Lesson Plan

Day: M T W T F Date: 19/10/2017 Time: 9:40-10:45 Year: 1

Learning Area: English

Topic: Writing

Australian Curriculum Content Description: (see ACARA or SCASA)

- Recreate texts imaginatively using drawing, writing, performance and digital forms of communication
(ACELT1586)
- Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing
ideas, information and questions (ACELY1656)
- Create short imaginative and informative texts that show emerging use of appropriate text structure,
sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for
example illustrations and diagrams (ACELY1661)

Aboriginal and Torres Strait Islander Asia and Australias engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

- Students are very familiar with writing short stories using picture prompts
- Students are very familiar with adjectives, nouns and verbs and incorporating them into their own
writing as well as identifying them in texts
- Students are familiar with think, pair, share activities

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching and why?)
- To extend on the students ability to write an action opening to a short story from their imagination
using a picture prompt
- To encourage students to use as many adjectives as they can in their writing (making them more
conscious of where to put them and to consciously add as many as they can)

Learning objectives: (What will students know and be able
to do at the completion of the lesson specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able
to:
Successfully brainstorm a range of adjectives,
nouns and verbs that can accompany the picture
Assessment: (For each learning objective, state how you will
assess the degree to which the objective has been achieved.
What will be the evidence of the learning? Consider formative
and, if appropriate, summative assessment strategies)
Assess whether they are using the same
adjectives they always use or are coming up
 Create an action opening to a short story using a
picture prompt
Include adjectives, nouns and verbs the enrich
their writing and make it more exciting.
with new ones (inspired by the image) and
whether these are appropriate for the picture
by listening to their ideas and guiding them
Walk around to check whether students are
incorporating adjectives, nouns and verbs in
their writing and whether their story suits the
criteria of an action opening (more exciting
than once upon a time this happened then
that happened

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

- PowerPoint Presentation that has the picture prompt on it (on thumb drive)
- Smartboard set up and Active Inspire is used for me to model write an example action opening using
the picture prompt
- Whiteboard marker and butchs paper up on whiteboard with titles; adjective, nouns, verbs (ready
to scribe childrens ideas)
- Childrens writing books and pencil pots (in classroom)

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
- Model Writing: reading out what I am writing as I am writing it for those who are slow readers
(inclusive and allows them to follow along with the class and myself and remain on task)
- Choosing students to contribute whose hands are not up, so that they can have the opportunity to
contribute to the class discussion, also encourages them to generate ideas and be involved. There is
also the opportunity here to pass if the student is lost or forgets their idea, in which I would come
back to them later. There is also the opportunity here to pass if the student is lost or forgets their
idea, in which I would come back to them later.

Timing Learning experiences

Introduction: (How will you engage the learners and set the scene for the lesson?)

1) Today we will be doing some writing. We will be writing an action opening using this
picture prompt (bring up picture on PowerPoint)

Sequence of learning experiences: (What learning experiences will help the students achieve the learning objectives?
What instructional strategies will be used?)

2) Prompt ideas for adjectives by asking guiding questions such as;

a) Adjectives: What are some adjectives that we can use to describe what we can see in
this picture?
b) Nouns: What do you think might be hiding behind the trees or perhaps underground?
Is there someone watching you?
 c) Verbs: What are you doing? Are you going to crawl? Jump? Run? How will you do it,
will you slowly do it? Or quickly?
3) Write ideas up on the butchs paper as we go (talking and turning back to face students to
maximise engagement and minimise opportunity for students to become off task and
cause behaviour management issues).
4) Model write up on the Smartboard, reading it out as I go and using the childrens ideas to
engage them in the model writing.
5) Read it as a class.
6) Think, pair, share. Say: when I say go, get together with a partner and share your ideas
for what you are going to write. Go.
7) Walk around and listen to some of the childrens ideas, especially those who might be off
task and not using the time wisely. Stimulate their imagination and guide them by
referring them to some of the ideas we have brainstormed as a class.
8) Get a couple of the students to share their idea in front of the class
9) Signal to inform students that I am looking for those who are sitting quietly and who can
go and get started first.
10) Instruct students that when I say go, they are to get out their writing books, open to a new
page, write the date on the top of the page and the title action opening and begin
writing. Also inform what my expectations are; you are to write no less than four
sentences.
11) Also inform students that when they have finished at least four sentences, they are to stay
seated, raise their hand and wait for me to come over to mark it. If I take too long they
may either draw a picture to go along with it or do some silent reading.
12) Walk around the room guiding the students, ensuring they are using appropriate
punctuation (full stops and capital letters etc.) and helping them to progress their ideas.

Awarding green squares (their reward system) throughout the lesson to those exhibiting
good behaviour, following instruction, good effort, good listening skills etc.

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

1) Five minutes before the end of class: Instruct those whose work has been marked to put
their writing books back in their trays, and those whose have not to leave on their desk
and all students to sit on the floor.
2) Pick some students to share their writing to the class.
3) Release for recess (starting with those who are sitting nicely and showing good manners
on the mat and been listening to their peers).
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? Only complete this section if you
actually taught the lesson)

- I really enjoyed involving the students in the brainstorming part of the lesson, they really enjoyed it
and had some great ideas.
- Model writing and prompting the students ideas was very enjoyable as it allowed me to have a bit
of fun with the lesson and I think the students responded well to that.
- The lesson transitions flowed well.
- The students ideas were creative and met the set expectations.
- My behaviour management was good, and all students were on task for the duration of the lesson.
- The picture prompt I chose was a stimulating one, and was a good pick. It went well with the
previous picture prompts they had worked with in previous lessons.
- I felt that I did a good job of reminding the students to use as many adjectives as the could as I went
around and also guided them with their punctuation.