Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 10am Date: 30 May 2016 Students Prior Knowledge:
- Experienced a shared reading session
Learning Area: English - Have previously read and discussed the book
A Rumble and a Grumble By Jo Windsor two
times prior to the lesson
- Have previously participated in a lesson that
discussed the: predictions of the text,
definitions of cure, using the pictures to assist
with meaning of words and text, the
importance of reading all the text on the page
including the text found in the pictures, the
meaning of the words that are typed in bold
and the use of syntax.
- Have basic book knowledge of the way that a
book is read from right to left etc

Strand/Topic from the Australian Curriculum

Recreate texts imaginatively using drawing, writing,
performance and digital forms of communication
(ACELT1586)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Participate in a shared reading experience
Use their imagination and creativity to replicate the idea of cures for snores in the text
Create a short storybook with 3 Cures for Snores

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

- White board - Ask those kids specifically to answer questions
- Whiteboard markers on instructions who find it difficult to follow
- How to cure snores booklet instructions
- Book A Rumble and a Grumble By Jo Windsor - Students who get distracted easily to sit closer
- Pointer to the board
- Post-it-notes
- Bells for attention

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
2 mins Start lesson with all the class sitting on the mat. segment where they will
be introduced.
Today we are going to look at the book A Rumble and a Grumble By Jo
Windsor, we have already read this book twice before so you should be able
A Rumble and a
to follow on with me as we read.
Grumble By Jo Windsor
First of all lets look at the front cover to remind us of what this story is about
and who is in it.
Point to the characters on the front book and ask them who the characters are
to see if they remember them.
Remind the class about setting and ask them if they can tell us where the
story takes place.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

5 mins 1. Do a shared reading experience with the class by reading the
book A Rumble and a Grumble By Jo Windsor.
Use a pointer to follow the words in the book so the class can Pointer
read on.
Point to the words using the pointer especially the words that are
written within the pictures to remind the class to read along

2. Stop at page 4 and ask them what rumble means have them
demonstrate it by banging on the mat, then ask them what
grumble means and have them demonstrate the sound continue

with the words rattle and roar.

Post-it notes
3. Continue to read the book and have post-it notes that cover the
words rumble and grumble and rattle and roar.

4. Once the book is finished question the class:

5 mins
- Why did Angus snoring bother Alice?
- Why couldnt she sleep? What noises did he make?
- Could you sleep through all that noise?
- Who in this class snores?
- Is there anyone in your house that snores?
- Do you agree with all the solutions to snoring in the book?
Why? Or why not?

1 min
5. Introduce the follow on activity using a question.
Now I dont want you to answer this question just yet, I want you
to first have a little think about it.
How would you solve a snoring problem?
If you were writing a book about snoring what do you think would
stop someone from snoring?
Reiterate that you want them to think about the answer first by
putting on a thinking face.

1 min
6. After a minute have the class do a TTYPA (turn to your partner
and)
Now I would like you to turn to the person sitting next to you and
tell them a few of their ideas.
Help them partner up if it becomes a problem.
2 mins
7. Then ask them to raise their hands and share either one of their
ideas or one of their partners
Model the behaviour:
I was having a little think and I think that sticking marshmallows
up their nose would stop them from snoring
What are some other ideas???

5 mins 8. Brainstorm their ideas verbally with them taking in turns to share
their ideas

2 mins
9. Introduce the activity How to Cure Snores

booklets pre-made
Now that you have come up with so many fantastic ideas I think
that you could write a book about it!
So that is what we are going to do!
Present the book and show them the format.
Explain that you will need 3 different cures so if you have run out
of ideas you can use your partners or anyone else in the class
that have just shared their ideas.

10. Explain that they will need to describe their cure on the lined page
and then draw a picture of their cure.
They can use pencils or zooms to colour their picture but not
textas because they will go through to the next page

5 mins 11. Brainstorm some words that the class may need on the Whiteboard
whiteboard Whiteboard marker
Lets have a think of some of the words that we might need for
our books and I will write them on the board to help you.

12. Explain that you would like them just to put their names on the
front cover under by:.. and they can draw the picture on the
front cover after they have finished drawing their cures.

13. Reiterate all the instructions

First we are going to .

Then we are going to
Etc.
If you need any assistance please raise your hand and I will
come over to help you.

10 mins
14. Send them back to their desks 1 group at a time and with the right
amount of books to complete the activity.

15. Float between the groups helping where necessary.

16. Over the shoulder mark the class as they are completing their
work for spelling and comprehension.

17. 1 minute warning to finish their work

Transition: (What needs to happen prior to the next lesson?)

2 mins 18. Ask the class to pack up their desks and come and sit on the mat

in a circle

Lesson Closure:(Review lesson objectives with students)

5 mins Ask the class to open their books to their favourite page and hold it in front of
you to show the class.

Assessment: (Were the lesson objectives met? How will these be judged?)

Informal checking for comprehension of task.

Formal marking including individual comments on their work focusing on

creativity and word formation.