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
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

9.10

9.15
9.18

Introduction (Set):

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

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.

Time

9.20

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.
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.

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

This is the most able

group of students, so the
task needs to be
sufficiently complex and
challenging

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:

Teaching Approaches

All work is put into students drawer and bst work is

put into the students work book.

RESOURCES
(Include equipment required for class and/or for teacher preparation)

Informal:
Interactive whiteboard
Questioning
Book
James andindividual
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.

REFLECTION

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