LITERACY LESSON PLAN

Day & date: Wednesday and Thursday, 25 and 26/11/2015

Session: One or Two
Curriculum
area &
Content
Objectives

Overall
duration
Student
prior
knowledge

Materials
and
Resources

Have
appendix
A on IWB
entire
lesson.
Write
Appendix
B on
sideboard.
Modificatio
ns

Assessmen
t of
student
learning
Evaluation

Investigate how vocabulary choices, including evaluative language can express

shades of meaning, feeling and opinion (ACELA1525)
http://www.australiancurriculum.edu.au/english/curriculum/f-10?
layout=1#cdcode=ACELA1525&level=6
By the end of these lessons, students will be able to:
Write interview questions to a migrant.
Write diary entries from the perspective of a migrant.
One Hour

Year five knowledge: Understand the use of vocabulary to express greater

precision of meaning, and know that words can have different meanings in
different contexts (ACELA1512).
Previous weeks: Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text
structures, language features, images and digital resources appropriate to
purpose and audience (ACELY1714).
Previous lessons: Students read and wrote instructional texts.
Appendix A (Tasks for IWB)
Lined paper.
Coming to Australia texts x6
Appendix B (Groups)
Appendix C (Rubric)
Have appendix A on IWB entire lesson.
In groups of two or three students create interview questions for a migrant
from the text Coming to Australia Pearson English Non-fiction: Vera,
Yanni, Thanh, Achor or Sana.
Hand out lined paper.
Write two Diary entries from the point of view of the person chosen above
for their first week arriving in Australia.
Manage misbehaviour by using proximity and eye contact when teaching.
Students who refuse to adhere to classroom guidelines are to be given a choice
to obey the classroom guidelines or to have their name written on the board (as
per school disciplinary measures: give three warnings before the mentor teacher
takes action).
Informal formative assessment of students discussion.
Summative assessment of interview questions and diary entries.

Were students enjoying the learning activities?

Did students have enough time to complete the tasks?
Did students adhere to their classroom behaviour guidelines throughout
the lesson?
Was there anything that was not understood by the students, and how
should I include this in my next lesson?
Did all students have an equal opportunity to succeed at the task at hand?
Was the sequence of learning effective?

What worked/didnt work, possible changes & follow up?

Appendix A)

Things to do:
In groups of three of your choice create interview
questions for a migrant from the text Coming to
Australia Either: Vera, Yanni, Thanh, Achor or
Sana.
-What sort of questions would you ask them?
-This interview could have between five and ten
questions (be specific).
Individually write two Diary entries from the point of
view of the person chosen above for their first week
arriving in Australia.
-The first entry could be when they just arrived and
the second could be by the end of the first week.
-Diary entries are often between half a page and two
pages.
-Think creatively!

Appendix C)
Writing &

creating
Text

Excellent

High

Satisfactory

Limited

Very low

structure

Creates engaging,

Creates imaginative

Creates

Writes an

Makes an

imaginative diary

diary entries, using

imaginative diary

imaginative

attempt at

entries by selecting

appropriate text

entries that use

text, using

writing

appropriate elements

structure to present

appropriate

some basic

imaginatively.

of text structure.

ideas and interest in

elements of text

elements of

Develops a

the audience.

structure.

text

comprehensive

structure.

sequence of events
and maintains interest

Language
features

Spelling

Punctuation

Editing

throughout.
Uses a range of

Uses a range of

Uses simple,

Uses simple

Sentence

sentence structures

sentence structures,

compound and

sentence

structure is not

effectively, varies

varies sentence

complex sentence

structures

evident. Uses

sentence beginnings

beginnings and uses

structures with

with frequent

sentence

and consistently uses

appropriate tense.

mostly consistent

inconsistenci

fragments or

appropriate tense.

Uses common

tense. Makes

es in tense.

phrases

Uses conjunctions and

conjunctions and

occasional errors

connectives when

connectives when

when constructing

constructing

constructing

complex

compound and

compound and

sentences.

complex sentences.
Consistently and

complex sentences.
Spells a range of

Spells most

Spells some

Makes

accurately spells a

common and difficult

common words

words

frequent

range of difficult

words correctly.

correctly.

correctly.

spelling

words.
Purposefully uses a

Appropriate use of

Uses punctuation

Uses some

errors.
Makes

range of punctuation

punctuation to

for clarity.

punctuation

frequent

for impact or to

improve meaning.

correctly.

punctuation

enhance meaning.
Effectively monitors

Edits and proofreads

Edits and

Identifies

errors.
Makes

written text for

for accuracy and

proofreads.

some errors.

minimal or no

accuracy and

meaning.

attempt to

meaning.

Grade:
Teacher notes:

edit.