Jacob Wehr-Murphys Micro Lesson Plan

Day: M T W T F

Date: 8/9/2016

Time: 2:00-2:20 Year: 8

Learning Area: Spelling and Grammar Topic: English

Curriculum content description: (from ACARA)
Understanding the use of punctuation conventions including colons semicolons, dashes and
brackets in formal and informal texts (ACELA1544)
Recognise that vocabulary choices contribute to the specificity, abstraction and style of text
(ACELA1547).
Students prior knowledge and experience:
(Outline what the students already know about this topic)
Prior knowledge in sentence structure
Prior Knowledge in punctuation and grammar
Learning purpose: (May refer to the Elaborations of the curriculum content description
here)
Creating dialogue in drama showing interruptions, aside and pauses for effect.
Experimenting with vocabulary choices in range of written and spoken text and
assessing the different effects these generate.
Learning objectives:
Evaluation:
On completion of this lesson, students
(Explain how you will know that lesson
will be able to:
objective have been achieved / monitor
(What will students know and be able to do
student learning)
at the completion of the lesson specific,
concise and attainable objectives)
Observing students editing
Have students discuss editing
Identify incorrect sentences and
choices
correct them using punctuation in
Give verbal understanding of
order to create proper sentence
sentence structure and linguistic
structure.
choices
Analysing vocabulary and improve on
linguistic choices.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
Preparation
Make sure each student has a workbook and a blue and red pen.
Write topics on white board before class (pets, sport, food, beach/holiday, family)
Resources
Work books to write in
Spare lined paper
Red and blue pens
White board to write topics
White board markers

Paper with numbers 1-4 on each desk to indicate where the groups will sit

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)

Over the shoulder help

Group work and discussion
Provide additional verbal or written help
Encourage peer to help one another
Allow students to use devices if needed to type in stead of write

Timing:

Learning Experiences:
1. Introduction: (How will I engage the learners?)
Stand by the door of the class and number students from 1-4 as they
come into the class and get them to sit in these groups.

5min

Get students to take out their workbook and get a red and blue pen.

Introduce the activity to the class and tell them about what they will be
doing in their groups.

Sit down with students and then asks them questions about topics such as
What types of things come to mind when you think about
Food
Family
Holiday
Sport
Pets

Encourage discussion on these topics and then move on to main activity.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

10min

Explain to group that you want them to pick a topic form the five listed on the board
and write about it.

Before they begin writing set some rules in place such as,
Writing must be continuous for 4 minutes
Dont worry about full stops or capital letters
Dont worry about miss spelled words
Just write your own thoughts
Be as descriptive as possible

Give and example of a description example as I was surfing I could feel the cold
water splash on my legs it was a cold as ice

Tell students not to over think when writing and just write whatever comes to mind.

Then tell the students to begin making sure you are timing them from start to finish.

Once time is up / when students are mostly done get your group to swap papers and
explain to them that they are going to edit each others work.

Tell them to put in punctuation (commas, full stops) where they think it is necessary
and to change or add sentences if they can come up with a different way or phrasing
something to that of the orignal.

Then observe students whilst this is happening to see how they edit work and

change sentence structure and observe their use of language.

Allow the students to ask questions and discuss with one another whilst editing.

3. Lesson conclusion: (How will you summarize the learning and relate it
to the lesson objectives?)

5min

Once this in done ask students the following final questions

What did you learn from this activity?

How did you find editing someone elses work
What did you change with in the writing and why?
Did anyone add anything or change anything or suggest anything about
your work that you particularly liked or thought was different?
What person did you write your text in 1st 2nd or 3rd?
Did you find this activity easy or hard and why?
What did you enjoy about this activity?
What would you change in order to improve this activity?

Finish the lesson by telling the students in their own time to think about
how they can edit their own work and improve upon their writing.