TRAIN REPORT LESSON PLAN

Pre-service Teacher name: Date:

Lauren Brine 04/06/19

Year level/ age range & number of students: Highlight planning process:
Reception and Year 1, with 26 students Planned collaboratively with Supervising Teacher
Estimated duration of activity: Planned collaboratively with peer
Planned independently based on ST lessons
1 hour 30 mins Planned Independently
Deconstruction of Supervising Teacher’s lesson
Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies and
Languages)

HASS: History

Specific Topic: (including Australian Curriculum content descriptor)

- Pose questions about past and present objects, people, places and events (ACHASSI018)

Learning intentions: (Descriptions of what learners should understand and be able to do by the end of a learning period, the
‘what and why’ of the learning task: ‘We are learning to …. (learning intention ‘what) so that we can …… (learning intention
‘why’))

The students will utilise the correct terminology to describe their favourite train so that they can pose
analytical questions.

Success criteria for students: (clear and specific measures of how students have met the learning intentions, i.e. how they
are going with the task, this can include both learning content and strategies; ‘I know that I can do this when I have ……)

The students are able to identify some key features of trains, utilising the correct terminology..

Preparation/ organisation/ resources:

(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)

Report Poster, Train Poster, Train Report questions (Yr 1’s and Receptions), Things that go Trains Video
(https://www.youtube.com/watch?v=Ty8uibvScnk), Trains dance video (https://www.youtube.com/watch?
v=Q5GegqIJl), Trains book, Train examples

Differentiation: (Are there any students that I need to personalise the activity for)

The teacher will observe the activity positioning themselves near students who may need extra support in
focusing on the task or behavioural situations.

Ama will have her SSO with her to support her throughout the activity.

Supervising Teacher feedback:

Lesson running schedule: Time frames
What will I do? What will the students do? (Approximate time frames
What range of teaching strategies will I use? will need to be flexible
What skills and strategies will be used by students? and tweak these in
How will I support inclusion of all students? response to context)
Transition: (physical shift/ mind shift: how will I transition students from previous activity to this 2-3 minutes
activity in an orderly and time efficient manner? How will I gain and focus their attention?)

The teacher will have the students sit on the floor to introduce the next activity and ask
the students what they think the topic will be using the Train poster as a prompter.

Introduction: (hook/ tuning in: how will I gain the interest of the students in the topic?) 3 minutes

The teacher will ask the students some questions to introduce the topic to the students.
- Who has been on a train before?
- Does anyone have toy trains at home?
- Can someone name a popular train toy?
The teacher will play the ‘Things that Go! Trains’ Video.

Pre-service Teacher facilitated mini-lesson: (explicit teaching & modelling of topic content, 7 minutes
strategies and learning focus, explanation of learning intentions) Adapt to less time for
younger children)
The teacher will have a discussion with the students to see if the students can name some
trains from the video – using the premade Train examples.
- Can anyone remember one train from the video?
- Has anyone seen the new Tram in the city?

After a small discussion the teacher will read the Train book to the students before having
another discussion with the students, this time focused on how the trains move and what
they transport.
- What do trains move on?
- What are some things trains carry?
- What powers trains?
- Where can you see trains?

Student focussed work period: (Students collaborative or independent student work period; 10-15 minutes
how will students engage with the topic, how will I check all students understand the activity, how
will I use proximity to determine their understanding and give specific feedback relating to success
criteria)

The students will be given the train report structure worksheets where they get to select
one train to write about. The teacher will be walking around the classroom aiding students
with any spelling that they may be struggling with (utilising a portable whiteboard).

Conclusion WWW reflection: (How will I transition students to the close of the activity? How 5 minutes
will I determine if they fulfilled the success criteria and learning intentions? How will I include
student voice and my feedback on what worked well ‘WWW’ in relation to learning and the
learning strategies they used?)

The preservice teacher will have the students discuss their reports and what trains they
chose and why.

The teacher will play the Train dance video to wrap up the lesson.
Evaluation:
Did the lesson go as planned? Did I organise and manage the activity well?
Did I use effective communication? Did I provide clear directions?
Did the students achieve the specific learning intentions? Were there any students that I needed to differentiate the activity for?
How would I improve in my next planned activity?

This lesson went as planned with the students having a rich discussion on the different kinds of trains. In future
lessons I would ensure to have a more in depth focus on the report structure of writing, explaining it further to
students as I felt that the students didn’t quite understand the purpose of the report enough. Furthermore, I will
strive to include an in-between level of challenge between the two year levels as I observed some high achieving
Reception students finishing early and quickly becoming bored with the activity.