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EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks


Focus for Student Activities: Reading (developing fluency, vocabulary and comprehension with links to writing)
Week 1:
Less
on
1.

Outcomes

Designing, Selecting and Sequencing Activities

Resources

compare texts
including media
texts that represent
ideas and events in
different ways,
explaining the
effects of the
different approaches
(ACELY1708)

Title: Introduction to the unit (Building shared knowledge) (1/2 hour


lesson)
Introduction: (2 min)
T provides an outline of the unit work. Explains that the unit of work
is focused around the theme of leadership. That a range of
resources including fiction and non-fiction texts and videos will be
used. Finally that there will be a formal assessment task to be
completed by the end of week 2.
Body: (23 min)
- T plays youtube video. (3min) and then leads a class discussion
about what a leader is, Famous leaders? What makes an
effective leader? Etc. (5 min)
- During the class discussion T aims to provoke key words
associated with leadership e.g. loyal, trustworthy, influential,
enthusiastic, determined etc. and uses these words to create a
word bank on the whiteboard.
- After class discussion Ss use their Ipads/Laptops to research
what leadership is and the qualities of an effective leader. Ss
record this in their workbooks. (10 min)
- After research is complete (as a whole class) Ss share their
findings which are added to the word bank on the whiteboard. (5
min)
- The completed word bank is to be written on a cardboard poster
and stuck onto the wall for the duration of the unit. Important
for T to use this effectively over the 2 weeks.
Closure: ( 5 min)

I Pads/
Laptops x
30
Cardboard
Poster x 2
Student
English
Book
Youtube
clip:
https://www
.youtube.co
m/watch?
v=wzF23qI
3Djw (also
found on
website
resources
page

Assessm
ent
Formative
Assessme
nt
Obtained
through Ss
responses
in class
discussion
pre and
post
internet
research.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


-

2.

recognise and
compare how
composers use a
range of language
features, including
connectives, topic
sentences and active
and passive voice, to
achieve their
purposes

T reflects on the lesson with the Ss What have you learnt? etc.
T previews the next lesson (Principals speech)
It is important that the T tell Ss to think about/prepare any
questions they may have about leadership.
Title: Principal Speech (Interview with expert from the field) (1/2
hour lesson)
Introduction: (2 min)
- T recalls what was learnt in lesson 1 and refers to the word bank
poster on the wall. T explains that Ss may add to this word wall
throughout the unit.
- T introduces todays lesson The Principals speech. T has
arranged for the Principal of the school to come in and talk
about leadership. Valid information because it comes from an
expert in the field of leadership. Reminds Ss to have questions
ready to ask the principal.
Body: (26 min)
- T invites the principal to address the Ss. Principal talks about
leadership and the Ss role in leadership of the school next year.
(10 min)
- T invites Ss to ask any relevant questions (5 min)
- T and Ss thank the principal for their time and the Principal
leaves.
- Based on the knowledge gained so far in the unit, Ss are
required to write as much as they can about how to become
effective leaders and their role within the school next year.
(Note: T explicitly requests the use of relevant language e.g. the
word wall and any other words/phrases the principal may have
used. T can provide an example e.g. An effective leader needs
to be confident to ensure/to allow for/show etc)
- Ss must complete this writing in their Journals. (11 min)
Closure: (2 min)

The School
Principal
The word
wall Poster
Student
Journal

Formative
assessme
nt
Obtained
through Ss
responses
in
recalling
previous
lesson.
Also
through
the
questions
asked.
Finally,
feedback
will be
given
based on
the Journal
writing.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


3. &
4.

use comprehension

5.

and ideas, comparing

strategies to interpret
and analyse information
content from a variety of
textual sources
including media and
digital
texts (ACELY1703,
ACELY1713)
navigate and read
texts for specific
purposes applying
appropriate text
processing
strategies, for
example predicting
and confirming,
monitoring meaning,
skimming and
scanning
(ACELY1702)

T instructs Ss to place Journals on T desk ready for marking


Quick recap of the lesson.
Preview into next lesson English groups rotation.

Title: English groups rotation (lessons 3 and 4 combined 1 hr


lesson)
- Refer to the Website Detailed lesson
Title: English group rotation (final rotation) (1/2 hour lesson)
Introduction: (2 min)
- T explains its the final rotation. T reminds each group of their
final activity.
Body: (20 min)
- Ss begin working on their task.
- T sits and does guided reading with one group, taking notes
about punctuation, fluency, expression etc (Teacher Reading
Log) about Ss reading (12 min)
- T instructs guided reading group to do silent reading while the T
walks around and monitors and checks in with all other groups
progress (3 min)
- T instructs rotations to be finished and then leads a brief
discussion about any issues the Ss may have had during any the
rotations. (5 min)
Closure: (3 min)
- T wraps up the lesson providing feedback on the activities based
on their observations.
- T previews the final week of the unit, mentioning the fact that
there will be an assessment task.

Teacher
reading Log
(notes
about
student
reading are
written in
here)
Comprehen
sion cards
Student
journals
Student
English
book
Ipads/Lapto
ps x 30
Student
dictionaries

Formative
assessme
nt
Obtained
through
observatio
n in
guided
reading
and
feedback
from Ss
through
class
discussion
s and
monitoring
of group
rotations.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

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