Lesson Plan

Day: M T W T F Date: 31st August Time: 9:45 – 10:35 Year: 4

Learning Area: Literacy Topic: Reading and Comprehension

 Curriculum content description: (ACARA and SCSA)

ACELY1692 - Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating texts

Content Description:
- Making connections between the text and students’ own experience and other texts.
- Making connections between information in print and images.
- Building and using prior knowledge and vocabulary.
- Finding specific literal information, asking and answering questions, creating mental images and finding the main idea of a
text.
- Inferring meaning from the ways communication occurs in digital environments including the interplay between words,
images, and sounds.
- Bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their
pertinence to the task and the accuracy of their information

ACELT1605 - Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’
interest by using various techniques, for example character development and plot tension.

Content Description:
- Examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s
development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or
her.

Students’ prior knowledge and experience:

- Students have read/had books read to them at a similar level to this book and have done comprehension with other teachers.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

- Examining the author’s description of a character – (Appearance, behaviour, Speech and other Developments.)
- To describe how the author makes us care about their decisions and consequences
- To Identify pivotal points in the plot where characters are faced with choices

Learning objectives: 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)
- Students will have a better understanding when it comes to
analysing images and comprehension.
- Students will be able to view an image and creatively use
their imagination to predict the storyline.
- Students will have a greater understanding of new words
and will be able to explain what is happening by only viewing
the images.
(Explain how you will know that lesson objective have
been achieved / monitor student learning)
- I will be constantly monitoring and asking the students for
feedback and answers to my questions throughout the lesson
to see if they’re on the right track.
- I will be regularly checking student participation.
- I will ask the students to converse amongst each other after
I ask a certain question. This will offer them the opportunity
to share ideas and listen to other ideas they had not thought
of themselves.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)

- Find out if any students need any aids. (Visual or Other)

- 4 Copies of the book “Word Pictures” by Jill Eggleton.
- My group will consist of 3-4 students and we will be sat around a specific desk that allows us access to visual aids.
- Chairs & Desks

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

- Some students in the class require visual aids. One student uses a type of magnifying globe and another uses a camera and
monitor to view certain things.
- We must take into consideration the lesson time and conduct the lesson according to any changes.
- Take into consideration any students with learning disabilities such as dyslexia. If so, allow extra time if need be.
- Students will be at different levels of reading so I must prepare for any outbursts or frustrations.
- Cultural diversity and other sensitive factors must be appreciated and catered too.
- Take into consideration the difference in reading and learning skills.
Timing: Learning Experiences:

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

- I will welcome the students to the lesson and start with explaining what we will be covering in today’s lesson.
7.5 Minutes - I will gain their immediate attention by asking such things as, “Are you excited?” and “Are you ready to learn
new things?”
- The “hook” is a major point in introducing my lesson and the way I will engage them is with direct
communication to them as a group and I’ll be asking them for constant responses to my questions.

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?)

- The lesson will start with me introducing the student to the book we are about to read.
- I will then ask the students how confident they are in reading this type of book and if they have had any
troubles in the past. (I will take this into account and this will help set the pace of the lesson)
- Even before the students read one word, I will get them to analyse the front cover of the book. They will be
answering questions such as:
What do you see?
Is the book a fiction or non-fiction one?
Are there any people on this cover?
Describe what is happening.
When/Where was the picture taken?
How does the cover make you feel and are there any cool colours or are the colours dull and
35 Minutes
boring? and more.
- After I feel the cover has been analysed sufficiently, we will then continue the no reading rule and will continue
to only view the images on each of the pages.
- Each page we view will have the same set of questions listed above although I may add more/less depending
on time or if the photo has something worthy of being mentioned.
- Once all images in the book have been viewed, I will get the students to make an informed prediction on what
will happen in the book or what genre the book is based on the visual images they have just seen.
- I will get the students to open there books and run their fingers under each individual word as I read the first
paragraph.
- Students will then be asked to read the paragraph I have just read. This will help them as the words and
sentences will still be fresh in their memories.
- If this goes to plan, I will allow the students to attempt the next paragraph on their own.
- If the students are capable of reading the paragraphs without me I will still be there to assist and be listening in
but if a student(s) is finding it difficult I will continue to read all paragraphs with them following along word for
word and then repeating the paragraph after I am finished.

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

- Ask students what new things they have learned from today’s lesson.
- Ask students if they enjoyed the lesson and what was their new favourite thing that they have learned.
- Ask the students to give me a summary of the book in their own words.
7.5 Minutes
- Ask the students if they didn’t understand anything in today’s lesson and ask if they would like to go over the
topic they didn’t understand again in the future.
- Thank and praise the students for trying their very best and encourage them to keep on practicing reading.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

What Worked?
My constant direct questions to the students were extremely effective. I believe the questions really made all
students participating come out of their shell and really start to enjoy themselves. Introducing the students to the
lesson objectives and telling them what is expected of them throughout the duration of the lesson let them know
what I wanted from them. This encouraged participation and replies to all of my questions whether or not they
knew the correct answer. Going through each individual image got the students thinking creatively and made
them think about what they were actually viewing. I believe asking the students to converse amongst each other
and coming up with scenarios themselves made the lesson flow very smoothly and kept everyone occupied. My
tone of voice and body language throughout the lesson let the students know they could speak freely without fear
of being “wrong”. Letting students take it in turns to read a paragraph and listen to each made sure all students
were participating and showing respect to their fellow classmates. Getting the students to relate the photos they
viewed to personal experiences got them thinking a little more deeply than they normally would.

What Didn’t Work?

I believe my time management was not as good as it could have been. Although the lesson was completed on time
and all lesson objectives were met, I felt as though I needed to rush and skip over minor details that could’ve
helped the lesson just a little more.

What Would I Change?

If I could re-do the lesson I would definitely consider altering the time spent reading each page. I went through
each paragraph with a different student reading. Maybe next time I would get one student to read the full page,
that way there would be a continuous flow instead of stopping and starting. I still believe my way was extremely
effective, it just took a little longer than various other ways and that is why I would consider changing this lesson if
I were to conduct it again.