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Annotation Three A Prep lesson plan on Story

Structure

Note the focus area and standard Note the type of Describe the artefact / document and Describe how the artefact /
descriptor/s the artefact / artefact / document indicate the possible impact or result on document
document reflects teaching and/ or student learning meet the standard descriptors you
have identified.

3.2 Plan, structure and The artefact which I In order for this lesson to be successful During the planning of my
sequence learning programs have chosen to I had to plan a sequenced lesson, use lesson I thought about what it
deconstruct is a a variety of teaching strategies and was exactly that I wanted my
Plan lesson sequences using lesson plan for a resources and evaluate my students to learn. I decided
knowledge of student prep class. performance and the students learning on the lesson objective first,
learning, content and at the end of the lesson. this therefore, allowed me to
effective teaching strategies. The lesson was sequence my lesson using
based on developing According to Victoria International the OGER framework (APST
3.3 Use teaching strategies the students Academy if you fail to plan, you plan 3.2).
understanding of a to fail (2017). I believe this quote to
Include a range of teaching structure of a story. be true, therefore I plan for all of my My mentor said on the
strategies. This lesson plan lessons in advance to avoid 14/11/15
highlights the implications for my teaching and class. Cassidys planning is of a
3.4 Select and use resources importance of have By planning my lessons it allow both very high quality. Her lessons
a planned my students and myself to see where are well thought out and
Demonstrate knowledge of a structured and well the curriculum aligns in it and also sequenced
range of resources, including sequenced lesson, provides a structure for an easy to
ICT, that engage students in using and selecting follow learning sequence. Without a Throughout this lesson I
their learning. appropriate planned lesson the students can employed the use of many
teaching strategies become frustrated and feel a sense of teaching strategies. The
3.6 Evaluate and improve and resources and teacher negligence (Victoria strategies in this lesson
teaching programs the importance of International Academy, 2017). The include the following but are
reflecting on learning will be inadequate and the not limited to the use of an
Demonstrate broad lessons. students will not achieve the lesson instructional video in the
knowledge of strategies that outcomes. orientation of the lesson,
can be used to evaluate reading a story to the whole
teaching programs to Throughout this lesson I used both a class, selecting students to
improve student learning. variety of lesson resources and answer questions on the
teaching strategies to gain attention, board, using learning buddies
motivate and encourage the students to engage the whole class at
to learn. It is important to use a wide the same time and making a
range of teaching strategies and formative assessment
resources in order to cater for the resource to prove the
range of learning needs and students learning. I believe
requirements that are presented within that it is important to use a
most class environments as stated by wide range of teaching
Campbell, Farrows and Riley (n.d.). strategies as every child
Within this lesson I catered for learns differently therefore,
kinaesthetic, visual, auditory and co- teaching strategies should be
operative learners. Thus I am able to varied to engage more
teach to a wider audience, as I am students (APST 3.4).
able to vary my teaching styles to suit
individual learning styles. My mentor teacher wrote
on the 17/11/15
A teacher needs to be a reflective Cassidy has developed a
practitioner in order to reflect on their range of teaching strategies
lessons as part of their continual
improvement scheme. As a teacher I Throughout this lesson I also
am continually reflecting, I mainly use engaged with a variety of
two types of reflecting methods, learning resources. The
reflection in action and reflection on resources which I employed
action (Marbina, Church and Tayler, in the lesson were the use of
2010). Reflecting in action is the ICT in the form of a YouTube
reflection I do whilst I am teaching my clip based on the structure of
class, this is made up from my a story. This allowed the
formative observations and directs me students to activate their
to move on to the next activity or stay prior knowledge in an
on one if my students need help. My engaging way. I also used the
reflection on action is the reflection I resource of the paddle pop
do after the teaching experience. For jar. This jar contains all the
this reflection I have the two success students names, which
criteria to analyse my lesson on. Being allows me to pull their names
a reflective practitioner is an important out at random to answer
experience because it has implications questions. This resource
on teaching and learning. If I was not employs all students to think
reflecting on my practice I could think about the answer to the
that I am teaching the students and questions as they might be
everything is fine, however, the called out next. The last
students may be lacking knowledge resource I used was a simple
and un- happy because I have not cut and paste activity which
critically reflected on their learning in the students had to complete
my lesson. At the end of the lesson at the end of the lesson to
plan I have included my reflection of show that they understood
how the lesson went. the learning of the lesson
(APST 3.4).

My university advisor
wrote on the 17/11/15
Her preparation of resources
for lessons was excellent. Her
use of ICT was very good and
she used resources which
engage and motivate
students

After each and every lesson I


teach I evaluate the lesson on
two main success criterias.
The first is the actual student
achievements against the
lessons curriculum and if they
achieved the lesson
objective. The second
success criteria is my delivery
of the lesson. These two
criterias allow me critically
evaluate my lesson in order
to improve my performance
and in turn the students
learning (APST 3.6).

My Mentor wrote on the


21/2/17
She displayed resilience in
her ability to self-reflect both
during and after teaching
episodes
(Mentor Teacher P. Bone,
personal communication,
21/02/2017)

(Mentor Teacher C. McGeary,


personal communication,
17/11/2015)
(University Adviosr R.
Edwards, personal
communication, 17/11/2015)

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2015)


KLA: English Date: 14/10/2015 Time: 11:30 Class: Prep Blue School: Tallebudgera
State School
APST FOCUS: 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
5.2 provide feedback to students on their learning.
Outcome / Standard: Identify some features of texts including events and characters and retell events from a text(ACELT1578)
Objective / Learning Intention:
The learning intention for this lesson is for the students to begin to identify the structure of a story.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
The students have been immersed in stories all year however are in the introductory stages of story structures.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE &
TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order 2.1 Explicit quality criteria 2.4 Social support
thinking
3.5 Connectedness 1.2 Deep 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
understanding
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment students Differentiation
Strategies
5-8 mins INTRODUCTION (O): Equipment FORMATIVE This lesson
1. Gain students attention and draw them to the mat. White ASSESSMENT caters for
2. Tell them that this lesson they are going to be board STRATEGIES kinaesthetic,
learning about the structure of a story. With the White auditory and
book Wally Wombat goes to the city. board pens Observation Whole class visual learners.
3. Play the Youtube clip Projector The
a. Tell the students to watch and listen closely Are they being Kinaesthetic
English
and see if they can remember the parts of a high five learners were
books
story. listeners? catered for as
Scissors
https://www.youtube.com/watch?v=zLn_VYodqa4 they moved to
Glue
the front of the
Wally
room to put a
Wombat picture on the
goes to the board. They
city text. also were
Wally allowed to use
pictures for their hands
the class when cutting
Venue and gluing.
On the mat The auditory
on the floor learners were
catered for in
Management the
K, E, T and introductory
C should YouTube video.
not be The visual
sitting learners were
together. catered for by
Enforce the the reading of
raffle ticket the book,
reward and seeing the
behaviour pictures and
manageme the sequence
nt system of the book on
the board.

BODY (G): Observation


4. Ask students to tell their learning partners a Venue Did the students
structure of a story On the floor know the
5-10mins a. Characters structure of the
b. Setting story to tell their
c. Beginning learning
d. Middle partners?
e. End Do they talk to
5. Read wally wombat to the class their learning
a. Tell the students to think about the structure partners
of a story when listening to the reading. responsibly?

10- BODY (E): Observation-


15mins 6. Using a whole class retell ask the students * whilst Could the
asking the students the questions have one students identify
student picked from the paddle pop jar to put the the correct
correct photo in the correct column*. answers to the
a. Who is the main character in the book? questions?
b. What happened at the beginning of the o i.e do they
book? know the
c. What happened when he got to the city? main
i. *NB the answer should be he was character
looking for the other wombats. If ect
they are struggling on the question
Can the students
prompt them with I think there was a
identify the
bit of a problem . Management
problem?
d. What happened next in the middle of the Have special
story (repeat this question until all of the helper hand out Are the students
places that Wally goes are filled in). the glue and putting the right
e. What happened at the end of it. scissors. picture in the
7. After the retell ask the students to talk to their right column?
learning partners about the problem in the book Formative assessment
and what was it. Mark the students cut
8. The students are to do the retell in small groups Red group and CP and paste activity.
and glue them into the correct columns in their have to sit in the
books. middle.

5mins CONCLUSION (R):


9. Celebrate the learning with the students by
repeating the structure of a story, with the
students.

Supervising teacher: Date:

WEEK: 1 2 3 DAY:___14/10/2015___________________ REFLECTION TEMPLATE

Reflection on student achievement against the outcome, indicator or objective based on Reflection on your delivery of the lesson, effectiveness of resources, strategies,
information / evidence provided by the assessment strategies within the lesson. questioning, inclusion of QT elements etc. May include a statement about future
modifications or action if required.
May also include anecdotal notes about individual student progress.

LESSON 1:

The students behaviour was better, with expectations set at the start My delivery was effective as the students were able to retell the
of the lesson. story, however I should have modelled the middle part of the story
Most of the students were able to sequence the story with the help of more as some students were confused.
the text (for their individual tasks).
Students were able to recall the story as a class. I also need to work on time management and using vocals at their
The students were also able to tell their buddies what the problem level
was.
Supervising teacher: Date:

References

Campbell, B, Farrows, M and Riley, S. (n.d.). Development learning and teaching. Retrieved from
http://ehlt.flinders.edu.au/education/DLiT/2004/13DLT/TeachMethodologies.htm
Marbina, L, Church, A and Tayler, C. (2010). Reflective practice. Retrieved from
https://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rja&uact=8&ved=0ahUKEwix07TEpa_TAhXIH5QKHY6DBH8QFghEM
AY&url=http%3A%2F%2Fwww.education.vic.gov.au%2FDocuments%2Fchildhood%2Fproviders%2Fedcare
%2Fevidpaperreflective.docx&usg=AFQjCNEKG7j02rR05vkAwbS40k7te5KuwQ
Victoria International Academy. (2017). Why teachers need to plan lessons. Retrieved from
http://www.canadatesl.com/why-teachers-need-to-plan-lessons/