LESSON PLAN FORMAT

Lesson Topic/Focus:

Literacy Rotations

Date:

18-11-15

AusVELS Domain(s):

English

Year level(s):

AusVELS strand (s):

Literature

Lesson duration:

60 minutes

AusVELS sub-strand(s):

ACELT1614

AusVELS Dimension(s) or
Religious Education
Guideline:
Learning Standard(s)/Outcome(s)/Objective(s):
-For students to complete their rotation in a quiet and constructive manner.
-Students in the teacher group will know how to use a Venn diagram.
At the conclusion of this lesson, the students will know/understand that:
A Venn diagram can be used to compare and contrast ideas using two books, in order to work out their
similarities and differences.
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
Being able to organise their ideas into a Venn diagram.
Assessment:
I will assess the students work by how productive they have been during the lesson.
Students in the teachers group will be assessed by their ability to annotate and organise their ideas into the venn
diagram format.

Assessment criteria for analysis:

-Students in the teachers group will be assessed by their ability to annotate and organise their ideas into
the venn diagram format.
-Students will be meeting my requirements if they have at least three full sentences in each section of
the venn diagram.
-Students in the spelling group will need to complete their sheet. Students in the writing group need to
complete their draft for their recount writing. Computer group will need to be able to show the
information they have collected for their ERP and the independent reading group need to be reading
quietly for the whole lesson.
-The assessment grid at the end of this lesson plan will be used to assess students productivity during
the lesson. I will use the grid to assess students from the writing group, teacher group and the spelling
group.

Teaching focus:
A.
the pre-service teacher's teaching skill for observation by Associate Teacher;
To ensure the other students are working quietly and are staying on task.
or

B.

teaching skills that the pre-service teacher would like to personally develop.
To engage students in a rich discussion about the books (compare and contrast) so they can
easily display their ideas in the venn diagram.
Background to the learning:
A.
References for teacher background knowledge
Refer to the questions inside the front cover of the two books in order to stimulate and remind
students what happened in the book.
B.
Identify students current knowledge
Students have read both books so they have previous knowledge about what has happened, in order to
compare and contrast.
Lesson resources:
Literacy group rotations chart
Venn diagram
Spelling sheet
Students recount writing
IPads
Lesson content:
A.
Introduction

__5__ mins

Explain what the activities for each group are. Discuss how the t-guided group will be comparing and
contrasting some books. What might compare and contrast mean? Send students off in their groups
(refer to literacy rotations board).
Rotation
Aliens- Teachers group
Satellites- writers workshop
Astronauts- Spelling
Rockets-Computer
B.

Development

_50_ mins

Teacher groupI will show student the venn diagram and discuss what they think they would write in each different
section.
Next, I will ask students to answer some questions about the books (questions are on inside of the
front cover) to prompt their memory.
Then, we will discuss what was the same about the two books? What was different about the two
books?
Finally, the students will be given a venn diagram each and they will need to add in what we have
discussed.

D.

Closure

__5__ mins

Students will come back together on the floor and discuss what they completed this lesson. Choose
focus students to answer.

Post-lesson review and evaluation:

Student achievement:

Students all worked well during this rotation. Noise level was good. Some students struggled to
remember things that happened in their books in order to compare and contrast and add to their venn
diagram. One student rushed through his venn diagram and was frustrated when I kept sending him
back to add more detail. A student from the spelling group finished his sheet early and ended up
doing time filling activities.

Teaching effectiveness:
I think a big learning curve for me this lesson was to be over prepared. My A.T thought it would take the
students the whole rotation to complete the spelling sheet but one student finished it quickly and was left
with nothing to do. For tomorrows rotation I will create an activity for the spelling group to do if they finish
their sheet. The teacher group could answer questions when prompted and could tell me what both of
the books were about but when it came to comparing and contrasting them and adding it to the venn
diagram, they struggled a little bit. A bit more discussion may need to be had before hand to remind
them of important events and ideas in the text.
Lesson/activity transition:
This is the activity required to terminate the first lesson/activity and to initiate the next lesson/activity. A
lesson/activity transition is not to be confused with a lesson/activity conclusion.
The maximum recommended time is 3-4 minutes. Activities may include collecting used materials,
tidying the room, returning materials to shelves, a song, a jingle/action rhyme, a stretching activity,
reorganisation of furniture, distribution of materials for the next lesson/activity.

ASSESSMENT GRID
Outcome/Standard/Objective

To ensure students self-monitor and stay on task.

To make sure that they complete an adequate amount of work for their
rotation.
Work is at a good standard.

Student name
(three focus students
for this lesson)

Liam
(Spelling)

Cooper
(T-guided)

Millie
(writers
workshop)

Assessment criteria
2 Complete
3 Work is at a
adequate
good standard
amount of work
for their
rotation.

1 Staying on
task.

Liam is very easily

distracted and
doodles a lot in his
book (he says it
helps him think).

Liam didnt
complete a lot of
work. He was stuck
on a few crossword
clues. It helped
when he looked in a
thesaurus.

It is hard to judge as
he was working on
the crossword
component. He
struggles with
problem solving
skills so he can work
out the words.

Not always, Cooper

is easily distracted
by the girls on the
nearby table.

He completed his
venn diagram but
wasnt happy that
he had to keep
going back to add
more detail.

Cooper rushed his

work which resulted
in it being messy
and with incomplete
sentences.

Yes, Millie worked

hard and quietly all
session.

Millie completed her

recount writing,
edited it herself and
got a peer to edit it.

Millies work is at a
great standard. She
used paragraphs
and new ideas for
each paragraph.

Purpose of assessment
To inform future
lessons and
student
learning

To ensure
coverage of
AusVELS
standards

To discuss
with parent

To inform 1:1
conference
with student
including
setting
future
learning
goals

Evidence for
school report