Lesson

Plan


Day: M T W T F Date: 31/8/17 Time: 8:45 AM Year: 5

Learning Area: Reading Topic: Cooperative reading
Curriculum content description: (from ACARA)
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose
vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Students prior knowledge and experience:
(Outline what the students already know about this topic)
Understand what most of the reading roles do
Able to read independently
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Able to develop open ended questions
Orally read and listen to understand the text.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: (Explain how you will know that lesson objective have
(What will students know and be able to do at the been achieved / monitor student learning)
completion of the lesson specific, concise and Students will have developed strong open ended
attainable objectives) questions and discussed answers to their own
Recite and question the authors motives of the chapter questions.
Discuss scenes throughout the story and how they
reacted and felt about them.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)
Small group books
Bookmarks outlining the roles of each person
PowerPoint outlining each of the roles of investigator and illustrator
English cooperative reading book and writing materials
 Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

There is a varied level of books for each small group, catering to each of the groups reading ability.
Students can interoperate questions to the level of their own understanding with the help of other group
members

Timing: Learning Experiences:

Introduction: (How will I engage the learners?)
1. Ask students to gather their cooperative reading books and sit back down with their arms
crossed to tell me when they are ready. Reward quick and organized students with $30.
2. Tell students that today we are continuing with their own groups personal reading goal and
discussion.

Sequence of learning experiences: (What will you do to help the students achieve the learning
objectives? What tasks and activities will the students be involved in to help achieve the learning
objectives?)
3. Draw a random name from the cup and ask them to explain what the role of the illustrator
does? If they simply say draw, ask further until caption is stated. Praise their response if
appropriate
4. Show the PowerPoint slide and read and re-explain through what the role of the illustrator
does
5. Repeat steps 3 and 4 with the role of the investigator. Ask what type of questions they are
meant to think about? If the answer of open ended questions come up, ask for an example.
6. When I stop talking, call out the first name for each group to come and get their book
baskets, find a spot to sit and start reading.
7. Go join girls small group, encourage reading out loud.
8. Allow 15 minutes of reading together then begin discussing.
9. Ask for an overview of what the chapter was about and what was exciting within that
chapter. Comment on interesting points and build open ended questions upon them.
10. Ask the group to think of some open-ended questions to ask each other, build upon those
and discuss

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)
11. Gather class back together and gain class attention by using class bell.
12. Randomly pick a name from each roles list and ask them for some interesting questions they
had thought about and what the discussion was on. Ask the illustrator what scene they
would draw, how they would draw it facial expressions, colour, positioning.
13. Ask students to place their groups books back into the basket, whoevers name is third on
the list should return the groups basket to the designated table.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
Overall, the introduction went smoothly with the whole class engaged in the discussion and questioning. By using
random names from the cup, the whole class was engaged and actively listening. Breaking the class off into small
groups was a quick transition. By moving them in smaller chunks, there was less unnecessary chatter. When it
came to teaching my small group, they had all collectively decided to read quietly indoors as it was cold and rainy
outdoors. Reading session went well with all the students quietly reading to themselves. When discussion time
came around I had decided to move them outside to not disturb those still quietly reading indoors. This wasnt the
best idea as they had decided to get side tracked and chatty during this move. They had started to talk amongst
themselves about unrelated topics and I found it hard to regain their attention and authority as a teacher. I need
to stop them fully and regain their attention as a whole group before proceeding with the discussion. Once the
discussion had gotten going, they had a lot to add to my questions but had all thrown it onto me at once. To
combat this, next time I should ask them to one by one state their opinions to stop them from talking on top of
each other and to facilitate better listening of each other. Concluding the lesson, moving students around had lost
their attention again making them chatty and less in tune. Overall the class was silent but whist concluding some
girls had been off task and distracted. Next time, I would ask those students the questions directly to regain their
attention and bring them back into the discussion.