Lesson Plan Format

Class: Year 2D

Date: 17th June 2014

Time: Start: 9.50

Finish: 11.00

Key Learning Area: English

Lesson Topic: Text types information report on Kelp Forests. Research for independent writing
(part of literacy block)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
The Ss are familiar about the structure, purpose and some language features of an information report. In previous lessons the T has modeled the text type to
Ss, and they have jointly planned and composed an information report using research from books and the Internet. Ss are aware that when you write
information, we need to ask questions to help us find the right information and to help us organise the content under headings. Yesterday the read the narrative
The hidden forest during shared reading, which is a story about kelp forests.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

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.

- EN1-2A. Plans, composes and reviews

a small range of simple texts for a variety
of purposes on familiar topics for known
readers and viewers

By the end of this lesson, the students will:

- be able to identify how planning contribute to effective
informative texts

- T observes Ss ability to come up with

questions as subheadings to help with
planning and organising info

- EN1-8B. Recognises that there are

different kinds of texts when reading and
viewing and shows an awareness of
purpose, audience and subject matter

- identify how asking questions about the topic and using

headings help us to organise information

- Observation of Ss discussing and

collecting information about kelp forests

- start planning an information report about kelp forests by asking

questions and organising information in small groups

- Collecting and marking Ss A3 sheets

Any safety issues to be considered:

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

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
K 6 English Syllabus

IWB with prepared notebook presentation

YouTube video on kelp forests https://www.youtube.com/watch?v=GcbU4bfkDA4
Mini whiteboards and markers
Information report scaffold (A3 sheets)
Information booklets about kelp forests, and computers (websites about kelp forests)

LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
- Engaging Ss in prior knowledge and
making connections about book read
yesterday

- Exploring information in the narrative

The hidden forest: how stories can tell
us real facts
- Information video about kelp forest:
what they are, where they can be
found and structure of habitat

Timing
(mins)

15 min

Teaching Strategies / Learning Experiences:

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

- T gains Ss attention and asks them to come sit on the floor

quietly
- T outlines expectation for the lessons and explains to Ss the
WALT slide (we are learning to)
- T asks Ss to think about the book we read yesterday the
hidden forest, and recall what is was about
- Ss get to discuss and brainstorm about how they looked at the
images to try and describe a kelp forest.
- T reinforces to Ss that although the book is a narrative, kelp is
something real and exists in our environment. T shows Ss the
information excerpt at the back of the book telling us real facts
about kelp
- T explains that the Ss will now watch a video on kelp forests
telling us some information, Ss will need to pay attention to what
the presenter is telling us
- Using think-pair-share let Ss recall some facts they heard, and
discuss video with Ss. T records on the board and asks Ss
questions to help them think about the content.

DEVELOPMENT
Information report purpose, structure

- On the IWB, question and discuss with Ss how there are

Resources and Organisation:

Ss sit on the floor as a whole class and

T stands in front of IWB

- use of IWB, YouTube video:

https://www.youtube.com/watch?
v=GcbU4bfkDA4

and language:
- used to present factual information
and describe natural phenomena
- classification, factual paragraphs,
conclusion
- written in present tense, descriptive
and technical
language, use of
general nouns

10 min

10 min
- Building knowledge of how planning,
asking questions and using headings
contribute to a better and more
structured report

25 min
Information report scaffold used to
assist students with organisation of
content
Small group work: Ss start planning an
information report about kelp forests by
researching information, using their
questions to locate, record and
organise their information.

different purposes when reading and writing. Ask Ss about the

purpose of an information report and encourage Ss to make
connections with features of the report they wrote last week and
the type of language they used.
- Talk about how they planned their reports by asking questions
to organise the information under correct headings, and how this
in turn helped them to locate and record information.
- T explains to the Ss that they are going to think about
questions to ask to find out more about kelp forests. Model to Ss
what a good question encompasses and looks like. Tell them
that in pairs they are going to discuss and write down some
where, why and what questions.
- Ss return to their tables and in pairs using mini-whiteboards
they brainstorm some questions that can be used as sub
headings.
- T asks Ss to share some of the questions, and records them
on the IWB. T and Ss together decide on about 5 questions for
Ss to use.
- T asks tables captains to return the mini whiteboards and
invites the Ss back to the floor space.
- T explains that in small groups they are going to start
researching about kelp forests using their questions and a
premade scaffold. Reinforce that this is just the beginning of
their research on kelp forest, they continue researching and
writing their draft in coming lessons. Demonstrate how to use
the scaffold and where to write the questions down.
- Reinforce cooperation and suggest that one Ss will need to
write the questions down, whilst another can start researching
and another can look at images etc.
- Send some groups (mixed ability so stronger readers can
assist lower ability), to the computers and show others the
information booklets. The story the hidden forest can also be
used. As they research, Ss will record their findings under their
appropriate headings.
- As Ss work, T might need to work closer with the lower ability
Ss to help find and record information.

- Ss go back to their tables. Table

captains hand out one mini whiteboard
per pair.

- Ss come back to the floor space as a

whole class

- Ss use information website on kelp,

information booklets and the book The
Hidden Forest
- T organises Ss to it in different parts of
classroom: on the floor, their tables,
desks, computers etc.
- T moves around assisting when
needed and takes records of students
progress

CLOSURE

- Reflection on their research and

reviewing their work

10 min

- T stops the Ss, asks them to finish what they are doing tidy up
and come back and sit on the floor. Make sure all Ss names are
on the back of the sheets
- T asks Ss how they went, what they could have done
better/differently and Ss get to share and discuss some things
they wrote down and review their findings.
- T gives feedback on how Ss went about finding and organsing
the information

Ss come back to the floor as a whole

class