Lesson Plan Format

Class:

Date: 7th May, 2013

Time: Start: 10:30am

K Blue
Key Learning Area: English

Finish: 11:00am
Lesson Topic: Modelled Writing

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson)
Ss have been learning about writing sentences and the use of common words that are found on the word wall around the classroom, they have been able to
compose sentences by using a model from the T. Ss have also been learning the words that are more frequent to them for their homework activities. Ss will
continue to learn the frequent words that they have been given.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
WES1.9- engages in writing texts with the
intention of conveying an idea or
message.
WES1.10- produces simple texts that
show the emergence of the grammar and
punctuation needed to achieve the
purpose of the text.

Any safety issues to be considered:

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

By the end of this lesson, the students will:

-writes single sentence observations and descriptions (WES1.9)
-copies print from models (WES1.9)
-copies grammatical patterns modelled by teacher (WES1.10)
-usually uses accurate word order in sentences (WES1.10)

-questioning the Ss as to how the sentence is

to be structured.
-appropriately copying a sentence from the
whiteboard.
-able to identify features of a sentence i.e. full
stops, capital letters, names that need a
capital letter.
-discussing as a class the importance of the
features of a sentence.

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
-whiteboard marker
-Word Wall
-whiteboard
-workbooks, pencils, ZOOM crayons
-SMARTboard

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and

Resources and Organisation:

addressed in each section. Link to your

Indicators of Learning.
INTRODUCTION
-T will continue to work on the formation of
sentences with the class. The T will have a
sentence written prior to the class starting
with words the Ss will have been learning
from the previous week and the week that
they are in.
-Ss will be learning about the formation of
sentences, growing on their knowledge of
what they already know about writing
sentences and what the features include
which are capital letters, full stop at the end
of the sentence, two finger spaces between
each word, placing a capital letter at the
start of a name if placed in a sentence and
stretching out words that they are unsure of
spelling.

DEVELOPMENT

what students (Ss) will do.

1-2
mins

3-6
mins

-T will ask the Ss to pack away the work that they had been
doing previously and do so quietly.
-Once the Ss have done this, the T will ask the Ss to move to
the floor area, one table at a time, so they are not all running
down to the floor at once.
-Once the Ss have moved to the floor, the T will introduce what
they will be learning about which will be sentence writing.
-T will ask the Ss what features are important in writing a
sentence, and the T will ask the Ss to raise their hands to
answer the question.
-The Ss will identify the important aspects that are needed for
a sentence and the T will then ask the remaining Ss to put their
hands down to continue on with the lesson.
-The T will write, using the whiteboard, a sentence that has two
words that are in the wrong place. After the T has done this,
they will ask the Ss to read the sentence aloud as a class.
-Once the sentence has been read aloud, ask the Ss if they
can identify something about the sentence that they believe is
in the wrong spot. Only ask 2-3 Ss so the flow of the lesson is
not broken because of the question asking.
-Once the Ss have been able to identify the words that have
been placed in the wrong order, the T will re write the sentence
for the whole class to see.
-The T will then ask the students to go back to their tables and
write the sentence out in their workbooks and once this has
been completed, they will be able to draw a picture underneath
their sentence.

-The T will need the use of the

whiteboard and a SMART board.
The whiteboard will be used to write
the sentence while they are sitting
on the ground and able to see it
clearly. The SMART board, as it is
placed in a different location in the
room, will be used to write the
sentence again so that the children
are able to see it when they return
back to their desks.
-The Ss will need to have their
workbooks that they use for their
sentence writing and their pencil
and ZOOM crayons ready to be
used they return back to their desks.

-The T will rove around the classroom,

making sure that the sentence is being
written properly by the students.
-For those Ss that are having more difficulty
with the writing of the sentence, it would be
beneficial for the T to dot out the words for
them in order for the Ss to have an
understanding of what the letters are
supposed to look like.
-The T will also ask those Ss who are able
to write more than one sentence to write
another sentence with a new different
purpose to the sentence that they have
already written.

CLOSURE
-The T should continue to rove around the
classroom in order to assess how well the
Ss have been working.
-T will be marking the Ss work formally
making changes to the Ss work when
needed and re writing words that the Ss
may have had difficulty with.

5-10
mins

2-3
mins

-The T will dismiss the children back to their tables one table at
a time in a quiet manner. Once all the children have returned
back to their desks, they will begin writing the sentence.
-For easy access for the Ss, the T will write the sentence on
the SMART board so the Ss will be able to see the sentence
for their seats.
-The T will also move around to those students who are having
difficulty with the sentence and assist them by dotting out the
words for them so that they have to trace the dots to create the
sentence.
-For those Ss who complete the task earlier than the other Ss,
ask them to write another sentence underneath the original
sentence. This should only be asked of those Ss who are
capable of writing another sentence without the assistance of
the T.
-For the other Ss who complete the activity, they will be asked
to draw a picture underneath what they have written, basing
their drawing on what they have just written.
-This task might table longer for those Ss ho have difficulty
with writing sentences so allow enough time for all the Ss to
write the sentence before moving around the room to mark it.

-Ss will need to use their

workbooks, pencil and ZOOM
crayons appropriately to the task
that they have been given.
-T will sue the SMART board and
whiteboard to assist the Ss in
allowing them to see the sentence
that has been written for them.

-T will continue to use the

whiteboard as a way of providing
the Ss a way of seeing the words
that they have had difficulty with and
to understand how they are properly
formed.

-The T will continue to rove around the classroom, marking the

Ss work as they go to formally assess how well they were able
to write the sentence that they had to write.
-The T should make appropriate changes to the Ss work where
they have had difficulty and allow the Ss to copy the word that
they have had difficulty with and ask the Ss to rewrite the word
underneath so that they have an understanding of what the
word looks like.
-For those Ss who are more advanced in the reading and
writing abilities, ask them to read you the sentence as the T
moves around the classroom, marking the work.
-Once all of the Ss work has been marked, ask the Ss to pack
their books away into their chair bags and make sure that all
their equipment is neatly put away in their chair bag and sit at
their desks to await further instructions.