Graduate Diploma of Learning and Teaching

Lesson Plan Literacy lesson 2 Name: Linaya Wereta

Purpose & Focus: (Cite Source)

Drawing on Loane (2017) ākonga will use ‘That was summer’ as a model to write their own poem
which could contribute into a class book. Loane (2017) states, “We choose a model because it
speaks to me in some way” (p.246).

I have chosen “That Was Summer” by Marci Ridlon. This reminded me of a summer that were
significant and relate to an important aspect of your life and encourage you to think deeper below
the text.

Learning Task Description:

Write and illustrate a page/poem for our class book using the structure of ‘that was summer’
inspired by Marci Ridlon.

This lesson will incorporate the pedagogical approach ‘Mentor text’ to inspire Akonga into writing.
Kaiako will use a modelled (pedagogical) approach followed by Akonga writing an individual
piece about their summer smells. (Tompkins, et al., 2019).

Class Level: Date/Time: Number of ākonga:

Level 2 February 23rd 6
Year 3-4
New Zealand Curriculum Specific learning intention related to the AO:
Curriculum Area: English
Ākonga will Write and illustrate a piece of work
Strand: Speaking, Writing and presenting
that they can relate to and was inspired by Marci
Achievement Objective: Structure Ridlon.

Create a text using an example of a structure

that had been provided by Kaiko Pitamata.

Indicators: use knowledge of word and

sentence order to communicate meaning when
creating text.
Focus Pedagogical Approach (Learning area Inclusive teaching strategies
specific)
Choose one of the following talk moves as
E.g. Read aloud; Mentor Text; guided your focus:
approach; shared approach
● Think, pair, share
● Mentor text
 ● Model text
● Revoicing
● Launch prior knowledge and lived
experiences ● Listening & responding to discussion
● Think, Pair and Share
● Revoicing prompts
● Modelled ● Repeat

● Adding on

● Agree/disagree

For e.g. I want to focus on improving my ability

to use revoicing I will do this during the lesson
by using some or all of the statements that
Akonga has used to ensure that the statement is
correct.
I will use this strategy to ensure that the other
Akonga are engaged and can take connections
from what each other are saying

Key Competency focus: (choose one and Culturally Sustaining Pedagogy focus
justify)
How are you connecting to the cultural, social,
● Thinking and lived experiences of ākonga?
Using ‘That was Summer’ by Marci Ridlon to
● Participating & Contributing inspire ākonga to reflect back on a lived
experience which they can then write about.
● Managing self
Social group participatory norms which focus on
● Using language, symbols & text equal status, shared understanding, collaboration
and valuing contribution.
● Relating to others Ākonga will use revoicing to provide others'
views and experiences of their summer, which
This KC gives Akonga a chance to use the they may be able to relate to, and revoice to the
group book using their writing and images.
text that they have created to start making
(Loane. 2017)
connections with the others in the group.
Drawing on their own interests and
experiences Akonga will be able to start to
make connections with the rest of the
group. Akonga will be more likely to share
in a small group than in front of the whole
class so all Akonga will be engaged in the
lesson.

KC builds community, trust, and a sense of

belonging.
Success Criteria:

Include 2-3 statements related to the learning intention and the chosen key competency that
demonstrates for ākonga how they will be successful with this learning.
We will know we can do this when:

1. I have shared my ‘That was summer’ poem idea for our class book
2. When i have written and illustrated my page with my poem inspired by Marci Ridlon
3. I have shared my writing with my group and listened to theirs

Students’ prior knowledge to build on:

Using lived experience - a summer which has just happened or a summer a little while back.
Students can think of different summers where there were certain smells which were present it
those days.

Resources:
- ‘That was summer’ poem - Marci Ridlon
- A3 piece of paper (for brainstorm)
- The ākonga’s writing books
- pens, pencils, colouring pencils, felts
- stapler (to make the book)
- A4 pieces of paper (to make the book)
- ball (for warm up activity)

Teaching and Learning Sequence

Setting the socio-group participatory norms: How will you establish working together?
- As it is a may be a new group of kids, starting with a name game and setting the
expectations within the group.
- Passing a ball around and getting them to say their name and something they are going to
do within our group
- e.g My name is Linaya and I am wanting to have good listening within the group today etc
- Giving each child a turn so they have already started with the participatory norms of one
person speaking at a time, looking at the person who is speaking, all contributing etc

Launch: How will the task be launched to engage prior knowledge and lived experiences and set
ākonga up to be successful with the learning?
- Get them sitting in a circle and launch with the question ‘ When you think of summer, what
smells do you think off?
- Have brainstorm which they can all contribute to, this being on a large piece of paper so
the children are able to visually see some of the smells which other ākonga have
contributed. This being a good way to help ākonga have ideas for the activity coming up.

Lesson Sequence – what is the teacher doing? What are ākonga doing?
Concisely outline a step by step plan, include:

● Read the text by that was summer by Marci Ridlon. Showing them the large piece of paper
the text is on, so they can visual see, hear, and read it.
● Talk about the ideas of what has been said about what summer smelt like

● Read the text that Kaiako have made about their own summer to Ākonga, so that they have
another resource to relate too.
● Explain the resource that has been made for Ākonga to use.

● Encourage Ākonga to create their own poem and start relating to it by making illustrations
with their words
● Relate back to the brainstorm to give ideas if Ākonga are struggling. Help with spelling or
putting words on the resource don't let it be a vice if they can’t write or spell.
● Give the opportunity for Ākonga to share the work.

● Once everyone has complete there activity sheet, can staple together as a booklet so it is
another group resources (or can photo copy so one can be in the class book and the other
they can take home)
● Ask Ākonga to take photos of the work that they had done.

Anticipated responses & misconceptions

Think about anything

How might the children respond to your discussion prompts, what do you expect them to say and
do?
● Ākonga will relate to the most recent summer they had
● Ākonga will potentially copy what the examples or Kaikao has said
● Ākonga may only be engaged in the illustrations
● Ākonga may not want to write anything (strategies in place for this)
● When they can't get past that summer isn’t just the sun with rays.
● Ākonga is not able to write yet, so distracted or distracts others'.

Connect & reflect:

How will you support ākonga to make connections to the purpose and focus of the lesson?
Evaluate and reflect your key learning from the lesson, connect back to the learning intention and
success criteria.
- Sparking conversations from the brainstorm allowed them to make connections with each
other.
- Using the mentor text and model text which had images and structure, the children were
able to follow and get inspiration on how they want to structure there poem.
- With challenges using colours the children were able to write and illustrate their own
poems, with their own structure.
 - By sharing their poems within the groups they were able to participate in the group,
contribute their ideas and also revoice what other were saying
- Were able identify why we did a brainstorm and made connections at the start.
- Reflecting on KC, children showed and new that they had illustrated and written a poem.
Formative Assessment – observations, conversation, work products:
- Using connecting words at the start of a sentence confused them, so was able to expand this
or comes up with ways around it.
- Giving them a practice sheet defiantly helped and using different colour to show where
they would start a new line.
- Asking the student's at the end, if by producing their poems, were they able to relate to
Marci Ridlons poem. Each student answer with yes and their different reasons why.

-
- These examples are showing the use of different colours for each line, but also one which
was inspired by Marci’s structure.

Evaluation/Reflection: What did you notice and where to next with student specific the learning
of ākonga? Bullet Points (Be concise but specific)
- Using different colours for sentences, prompt the idea for their next copy, they can start a
new line for each colour. This helped them write and illustrate their own work inspired my
Marci Ridlons, meaning this would then also be a next step.
- Using the brainstorm they were able to make connections with each other and revoice what
others' have said or put on the brainstorm
- Another next step would to continue to allow them another chance to write and draw a final
copy as they understood the structure near the end of the lesson.

What worked well for you as the Kaiako?

- Using the different colours for sentences
- Always being able to move around the kids to check on them or go to them if they wanted
me
- Having enough resource for the children
- Checking in on the so they understood how we were inspired by Marci’s poems, and why
we were able to keep the parts but also change parts within the poem.
 - Explaining to some of the children what it means to be inspired by someone.
- Allowed them to show off their poems not only to the group but also their teacher (as they
were so excited about them.)

How will you adjust your teaching approaches next time in light of what you noticed?
- Will try and allow them more time to add more in-depth illustrations on their poem
- Try and ask more questions about the structure to the kids, to try and comprehend if they
are understanding why we are doing it.
- Allowing children the opportunity to have longer conversations about their smells and
summer.