Lesson Topie/ Focus: Date: 13/06/13 YVELSDomain(s}: Fi ‘Grade(s)/ Year Levels: grade 3/4 ‘YELS Dimension(s) 01 ion Guideline: ‘Duration of Lesson: 30 mins EAL continuum (82.3) ‘Standard{s}/ Learning Outcome(s): Students wil familiarise themselves with picture sequencing, in order to demonstrate that stories have a sequence of events. —___— + Order of sequencing pictures «Ability to write astory about the sequencing pictures + Writing of the story ‘Teachit for Pr be ascunte tathe CRE fimahon Grom associnle [8 Facus on keeping tothe time limit ‘Background tothe leaming: ‘A. Teacher resources = nttg/wwJecsonplans com/pictures-tella-story-a-ess0 «© tto://wwwyoutube.com/watch?vsoceR2PCIKGR nsequencin 1B. Students have previously completed an activity similar to this: however students completed the activity ral, rather than writing it down in their books. Later lesson will also be sitar to this lesson, however Ifthe students are capable, the students will be required to write down more sentences, rather than just the one. Lesson Resources: Interactive whiteboard Picture sequencing worksheet ‘Workbooks Pens/ poncits Content of Lesson: ‘A. Introduction mins et the cntiren to puta picture back together. (cut up picture lke a jigsaw, this shows that things make sense fthey are notin the right order)— B. Development 10mins ‘Step 1: Introduce the idea of sequencing. Why is sequencing important. it helps us understand/ ‘comprehend a story ‘Step 2: Show students the jack and the beanstalk fairytale on the white board. What happened at ‘the start/ end of the story? http://www. youtube.com/watch?v=oceR2PCKGE Step 3: Show students the 3 pictures from this story and get them to work together to put these pictures in order. Ask each student to explain the picture Step 4: Why is it important to have these pictures in a certain order? ‘Step 5: Re- arrange the pictures. What happens ifthe pictures are in the wrong order? Will the story stil make sense? . Consolidation and Practise 15min Step 1: Teacher explains the activity to the students; explain that they are to write a sentence about the picture, remembering to use grammar. Step 2: Students given the sequencing worksheet and are asked to cut out the individual images, arranging them in the order they think they belong ‘step 3: Students write a sentence, using the order of the pictures. Step 4: Teacher is to have a read over the sentences with the individual students, writing down the story where needed as it may be hard to read due to the students being EAL learners. D. Closure ‘The small group is to come together to listen to each others sentences and look at the order of the pictures. Have you remembered to use correct grammar? What would happen to your story if that. picture was at the end? Would it stil make sense? Post Lesson Review and Evaluation the studets seemed to be IndrestedL in the WMor ank Lite the visual UMOges And Uti abk tt euch prc tale ebert togethe vd renee the activity Teacher Effectiveness 1 falt tok ty shoents wore intrestect , oud + use of vise. | think the cmall quae went well, nowesey a Uson Wet VU OTE EVRY ALES no fm fev closure‘Assia teacher Feeabock —great use ef JWR te tune the cheldren in — good question “what nehsaedvthe story?” “what heppencel ee! 2 be hove ES ae te ool ne ee “Gegeeher paces floor. phe ~chileren More aged, hands on ‘ots of opportunctes te tlk for these cheldren we werkacl ont on ace actirtics ancl ote umportant Eden gaodanses 6 pm wth Yara L poet Hime perhog> we court iaea hecfeCanvicests ithe cot iets crelade = may need