Lesson Plan Template 1 Primary & Secondary %nit&Topic' 2ey Learning 3rea' Exploring texts ( )iving commands Literacy

*ate' +th ,cto$er Time' -./0110.00

Year Level' 1*&C4 Lesson' 1st lesson 56rom lessons 7 and /8 99999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999999

OUTCOMES FOR THIS UNIT:

Year 1 English Content descriptions Language Language for interaction Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) Text structure and organisation Recognise that different ty es of !nct!ation, inc"!ding f!"" sto s, #!estion marks and e$c"amation marks, signa" sentences that make statements, ask #!estions, e$ ress emotion or give commands (ACELA144%) Expressing and developing ideas E$ "ore differences in words that re resent eo "e, "aces and things (no!ns, inc"!ding rono!ns), ha enings and states (ver&s), #!a"ities (ad'ectives) and detai"s s!ch as when, where and how (adver&s) (ACELA14()) *now that reg!"ar one+sy""a&"e words are made ! of "etters and common "etter c"!sters that corres ond to the so!nds heard, and how to !se vis!a" memory to write high+fre#!ency words (ACELA1,,-) Recognise and know how to !se mor hemes in word fami"ies for e$am "e . "ay/ in . "ayed/ and . "aying/ (ACELA14(() Sound and letter no!ledge 0ani !"ate so!nds in s oken words inc"!ding honeme de"etion and s!&stit!tion (ACELA14(,) Recognise so!nd+"etter matches inc"!ding common vowe" and consonant digra hs and consonant &"ends (ACELA14(-) Understand the varia&i"ity of so!nd+"etter matches (ACELA14(%) Literature Creating literature Recreate te$ts imaginative"y !sing drawing, writing, erformance and digita" forms of comm!nication (ACEL11(-6) Literacy "nterpreting# analysing# evaluating Read s! ortive te$ts !sing deve"o ing hrasing, f"!ency, conte$t!a", semantic, grammatica" and honic know"edge and emerging te$t rocessing strategies, for e$am "e rediction, monitoring meaning and rereading (ACEL216(%) Use com rehension strategies to &!i"d "itera" and inferred meaning a&o!t key events, ideas and information in te$ts that they "isten to, view and read &y drawing on growing know"edge of conte$t, te$t str!ct!res and "ang!age feat!res (ACEL21663) Creating texts 4rite !sing !n'oined "ower case and ! "etters (ACEL21665)
6 6

er case

reading and viewing Com osing te$ts thro!gh s eaking, writing and creating 1e$t know"edge 7rammar know"edge 4ord know"edge 7enerating innovative ideas and ossi&i"ities Ref"ecting on thinking, actions and rocesses Ana"ysing, synthesising and eva"!ating information 8e"f+management 8ocia" management

6 6 6

Critical and creative thin ing

6 6 6

Personal and social capa$ility

6 6

LESS,: ST;%CT%;E' Time -.=01-.>0 <ain Content'

":T;,*%CT",: Who has read this book? What is the title?

Read 7igg"e, 7igg"e, 9!ack: ;ave st!dents re eat f!n hrases after me< =7igg"e, gigg"e, c"!ck>? =7igg"e, gigg"e, moo> or st!dents can take t!rns saying different arts: 6ocus ?uestions' o o o o Who are the characters in 7igg"e, gigg"e, #!ack? Where is the story set? What are the events that make up the plot? 0ode" !sing conte$t, te$t str!ct!re and "ang!age feat!res to &!i"d "itera" meaning and determine that : o the main character in the story is @!ck (other characters inc"!de Aarmer Brown, Bo& and the igs, cows and chickens) the story is set on Aarmer Brown/s farm the events in the story are that 0r Brown goes on ho"idays and "eaves Bo& in charge, @!ck tricks Bo& into doing the wrong thing (s!ch as ordering the anima"s iCCa) &y writing notes retending to &e Aarmer Brown and in the end Aarmer Brown rings and finds o!t the anima"s have &een tricking Bo&:

o o

@is "ay some key messages from Giggle, giggle, quack to he" st!dents &!i"d "itera" meanings< o o o o @!ck is the rea" &oss of the farm: Aarmer Brown is worried a&o!t the farm: 1he anima"s en'oy tricking Bo&: Bo& is kind &!t @!ck is s"y or sneaky:

@is "ay some re"evant do!&"e ages from the story for st!dents to view and !se to agree or disagree with the statements: Chi"dren to st!dy the i""!strations as so m!ch of the story is to"d thro!gh these: @isc!ss how ict!res and words work together in ict!re &ooks to the story:

o o

6ocus ?uestions' o o What do we see happening in this picture? What are the smaller pictures that make up the bigger picture? Look for @!ck and his tr!sty enci" in each scene: 4hat is Bo& not seeingD What are the words saying?

How does this page develop one of the key messages of the book? Engage st!dents in a disc!ssion a&o!t story events, ict!re e"ements (vis!a" "ang!age and the way different images contri&!te meaning) and key messages:

E tiona" + Let st!dents &e ro&"em+so"vers for Aarmer Brown: @isc!ss what they wo!"d do to kee @!ck !nder contro" if they went on vacation: 8t!dents co!"d write their own ideas in work&ooks:

@,*Y Examine sentences and give commands o Remind st!dents that there are different ways to ask for information (#!estions), make offers and give commands:

6ocus ?uestion' o Statements are one type of sentence. any other types of sentences? uestions are another. !o you know about

Review with st!dents that statements state a fact, idea or o inion: o 8tatements &egin with a ca ita" "etter and finish with a f!"" sto :

Review with st!dents that #!estions ask something of someone e"se? they re#!ire an answer: o 9!estions have a ca ita" "etter at the &eginning and the #!estion mark (D) signa"s the end of a #!estion:

E$ "ain that commands or instr!ctions are another ty e of sentence: Commands or instr!ctions te"" someone e"se to do something: o E$ "ain that commands have a ca ita" "etter at the &eginning and a f!"" sto or an e$c"amation mark at the end:

@is "ay the sentence .@!ck is the smartest character in the story/ and mode" think+ a"o!d< o 2o! can/t answer this sentence and this sentence isn/t te""ing anyone to do anything: 1his sentence is '!st stating a fact: Ft is a statement:

@is "ay the sentence .;ow do the anima"s trick Bo&D/ and mode" think+a"o!d: o 1his sentence needs an answer: 1he answer is< .&y taking Aarmer Brown/s notes and writing their own/: Beca!se this sentence needs an answer, it m!st &e a #!estion:

@is "ay the sentence .Look at this section of the &ook/ and mode" think+a"o!d: o 1his sentence is te""ing yo! to do something: 4hat is it te""ing yo! to doD Look at this section of the &ook: @oes anyone need to answerD Go, they '!st need to "ook: 1hey need to do something, so this sentence m!st &e a command:

E$ "ore different sentences in the ict!re &ook that ask #!estions, make offers or statements and that give commands:

o o

@is "ay @!ck/s note a&o!t washing the igs: 1e"" st!dents to sort the sentences into statements, #!estions or commands: o 1here are two statements and one command sentence (made ! of two se arate instr!ctions):

o o

H"ace st!dents in airs to share their res onses: @raw attention to the command sentence:

6ocus ?uestions' o o o o o What is "ob being told to do? What word represents what is happening #the action$? Who is "ob washing and drying? Where does the word that is representing a happening%action appear? What are the circumstances around the action? @raw st!dents/ attention to the way the word that re resents the ha &efore the .who or what/: @isc!ss the im ortance of caref!""y choosing words that re resent ha commands, to ens!re the direction is fo""owed correct"y: ening comes

enings in

@isc!ss the im ortance of inc"!ding s!rro!nding circ!mstances to rovide detai"s a&o!t when, where and how the action sho!"d &e com "eted: Ask st!dents to take on the ro"e of d!ck and write ( $ more notes to Bo&, giving him f!nny and !nreasona&"e commands: Remind st!dents that commands &egin with ca ita" "etters and end with f!"" sto s:

8hare commands with the c"ass: Edit commands, then !&"ish: 8hare with the c"ass:

Post ;eflection'

;ES,%;CES (Fnc"!de e#!i ment re#!ired for c"ass andIor for teacher re aration) Story $oo ( )iggle# )iggle# Auac $y *oreen Cronin# illustrated $y @etsy Le!in