Lesson Plan Melissa Gibson

Learning Area: Year 1 Classroom Topic: Literacy: Literature Curriculum connections Australian Curriculum Year 1 Literature Class size: 23 Lesson length: 60mins

Mentone Grammar

Literature and context: Discuss how authors create characters using language and images (ACELT1581) Examining literature: Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Creating literature: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features.

Cross-curricular: Visual Arts (based on ACARA draft curriculum) 2.4: Make visual arts works about people, objects and experiences that are familiar, imagined or remembered.

Learner considerations There is a wide range of levels in the class, so allowance needs to be made for children who need extra help and explanations, and others who may need extension activities. Intended Learning Outcomes (Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Develop students understanding of the development of character, settings, events (plot) and language features within texts. Develop an understanding of the connection between writing, speech and images. Preparation/Resources Students to choose a book each that interests them and have it ready for today. Teacher chooses a book to use as an example to discuss. Source materials for paper bag deconstruction activity. Source or draw up worksheet. Source or draw up book review worksheet for early finishers. Make up sample paper bag story using Little Red Riding Hood. Behaviour Management Remind class at the start (and during if necessary) each activity what the correct voice level should be (silent voice, partner voice or no voice!). Make sure children raise hands when they can answer a question, no calling out and no hands up while someone else is talking. Ordered moving from carpet area to desks. Move in groups rather than all at once.

GIBSON Melissa

s238545 1

ETP425

Semester 2 2012

Lesson 1 Introduce the topic. Read narrative aloud to class (as a group on carpet), The Mixed-up Chameleon. Define and discuss: Title, author, illustrator Genre (whether the narratives category is adventure, mystery, fantasy etc) who the characters are the setting the main events conclusion

Children return to desks and read their chosen text. If there is time left, children return to carpet and volunteers tell the class their books genre, characters, setting, main events and conclusion. Show examples of what we will be starting in the next lesson (book deconstruction and paper bag book activity). Reference:

GIBSON Melissa

s238545 2

ETP410

Semester 1 2012

Lesson 2 Children have been asked to get their chosen text out and put it on their desk. Review what we did last lesson and show the example of activity again (as a group on carpet). Discuss todays task: read chosen books again and complete the worksheets. Any questions? Return to desks and complete worksheets. If there is time, paper bags are given out and children start to design their own cover and then illustrate some or all of the characters, and elements of the setting. When that is complete the back of the bag can be done a brief summary of the main events in the story (dont give the ending away!). NB: the cover design should be the students own idea use imagination, not what is on the real book cover

Lesson 3 Review the last lesson, show some examples of work to date. Remind students what we are doing, and in what order. Return to desks and complete paper bag book activity Early finishers: book review activity sheet (What I like best about this book, what I dont like about this book, a picture of your favourite character), then sit in pairs and describe the book to partner, using the paper bag book to describe the characters, setting and storyline. Alternative activity: Illustrate the animal you have chosen to study for the zoo topic. Thinking back to the Eric Carle book, The Mixed-up Chameleon, think of a animal your animal might wish it was, then add on parts of that animal to your illustration to make a strange looking creature of your own.

Assessment/Checking for Understanding Observe students and note common errors and ease that each student is completing the tasks. Take note of questions asked at the end of each step of the lesson sequence. Collect students completed paper bag book analyses and check.

The final product

GIBSON Melissa

s238545 3

ETP425

Semester 2 2012

References Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au. Australian Curriculum, Assessment and Reporting Authority Draft Australian Curriculum: The Arts Curriculum Foundation to Year 10. Retrieved from http://www.acara.edu.au/arts.html. Australian Curriculum, Assessment and Reporting Authority Rundes Room Paper Bag Characterization. Retrieved from http://www.rundesroom.com/2012/04/paper-bagcharacterization.html

GIBSON Melissa

s238545 4

ETP410

Semester 1 2012