Lesson plan- ICT incorporated literacy 02/08/2017

PST Name/s: Brigid Lord

Kiara Leggett
Jessica Bell
Felicity Elliott

School: Wonga Park Primary School Date: 22/08/2017

Topic: Oral Language Year Level: 3 & 4
Learning Area: Articulation, fluency, comprehension & expression. Duration: 1 hour

Learning Purpose:For students to use technology to enhance students oral language

abilities using story telling.
Research question: How can technology empower students and strengthen their oral
language skills within a grade 3/4 classroom?
Subquestions:
What apps can enable our students to articulate their thinking the most?
How can iPads and the use of apps within a literacy classroom negatively affect or
restrict student learning?
English:
Responding to literature:
Discuss literary experiences with others, sharing responses and expressing a point of view
(VCELT306)
Creating literature:
Create literary texts by developing storylines, characters and settings (VCELT297)
Create literary texts that explore students own experiences and imagining (VCELT298)
Interacting with others:
Interpret ideas and information in spoken texts and listen for key points in order to carry out
tasks and use information to share and extend ideas and use interaction skills (VCELY307)
Plan, rehearse and deliver presentations incorporating learned content and taking into
account the particular audiences and purposes such as informative, persuasive and
imaginative, including multimodal elements (VCELY308)

Critical and creative thinking:

Reasoning:
Distinguish between main and peripheral ideas in own and others information and points of
view (VCCCTR014)
Digital Technologies:
Explore a range of digital systems with peripheral devices for different purposes, and
transmit different types of data (VCDTDS019)

Lesson outline Group set-up Materials used

Engagement/ Introduction: Key words that identify List teaching

management & learning materials needed
As an introduction to the lesson, the processes e.g. teacher for each phase.
teacher will engage students by talk/group or individual work, Attach samples of
showing them problem photos and reading, listening. materials to be
other visuals in order to stimulate their given to students.
thinking behind them. Teacher will ask Engagement:
open ended, probing questions to Engagement:
scaffold students learning. Working as a whole class.
Teacher asking probing - Problem pictures,
Questions include: What do you think questions to scaffold the photos, other
is happening in this photo? learning and promote stimulating visuals.
student ideas and voice.
Why do you say that? Can you
expand on this? Main focus lesson:
What do you think might happen after Main focus lesson:
- iPads
this picture? Teacher will
describe/demonstrate the - Dice
Students are given the opportunity to
continue with the story (what happens task to the students. - Character/ setting/
after the picture) Students work individually in problem cards
creating their story but also
collaboratively in pairs to
Main focus lesson: make meaning.
Transitioning from the engagement
phase of the lesson, students will be
presented with various cards that
represent settings, problems and
characters. Students will individually
role a dice to see what random setting,
problem and character their story will
involve. Students will brainstorm and
discuss their ideas with a partner.
Then in an inspirational space (outside
or looking at their pictures of setting,
problem & character), students will
then record and articulate their story
through use of an iPad. Teachers will
encourage students to use their stream
of consciousness.
After recording their story, students will
share their recording with a partner
whilst they both listen and make sense
of the story through drawing. The
listening students will then articulate
their understanding of their partner's
story. Roles are then swapped and the
task is repeated.

Conclusion
The teachers will then ask the partners
probing questions about the other
students work:
What happens in the story?
Who are the characters?
What is an interesting aspect of
your partner's story that you
really enjoyed?

Teachers Resources:
-Lesson plan
-Materials for students
-Tools for collecting evidence (notebook, camera, etc.) for reflective purposes

Catering for inclusion: Allow for each student to tell and share their story whilst the other
respectfully listens. Each child has access to an equal amount of support from the teachers.
Student ideas are encouraged and respected by both students and teachers. Teachers will
guide partner allocation and allow for a groups of 3 if there is an odd number of students.
Materials for lesson:

Character Setting Problem

Dragon Magical Lost his/her

garden memory

Princess Swimming Voice

pool changes

Baker Desert Needs to go

to the toilet

Astronaut Farm Locked in a

cage

Scientist Space Glued to the

ground
Train Zoo Herd of
driver animals
chasing