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Sarah Abbott

Lesson Plan 1 Primary


Small Group Lesson Plan

Day: Thursday
Date: 1 September
Time: 1:20pm - 2:10pm (50min)

Year: 5
Learning Area: English
Topic: Reading

Curriculum content description: (from ACARA)

(ACELA1512) Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are
organised, explaining their effect on viewers interpretations.
(ACELY1702) Navigate and read texts for specific purposes applying appropriate text processing strategies, for example
predicting and confirming, monitoring meaning, skimming and scanning

Students prior knowledge and experience:
(Outline what the students already know about this topic)
Students have been studying Pencil of Doom by Andy Griffiths for approximately 6 weeks and have nearly finished
readying the text. Students have been working on set tasks focusing on vocabulary, writing, and reading comprehension

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print
and digital resources.
Navigate and read texts for specific proposes, applying appropriate text processing strategies. E.g. scanning and

Learning objectives:
On completion of this lesson, students will be able to:
(What will students know and be able to do at the completion of the lesson specific, concise and attainable objectives)
Students will be able to:
Recall and list book titles in alphabetical order.
Draw and label a picture accurately from a text description.
Create a procedure, either written or in diagram form.

(Explain how you will know that lesson objective have been achieved / monitor student learning)
Students will have:
Listed at least 3 book titles in alphabetical order individually and at least 5 in total after group discussion
Have drawn 4 in sequence frames of the avalanche as described in the book. The 4 images must show at least 5
characters, 5 tombstones and snow capped mountains these must be labelled.
Create a step-by-step procedure of how to do a magic trick, containing easy to follow steps in the format of the
First Steps procedure guide.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)

All students will need a copy of Pencil of Doom, by Andy Griffiths as supplied by the school, these are handed out at the
beginning of class, they will also need a printed copy of the activities. Students have their own writing books, drawing
paper and stationary.

Griffiths, M. (2008). Pencil of Doom. Pan Macmillan Australia.

Sarah Abbott

Lesson Plan 1 Primary


Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Students are already separated into their reading groups based on their skill level. There are 5 levels in ascending order,
purple, red, blue, green, and yellow. This lesson plan is for the green group

Learning Experiences:
1. Introduction:

Ask two students to hand out Pencil of Doom by Andy Griffiths, one book per student.

Remind students of what happened in the previous reading by asking them what happened and

allowing them to recap. Remind students to read along.
1:20pm (5min)

Read chapter 54 to chapter 56 animatedly out loud to students while they read along quietly

1:25pm (5min)
Once reading is finished, allow for any quick questions clarifying what happened in the book.

Read through the activities they are expected to do in the lesson, elaborating on any important

points such as;

Activity 1: Expected to list at least 5 book titles in alphabetical order, the more the better

Activity 2: Picture must be labelled, with as much drawn detail from the text as possible

Activity 3: Procedure needs to follow the First Steps procedure guide
1:30pm (5min)
Remind students of behavioural expectations while they work by asking, what should we be

doing while we complete our work? Students have been asked this at the beginning of all

lessons so they should respond with something simular to, heads down, pens moving and

working quietly. Follow up by asking what do we do if we are unsure about a question?

students should answer ask the person next to you, then move on to the next question, then

ask the teacher for help. Prompt students to answer questions of necessary.

2. Sequence of learning experiences:

1:35pm (5min)

1:40pm (15min)

Reread chapter 54 as a group, then students can commence working on Activity 1:

Mr Shush took his time removing the books in alphabetical order. List the letters A-Z on
a page and come up with a book title starting with each letter of the alphabet. Dont
forget capital letters for titles.
Ask students to rule up a page and suggest only listing letters A-H because otherwise it will take
too long. Then allow students to work individually until most students have at least 3 book titles
ask students one by one to share what they have written, and encourage other students to add
them to their lists, repeat until all students have shared. They should now have at least 5 book
titles written down.

Students begin working on Activity 2:
Draw the picture Clive created from chapter 54. Dont forget to label everything.
If necessary prompt students to create 4 frames, and to check the book for what they need to
include, (5 tombstones, 5 characters and the snow capped mountains) these need to be labelled.
Once most children have completed the drawings ask them to share it with the group and check
that they have the 3 key components (5 tombstones, 5 characters and the snow capped
mountains) drawn and labelled, Also check they have drawn 4 separate frames.
Praise students who have included a title, drawn the tombstones in a ring, or drawn the picnic

Sarah Abbott

1:55pm (10min)

2:05pm (5min)


Lesson Plan 1 Primary

Ask students to begin working on Activity 3:

Mr Brainfright is full of magic tricks. Write a procedure to describe how to do a trick.
Dont forget all 4 paragraph and you can even do a diagram if you want.
Remind students to follow the procedure template and then begin working individually on either
a diagram or a written procedure.
When students are finished ask them to read out or present their procedure one by one, ask
other students if it makes sense and if they could follow the steps (peer feedback).

3. Lesson conclusion:

Review class activities and ask students individually which part they thought was their best piece
of work and why.
Ask students to quietly pack away their work and put any loose papers in their files, and tidy up
their desks. Ask one student to collect the groups the books and pack put them away.

Class finished

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)