Pre service Teachers Name: Sarah Taylor

Mentor Teachers Name: Megan Vandervelden

School: Wooranna Park Primary School
Year level: (P-6): grade 3
AusVELS Level (-6): level 3 and 4
Lesson Title: Narratives project
Lesson !uration: 45-5 min!tes
Lesson Time an" !ate: "#$5-3#5pm
Lesson Aims
At this end of this lesson, students will have engaged in and experienced planning, writing and editing
narratives that they have created.
Learnin# $utcomes
AusVELS Stran" !omain Learnin# ocus Stan"ar"
Physical,
Personal and
Social Learning
Personal an" social
learnin#%
Thin&in# 'rocesses
an" communication
(ith those aroun"
them%
Discipline-based
Learning
En#lish Literac)
Interdisciplinary
Learning
En#lish*+istor)*Ar
t
Lterature*chronolo#ica
l or"erin#*creatin#
ima#er)
,hil"rens Prior Learnin# what do the children already !now"what have they covered#$
%hildren have had prior kno&ledge o' narratives thro!gh the processes o' (eing active readers and creative
&riting time d!ring class) St!dents also have kno&ledge on the correct !ses o' lang!age synta* and sentence
str!ct!res and narrative str!ct!res thro!gh +nglish &orkshops)
Teachin# S&ill !evelo'ment %.&. 'I want to i(prove (y )uestioning s!ills and intend to .........*$
Teachin# an" Learnin# Pre'aration resources etc$
, +*ample story
, -oc!mentation (ooks.&riting materials
, Narrative plan
, St!dent dictionaries
,/nteractive &hite(oard
, 0ssessment doc!ments
, White paper r!led !p 'or comic strips
Session Structure
Lesson Phase
+rientation "Introduction
1o& (est to motivate and
e*plain the importance o'
this lesson2 This sho!ld (e
'or a(o!t 5 min!tes &ith
links to prior learning or
/ntrod!ce the e*ample story to the st!dents and read it alo!d3
allo&ing time 'or st!dents to read at the pace yo! are talking)
4rie'ly talk to st!dents on narrative str!ct!res3 &hat it needs to have
a (eginning middle and end)
5o to &orkshop area
Lesson Planner $
e*periences)
,eaching strategy"Learning
Activities
0sk yo!rsel' 6What &ill
s!pport the st!dents to learn
the concepts /7m trying to
teach and to reach the
o!tcomes /7m aiming 'or2
What &ill st!dents do2 What
&ill / (e doing27
St!dents &ill (e given#
/nstr!ctions on the (oard o' &hat is e*pected o' the lesson 'or
independent learners#
- Plan o!t narrative and ideas
- 8o!gh dra't
- +dit and !nderline all no!ns3 ver(s and adjectives)
- Write second dra't &ith all correct spellings
- P!(lish 'inal dra't3 typed or hand&ritten
- /ll!strate
/' assistance is needed st!dents &ill 'ollo& the three (e'ore me
process3 look in the dictionary !sing their spelling strategy3 asking a
'riend and then ask the teacher last)
0ll good copies o' stories &ill (e placed in st!dent port'olios)
Share their stories and comics &ith their classmates)

Teacher &ill#
9irst and 'oremost set !p the independent &orkers &ith their tasks
and e*pectations 'or them)
Work &ith the +0: learners still developing +nglish lang!age3 lo&
literacy learners and severe learning di''ic!lty st!dents &ith their
task)
Monitor st!dent progress and take o(servation notes thro!gh
roaming)
%xtension activities
-o yo! need to provide
'!rther tasks to cater 'or a
diversity o' learning needs2
9or independent learners they are to edit their narratives highlighting the
ver(s3 no!ns and adjectives in their stories and &rite these into their
doc!mentation (ooks in a glossary) Then d!ring editing they &ill p!(lish
their stories either (y typing it or (y hand)
9or +0: learners still developing their lang!age skills ;lo& literacy learners
and those &ith severe learning di''ic!lties can also (e catered 'or here)<
have the opport!nity in a small gro!p aided (y the teacher to create comic
strips) =sing the pict!res they have dra&n they can then develop their ideas
on the (eginning middle and end o' their narratives) >r st!dents &ill (e
given !ncolored pict!res that st!dents are to &rite a(o!t)
-onclusion "-losure
0sk yo!rsel'3 61o& can /
capt!re the main ideas o'
the lesson27 8ecap.revision
etc)
Sharing the stories st!dents have &ritten and the comic strips as &ell) 8e-
iterating the ideas o' creating narratives3 (eginning middle and end)
Assess(ent Strategies
What are the assessment
strategies2 These sho!ld (e
closely aligned to yo!r
lesson aims) 1o& yo! &ill
yo! record st!dent learning
o!tcomes2
St!dents &ill (e assessed on the 'ormat o' their &riting3 (y a checklist# do
they have a clear (eginning middle and end3 have the corrected their
spelling3 correct grammar and tense3 !sed their planning time to dra't ideas3
&ritten in '!ll sentences3 correct !se.conte*t o' lang!age ;adjectives3 no!ns3
ver(s3 adver(s and prono!ns<)
Lesson Planner "
Sel- Evaluation
.eeds I(prove(ent Progressing Achieving /ell

Teachin# * Learnin#
!imension
.atin# ,omments
/ntrod!ction to the lesson
>rganisation o'
materials3 reso!rces
%omm!nication &ith
st!dents? e*planation3
@!estioning skills etc)
Selection o' learning
tasks
Monitoring o' st!dent
learning thro!gho!t the
lesson
%oncl!sion o' lesson?
transition to ne*t lesson
.e-lection
/hat (as #oo" a0out this lesson1 /h)1
/hat -actors im'acte" u'on its success or other(ise1
+o( mi#ht this lesson have 0een im'rove"1
/hat "i" )ou learn a0out teachin# an" learnin# (stu"ents an" )our o(n) -rom this lesson1
Lesson Planner 3
Mentor Teachers Evaluation
Teachin# * Learnin#
!imension
.atin# ,omments
/ntrod!ction to the lesson
Planning A organisation
o' materials3 reso!rces
%omm!nication &ith
st!dents? e*planation3
@!estioning skills etc)
Selection o' learning
tasks
Monitoring o' st!dent
learning thro!gho!t the
lesson
%oncl!sion o' lesson?
transition to ne*t lesson
$ther comments:
Lesson Planner 4