SCHOOL OF EDUCATION

LESSON PLAN TEMPLATE

Name: Hamida Dafallah Topic: Habitat

Lesson No: 2

Subject: Writing School: Hillside Primary Duration: 50mins

Date: 14/6/2017 Year level: Prep

Learning Intention
Students will be able to
Write a few sentences about the habitat of their chosen animal

Introduction
Students will be making a diorama of an animal of their choice and the habitat they live in, to
complete their diorama they will present a non-fiction piece of writing that describes a habitat
and the animal living in that habitat.
Victorian Curriculum F-10
1. Understand that texts can take many forms, and that imaginative and informative
texts have different purposes (VCELA141)

2. Understand that punctuation is a feature of written text different from letters and
recognise how capital letters are used for names, and that capital letters and full
stops signal the beginning and end of sentences(VCELA156)

3. Create short texts to explore, record and report ideas and events using familiar
words and beginning writing knowledge (VCELY160)

4. Participate in shared editing of students own texts for meaning, spelling, capital
letters and full stops(VCELY161)

5. Understand that sounds in English are represented by upper- and lower-case letters
that can be written using learned letter formation patterns for each case(VCELY162)

6. Construct texts using software including word processing programs (VCELY163)

Success Criteria / Learning outcomes:

Students will produce a piece of writing, describing a habitat and the animal living in
it.

Assessment:

Formative assessment by observing students writing.

Procedure:

Time for Teacher activities: Learner activities:

each
step
Engagement: Students to be engaged through
5-10mins responses.
Ask students What is a habitat?

Ask student what animal they are going to

make their diorama about?
Discuss what habitat they think their animal
would live in.
Procedural steps:

Show a picture on the interactive board of the Hopefully they will say lots of
5-10mins
African savannah/grassland and a lion. grass, not many trees.
The same was done with a picture of the
desert. For the desert lots of sand, no
trees, very hot
Ask students to carefully look at the picture
and to think of what they see

Modelled writing saying that my animal is a

lion so the habitat I am going to write about
is the grasslands.
Showed them that this is my title Grassland
I then showed them that I am going to write
some sentences about the grassland.
e.g
Grassland
There are lots of grass.
There are a few trees.

Got the students to write down their

5-10mins
animal, their habitat on their whiteboards.
Got the students to pair and share about
their habitats to each other.
Asked a student to explain what their job,
is?
I repeated their jobs
Which is to write a title
Three sentences to describe their habitat

15-20
Students to write about the Habitat,
Assist students as needed
Most students going back to their
desks to write
Some students to work on the
floor on their writing, as they
were absent on previous writing
lesson.

5-10mins

Reflection; Students shared their writing

Teachers resources:
Interactive whiteboard
Pictures of Habitats, various age appropriate books of animals and habitat for student use

A3 piece of paper folded into 3 parts, landscape, each section is to be used to write a new
title

1.Habitat

2.The animal and what they look like

3. What they eat

Catering for inclusion:

Assist as needed, through conferencing and observing student abilities and applying
strategies to assist with their writing.

Students resources
Student whiteboards
Markers, A3 paper to write on

Supervising teachers comments:

This lesson was thoroughly explaine d and mode lle d and all the stude nts produce d
the required writing.
All students shared their writing inte ntion and happily se t off to c omple te their
task.
Roving conferencing enabled the stude nts to discuss, c larify ideas and explore
spelling choices.
Student Reflection

The aim of this lesson was to use visuals to get the students to produce a piece of writing
about their habitats, 2 things went, wrong firstly I spent too much time trying to explain or
model, and trying to make sure that the students understood what they had to do, when
they were sent out to do their activity. I left them with little time to do the activity, so rather
having at least 20mins, they were left with 10-15 minutes of writing time.
I found out that for them to concentrate on just the picture of the habitat no animals should
have been included in the picture, because during discussion the topic became the animal
on the picture rather than what the habitat presented.
Some students went on to start writing about their animals rather than the habitat, even
though I got them to just write their habitat and their animal on their whiteboards, this to
make sure when they are sent out to write they are writing about the right habitat for their
animal.
During writing instructions, I failed to emphasize the importance of writing left to write, so I
had one student, writing right to left.
So, on the next lesson I want to reduce the amount of time I spend on discussion make sure
I explicitly instruct when modelling, especially regarding writing practices.