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Lesson Plan 1 hour lesson

Day: M T W T F
3

Date: 28/08/2015

Time: 9:00am

Year:

Learning Area: Literacy


Topic: Creative Writing
Curriculum content description: (from ACARA)
Create imaginative texts based on characters, settings and events from
students own and other cultures using visual features, for example
perspective, distance and angle (ACELT1601)

Students prior knowledge and experience:


(Outline what the students already know about this topic)

The students have learnt about narratives and story writing in term one.
They learnt what a narrative is and know examples of a narrative. The
students are also currently learning about nouns, adjectives and verbs,
which will tie into my activity for the early finishers.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

The learning purpose is for students to begin innovating on texts read,


viewed and listened to by changing the point of view, revising an ending or
creating a sequel

Learning objectives:

Evaluation:

On completion of this lesson,


students will be able to:

(Explain how you will know that lesson


objective have been achieved / monitor
student learning)

On completion of the lesson students


will have a greater understanding on
story writing. Because the task is for
students to write their own ending to
a story, students will learn how
stories conclude and come to an
ending. The will also learn why it is
important that all texts have an
ending/conclusion.

I will know the lesson objectives have


been achieved when I read the
endings the students have written. If
their endings are linked to the story I
have provided and have a clear
conclusion then I will know the
students understood the task.

Preparation and Resources:


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

I will provide the short story that I would like the students conclude. I will
read the story out loud and then once the students are in their seats writing
their endings, I will have the story on the board for them to refer back to.
Lined paper will also be provided. I will also have a copy of my lesson plan in
front of me to refer back to if I get stuck due to nerves. Students will be
completing this activity at their desks in their usual seating plan.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

There are a couple of students in the class with behaviour disorders. One
diagnosed and one who is not diagnosed however their behaviour is of
concern and can be quite disrupting to the other students. To cater for this
the students will remain in their usual seating plan which seats the
disruptive students away from each other.
There are also a couple of students who work a lot faster than the others and
I know they will finish this task quickly. Therefore I will be providing extra
activities for the early finishers. This is so the students always have
something to do.

Timi
ng:

Learning Experiences:

15
mins

Introduce the topic to the students. Good Morning everyonetoday were going to do a creative writing activity. For this activity I
would like you to write your own ending to a story. I will then read
the short story to the class. I will check for understanding by asking
a few people to explain what happened in the story.
The last 5 minutes of my introduction will be a Think Pair Share
activity. I will ask students to think of some ideas on how the story
could end quietly for 1 minute, and then I will ask students to turn
to their partners and discuss their ideas. After they have all
discussed their ideas with their partners I will ask some people to
share.
Once we have completed this activity I will send the students to
their desks. When I tell you to, please move as quietly as possible
to your desks. Prior to sending them to their desks, I will tell them
that if they finish early, they should not shout out at me, but put
their hand up quietly and I will give them another task. Once I have
finished giving my instructions, I will check for understanding by
asking the students for thumbs up if they understand.

30mi
ns

1. Introduction:

(How will I engage the learners?)

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?)

I will tell students that when I have clapped my hands, they can
move quietly to their seats, this will be my signal to begin. Once
they are seated quietly students will begin writing their endings. I
will be walking around with three stickers, which will later involve
my reflection. During this time the students should be working
silently and raising their hand if they have any questions. For those
students who finish their work early, I will ask them to highlight all
the adjectives, nouns and verbs in their story, this links to the
students prior learning on adjectives, nouns and verbs. If there is
still time, they can draw their ending on a separate piece of paper.
While the students are working I will be monitoring everyone and
making sure they are all on task. The students should be working
quietly so if the noise levels start to rise I will use the hand clapping
technique, which they know means they need to be quiet.

10mi
ns

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

While the students are doing the activity I will be walking around

with three stickers. I will read as many story endings as I can and
whoever I think is working the hardest I will give stickers to. I am
doing this because I think that it will motivate my students to work
harder if they know they will be getting some sort of reward.
For the reflection part of my lesson I will ask the three students who
I gave stickers to if they are comfortable sharing their story and if
they are fine with that they can share it with the class. I will
conclude my lesson by providing feedback to the class on their
behaviour and how they handled the task. I will also be asking a
couple of students to tell me what they learnt from my lesson.

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

I think my lesson went really well, however I do believe my nerves may have
got the best of me. In my introduction I felt as though I may have rushed it a
bit because I was nervous. To improve for next time I will just relax and try
not to rush my introduction.
Clapping my hands as a signal to begin and also as a stop look and listen
technique worked really well. One thing I would change is giving further
instructions while the students are still on the mat, not moving back their
desks. Because I was rushing my introduction I forgot to tell students that
they need to rule up their paper before they begin writing. Telling them
these instructions while they are trying to get organised didnt work very
well. I also need to work on not responding to those students who call out, as
my mentor teacher told me that encourages the behaviour. Overall I am
impressed with my first lesson, the students were well behaved and I could
tell that they were fully engaged in my lesson and in the activities.

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