LESSON PLAN

The following is a sample of the Lesson Plan format used by the University.
Lesson Topic/Focus:

Summarising & Paraphrasing

Date:

24/11/2014

AusVELS Domain(s):

English

Year level(s):

5/6

AusVELS strand (s):

Discipline Based Learning

L e s s o n 60 minutes
duration:

AusVELS sub-strand(s):

Literacy

AusVELS Dimension(s)
or Religious Education
Guideline:

Reading and viewing

Learning Standard(s)/Outcome(s):
For students to use the text and the main idea sort sheet to assist them in writing a summary.
At the conclusion of this lesson, the students will know/understand that: summarising and
paraphrasing the text will assist in making the meaning clearer.
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
summarising and paraphrasing.
Assessment:

- Teaching Group
- Anecdotal notes
- Collecting work samples
Assessment criteria for analysis:

- Can use the discussion at the end of the lesson to summarise what has happened in the text
- Paraphrases to create a succinct summary of the text
Teaching focus:
A.
the pre-service teacher's teaching skill for observation by Associate Teacher;
- Continue taking anecdotal notes during guided reading session to build understanding on
individual students learning capabilities
B.

teaching skills that the pre-service teacher would like to personally develop.
- Self-confidence

Background to the learning:

A.
References for teacher background knowledge
Main Idea Sort activity sheet
OLSEL chart
Text- Architects and Architecture
B.

Identify students current knowledge

Understanding of synonyms and antonyms
Understanding of word types

Lesson resources:
Vocab chart
Book as per group
Architects and Architecture
Lesson content:
A.
Introduction

5 mins

Motivation and tuning in strategies to revise current knowledge, to gain insights into what the
students already understand, to engage the students or to introduce new learning; list the key
questions to use
Gather students on the floor and discuss vocab chart
o What type of words are these?
o What is a synonym?
o What is an antonym?
o What is a definition?
B.

Development
20 mins
Explore/elaborate/restructure/develop the concepts, understandings, skills or attitudes;
teaching and learning strategies that will be used to achieve this; summarise (list instructions)
approaches or activities to be used; list the key questions to use
Complete the vocab chart on the text, architects and architecture, making sure all
children join in with the discussion. Ask guiding questions such as:
o Who knows what type of word this would be?
o Can you come up with a definition for that word?
o Can you put that in a sentence?
o What is an antonym for this?
o What is a synonym for this?
o What do all of these words have in common?

C.

Consolidation, practice, extension

30 mins
Assign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of
extending the learning of ideas/understandings; ways of scaffolding learning for students who
require extra assistance
There are four reading groups.
Blue Group and Yellow Group will be participating in completing reading strategy
activity- reading the text and using the main idea sort sheet to help write a summary
Red Group and Green Group will have 15 minutes of guided reading (with teacher)
and 15 minutes of independent reading (swapping half way through this section of
the lesson)
Guided Reading Group:
o Use guided reading as the instructional strategy. Have students read the
blurb and the front cover of the print-based text they are reading. Ask
questions to guide student reading. Have students set individual goals that
will assist them in been successful in summarising and paraphrasing the
text. State success criteria.
o Break the text into sections. Discuss thinking routine headlines and explain
to students that this thinking routine has them come up with a quick
summary of the big ideas or what stands out. Students read each section
quietly in their heads while the teacher listens to each student read parts of
the text aloud. At the end of each sections students share and discuss their
headlines, noting and clarifying to make meaning of the text.
o At the end of the read discuss student meaning of the text, have students
summarise and paraphrase parts of the text to see if they have understood
the text and the ability to summarise and paraphrase effectively. Explore
each of their headlines (written on sticky notes) and see how these have
changed or evolved after reading the whole text.
o Have students re-think their goals for the lesson, restating success criteria to
the students in the focus group so they know if they have been successful.

D.

Closure
5 mins
Summarise the key issues in the lesson; list the strategies employed to determine what the
students have learnt; questions that will be posed to support the students reflection on
learning
One person from each of the groups reports back to the class about what they have
read and how their group worked together.

Lesson/activity transition:
Step 1: Packing away books and putting these back where they belong
Step 2: Tidying the classroom
Step 3: Getting ready for E.R.P