Lesson Plan

Day: M T W T F Date: 01.09.17 Time: Year: Preprimary -Small Group Lesson

Learning Area: Literacy Topic: Guided Reading: Rabbit and the Frog
Curriculum content description: (from ACARA)
ACELY1646 - Listen to and respond orally to texts and to the communication of others in informal and
structured classroom situations
ACELY1784 Use interaction skills including listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact
ACELY1650 Use comprehension strategies to understand and discuss texts listened to, viewed
or read independently (

Students prior knowledge and experience:

(Outline what the students already know about this topic)
Students have been working on guided reading all year? Semester? They do guided reading twice a week, on
Wednesday and Friday and work in their groups and change books each session.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
asking and answering questions to clarify understanding
participating in class, group and pair discussions about shared experiences including shared texts
learning to ask questions and provide answers that are more than one or two words
participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups
and engaging in class discussions, listening to others and contributing ideas
showing understanding of appropriate listening behaviour, such as listening without interrupting, and
looking at the speaker if culturally appropriate
listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and
various types of digital texts
speaking so that the student can be heard and understood
talking about the meanings in texts listened to, viewed and read
relating one or two key facts from informative texts
finding a key word in a text to answer a literal question
making an inference about a character's feelings
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: (Explain how you will know that lesson objective have
(What will students know and be able to do at the been achieved / monitor student learning)
completion of the lesson specific, concise and
attainable objectives) Formative evaluation, ensuring
Comprehend the book rabbit and frog by the everyone in the group answers and is
pictures not just words. involved in the session.
Understand what a speech bubble is Questioning within the session
Understand what an exclamation mark looks
like
Understand what a full stop looks like
Word recognition of the words jump, look
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)

The book Rabbit and Frog

Class list Yellow group
Mini Whiteboard and erasers

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

In the yellow group there is a lower ability student. Zahara

Two students nearly permanently away Sanchez and Finlay.
The new student, who I believe is strong but has not sat a guided reading session yet will be assessed
Two stronger ability students.

I will ensure I spend more time ensuring Zahara answers and understands the texts, and make sure she gets a lot
of turns as the stronger ability students will answering away happily.
I will focus on assessing Alba also on her ability as this is her first session.
Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)

We will read the story of Frog and Rabbit

Before we read, we will discuss the cover of the book, for example;
What do you think this story is about?
What can you see on the cover
Where do you think the characters live

2. Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

I will read each page and answer the questions accordingly from the book, example questions are;
Can you point out the work look?
What do you think is happening on this page?
What symbol is that?! How would someone read that word if it has that symbol next to it
Where is the speech bubble? What does that mean?
I will ask the students to write key words on a whiteboard.

3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

At the end of the book I will ask the children what do you think the book was mainly about and who
were the main characters to have them summarise what the book was about at the end.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

The lesson worked the children enjoyed the book. The writing of the words in question on the whiteboard was
successful. No issues, wouldnt change anything.