Lesson Plan

Student Teacher: David King Lesson Topic: Reading Year Level: Prep Class size: 19 Toorak Primary Date: 25/10/2012 Time of Lesson: 9.00-10.00 Duration of Lesson: 60 min

Teaching Focus:
Reinforcement of understandings relating to punctuation and grammar.

Student Learning Focus:

Understanding basic symbols used in grammar - question marks.

Background knowledge:
Students have previously, in class group, pointed out question marks that appear in a text that have been read to the class. In addition to this they have also completed worksheets relating to proper placement of a question mark. Students have also had experience in identifying the form and function of other grammatical symbols such as speech marks and the colon/semi-colon.

VELS: Writing towards level 2

Although students are working at level 1, the class is being extended beyond their progression point level. At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing.

Student differences:
Students already divided by literacy competency - Cars, Planes, Trains, Scooters.

Resources:
, 'Find a photo' worksheet, 'Sound Ahoy' board game, Computer activity, Guided Reading books

Stage of lesson
Intro TEACH new skill Body APPLY new skill taught Closure ASSESS new skill

Classroom organisation and duration: Whole class? Small group? High Achievers? Struggling Students?

Activities and tasks:

Student action: What will students be doing?

Teacher action: What will you be doing? What will you be saying?

Lesson Introduction and elaboration:

How will I:
engage and interest students explain the purpose and aim of the lesson explain/model/ demonstrate new content knowledge connect the lesson to previous learning

Whole class.

Will read Meanies to the class and will call on students to make a motion when they see a question mark. This process aims to reinforce previous learning from earlier lesson. Repeat question read.

Listening and responding to prompts.

Teacher to advise students to listen to content of story and consider questions that they wish to ask the characters of the story. These questions will be written on the board, and will model the use of the question mark in correct grammatical context.

Body of the Lesson:

Practising and applying new knowledge
What learning tasks or learning centres will I have? What instructions will I give to students? Will I lead a small group? How will I conference with individual students?

Broken up into four groups: cars planes trains scooters Cars to be playing 'Sound Ahoy' board game. Planes to be responding to photo and writing questions regarding it (work sheet). Trains on guided reading. Scooters on computers. Students will be participating in groups. Teacher to be focusing on guided reading (trains) while monitoring other groups. Teacher will question text on both literal and inferential levels to foster and consolidate comprehension of text.

Lesson Closure
Review and sharing time
How will I select students to share? How will I encourage students to articulate what they have learned? How will I celebrate student achievements?

At end of sequence students can share some of the questions posed to photo during chatterbox (time permitting).

Assessment:
What assessment methods will I use to determine whether my aims for the lesson have been achieved? How does the assessment criteria relate to VELS progression points?

Self Evaluation:
What did I observe about student learning? What did I do well in teaching this lesson? What problems occurred in teaching the lesson? What would I do differently if I taught the lesson again? How successful was I in working on my teaching focus?

Supervisor evaluation:

Observation Assessment through observation and hard copy work samples. Notation recorded and conferred with supervising teacher.