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LESSON PLAN TEMPLATE

Day & date: Monday 14th November 2016 Session: Literacy Block 11:40-12:40

Curriculum area & Content  Use comprehension strategies to analyse information, integrating and
Content descriptions from linking ideas from a variety of print and digital sources (ACELY1703)
the AC + specific content.  Understand how noun groups/phrases and adjective groups/phrases can
be expanded in a variety of ways to provide a fuller description of the
person, place, thing or idea (ACELA1508)
Objectives By the end of this lesson, students will be able to:
Only 1 – 3 to cover in a  Explain what an adjective is and give examples
lesson. Make sure that your  Make meaning from a narrative text
planned assessment will
help you determine if these
objectives have been met.

Overall duration (time) 45 mins

Student prior knowledge  Children have a basic understanding of what an adjective is.
Assumed or expected – refer  Different elements of a narrative
to the AC content
descriptions.

Materials & Resources  Running Wild text


Other than what you would  Adjective worksheets
expect students to have and  Copy of blue prints narrative
you to have access to.

Introduction (~15 min) 1. Students will be told to come down to the mat.
One engaging and 2. Begin by revisiting what an adjective is. Use the adjective poster to help.
motivating activity related - Adjective describes nouns and pronouns. The purpose of the adjective is
to what is going to be to answer questions about the noun
taught.  What kind of noun is it?
 Which noun is it?
 How many are there?
Examples include pretty, short, thin, quirky, happy, intelligent,
round, red, shiny
3. Write down an example sentence and have the students identify the
adjective/s.
 Sentence: The dancers were agile, energetic, and beautiful.
Reiterate that the adjective is describing the noun, which in this
case is the dancers.
4. Present this sentence to the students: The road lead to the bush. Ask the
students to add adjectives to this sentence to make it more interesting.
5. Following this, ask students to get open up their Running Wild books. Read
together for 10 mins, alternating between the teacher reading and the
students reading. Highlight any adjectives that are used in the novel.
Body (25 mins) 1. Explain to the students the Group Rotation. On the board will be written
what group will be doing what.
Teacher - Blue
Ms Parsons - Red
Literature Assignment (Glossary) - Yellow
Grammar Activity on Adjectives - Green

2. Provide a brief explanation to the green group on the grammar activity


sheet they will be doing on adjectival phrases. If the students finish that in
the time provided, let them continue on their glossary.

Teacher Group Activity:


1. Talk to students that when we read, it is important that we understand
what we are reading.
2. Reading a narrative extract titled Goal! From the Blue Prints Books, explain
and ask the students what is included in a narrative.
3. Read the book.
4. Ask the students questions about what they read (From teacher resource
book).

Conclusion ( 5 min) Recap what an adjective is by playing “Shoot the Adjective” - students split into
How will you provide an two groups, one person from each group comes up and have their backs to the
authentic opportunity for white board. The teacher writes two words on the board and when the teacher
the students to reflect on says “Draw!” the two students turn around and “shoot” the adjective. The first
their learning? person to do that wins a point for their team.

Have the students pack up and get ready for lunch.


Modifications Use “eyes to me” and count down from three to gain attention. Students are who
Behaviour management / are not with the teacher are to use lvl 1 voice.
differentiation strategies
For the concluding game, the children may get loud and competitive, it is
important to explain to them at the start that only the person at the front should
be saying the word but everyone should be also be thinking about which word is
the adjective.
Assessment of student Formative assessment - in the teacher group, by asking questions, I will find out if
learning students have comprehended what has been read.
This must be closely related
to your objectives. A summative assessment - marking the grammar sheets will give me an indication
Formative or summative? of whether or not the students have understood the concept and therefore will
How will the data be used? contribute to their literacy skills mark.

Evaluation
List some questions that will Was the time limit for each component sufficient for the activity?
scaffold you to reflect on the My introduction time was good. I started off with clear instructions, giving purpose
effectiveness of the lesson. to the lesson. I managed to stick to the 10 min reading time, thus leaving enough
time for the students to complete the tasks they had to do in their rotation group. I
could’ve left a little bit for time for my conclusion as the game required a bit of
explanation meaning the students only played one or two rounds.

Did I teach at a suitable pace for the students?


My introduction was done at a good pace, I had nice clear instructions and the
students could follow along with what I was teaching them. My reading rotation
group went well, however, I felt like I rushed through that and therefore the
students didn’t quite understand the task. I could’ve gone explained the
importance of comprehending a text a better and how to do it. This would’ve
produced more thorough answers to the questions I posed. It would’ve been
better if I had linked the adjective phrases worksheet that one group had to do, to
the information at the start. This would’ve given those students some more
guidance of what was expected of them.

Were the students engaged throughout the whole lesson?


My adjective poster was not every engaging and so I could’ve lost a few students
there as it was difficult to read from the mat. However, after I started explaining
what an adjective is and asking for examples, most students were eager to answer
those questions. They also showed good engagement when I asked them to think
of a way to make the sentence sound more interesting. Also as I walked around
through the lesson, majority of the students were working on the tasks they had to
do.

What were the strengths to this lesson? What were my weaknesses? How can I
improve this lesson plan?
I started off with strong, and direct instructions. I also provided good sentences for
when I was doing examples with the students on the board. It was particularly
good when I made the connection between adjectives and writing and how it
serves the purpose of making our writing more interesting. It was also good that,
when we were reading through the novel, I asked the students to find the
adjectives in the sentence. This shows that the students are engaging with the
text. I did praise some students for their good behaviour, however, I can improving
on using it a bit more.
My weaknesses would’ve been not using that wait time to allow students to quiet
down so I can give my instructions without anyone else talking. I also could’ve
found a better adjective poster as the one I had was very unengaging.