include:
- Chocolate
- Factory
- Inventing/inventor
3. T distributes individual copies of book and engages in shared
reading by reading the first chapter aloud to Ss, modeling
fluent reading. T will pause at appropriate moments during the
reading to think aloud and encourage Ss to make predictions.
4. After reading, T asks questions about what was read to
assess Ss comprehension.
5. A schedule for reading and discussion will be set. An
agreement will be made that for homework, Ss will read the

Resources
- 30x Charlie
and the
Chocolate
Factory by
Roald Dahl
- A3 word map
template and
pens
- Example of
double-entry
journal on A3
paper
- Ss reading
logs

Assessment
Observation T
will listen to Ss
responses during
discussions
Anecdotal
records T will
write brief notes
during
observation, to
observe the
comprehension of
Ss.

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


2. TUESDAY

1.

45 min

2.

EN2-2A - Plans,
composes and reviews
a range of texts that are
more demanding in
terms of topic, audience
and language

3.
4.
5.

EN2-7B - Identifies and


uses language forms
and features in their
own writing appropriate
to a range of purposes,
audiences and contexts
3. WEDNESDAY
30 min
EN2-3A - Uses effective
handwriting and
publishes texts using

6.

set number of chapters and write brief responses to their


reading in their reading journals. These journals will include
double-entry journal entries and vocabulary Ss wish to explore
in future lessons. An example will be displayed for the class to
see. T will inform Ss that these reflections are very important
as they will be discussing their responses each lesson.
Homework: Read chapters 1 4 and write in reading journals.
In small groups, Ss will discuss their reading log reflections.
(Refer to Detailed Lesson Plan for in depth explanation).
T will display a segment of Chapter 3: Mr Wonka and the
Indian Prince on Interactive Whiteboard (IWB). Ss read in
unison with the T to promote prosody.
T will explain to Ss that they are to write a recount of the
events of Chapter 3.
As a class, T will lead prewriting session. Ss discuss of what
they infer may have happened to the palace and the Prince
before, during and after the chocolate palace melt down.
Class will jointly construct the first paragraph of recount and
remind Ss of the text structures of recounts.
Ss independently complete a draft of their recount. Ss can
choose whether or not they wish to use the paragraph
provided.
Differentiation Modified: Provide sentence starters.
Homework: Read chapters 5 8 and write in reading journals.
Ss complete draft of their recount if not completed in class.

- Ss reading
logs
- 5x word map
template
- IWB with
Chapter 3
displayed
- Pens and
whiteboard
for joint
construction
- Ss
workbooks
and pens

1. In small groups, Ss will discuss their reading log reflections.


- Ss reading
(Refer to Detailed Lesson Plan for in depth explanation).
logs
2. Ss are encouraged to revise and edit their writing, as they are - 5x word map
able to reread, revise and edit from a fresh perspective as they
template
have had some time away from their draft (Tompkins et al.,
- Ss
2012).
workbooks
3. Ss share their work with their editing partner and complete the
and pens

Observation and
on-the-spot
conferences T
listens to small
group discussion
and monitors
their
understanding of
the text so far.
Observation T
listens to Ss
responses to
assess their
ability to infer
On-the-spot
conferences
about recounts
Observation and
on-the-spot
conferences T
listens to small
group discussion
and monitors
their

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


digital technologies
EN2-9B - Uses effective
and accurate sentence
structure, grammatical
features, punctuation
conventions and
vocabulary relevant to
the type of text when
responding to and
composing texts

4. THURSDAY
30 min
EN2-10C - Thinks
imaginatively, creatively
and interpretively about
information, ideas and
texts when responding
to and composing texts

Week 2

Author/Editor proofreading checklist.


4. Once editing is complete, Ss type and print their writing out.
5. Ss can volunteer to present their recount to the class.
Homework: Read chapters 9 12 and write in reading
journals. Ss complete their recount if not completed in class.

1. In small groups, Ss will discuss their reading log reflections.


(Refer to Detailed Lesson Plan for in depth explanation).
2. Ss write a magazine interview with a character of their
choosing on one A4 page. Ss will write a brief introduction,
summarising the events their chosen character has
experienced, and write a series of questions in which they
answer as the character, inferring how they would respond
and predicting what will happen to the character.
Differentiation - Modified: Provide questions of the interview.
3. Ss volunteer to share their favourite or most significant
question and response with the class.
4. Ss can volunteer to sit in a hot seat as their chosen character
and answer the class questions for that character.
Homework: Read chapters 13 21 and write in reading
journals.

- 30x
Author/Editor
proofreading
checklist
- Computers
and printer to
publish
writing

- Ss reading
logs
- 5 x word
map
template
- Ss
workbooks
and pens
- Hot seat

understanding of
the text so far.
Editing and
proofreading
conferences T
reviews Ss
writing and helps
to correct
conventions of
written English.
Rubric T uses a
rubric to mark Ss
recounts.
Observation and
on-the-spot
conferences T
listens to small
group discussion
and monitors
their
understanding of
the text so far.
On-the-spot
conferences
discuss interview
responses.

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


Lesson/ Outcomes

Designing, Selecting and Sequencing Activities


5. TUESDAY
1. In small groups, Ss will discuss their reading log reflections.
(Refer to Detailed Lesson Plan for in depth explanation).
60 min
2. T will bring to Ss attention that like all authors, Roald Dahl
wrote many drafts before publishing the Charlie and the
EN2-7B - Identifies and
Chocolate Factory story they are reading. In one draft, there
uses language forms and
was an additional chapter called The Vanilla Fudge Room.
features in their own
3. In small groups, Ss will engage in prewriting discussion of
writing appropriate to a
what incidents might have happened in this room.
range of purposes,
Differentiation Modified: Provide images of The Vanilla
audiences and contexts
Fudge Room by Quentin Blake as an additional stimulus.
4.
Ss write their own version of The Vanilla Fudge Room draft
EN2-10C - Thinks
chapter (about 3 A4 pages in their workbooks) drawing on
imaginatively, creatively
the ideas that were discussed and using words from the
and interpretively about
word maps where appropriate.
information, ideas and
5.
Ss write independently.
texts when responding
6. Once writing is complete, Ss can share their drafts.
to and composing texts
7. T will display The Vanilla Fudge Room by Roald Dahl on the
IWB and read it to the students.
8. Ss will engage in whole class discussion to compare their
ideas and writing to Roald Dahls chapter.
Homework: Read chapters 22 26 and write in reading
journals.
6. THURSDAY
1. In small groups, Ss will discuss their reading log reflections.
(Refer to Detailed Lesson Plan for in depth explanation).
30 min
2. Using the words from the word maps created, Ss will sort
words according to characters in a table. Once words have
EN2-9B - Uses effective
been sorted, Ss write a descriptive paragraph on each
and accurate sentence
character using most of the words they have categorised
structure, grammatical
with that character.
features, punctuation
3. Ss engage in whole class discussion to converse about their
conventions and
catergorisations of the words and read out their descriptive
vocabulary relevant to
paragraphs.

Resources
- Ss reading
logs
- Butchers
paper and
pens for
word map
- Ss
workbooks
and pens
- IWB with
The Vanilla
Fudge
Room
displayed
- Images of
The Vanilla
Fudge
Room by
Quentin
Blake

Assessment
Observation and
on-the-spot
conferences T
listens to small
group discussion
and monitors their
understanding of
the text so far.

Observation and
on-the-spot
conferences T
listens to small
group discussion
and monitors their
understanding of
the text so far.

Ss reading
logs
Butchers
paper and
pens for
word map
Ss
workbooks
and pens

Planning
conferences
discuss to assist
and assess
creating thinking
process and
writing.
Rubric T uses a
rubric to mark Ss
drafts.

Anecdotal records

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


the type of text when


responding to and
composing texts
7. FRIDAY
60 min
EN2-5A - Uses a range
of strategies, including
knowledge of letter
sound correspondences
and common letter
patterns, to spell
familiar and some
unfamiliar words
EN2-8B Identifies
and compares different
kinds of texts when
reading and viewing
and shows an
understanding of
purpose
, audience
and subject matter

Homework: Read chapters 27 30 and write in reading


journals.
1. In small groups, Ss will discuss their reading log reflections.
(Refer to Detailed Lesson Plan for in depth explanation).
2. In whole class discussion, T will ask Ss to reflect on the
book. Discussion questions include:
- What was your favourite part of the book? Why?
- Who was your favourite character? Why?
- What do you think will happen to all of the characters
now?
- Who would you want to share this story with?
3. T will inform Ss that they are going to create a class picture
book to be kept in the school library so that student of the
school. Each Ss will be allocated a chapter and they are to
create an image and a brief description (of up to 3
sentences) of this chapter.
4. Ss reread their allocated chapter and any other chapters
they feel are relevant in addressing the contents of their
allocated chapter to refresh their memory.
5. Ss work independently on their allocated chapter summary
and image, and are invited to refer to their character word
sort to describe the events of their allocated chapter.
6. When Ss have completed their individual summaries and
images, T will compile them into a book and present it to the
class. Ss are encouraged to engage in discussion about the
summaries and illustrations, making further connections to
the text.

monitor Ss
catergorisation
and use of words
-

Ss reading
logs
Butchers
paper and
pens for
word map
Ss copies
of Charlie
and the
Chocolate
Factory
Paper for
picture book

Observation and
on-the-spot
conferences T
listens to small
group discussion
and monitors their
understanding of
the text so far.
Observation T
listens to Ss
responses in
whole class
discussion to gain
insight into their
understanding of
the text.
On-the-spot
conferences T
can discuss Ss
choices to
summarise their
allocated chapter.