LESSON OBSERVATION TEMPLATE

Year Level: year 4 Date: 31.08.2021 Length of Lesson: 60 min

Lesson Topic: Learning Area/s: English
Intended Learning Outcomes of the Lesson. Resources used: OneNote
By the end of this lesson, students will: White board
* further stories of a convict child Students books.
* Structure, Language features and FIDOTS
* writing from the point of view of an aboriginal child

TEACHING STEPS AND CONTENT

CT – positioned in student desks, clear expectations.

Introduction: Student prepare to work on body paragraphs

Learning goals – reviewing writing goals that have been put on their desks. Activating
Prior knowledge about yesterday’s writing. Xavier read the last paragraph.

Explaining new task to write.

Hook: Watching a video “Stories from the First Fleet” Discussing the point of view.

Body: (sequence of steps, content, teacher’s strategies, learners’ activity, practice examples,
questions asked)

Displays the new character sheet and begins to discuss each of the point. Students call out
ideas. Focusing on each point and discussing the point of view from an aboriginal point of view.

The vocabulary was a deep discussion in historic context.

Writing goal for today is three paragraphs. A side goal is to improve our writing stamina. Quick
discussion about A to D expectations to be able to achieve your goals.

Discussed language features in a good descriptive title.

Whole class came up with, The Day of the Horrific Invasion

I was gathering some bush tucker with my mob. It had been a day like many others, hunting
with spears and preparing for the day’s hunting. It was the 30 th of January 1788, and the
Summer season was upon us. We spent wonderfully long days with the mob which made me
feel incredibly happy. I love my mob and couldn’t imagine a world without them or doing the
things I love. Little did I know everything I had known was about to change.

Lots of rich discussion about FIDOTS and linking ideas to be included in our writing.

Love the think aloud about the love of writing and getting ideas on the page.

Pearl states It could be way bigger. “Teachable moment” chunking information into paragraphs
and linking to text structure.

CT – asked Jon to rewrite the first sentence so that we could read it. Jon states “Fine I’ll write it
the human way.”

Good timing. And bringing students back on task.

Next paragraph.
I was walking across the beach when suddenly I heard a shout from behind me. “Warrippuri!
Have a look over there! Looks like some possums running up those big sticks on that canoe!” I
turned and saw what Waro had been talking about and almost fell over. In the distance, I could
see small possum looking figures wearing strange red coverings and had white like cockatoo
feathers falling by their head. They appeared to be climbing big sticks on the canoe and were
standing in what looked like a cockatoo’s nest. I had never seen anything like it.

The next thing I knew, the mob were racing into the bushes. I quickly followed, not knowing why
we were running away. My knee were shaking and my hands were trembling in fear. The mob
must know something about these possums that I don’t, because they don’t look like they want
to hurt us.

Jon snapped his ruler and then spent the entire time trying to fix it with paper wrapped around
the ruler and gluing the strip together.

Conclusion:

Clueing students into the importance of practicing writing and building stamina. I like the way
you stated that they needed to finish writing and you would not be adding anything more.

Letting them know that we needed to move onto the next lesson soon.

Summary of what goes on the Blackboard/Whiteboard

Example of an aboriginal to write modelled

response.
All planning and resources are included in
OneNote. Great idea as you can refer back
and forth to make links.

Assessment of Student Learning and Follow-up:

Free sitting areas to assist students to participate. Lap desks for some students.

Teaching techniques used during the lesson by the Supervising Teacher:

Motivation Positive language

Discussing steps, timetables and future
plans
Methods of arousing and sustaining interest
Student participation / activity
Cueing in to understanding with each new topic
introduced and supporting students with lots of oral
language practice
Engaging students in discussion around the topic.
Using ideas and working with many students to
build a co constructed paragraph keeps most
engaged and then used the strategy to call on
quiet kids is always a good one.
Very good,
Questioning techniques used Open and closed
Do you think… why…
Explaining, demonstrating I do, we do, all orally Sharing ideas and then co
construction
Special provision for slow and fast workers Working as a whole group

Follow-up Next day

Classroom organisation (e.g. grouping) Regular classroom seating

Use of teaching aids and resources IWB and WB

Supervision of learner’s work Whole class supervision,

Classroom Management strategies used See lesson ob.