Lesson Plan

Day: Wednesday
Year: Year 3

Date:

26/08/2015

Time:

9:45am

Learning Area: English Topic: Reading- Questioning

Curriculum content description: (from ACARA)
Know that word contractions are a feature of informal language
and that apostrophes of contraction are used to signal missing
letters (ACELA1480)
Understand how to use soundletter relationships and knowledge
of spelling rules, compound words, prefixes, suffixes, morphemes
and less common letter combinations, for example tion
(ACELA1485)
Students prior knowledge and experience:
(Outline what the students already know about this topic)

Students have spent the term discussing descriptive language in

a text, what types of words are being used (e.g. onomatopoeia,
suffixes, rhyming words and compounds).
Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

Students understand how content can be organised using

different text structures depending on the purpose of the text.
They understand how language features, images and vocabulary
choices are used for different effects.
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 specific,
concise and attainable objectives)

Students should be
familiar with types of
words such as compound
words, suffixes and
descriptive words.
Students can identify and
explain the different type
of questions being asked
such as right there

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)
Students will be able to

Through observation
Through correct
questioning of the given
text
Discussion with the
students
Worksheet answers being
correct

questions, think and

search questions, author
and me questions and on
my own questions.
Students are introduced to
new words and are able to
explain what these words
mean in the correct
context.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment
will be required)

Text for classroom reading

Question worksheet
Pencils for all (pens for those with a pen licence)
Another book for the advanced students

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

Students with a larger vocabulary may use a more detailed

text when instructed to continue with independent
questions.
Students who require more supervision may choose to work
in pairs or groups of three.
Students who are unsure of the task can have the lesson
explained to them in more detail.
Students who excel in this activity may choose to complete
the worksheet again with another book.

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Timin
g:
9:45a
m
10min
s

9:55a
m
15min
s

10:10
am
10min
s
10:20a
m
15min
s

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

Students are asked to gather around on the mat.

The students are told they will be asked to read the
story with the teacher and then answer some
questions.
Students are introduced to the book and asked
what they think the book may be about judging by
the front cover and title.

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 book is read with the students. The students

are encouraged to join in reading out loud. The
book is My Two Blankets by Irena Kobald and
illustrated by Freya Blackwood.
While still sitting on the mat the students are shown
the worksheet with the four questions divided into
four boxes.
The four boxes are read out and the teacher asks if
they can explain what each box means.
Students are to raise their hand to each box to give
the answer.
The teacher creates a large scale question sheet on
the whiteboard with the four boxes. With the group,
the students are asked about each segment of the
box and asked for questions that fit in the box. A
student can write the answer on the whiteboard and
the rest of the students can write the answer on
their worksheet.
The teacher gives prompts when needed.
The teacher tells the students they will be given
another story and then will need to complete the
question sheet.
The story is read out with the students. The
students are once again encouraged to read out

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loud.
Any new or unfamiliar words are discussed with the
class.
The students are to return to their desks to
complete the activity.
If the students are struggling they are able to talk
quietly to their neighbour to discuss the answer.

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

10:35a
m
10min
s

Once the worksheet is completed the students are

asked to raise their hands to share their answers
with the class. Each student can give one answer at
a time to allow more students the opportunity to
answer.
The story is read one more time with the class to
discuss whether there was anything the students
may have missed.
If there is time the students can play a game by
asking questions using the who, what, when,
where, why, how cards. This can be played with the
whole class or in their groups of 6.

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

Teacher observation on how the students understood the

task by how many competed the worksheet
Whether the students were excited to do the activity
By asking questions once the activity was drawing to
conclusion

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 Asking the students whether they enjoyed the story

Assessing whether the students stayed on topic or became
easily distracted
Assessing whether the students were asking lots of
questions because they were confused by the activity or
whether they finished the activity quicker than anticipated
due to the task being too easy for the students

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