Week 2

1.

Outcom
es

Designing, Selecting and Sequencing Activities

Resources

EN3-6B

Lesson focus Vocabulary/ words of interest

Comprehension strategy monitoring

Vocabulary grid Observation

template

EN3-4A

Recap word wall add any new words ask students

what meanings are and for a sentence

Word Wall

T models word prophecy definition, picture, sentence,

synonym

Literacy
workbook

T and Ss Joint construction treason

LWW Novel

Collect work sample

what words have
the students
chosen? Do they
use the words in the
correct context?

LWW Novel
Sticky notes

Collection of Peer
assessment form

Dictionary

Assessment

Independent work
Vocabulary squares word, definition, drawing, sentence,
synonym
Ss choose 2 words from novel/word wall and complete
activity

2.

EN3-3A

EN3-2A

Closure activity - T reads out sentence and Ss have to

guess correct word
Lesson focus reading, fluency and opinion
Comprehension strategy monitoring/ making
connections
Teacher models comprehension strategy by reading
except of novel and think aloud questioning
Guided reading teacher monitors small groups
Students re-read pages to develop fluency
Students choose a favourite part of the novel and read
aloud to partner Patterned partner reading*Read/pause/ask questions.

Teacher observation
and anecdotal
records

3. &
4.

EN3-5B
EN3-7C

60
min
s

Enrichment activity Students write letter to CS Lewis

about favourite part of the novel and any questions they
have to ask the author (students have prior knowledge
of letter writing)
Lesson focus themes in Fantasy/ story
comparisons
Comprehension strategy making
connections/prediction/inferring
Class discussion
Recap from lesson 5 week 1 - What is a theme, what
themes are evident in LWW, What other stories do you
know have similar themes?
T introduces notion of fantasy genre.
What makes the lion, the witch and the wardrobe a
fantasy book is it to do with the theme/ language
(prediction/ inferring)
Explain difference between fantasy and reality? Give
examples of fantasy in the book
Whole class
T reads excerpts from fantasy book Alice In Wonderland
picture book modelling super 6 comprehension
strategies throughout book.
Class brainstorms what makes Alice in Wonderland a
fantasy. Is it similar to LWW.
T & S Joint construction - Compare & contrast activity
Group work
Each group is given a fantasy picture book. (Take turns
reading & note taking)
Ss decipher common characteristics of fantasy &
similarity to LWW. Looking at language features and

IWB
LWW Novel
Familiar Picture
books 1 per
group (Wizard
of Oz; where
the wild things
are, Alice in
wonderland
etc)
Chart paper

Anecdotal records
Observation of
students reading
Collection of work
sample

Students
presentation of
findings

themes

5.

EN3-6B
EN3-4A

Closure groups present their finding to class reading

excerpts of comparison picture book to go with
presentation.
Lesson focus Vocabulary clues
Comprehension strategy monitoring/making
connections
Recap vocabulary and expressions
Cloze passage comprehension teacher writes sentences
on board from novel, students copy down and fill in blank
space with word.
Whole class activity 20 questions
T models word centaur and gives out clues of context
and definitions
Ss use mini white boards to record clues and tally the
questions
Whoever guesses the word goes next

Closure
recap vocab on word wall
NB. *Silent circle retell and patterned partner reading adapted from
http://www.curriculumsupport.education.nsw.gov.au/

Word wall
Mini white
boards/ marker
LWW Novel

Anecdotal records
Cloze passage to
find if students
know word context
Observation
students use
context strategy/
definition to find
word