Lesson Plan Template 1 Primary & Secondary

Unit/Topic: James and the Giant Peach Date: 20/5/13 Key Learning Area: Literacy, Grouped by ability into 3 groups, purple, blue, orange Year Level:___7/8_____ Outcomes: New vocabulary, exploring texts, text Structure, character evaluation, literacy.

LESSON OUTCOME:

Create literary texts that explore students experiences and imagining (ACELY 1607) Creating Literature. Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493). Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research (ACELA1498) Create literary texts by developing storylines, characters and settings

(ACELT1794)

LESSON STRUCTURE: Time Introduction (Set): Teaching Approaches e.g. DOL strategies, grouping strategies Open ended questioning used to allow the students to formulate answers, explore ideas and think about the solutions themselves. Short bursts of information interspersed with general discussion and creative elements. Routine is always maintained within the classroom and oral prompts from teachers. Behaviour management strategies coupled with routine.

9.10

9.15 9.18

Settling students in. Set routine Put on uniforms Sit on mat in front of white board Dojo points for arriving on time and behaviour Let students calm down, till quiet. Mel does a great thing when the kids are unsettled she says , I am thinking of a number between 1 and 99 and writes it on the board so they have to guess what the number is it works really well to get them back refocused. Setting expectations. Reading the book James and the giant Peach. Talk to class as a whole about their tasks. Purple: students at the end of the reading will be asked to go to their desks and create an alternative middle and ending for the book. Blue: THRASS name sheets Orange: Reading eggs on the computers

Time

Main Content: Teacher reads the book. Then gives explicit instructions to students about tasks and group placements within the classroom. Blue group goes to set up activity at blue table Looking at different words sounds. E.G. s, ss, sh The teacher leads the group in finding words with the focused sounds. Orange: Reading eggs on the computers. Online reading resource, with a combination of reading options, reading to self, being read to etc. Purple: Using butchers paper group discuss and write down what has happened in the story so far. Detailing characters and setting. Then students and teacher collaboratively discuss ideas for possible different directions for the story to take. The teacher writes down possible scenarios on the butchers paper.( after the lesson talked to Mel about how it went and said that the students lost focus really quickly, and she suggested that it is good to give them things to write down, it gives them something to focus on. I tried this the next time and it worked really well,)

Teaching Approaches Praise is as important as discipline Groups at tables, grouped by ability for peer reinforcement and encouragement.

9.20

This is the most able group of students, so the task needs to be sufficiently complex and challenging

The work will have to include a complication and a resolution. When students have finished creating an alternative possibility for the story, they use the notes written on the butchers paper during the session to write their own version. (didnt work, ran out of time, took a lot longer to work out the new ending than I had thought) They are encouraged to elaborate on the notes. Discuss new vocabulary that could be used, these can be written down on the white board. Students are encouraged to use as many descriptive words as possible and to be as imaginative as possible with their interpretations. Scaffolding can be used for the lower ability students.

Write using clearly-formed joined letters,

and develop increased fluency and automaticity (ACELY1696)

Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters

(ACELA1779)
Aboriginal teachers, move between groups helping students. Teacher aids students when necessary with ideas, content, vocabulary, complications and resolutions.

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Time

Conclusion: All work is put into students drawer and best work is put into the students work book.

Teaching Approaches

Informal: Interactive whiteboard Questioning individual Book James and the giant students. peach All work put into students work file for later assessment. Butchers paper By their peers on content and required elements, through students reading their work and group discussion.
RESOURCES (Include equipment required for class and/or for teacher preparation)

REFLECTION

Assessment: Verbal feedback Teacher puts comments/stickers on students work