LESSON PLAN

Pre-service Teacher ‘s name: Lewanna Hampel Date: 17/09/2020

Year level/ age range & number of children: Highlight planning process:
26 Year 4 students Planned collaboratively with Supervising Teacher
Planned collaboratively with peer
Estimated duration of the learning experience: Planned independently based on ST lessons
Lesson block = 50 minutes Planned Independently
Deconstruction of Supervising Teacher’s lesson
Prior learning and background of the children:
Through marking students’ writing it is obvious that some students require support to correctly use contractions;
using and correctly placing an apostrophe to represent the missing letter/s. This need for support was also
emphasised through conversation with one student who stated they did not know where to put the ‘silly thing’ in the
word.
Given that most students attempt to use apostrophes in contractions (they just forget sometimes or misplace them)
it is apparent that they have engaged with this concept before. However, this grammar lesson will begin with a short
discussion of what a contraction is (using this terminology and also an example) to establish students’ prior
knoweldge.
Learning intention (aim):
*NOTE: Each week the students participate in 1 grammar lesson which may align with a specific unit focus, or be used
to support them with other aspects of their writing. During this time the teacher introduces the grammar lesson
before handing over to an SSO who will monitor the class while the teacher completed guided reading with 3 student
groups. This lesson plan will outline both the grammar lesson and guided reading focus during this time.
Grammar Learning Intention: to understand that when two words are contracted into one, an apostrophe is used to
signal missing letters.
Guided Reading Intention: to understand what they are reading by answering questions about the text.
Learning area: English

Specific Topic:
- Grammar: contractions
- Guided reading: comprehension – decoding texts

Strand and sub-strand from the Australian Curriculum:

- Grammar: English, Language (Year 3)
- Guided reading: English, Literacy

Australian Curriculum content description(s):

- Grammar (Year 3): Know that word contractions are a feature of informal language and that apostrophes of
contraction are used to signal missing letters (ACELA1480).
- Guided reading: Read different types of texts by combining contextual, semantic, grammatical and phonic
knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing
(ACELY1691).

Relevant parts of the achievement standard from the Australian Curriculum:

Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose
and context. They explain how language features, images and vocabulary are used to engage the interest of
audiences. They describe literal and implied meaning connecting ideas in different texts
 They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic
words. They express preferences for particular types of texts, and respond to others’ viewpoints.
They listen for and share key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to their texts. They understand how to
express an opinion based on information in a text. They create texts that show understanding of how images
and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and
contribute actively to class and group discussions, varying language according to context. They demonstrate
understanding of grammar, select vocabulary from a range of resources and use accurate spelling and
punctuation, re-reading and editing their work to improve meaning.

Success criteria for children (objectives):

- Grammar:
• I can combine two words to create a contraction.
• I can correctly use an apostrophe in a contraction to represent missing letters.
- Guided reading:
• I can use the knowledge I gain from my book to answer questions about the book.
Success criteria for the teacher:
- Grammar:
• Students will engage in class discussion of contractions.
• Students will have created a brainstormed list of contractions.
• Students will have annotated the task sheet with different colours.
• Students will be seated at their desk working at a moderate volume level (discussing task with desk
partner).
- Guided reading:
• Students will be able to recall information from their text to answer questions about their text.
• Students will participate in discussion about their text.

Teaching strategies: Preparation/ organisation/

Grammar: resources:
- Gradual release of responsibility: explicitly modelling using contractions - Grammar:
to students, before having students complete the task individually/with • PowerPoint (self-
desk partner. developed)
- Scaffolding: providing basic questions for students to complete and • Task sheet (per student)
refresh their understanding before identifying and fixing contractions in • Sheet for SSO to explain
prose. task
- Collaborative: emphasising to students that they may discuss the task - Guided reading:
with their desk partner. • Texts: different text for
- Feedback on student understanding at end of lesson through thumbs each group, 1 book for
up, down or in middle. each student.
Guided reading: • Notes sheet with
- Open-ended questioning: to provide multiple entry points for students questions for each text
and to encourage students to share their own understanding. (self-developed)
- Small group discussion: to expose students to new ideas they had not
previously considered, to consolidate students’ own understanding and
to actively develop students’ knowledge.
Differentiation (pre-core/core/extension/acceleration):
Extension: students who complete the task can examine their own writing in their writing and spelling books.
Students will document contractions they have incorrectly written in the past, and write a short story or letter using
these contractions to practice them.
Opportunities to provide feedback:
- Grammar: if guided reading finishes early, providing verbal feedback to individual students based on their
completion of the task.
- Guided reading:
 • During: after students share/respond to questions, i.e. that was a great point
• End: broad feedback about success of experience

LESSON RUNNING SCHEDULE: Time frames

Transition: 3 minutes
- Direct students to close and put away their spelling/writing books and come sit on
the floor ready for the next lesson (check in with Yuvin – depending on mood,
have sit on floor to listen with others, or at desk drawing while listening).
Introduction: 7 minutes
- Explicitly explain lesson will focus on contractions.
- Provide an example of a contraction (is not = isn’t) and explain what a contraction
is: a shortened from of one or two words, where an apostrophe is used to take the
place of/replace the missing letters.
- Ask students what contractions they can think of and brainstorm on the board
(eliciting prior knowledge).
Development: 30 minutes
- Explain tasks to students (go through task sheet): 1) students draw a line to match
the contraction and base words, 2) students write the two words that make up
each contraction, 3) students identify where an apostrophe is needed in
contractions, 4) students examine a short text and identify the contractions, fix
contractions with apostrophes in the incorrect place, and fix add apostrophes to
contractions that are missing them, 5) EXTENSION: students view their own writing
in writing books and/or spelling books to look for contractions they may have
incorrectly written. Students then record these in their literacy books and write a
sentence for each word to practice using contractions they have previously made
errors using.
- Before distributing the task sheet, ask guided reading students to stay seated on
the floor (Cooper, Harper, James, Seth, Rhys, Tamara & Chloe).
- Have student volunteer distribute task sheet to all other students – students
return to desks to start work when they have the task sheet.
GUIDED READING:
- Explain to students left on the floor that they are all starting new books this week
in their groups.
- Outline new groups: Group 1 = Tamara and Chloe (Lisa to run this group), Group 2
= Cooper, Harper & James, Group 3 = Seth & Rhys.
- Explain new guided reading process: students will read the given page range
quietly at their desks and when completed let me know.
• Group 2: Cooper, Harper, James = Tiny Timmy book, All chapter 1.
• Group 3: Seth & Rhys, Eric Vale up to p. 9
- When one whole reading group has finished reading, ask that groups members to
come sit on the floor in a circle to discuss their book (if the other group finishes
before we do, start the grammar task).
• Ask students what they think of the book so far/how they feel about it?
• Pose Questions (Refer to Appendix document).
• Give positive verbal feedback when finished.
• Explain to students they can start the grammar task.
- Repeat process with other group.
Conclusion: 10 minutes
- Use a recall strategy to gain students’ attention (hocus pocus, that means focus OR
macaroni and cheese, that means freeze).
- Ask students to bring their books and sit on the floor.
- Go through answers so students may record and learn the correct use of each
contraction (if they did not get it correct).
- Ask students to give a thumbs up, middle or down to indicate how they feel about
using contractions now.
 Appendix 1: Guided Reading Group Notes

Group 2: Cooper, Harper & James, Tiny Timmy book.

Blurb:
- Timmy’s hard work pays off.
- Is a star in school team and being recruited for faster & stronger team than he is used too.
- Needs to train hard
Chapter 01:
Summary:
Timmy playing soccer, using head to get goal, team wins, best mate impressed but Studs and Hacker are not and
make fun, man in suit approaches coach.
Questions:
- What sport is Timmy playing? Soccer
- What is a hat-trick?
- Who is his best mate? Mike
- What team is he a part of? The Lions
- What do you think about Studs & Hacker – not very nice, worried about Timmy being better than them & taking
‘all their glory’
- Who could the man in the suit be?
Potentially tricky vocabulary:
- Substitute
- Referee

Group 2: Seth & Rhys, Eric Vale

Blurb:
- Eric Vale has a stupid nickname, rotten bad luck and a best friend who just looks on the bright side
- 3 things push Eric towards the ‘Epic-est of all epic fails!’
Chapter 1: Epic Fail No. 1: My Nickname
- What does Eric mean by ‘crummy names’? unpleasant, yucky, bad
- How did Cooper King get his nickname ‘King Pong’? stepped in dog poo, in class one day everyone could smell it
and he couldn’t, was given name by Martin Fassbender
- What did Eric mean when he said that the smell is ‘probably just Pete Bunter doing his ‘thing’’? farting.
- What is Eric’s best friend William Rodriguez’s nickname? Choo-Choo Rodriguez, Chewy for short.
- Chewy’s parents are life coaches. What is a life coach? Someone who inspires others and trains others to set
achievable goals in their everyday lives.
- Who do you think Secret Agent Derek ‘Danger’ Dale could be?
- What do you think Eric’s nickname is?
Tricky vocabulary:
- Knight - Sewer - Freight
- Hurls - Enough
- Plastered - Transportation

Up to page 9.