You are on page 1of 3

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2015)

KLA: English Reading

Date: 9/11/15

Time: 10:30
Class: Stage 3
School: St.Josephs Primary
(2x40mins)
School
APST FOCUS: 3.3 Use teaching strategies Include a range of teaching strategies
3.4- Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.
Outcome / Standard: EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range
of texts in different media and technologies
Objective / Learning Intention: Students will work together to identify the elements of Figurative Language in phrases and passages in
an engaging game format.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
Students have been working through the twelve reading comprehension strategies. Interpreting Figurative Language is the eleventh
strategy from the list. Previous reading comprehension strategy was Identifying Authors Purpose. Students have had an introductory
lesson on Friday, which addressed the elements of Figurative Language, their definitions and examples. Students should now have some
familiarity with the terms and concepts. The introductory phase of this lesson revisits this knowledge so the Trashketball game can be
played effectively, varying teaching strategies to support different learners.
3.3 Knowledge integration:
HSIE
ENGLISH
MATHS
PDHPE
SCIENCE &
TECH
CA
3.4 Inclusivity

1.1 Deep Knowledge

3.5 Connectedness

1.2 Deep
understanding
1.3 Problematic
knowledge

3.6 Narrative
Timing
5mins

Procedure

1.4 Higher order


thinking
1.5 Metalanguage

2.1 Explicit quality


criteria
2.2 Engagement

2.4 Social support

1.6 Substantive
communication
Considerations

2.3 High expectations

2.6 Student direction

INTRODUCTION (O):
Students transition from fruit break to be
seated on the floor in front of the IWB.
Prompt students to discuss Figurative
Language elements discussed on Friday.
Provide definitions, examples and explain the
importance of using figurative language in
texts. Play YouTube video from previous

Resources:
- Paddle pop sticks and card
numbers
- Trashketball
- PowerPoint presentation
- Trashcan
- Tennis ball
- Whiteboards and whiteboard

2.5 Student self regulation

Assessment
students
QuestioningAFL - What is
the current
student level of
understanding?

Differentiation
Strategies
By explicitly stating
the learning intentions
of the lesson in clear
and concise language,
proactive strategies for
PP students are in
place but also setting
clear expectations for

lesson, https://www.youtube.com/watch?
v=p50_yNQLj5c

BODY (G):
Hand out paddle pop sticks to organise
students into random groups have the
students seat in a position in the classroom
with their group. Introduce the game
Trashketball to the students, explain the
rules and how the game will work.
BODY (E):
Play the game Trashketball Figurative
Language where students are working in
teams to determine the figurative language
element used in the sentence or passage
displayed on the PowerPoint presentation.
The teams that write the correct answer on
their whiteboards will gain one point each.
Students will have 1 minute signalled by a
bell to collaboratively decide what figurative
language technique is used in the phrase.
The points will then be used to determine
how many shots from the 1, 2 or 3 point lines
students can make.

CONCLUSION (R):
Students now have shots at shooting their
points into the bin to determine their final
scores.

markers
YouTube video
Bell

Setup:
- Students are seated on the
floor in front of the IWB for
introduction phase and move
off into their groups for
exploratory and conclusion
phases of the lesson.
Students must not move out
of the group for the duration
of the game, points will be
deducted from their team is
students are seen moving
about.
Management:
Issues
- Are all students engaged and
ready to learn?
- Connect prior learning
- Monitor dialogue during this
phase.
Prevention and intervention
strategies
- Keep instruction simple for all
students on personalised plans
Eth R, T.S, N.V, L.J, L.C, M.F,
L.H.
- Positive reinforcement and praise
for students doing the right thing
during the lesson.
Behaviour management during this
phase. Teams that are not having
their turn need to be seated to
watch the other team shoot. Each
team member has the chance to
shoot. Playing fair.

the rest of the group.

Observation
How well are
the students
working
together as a
team?
Are all team
members
contributing?
- Student
discussion and
responses to
the questions.

Varying teaching
strategies
- Interactive
Whiteboard stimuli
- YouTube video
- Group work
- Engaging game,
provide incentives.

Student
support of
team
members.

Allowing time for


process information
and answer
questions
Positive
reinforcement for
contributions and
engagement.

Students have choice


between 1, 2 or 3
point lines. Which vary
in distance away from
the trashcan.

Supervising teacher:

WEEK: 1 2 3

Date:

DAY:________________________

Reflection on student achievement against the outcome, indicator or objective based on


information / evidence provided by the assessment strategies within the lesson.
May also include anecdotal notes about individual student progress.
LESSON 1:

LESSON 2:

LESSON 3:

Supervising teacher:

Date:

REFLECTION TEMPLATE

Reflection on your delivery of the lesson, effectiveness of resources, strategies,


questioning, inclusion of QT elements etc. May include a statement about future
modifications or action if required.