Esra Aydogdu - 33196956

Lesson Plan

Day: M T W T F Date: 28/08/2018 Time: 1x30 Year: PP

Learning Area: English Topic: Reading- Green Eggs and Ham

Curriculum content description: (from ACARA)

• Explore the different contribution of words and images to meaning in stories and informative
texts (ACELA1786)
• Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken
words (ACELA1439)
• Share feelings and thoughts about the events and characters in texts (ACELT1783)
• Use comprehension strategies to understand and discuss texts listened to, viewed
or read independently (ACELY1650)

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
Capabilities: Creative behaviour Social Understanding
thinking capability
Students’ prior knowledge and experience:
(Outline what the students already know about this topic)

• Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for
example an information book or a film) and that stories and informative texts have different
purposes (ACELA1430)

Teaching purpose: (May refer to the Elaborations of the curriculum content description here)
• For student entertainment
• To observe how students, engage, share thoughts and ideas
• Recognise rhyming words/ sentences

Learning objectives: Assessment/Evaluation:

On completion of this lesson, students will be able
to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and
attainable objectives)
• Being able to recognise rhyming
words/sentences
• To express feelings and thoughts towards
characters and story book.
(Explain how you will know that lesson objective have
been achieved / monitor student learning)
• When students are listening and engaged
• When students predict what will happen next in
the book
• When students express their feelings and
thoughts towards characters and book
• Recognising the style of text

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Preparation and Resources:

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

• A book – Green Eggs and Ham

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

• Choose a book to cater all student needs, so they can engage, express their thoughts and feelings towards
the book and characters.

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Timing: Learning Experiences:

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

• Gather students on the grey mat

5 mins • Introduce the book to students
• Give students a reason why you chose the book
• Give students a review on the book – why you like it and when you read it

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 book to students

After reading the book to students, ask students questions about the book, so they can reflect on it.
20 mins
Types of questions, that will be asked:
• What was your favourite part of the book?
• What was your least favourite part of the book?
• What do you rate it out of 10?
• What kind of animals were in the book?
• Who was Sam?
• Did you like Sam?
• Did you notice any rhymes?

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

I will conclude the lesson, by asking students questions about the book.

Types of questions, that will be asked:

• What was your favourite part of the book?
• What was your least favourite part of the book?
• What do you rate it out of 10?
• What kind of animals were in the book?
• Who was Sam?
• Did you like Sam?
• Did you notice any rhymes?

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Lesson Evaluation:
(Reflect on the lesson. Questions to Ask: What worked? What did not work? What would you change? Why?)

My Lesson Evaluation:

What worked?

• Once reading, students were engaged and asked questions throughout the book
• Students recognised the books rhymes

What did not work?

• I expected students to pay attention without me telling them to pay attention

What would you change? Why?

• In the future, before I start reading, I must get the attention of all students who are not paying attention
• Time management skills need to be improved, I was unaware of the time and took long it took to read the
book to students. – ran out of time to ask students how they felt about the book and characters.
• Plan lesson more in advance, so I can review it.
• Show more authority and make it clear who is in charge
• Instead of telling students how much I enjoyed the book when I was younger, I should have asked if they
enjoyed listening to it.

Reflecting on mentors’ critique:

I agree with the feedback and critique my mentor has given me. Before reading my critique, I felt as though I had
no authority over the students, which is why I didn’t seek for their attention. On the other hand, I was confident
reading and know my voice was clear and bouncy. I also, believe students were engaged with the task due to my
nonverbal prompts.

What I need to improve for next lesson:

• Get all students attention

• Assert authority
• Be confident