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WRITINGPLANNERPLANNEDBYALISONKHUN

Monday

Tuesday

Wednesday

Thursday

Friday

LanguageExperience27/28
PlanningforSuccess

InformationReportLevelWorkshop

WeekendRecount

LanguageExperience27/28
PlanningforSuccess

N/A

00.5RolePlay&ExperimentalWriters

Handwriting27/28
F.51.0EarlyWriters

00.5RolePlay&ExperimentalWriters

Tousedifferenttimeconnectivesin
writingfirst,then,afterthat,later,at
theend.
EarlyWriterstoaddmoredetail
describingeachevent.

Toleavespacesbetweenwords,and
hearandrecorddominantsoundsin
wordstorereadwritingtocheckthatit
makessense.

Topractiseplacingletterscorrectlyon
dottedthirdstodevelopfluentletter
formation.

Toleavespacesbetweenwords,and
N/Aduetotimetabling.Refertoweekly
hearandrecorddominantsoundsin
schedule.
wordstorecordatleasttwosentences.

Introducethelessonsfocus[time
connectives]andtalktostudentsabout
howtheyhelpourwriting[tellareader
whensomethingishappening].Usethe
redwordcards.

TellthestudentswhatIdidonthe
weekendOntheweekend,Iwentout
fordinnerandthenIwatchedamovie
andthenIhadahotchocolate..
Highlightthattherecountwasboringby
usingandthen,andthen.Introduce
studentstothecomicstriptemplate.

Discusswithstudentstheideaof
planning[planningabirthdaywhatdo
weneedtodointheplanningprocess?
Whatdowehavetoconsiderandthink
about?].
Explaintothechildrenthatduring
writingwewilllookatplanningashort
story.Highlightingthedifferentpartsof
theplanningprocess.

PullupTheStoryGrapht emplatewith
labels.Explaintothechildrenthatwe
havealreadylookedatsizzlingstarts
andnowwearegoingtofocusonan
areacalledBackfill.Backfillincludesthe
settingandcharacters.

Asaclass,brainstormsomewordsthat
wecanusetodescribebothcharacters
andsettings.

Introducethelessonsfocus[developing
fluencyinletterformation/placingletters
correctlyondottedthirdpaper].

UsingtheIWB,modelthedifferentlines
thatletterscanbepositionedon.

Recapthepreviouswritinglesson,
N/A
lookingbacktothePlanningfor
Successposter.Highlightthedifferent
areasthatwehavelookedatandmove
ontotheSolution.

Asaclass,brainstormsomewordsor
ideasthattheyhaveheardinstories,
thatwecanusetowriteasolutiontoa
problem.

ModelledWritingHighlighthowIcan
addmoredetailtomywritingby
describingeventsandincludingtime
connectives.EverytimeIuseatime
connectivereferbacktotheredword
cards.
E.g.First,Ihaddinnerfromasushi
train.ThenIhadahotchocolatefor
WholeClass dessert.AfterthatIwatchedamovie
calledSouthpaw.Later
Activity

[Explore& Studentsturnandtalktoapartner,
Elaborate] sharingtheirweekend.Ensurestudents
areusingtimeconnectivesand
describingtheeventsorally.

ModelledWritingusingthetemplate
providedgiveanexample:
[JellyfishJoesilly/boy/blue]
[Oceandeep/dark/scary]

Providestudentswitha6squaredgrid
worksheetwheretheywillbrainstorm3
differentsettingsand3charactersthat
arefittingforthosesettings.Students
willworkinpartners.

Regroup:studentswillsharetheir
ideas.

ReferbacktotheIWBandlookat
anotherarea,theproblem.Discussthe
problemforJoeforanexample,losthis
muminthedeep,darkocean.S
tudents
willgobacktotheirtablesandwritea
sentenceofwhattheproblemisintheir
story.

Studentswillrotatetodifferentactivities
thatwillsupportthemtodevelopfluent
letterformation,aswellas,practising
placingletterscorrectlyonthedotted
thirdlines.

Modelactivitiesatthedifferentstations:

iPad:LittleWriter(abc
section).

THRASSoverwritesheets

Createlettersusingtheplay
dough.

Dottedthirdpaper:fact[a
ladybirdwilleatmorethan
5,000insectsinitslifetime]
ORcontinuepractising
individualletters.

ModelledWritingwiththeactivity
N/A
worksheetprovided,modelwhatthe
solutiontoJellyfishJoesproblem.Draw
amatchingpictureinthespace
provided.

After,studentsneedtocreateasizzling
starttotheirstory.Bycreatingthisat
theend,wehaveabetterideaofwhat
ourstoryisaboutandwhatwordswe
canusetoappropriatelystartourstory.

GuidedWritingMoni,Jordana,
AshleenandArni.

GuidedWritingworkwithstudentsat GuidedWritingAmity,Kara,Lucas
thedottedthirdpaperstation.
andNasreen.

Focus

TuningIn
[Engage&
Explain]

Teacher
Group

GuidedWritingChrystian,Christina,
Daniel,DannyandOmar.

N/A

[Explore&
Elaborate]

AideGroup

ShareTime
[Evaluate]

Focus:hearingandrecordinginitialand Focus:tohearandrecordallsoundsin
finalsoundsinwords.
words.

Focus:recordingmoresounds.

SageGuidedWriting
Tasma,Jj,Brendan,Ayden.
Focus:includingmoredetailaftereach
eventrereadingsentencestoensure
theymakesense.

ThyGuidedWriting
Hasula,Methvin,Aaron,Omar.
Focus:Tohearandrecorddominant
sounds,especiallyvowelsoundsto
recordatleasttwosentences.

N/A

ThyGuidedWriting
Methvin,Aaron,Jj,Omar.
Focus:recordingmorevowelsounds.

N/A

Studentstogivethemselves3finger
points1iftheycanreadtheirwriting
anditmakessense,2pointsifthey
recordedsomelettersforsounds,3
pointsiftheyrememberedtoleave
spaces.Choose3studentswhohave
persistedtosharetheirwritinginfrontof
theclass.Audiencetotellthemwhichof
the3thingstheydidwelltoday.

Turnandtalktoanothergroup,sharing
yourwritingpieceandwhatyouhave
writtentoday.Groupsaretogive
feedbackonepositivestatementand
oneareaforimprovement.Explicitly
modelhowtoprovidefeedback.E.g.
Nexttimeyoucouldtryto.../Ilikedhow
you...

ChoosestudentstocometotheIWB
andwritelettersthatwehavebeen
practisingtoday.Howdotheyknow
wheretostart?[solid,dotted,dotted].
StudentsplayGuesstheLetterwitha
partner.Taketurnstotracealetterthat
wepracticedtodayoneachothers
palm.

Turnandtalktoapartner,sharingyour N/A
writingpieceandwhatyouhavewritten
today.Partnerstogivefeedbackone
positivestatementandoneareafor
improvement.Explicitlymodelhowto
providefeedback.E.g.Nexttimeyou
couldtryto.../Ilikedhowyou...

MATHSPLANNER

Monday[PrepWorkshops]
Focus
GRIN
Language

Wednesday

Thursday

Friday[27/28Workshop]

Toidentifycapacityashowmuchacontainer Touseinformalunitstoestimateand
canholdtouseinformalunitstoestimate
measurethecapacityofcontainers.
andmeasurethecapacityofcontainers.

Touseinformalunitstoestimateandmeasure
length.

Touseinformalunitstoestimateand
measurelength.

***SageSeeAmysMathsworkshop
forGRINlanguage(Omar,Jayda,
Danny)

half,full,overflowing,empty,halffull,
holdsmore,holdsless.

half,full,overflowing,empty,halffull,
holdsmore,holdsless.

longer,shorter,long,short,longest,
shortest.

longer,shorter,long,short,longest,
shortest.

PlaythePriceisRight:twostudents
willstandbacktobacktryingtoguess
thechosennumber.Therestofthe
classwillsayhigherorlowerwith
eachresponse.

PlayRolloftheDice:studentswillbe
PlayCountonMe
arrangedintoevenrows.Theteacher
willrolltwodicesandstudentsmust
addupthetwonumbers.Thestudent
whogetstheanswer,mustsitdown.
Theaimofthegameistogeteveryone
intheonerowtositdown.

PlayHundredPlus10

Introducethelessonsfocusofcapacity:
themaximumamountthatsomething
cancontain.

PlayCountUsIn

Modelled/SharedMaths:show
studentsthecapacityproblems
PowerPointpresentation.Asaclass,
discusssomeoftheproblems.
Revisitmathssharebookandthe
differentlanguagechildrenusedto
describecapacity.
Takechildrenouttothesandpitto
explorethelanguageusingsandand
differentcontainers.

PlayMeasuringJugs

Modelled/SharedMaths:Capacity
story:MissKhunisreallythirsty!Which
cupshouldsheuseandwhy?Blue,red
orgreencup?
Wethinknottheblue,itstoosmall.
Thegreenisbiggerthanthereditwill
holdmore.
Welearnedtheredisbiggerthanthe
green.Itisshorterandwider,therefore
itholdsmorewater.

Watch:WhoSanktheBoat

PlayLengthStrength

Modelled/SharedMaths:students
willsitinacircleandbeprovidedwith
1or2itemsgatheredfromaround
theclassroom.Asaclass,wewill
ordertheseobjectsfromshortestto
longest.Discuss,howitisimportant
tolineobjectsupononeend.
Studentswillneedtoestimatewhere
theirobjectwillgodowntheline.

Tools/Warm
UpActivity

TuningIn
[Engage&
Explain]

Tuesday

PlayMovingFish

Modelled/SharedMaths:studentswillbe
givenapencil.Theymusteachfindan
objectintheclassroomthatis
longer/shorterthanthepencil.

Howdoyouknow?

Whatdoesthatmeanshorter
orlonger?

Asaclasswewilldrawitemsthatare
shorterthanthepencilanditemsthatare
longer.Discussthewords:longer,shorter,
taller,smaller.Howaretheythesame?
Howaretheydifferent.

Introducesomeofthematerialsthatcan
beusedtomeasurethings.Explainweare
goingtomeasurethebasketballcourt.Ask

LESSON PLAN
Lesson Topic: Report Writing

Date: 11th June, 2013

AusVELS Domain(s): English

Grade(s)/ Year Level(s): 1 & 2

AusVELS Substrands Dimension(s) or Religious


Education Guideline: Literacy, Interpreting,
Analysing and Evaluating

Duration of Lesson: 60 minutes

Learning Outcome(s)/Standard(s):
Students will recognise the different elements of a book report and begin the process
of creating a report on the story, Yertle the Turtle. Also successfully recognising sh
word blends.
Indicators
!
!
!

Students are able to utilize sentence starters


Students are able to write words legibly using unjoined print script of consistent
size
Students are able to retell key events in the story.

Assessment:
Criteria
!
!
!

Reading texts and identifying different sentence-level punctuation


Learning how each letter is constructed including where to start and the
direction to follow
Retelling key events in stories using oral language, arts, digital technologies
and performance media.

Teaching Focus:
A. Time management ensuring that the 60-minute lesson runs according to
schedule (chosen by Associate Teacher).
B. Being able to give instructions in a clear and understanding manner.
Background to the learning:
1. Teacher
Seeking advice from Associate Teacher who strongly recommended that book
reports helped expand the repertoire of English usage also supported by learning
standards of AusVELS.
2. Pupil
Students have no previous experience. Lesson one of a unit of work on report writing.

Lesson Resources:
!
!
!
!
!

Whiteboard (whiteboard markers, eraser)


Big book
Interactive whiteboard
Sandwich book report booklet
Stationary (grey leads, coloured pencils, erasers)

Content of Lesson:
A. Introduction

10 mins

Whole class discussion about book reports and what their purpose is. Begin spelling
focus on sh words on a strip of card.
Read Yertle the Turtle.
B. Development

15 mins

Step 1: Identifying what is on the front page and what the story could be about.

Key focus question(s) What is the role of an author? What is an illustrator? Do


you think this is a non-fiction or fiction book?

Step 2: The teacher begins to read the book, whilst discussing the setting of the story.

Key focus question What other places do you think we will explore in the
book?

Step 3: The teacher then invites students to identify how many characters we have
met so far.

Key focus question Do you think the characters will meet any other people
throughout the story?

Step 4: The teacher questions students to determine the plot of the story.

Key focus question Do you think any other problems will arise? If so, what
could it be?

Step 5: Through questioning, break up and discuss with the students the important
parts of the story.

Key focus question Who were the characters? Where was the story set?

Step 6: Go over and reflect the information collected, making sure the students can
interpret and understand where they got their information.

Key focus question What does the word plot mean? Conclusion? Conflict?

C. Consolidation and Practice

20 mins

Step 1: The teacher will explain that the class will have this session to begin a book
report sandwich on the big book, Yertle the Turtle. The information collected is based
on what we collected as a class through discussion. Students must fill in the first two
layers of the book report; the setting and main characters. The students will be inform
that this is an ongoing activity that will be completed throughout the week, with a
number of layers being completed on a daily basis.

(Slices of ham, tomato, cheese, lettuce leaves, mayonnaise, bread. The different
layers served as the ingredients for the students book report sandwiches.)

On the top slice of bread, each student wrote the title and the author of the
book.
On the tomato, the student wrote about the setting.
The lettuce; problem.
On the cheese layer; the stories climax.
On the meat layer; the solution and conclusion.
On the bottom piece of bread, the student drew a favourite scene from the
story.

When students have completed their sandwich layers by the end of the week they
can then display their book reports up on a bulletin board headlined Were Hungry
for Good Books!
Step 2: Students are then given the first two components of the sandwich to
complete.
Step 3: Students will work individually.
Early Finishers Extension Activities
Proof read their work, whilst assuring that they have added descriptive words in their
sentences and have used good sentence structure.
D. Closure

15 mins

After students complete the activity, everyone will return to the discussion area and
share what they liked about the book. The teacher will ask them to review their
experiences in the activity and discuss what information can be learnt from it.
Post Lesson Review and Evaluation:
Pupil Achievement