Date: Tuesday 3rd November 2015

Class: 4 Magenta Stage 2

Key Learning Area: English

Time: Start: 9:30am Finish: 10:00am

Lesson Topic: Choral reading + independent inferring activity (Text: Charlie & The Choc Factory)

Recent Prior Experience: Students are familiar with whole class reading sessions (modelled, choral & cloze) as these occur frequently within the
English program. Students have been exposed to chapters 1-12 of the prescribed text. The lesson prior involved the teacher modelling fluent
reading with a particular focus on how to correctly respond to punctuation (speech marks and exclamation marks) and use expression. Students
had a brief opportunity to practise this, however this lessons choral reading, allows for further development of these skills. Students
comprehension is well developed at the literal level however whilst recently being involved in inferring activities, students will benefit from
further attention to this. This lesson aims to strengthen students understanding of how to infer using evidence from earlier in the text, and our own
knowledge, and further recognise why inferring is important.
Syllabus Outcome(s):

thinks imaginatively,
creatively and interpretively
about information, ideas and
texts when responding to and
composing texts (EN2-10C)
identifies and uses language
forms and features in their
own writing appropriate to a
range of purposes,
audiences and contexts
(EN2-7B)

Indicators of Learning for this lesson:

By the end of this lesson, the students will:
o

o
o
o

Assessment:
Observation of involvement in the
reading (pacing, tone & expression)
Practise aloud learned strategies for reading fluently
and responses to literal questions
Observation of mind maps on
(responding to punctuation and using with expression), and
whiteboards to gauge who requires
determining vocabulary through choral reading
prompt assistance
Respond orally to literal questions about the text
Completed written responses
Recognise the difference between literal and inferential
(links to/shows understanding of
questions
text, first person, correct tense,
Demonstrate an ability (in spoken and written format) to infer
grammar and punctuation etc.)
how the main character might be feeling by using knowledge
Contribution to verbal discussion
of the text (joining information from different parts of the
about how Charlie might have felt
text) and making connections to own ideas/understandings
and why (text knowledge + own
verbally communicate these ideas in a whole class discussion
understandings) at lesson closure
and actively listen to the ideas shared by peers

Any safety issues to be considered:

Transitioning from the front of the
classroom to desks in small groups, rather
than all at once, to avoid congestion.

Resources:
- Text: Charlie and The Chocolate factory by Roald Dahl (Chapter 13 The Big Day arrives
pp.75-79, short chapter) - Teacher copy + student copies (one per student)
- Strategies chart (See appendix)
- Whiteboard and markers (Teacher) - Students personal whiteboards + markers
- Interactive Whiteboard (IWB) + prepared Qs on IWB document

Students english workbooks & writing utensils

Lesson Content /
Indicators of Learning
INTRODUCTION

Timing

Teaching Strategies / Learning Experiences

Resources and
Organisation

Ss are informed of the

lesson focus.
- choral reading
- response activity
(inferring)

9:309:40
(10 min)

The teacher (T) informs students (Ss) that they will be listening to the next part
of the text and communicates the learning intention of the choral reading to Ss
both verbally and written on the whiteboard.

Ss are seated at the front

of the classroom.
- whole class activity.

Practise aloud learned

strategies for reading
fluently (responding to
punctuation and using
with expression), and
determining vocabulary
through choral reading
(Chapter 13, pp.75-79)
Respond orally to
literal questions about
the chapter.

Reflect on the process

of inferring - recognise
the difference between
literal and inferential
questions

Choral (modelled) reading intention: to practise learned strategies

relating to reading fluently (with expression) and determining vocabulary,
and, to respond orally to literal questions about the text

Whiteboard and
markers

Ch. 13 The Big Day

arrives p.75 (T copy
and Ss copies)
Strategies chart (see
appendix)

The T reminds Ss of the strategies for responding appropriately to punctuation

(& using expression) and determining unfamiliar vocabulary if necessary as
they observed and practised in the lesson prior.
Ss engage in choral reading of Ch. 13 The Big Day arrives Ss all read the
short chapter aloud with the T (T still has a key role in thinking aloud at
predetermined parts as required speech marks, unfamiliar vocabulary).
The T also stops at different points to ask Ss questions about new knowledge
(literal Qs) to gauge whether Ss are comprehending the meaning, rather than
just reading along without taking the meaning in.
Questions: Which children had both parents with them? What
was Mike Teavee wearing? What was different about Charlie
(compared to other Golden Ticket winners) in terms of his
clothing?
T is to reflect to Ss that it is good to stop and think about what we are reading,
as we can monitor our own understanding. The T explains that they should use
these strategies themselves to monitor their own independent (or small group)
reading.
Remind Ss that for some questions, like the ones asked, the answers are right

Prepared Qs on IWB
document

there for us to see, they are literal. Emphasise that as we have been learning,
others are inferential which means we have to join information from different
parts of the text and/or our own knowledge. T explains that the following
activity will further develop this skill.
DEVELOPMENT
Ss brainstorm ideas
about how Charlie
might have felt.

9:409:55
(15 min)

Ss infer how the main

character might be
feeling by using
knowledge of the text
(joining information
from different parts of
the text) and making
connections to own
ideas/understandings
(diary entry).

T explains that Ss are to infer how Charlie might have been feeling as he was
waiting outside the factory in relation to what we already know about him
from earlier chapters. In pairs, Ss briefly discuss and jot words down in a mind
map that relate to how Charlie might have been feeling on whiteboards.

Task is explained whilst

students are still seated at
the front of the classroom,
before going to desks.

T then explains that Ss need to imagine they are Charlie Bucket and write a
short diary entry (paragraph minimum) for the day, showing connections to the
text. Think about: what do different parts of the text tell us? and how might we
personally feel? Remind Ss to use first person, descriptive language, full
sentences, and correct grammar and punctuation.
Ss independently complete a short diary entry accordingly.
T purposefully roves the classroom during this time and assists Ss if necessary.
Assists through prompting students to make connections between what is in the
text and their own feelings and experiences, prompting questions such as what
does the text say and how would you feel? etc.

For the duration of the

lesson development, Ss
are seated at their desks
work is independent.

Ss personal
whiteboards + markers
Ss
workbooks
&
writing utensils
Ss copies of the text

CLOSURE
Select Ss share ideas
with the class of how
Charlie felt and all Ss
reflect on the
importance of inferring
using text knowledge
and own understanding.

9:5510:00
(5 min)

Two Ss share how they think Charlie would have felt and why what did they
read in the text? and what did they do to build on these ideas? (connected their
own understanding, how they would feel).

Students transition to the

front of the classroom for
whole class discussion.

T to emphasise the importance of linking what we read in a text to what we Resources:

already know. T emphasises that thinking about how we would feel can help our Students completed
understanding of the characters and the situations in the text.
activity (English
books)