Lesson Plan Format

Class: 4 A

Date: Tuesday 10 March 2015

Key Learning Area: English

Lesson Topic: The Vanilla Fudge Room creative writing

Time: Start: 9:00

Finish: 10:00

Recent Prior Experience:

- Ss have completed homework task of reading 21 chapters of the main text Charlie and the Chocolate Factory by Roald Dahl, writing a
double entry in their reading journals and noting specific vocabulary they are unfamiliar with and/or wish to explore further.
- Ss have engaged in word study activities to develop vocabulary related to Charlie and the Chocolate Factory.
- Ss have been explicitly taught the features of the writing process.
- Ss have previous experience writing narratives.
Syllabus Outcome(s):
EN2-7B
Identifies and uses language forms
and features in their own writing
appropriate to a range of purposes,
audiences and contexts
EN2-10C
Thinks imaginatively, creatively and
interpretively about information, ideas
and texts when responding to and
composing texts

Indicators of Learning for this lesson:

By the end of this lesson, the students will:
1. Ss respond to the text and make connections
beyond the written content.
2. Ss will be able to discuss and explore word meaning
collaboratively using a range of examples to support
their definition.
3. Ss will be able to name and describe the features of
the writing process.
4. Ss are able to express and describe their
predictions, inferences, and creative thinking
verbally and through written work.
5. Ss will be able to engage in think alouds to
demonstrate their use of comprehension strategies.
6. Ss are able to identify links, similarities and
differences between their own thoughts and writing
to an existing piece of writing.

Assessment:
Observation and on-the-spot
conferences T listens to small group
discussion on reading log reflections and
monitor their understanding of the text so
far (Indicator 1 and 2).
Anecdotal records T will note what
additional support may be required in
addressing words (Indicator 2).
Observation T will listen to Ss
responses and their participation
(Indicator 3, 5 and 6).
Planning conferences and On-the-spot
conferences T can engage in
discussion with individual Ss to assist
and assess their creating thinking
process and writing (Indicator 4).
Rubric and Student work T will read Ss
work and use a rubric to mark (Indicator
4).

Any safety issues to be considered:

Movement of Ss must be monitored.

Resources:
- Ss copies of Charlie and the Chocolate Factory
- Ss reading logs
- 5x Word map Template
- Images of The Vanilla Fudge Room
- Ss workbooks and pens
- The Vanilla Fudge Room displayed on Interactive Whiteboard
References
Board of Studies NSW. (2012). NSW syllabus for the Australian curriculum English K-10.
Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/
Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st Century: A balanced
approach (5th ed.). Frenchs Forest: Pearson Australia.
LESSON SEQUENCE

Lesson Content / Indicators of

Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do
and what students (Ss) will do.

Discussion on homework readings and

vocabulary within the readings.

10 min

In mixed-ability table groups (of 6), Ss will discuss their

reading log reflections, which were completed for
homework. Ss will share a quote they have selected from
Charlie and the Chocolate Factory and read their
reflection of this quote. These reflections can be
connections to previous personal experiences,
connections to ideas presented earlier in the text,
predictions about the story, etc.
Ss will then each share 2 words that they were unfamiliar
with and/or wish to explore further. Table groups discuss
these words, referring to a dictionary if required. Ss will
choose a word and create a word map of this word, using

Resources and Organisation:

Ss reading logs
5x Word map Template

the word map template (see Resources). Word maps will

be shared with the class and displayed in the classroom.
Revision of the writing process and
connecting it to Roald Dahls Charlie
and the Chocolate Factory

5 min

T lead discussion to revise the writing process. T will ask

Ss what the features of the writing process are and to give
a brief description of each feature. Features include:
prewriting, drafting, revising, editing and publishing.
T will notify Ss that like all authors Roald Dahl wrote many
drafts before publishing the Charlie and the Chocolate
Factory story that they are reading. In one draft, there
was an additional chapter called The Vanilla Fudge
Room.

DEVELOPMENT
Prewriting discussion

10 min

In ability literacy groups, Ss will engage in prewriting

discussion of what incidents might have happened in this
room, who would be involved, and what each of the other
characters would be thinking.
Differentiation: For struggling Ss, images of The Vanilla
Fudge Room by Quentin Blake will be provided as an
additional stimulus.
T will inform Ss that they are going to write their own
version of The Vanilla Fudge Room chapter (about 3 A4
pages in their workbooks) drawing on the ideas that were
discussed and using words from the word maps.

Ss write draft

15 min

Ss write drafts independently.

Differentiation: For struggling Ss, sentence starters will be
provided.
For fast-finishers Ss can draw an image to accompany
their chapter.

Ss share drafts

5 min

Once writing is complete, Ss can volunteer to read their

work aloud to share with their classmates.

Images of The Vanilla

Fudge Room
Ss workbooks and pens

CLOSURE
Reading of The Vanilla Fudge Room

10 min

Comparison of ideas and writing

5 min

T will display The Vanilla Fudge Room by Roald Dahl on

the IWB and read aloud it to the students to model fluent
and expressive reading. When appropriate, T will pause
to engage in think alouds, modeling the use of
comprehension strategies, encouraging Ss to elaborate
and participate in the think alouds. Comprehension
strategies to be included in the think aloud include:
monitoring, questioning, connecting, predicting, activating
background knowledge, inferring and summarising.
Once reading is complete, Ss will engage in whole class
discussion to compare their ideas and writing to Roald
Dahls chapter.

The
Vanilla
Fudge
Room displayed on IWB