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EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks


Focus for Student Activities: Reading (developing fluency, vocabulary and comprehension with links to writing)
Week 2

6&
7

Outcomes

Designing, Selecting and Sequencing Activities

Resources

- understand how
texts vary in
purpose, structure
and topic as well as
the degree of
formality
(ACELA1504)
- summarise a text
and evaluate the
intended message
or theme
- interpret picture
books, comic strips
and sequences of
digital images which
do not contain
written text

Title: Introduction of Willy the Wimp (Lesson 6 and 7 combined 1hr


lesson)
Introduction: (3 min)
- T introduces lesson, including the use and purpose of Willy the
Wimp and Willy the Champ books (i.e. to identify and
understand particular themes/messages and make links to
leadership qualities)
Body: (56 min)
- T flicks through the books with out reading any text and asks Ss
to think about what might be happening in the story (2 min)
- T reads both books out loud to the class. (6 min)
- Activity 1: In groups of 4 Ss discuss possible themes or
messages of this book and how they can be linked to
leadership. During this time the T walks around and monitors
and offers assistance to Ss (10 min)
- T asks each group to share their thoughts and ideas. T provides
positive and constructive feedback when necessary. (10min)
- Activity 2 (28 min): As a whole class Ss use the knowledge
gained from class discussion and T assistance to create a simple
short story (similar in length to Willy books) with underlying
theme/s (linked to leadership e.g. individuality, self-confidence).
- T asks questions which prompt responses from the Ss in order
to write the story e.g. What themes are we going to use? What
is the Orientation, plot development, complication and
resolution, conclusion? Grammar?
- The aim of this activity is to model how to write a story using
ideas gained from other texts.
Closure: (2 min)

- Willy the
Wimp & Willy
the Champ
Books.
- Student
English Book

Assessmen
t
Formative
assessment

This will be
obtained
through the
responses
Ss provide
during
group work,
class
discussion
and ideas
presented in
Activity 1
and 2.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


-

8.

navigate and read


texts for specific
purposes applying
appropriate text
processing
strategies, for
example predicting
and confirming,
monitoring meaning,
skimming and
scanning
(ACELY1702)
use comprehension
strategies to
interpret and
analyse information
and ideas,
comparing content
from a variety of
textual sources
including media and
digital texts
(ACELY1703,
ACELY1713)

T wraps up main ideas of the lesson e.g. possible themes (selfidentity, bullying and how to deal with bullying, belief,
confidence) and why it is important to understand the deeper
meaning of a text rather just reading it for literal meaning.
- Previews the next lesson: HSIE cross curricular comprehension
task.
Title: HSIE comprehension task (1/2 hour lesson)
Introduction: (2 min)
T introduces the lesson and lesson activities - Comprehension
task.
- T handouts the Malcolm Turnbull Biography worksheet. This
worksheet contains a short biography accompanied by
comprehension questions.
Body: (26 min)
- T begins by selecting various Ss to read the document and
questions (e.g. 1 paragraph each) (8 min)
- T works through the first question as a whole class,
remembering to promote good comprehension strategies from
the Ss. (2 min)
- In pairs Ss work through and complete the rest of the questions.
During this time the T monitors student progress and assists
where necessary. (16 min)
Closure: (2 min)
- T wraps up the lesson, expressing any points or
recommendations for future comprehension activities.
- Preview next lesson Double lesson (Assessment)

Comprehensio
n Document
and Questions
(found on
website
resources
page)

Formative
assessment
obtained
through
listening to
Ss reading
and also
through
their
responses
to questions
and the
comprehens
ion
strategies
used.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


9&
10

navigate and read


texts for specific
purposes applying
appropriate text
processing
strategies, for
example predicting
and confirming,
monitoring meaning,
skimming and
scanning
(ACELY1702)
use comprehension
strategies to
interpret and
analyse information
and ideas,
comparing content
from a variety of
textual sources
including media and
digital texts
(ACELY1703,
ACELY1713)
understand that the
starting point of a
sentence gives
prominence to the
message in the text
and allows for
prediction of how
the text will unfold
(ACELA1505)

Title: Assessment. (lessons 9 and 10 combined 1hr lesson)


Introduction: (5 min)
- T outlines the lesson Assessment task
- T outlines the rules and expectations of the lesson (test
conditions, individual work, double check answers, silent
reading when completed etc)
- T offers any last minute advice
Body: (50 min)
- T instructs Ss to begin the assessment.
- T indicates time remaining every 10 mins.
- When time is up T asks one student from each table to collect
assessment sheets and put them on the T desk.
Closure: (5 min)
- T provides some positive encouragement about the assessment
and any other comments about the past 2 weeks.
- T provides Ss the opportunity to share any of their thoughts
about the assessment and/or learning activities over the past
two weeks.

Assessment
Document
(Found on
website
resources
page)

Summative
assessment

Gathered
from the
assessment
task and the
discussion
and
feedback in
the closure
section of
the lesson.