Lesson Plan

Day: M T W T F Date: 30/08/18______ Time: 2:00______ Year: 2_______

Learning Area: Report writing____________ Topic: Bugs______________

Curriculum content description: (from ACARA)

• Identifying the topic and type of a text through its visual presentation, for example cover
design, packaging, title/subtitle and images.
• Recognising how chapters and table of contents, alphabetical order of index and glossary
operate to guide access to information.

Cross Curricular Aboriginal and Torres Asia and Australia’s Sustainability

Priorities: Strait Islander histories engagement with Asia
and cultures

General Literacy Numeracy ICT Critical & Ethical Personal & Intercultural
Capabiliti Creative behaviour Social Understandi
es: thinking capability ng

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
• Experience of using information text.
• General literacy knowledge.
• Science lessons about features of an insect.
• personal knowledge of insects.

Teaching purpose: (May refer to the Elaborations of the curriculum content description here)
• The layout of a information text (context, page number, glossary and other features)

Learning objectives: Assessment/Evaluation:

On completion of this lesson, students will (Explain how you will know that lesson
be able to: objective have been achieved / monitor
(What will students know and be able to do at student learning)
the completion of the lesson – specific, • Ask students ‘who can find this word in bold
concise and attainable objectives) in the glossary?’
• Learn to use a glossary to find the meaning • Complete the worksheet that involves
of difficult words. matching a insect to a fact.
• Discuss new vocabulary
• be able to locate a heading, page number
and a word using the glossary.
• Use vocabulary from a text to match a fact
(on handout activity)
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will
be required)
• The book ‘Incredible Insects‘.
• ‘Amazing Insects’ work sheet.
• Students have already been organised into their reading groups prior to the lesson.

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

adjustments)
• Ability level reading groups
• Worksheet designed so there is an extension aspect
• A lot of oral work so it isn’t ruling out those who can’t write.
Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)

10 mins “Can anyone tell what this book is about?”
“And why do you think its about incredible insects?”
• Describe to the children why we have a title.
• Then move on to the content page, ask if anyone knows what it is first. Then
describe what a contents page is and why need it.
• Next you will move onto the glossary and describe to the students what it is and
why we need it in a nonfiction book.

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?)
• Read the book to the students, asking if anyone wants to have a go at reading after
15 mins
each page. (Making sure you’re pointing out any headings or pictures on the page
and explaining why we need them).
• If the children stumble upon a tricky word that is bold, ask them to flick to the glossary
and read out the meaning.

• After completing the book hand out the ‘Amazing Insects’ work sheet.
5 mins
• Describe to the students that they have to match the amazing fact to one of the
insects in the text. The facts can also be found in the book.

15mins
• Get the students to commence the work sheet and assist when needed.

3. Lesson conclusion: (How will you summarise the learning and relate it to the
lesson objectives?)
• Select a few students to read out the answers they got on their work sheet.
• Go around the group and get the students to individually state what their favourite
insect was in the book and why they thought it was amazing.
Lesson Evaluation:
(Reflect on the lesson. Questions to Ask: What worked? What did not work? What would you
change? Why?)
Overall I think the lesson ran smoothly and I believe the students understood the topic. Asking
for students to volunteer reading worked really well as when they were reading they stumbled
upon the unknown tricky words, which they could then locate in the glossary. I believe this was
really effective as they students became aware of when its appropriate and necessary to use the
glossary. The only thing that I would change is to maybe read the book at a desk instead of on
the floor as some of the students kept trying to lay down and would then lose focus. Apart from
that I believe overall the lesson went extremely well.