Lesson Plan Unit/Topic:

Lili and the Fig Tree Lesson 2

Date:

Mon 3/5/12

Key Learning Area:

Comprehension, nouns & adjectives

Year Level: 2P

Outcomes: Identify language that can be used for appreciating texts and the qualities of people and things
(ACELA1462) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.)
Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) (Procedural Knowledge is able to): Children will be able to sort adjective cards with correct noun or character cards to recognise that many words can be used to describe a character/person, place or thing. Children will be able to demonstrate that adjectives describe nouns, ie their qualities. Children will be able to write about a character of their choice from the story to construct 3 sentences using noun(s) and adjectives, and why they chose that character. Children will be able to follow instructions and write each sentence or idea in a different colour and underline nouns and adjectives in a different colour. Extension: Children will be able to read their sentences to peers in the group. Extension: Children will write about another character. Extension: Children will be able to draw one of the characters they wrote about doing something that relates to the story. Eg girl eating strawberry, old woman talking to tree) (Declarative Knowledge knows or understands) Children will recall that stories are available through different mediums (audio, TV, video, digital, plays, puppet shows ). Children will recall facts about fictitious characters in the story. Students will construct meaning and organise information about the story in order to complete written task. Children will demonstrate that different people/characters, places and things have different qualities. Children have the skills to write basic sentences with capital letters, commas, full stops and spaces between words.

LESSON STRUCTURE:
Time
1 min
Not sure exactly which English rotation I am starting with hence not being able to complete actual time of day.

Introduction (Set):
Settle students Emphasise that we will be considerate of each other in this small group by not talking when someone else is talking, and by being patient and taking turns to present ideas and answers. We do this so we can develop healthy habits of mind to enhance our learning. Overview of session and expectations. We will: Recap on main events and characters in the story. Complete word sort exercise to further investigate nouns and adjectives and consolidate. Complete written task on sentence construction using nouns and adjectives Share our work with the group (or partner)

Teaching Approaches
eg DOL strategies, grouping strategies small group DoL 1, 5 DoL 2,3,4

1 min

Time
1 min 4 mins

Main Content:
Stories are available through all sorts of media. Ask children to highlight examples. (eg TV, video, computer, audio, texts, puppet shows, plays). Children to identify which type Lili and the Fig Tree is. Recap on main events/characters and pose thick questions for the children to help unravel the storyline and main characters. Agree on main characters and provide character cards to each child in the group. Ask the children whether the card is a noun, and why? Then ask the children if they know the word we give to describing words? (adjectives)

Teaching Approaches
Content covered in this lesson will cater to all learning styles by group discussion-auditory, sortingvisual/kinaesthetic and written task kinaesthetic/visual. Ask thick questions. Dol 2, 3 NT Grad Stds 2.4, 1.3, 8.2

5 mins

9 mins

Explain that adjectives are used to describe nouns. Then lay the adjective cards out. Ask them to work with a partner to marry the appropriate adjective cards to each of their character cards. Ask the remainder of the group if they agree with their selection. Explain that describing words are also called qualities of a character. Explore the qualities of each child sitting in the group (and mine). Explain that qualities can be negative or positive. (Bossy prac teacher, etc.) Ask children to write three or more sentences to describe (adjective) a character (noun) in the story, and give them examples before they tackle the task. Have them write each sentence in a different colour and underline nouns and adjectives in another colour. After completion of writing sentences ask them to write why they chose that particular character to write about. Ext: Read their sentences to the group (or a friend). Discuss their entries with the group to consolidate further understanding of nouns and adjectives. Ext: Choose another character to write about. Ext: Draw a picture of their chosen character interacting with their environment depicting a scene in the story.

Dol 3 NT Grad Stds 2.4, 6.2, 7.3, 8.2, 8.3

Dol 3, 4 NT Grad Stds 1.1, 3.2, 3.3, 7.3, 8.2, 8.3 Cater for varying levels of literacy proficiency. 8 x children advanced level 1 5 x children in the upper average level 2 6 x children in the lower average level 3 7 x in the lower level 4 Will offer Level 4 group students option to list main characters in story and 2-3 adjectives to describe each of them rather than sentences. Will scaffold Levels 3 and 4 during written task by asking them thick questions to assist in drawing out knowledge.

Time
1 min

Conclusion:
Reiterate what we have learnt today Recognised the main characters in a story and listed their qualities. Wrote about the characters and the qualities to understand nouns and adjectives. We know that stories are available in various forms: TV, video, DVD, computer, audio-CD/radio, texts, plays, puppet shows etc.

Teaching Approaches
DoL 2,3,4

RESOURCES
(Include equipment required for class and/or for teacher preparation)
Make word sort cards Camera Kerri to take pics Drawing paper for those who finish work early Coloured pencils/textas/led pencil/rubber National Curriculum framework Essential Learnings Graduate Standards

SAFETY CONSIDERATIONS/MATERIALS
Usual classroom etiquette will apply. Ensure all children stay within the parameters of the group.

ASSESSMENT
Informal Sorting task Completion of sentences Completion of extension task(s) Listening to and observing student input in group discussion/task. Formal Completion of written task: sentence construction using nouns and adjectives. Grad Std 6.3

REFLECTION
Pre reflection MT mentioned that I had initially included too many questions on crossword puzzle that I devised for this age group, explaining that some children would be overwhelmed with the sheer volume. After MT highlighted different literacy groups (yet TBC) it was clear that some children from the two higher literacy groups would be fine with a crossword puzzl,e but the next group down would benefit from having prompts. The lowest group may even struggle with a cross word puzzle so MT made some alternative suggestions. Decided to go with word search for this group with answers provided, but with them still needing to match questions to correct answer. I am a little concerned that this class may become restless as the CD runs for 12 mins. Will stop the CD midway to ask some questions and give them an opportunity to stretch. Also concerned about behaviour management, but aksed for pics of each student so I could learn all names asap. Interested to see whether my instructions will be clear and concise enough for children to understand and engage in tasks. Concerned about time constraints, however MT said it was OK if lessen ran over a few minutes into next lesson. NT Grad Stds 6.2, 7.3, 8.2 Post refection

Attachments:
Question and answer prompts comprehension of story Nouns and Adjectives Word sort cards Sentence examples