Lesson Plan

Day: M T W T F Date: 1st September Time: 11 – 11:50 Year: 4

Learning Area: Literacy Topic: Poetry

 Curriculum content description: (ACARA and SCSA)

ACELA1487 - Understand that Standard Australian English is one of many social dialects used in Australia, and that
while it originated in England it has been influenced by many other languages.

Content Description:
- Identifying words used in Standard Australian English that are derived from other languages, including Aboriginal
and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for
example ‘kangaroo’, ‘tsunami’,’ typhoon’, ‘amok’, ‘orang–utan’.
- Identifying commonly used words derived from other cultures.

ACELA1489 - Understand differences between the language of opinion and feeling and the language of factual
reporting or recording.

Content Description:
- Identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary
verbs are used to report findings, for example ‘we concluded’.

ACELT1602 - Make connections between the ways different authors may represent similar storylines, ideas and
relationships.

Content Description:
- Commenting on how authors have established setting and period in different cultures and times and the
relevance of characters, actions and beliefs to their own time.
- Comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and
allegories from different cultures and quest novels by different authors.

ACELY1692 - Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating texts.

Content Description:
- Make connections between the text and students’ own experience and other texts and make connections
between information in print and images.
- Building and using prior knowledge and vocabulary.
- Creating mental images and find the main idea of the text.

ACELT1579 - Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of
cultures.

Content Description:
- Using music and actions to enhance appreciation of rhymes, poems, chants and songs.
- Reciting rhymes with actions.

Students’ prior knowledge and experience:

- Students have read and analysed the poem “Last Night, I saw the City Breathing”.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

- Make connections between the different ways in which authors may represent similar stories, ideas and
relationships.
- Use comprehension strategies to replicate the rhythms and sound patterns in stories, rhymes, songs and poems.
Learning objectives:
On completion of this lesson, students will be able to:
(What will students know and be able to do at the
completion of the lesson)
- To improve the student’s interpretation of poetry.
- Students will have a better understanding when in regards
to analysing poetry and other texts.
- Create and rehearse as a group any sound effects to match
the poem.
- Students will be able to creatively match words with sounds
using their voices or objects.
Evaluation:
(Explain how you will know that lesson objective have
been achieved / monitor student learning)
- I will ask the students to converse amongst each other
during the analysing stage.
- Students will be performing their routines in front of each
other. This allows me to view the work they have come up
with together.
- I will be regularly checking student participation.
- At the lesson’s conclusion, students will be able to add
sounds to any poem they read.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

- Find out if any students need any aids (Visual or Other)

- Poems being read from around the world
- iPads for recording performances
- Various sound effect objects
- Costumes
- A3 Paper and Pencils
- Copies of the 3 Poems – Last Night, I saw the City Breathing, The Magic Box and A snow and Ice poem
- 3 Groups of Students
- Internet Access

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

- Some students in the class require visual aids. One student uses a type of magnifying globe and another uses a camera and
monitor to view certain things. I must remain in a position where the camera can focus on me.
- Large writing on the board for all students to see.
- We must take into consideration the lesson time and conduct the lesson according to any changes i.e. Emergencies, Assembly
Etc.
- Take into consideration any students with learning disabilities such as dyslexia. If so, allow extra time if need be.
- Students with learning difficulties may not completely understand the activity and become agitated.
- Cultural diversity and other sensitive factors must be appreciated and catered too.
- Take into consideration the difference in reading and comprehension skills.
Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)

- I will welcome the students to the lesson and start with explaining what we will be covering in today’s lesson.
5 Minutes - I will gain their immediate attention by doing a certain action that they must mirror.
- The “hook” is a major point in introducing my lesson and the way I will engage them is with direct
communication to them as a group and I’ll be asking them for constant responses to my questions.

2. 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?)

- The lesson will start with me introducing the students to the 3 poems we are about to read.
- I will then read the 3 poems to the students.
- Split the students into 3 even groups.
- Ask each group to select a poem to analyse and make a list of sound effects they will add to their selected
poem.
- Students are to illustrate key features from the poem.
- Students will then detail how they will make the sounds they have listed. EG. Using their voices, Instruments,
Objects etc.
35 Minutes
- Students will be given adequate time to practice and decide upon which sounds will be used.
- Ask the students to perform any actions as well as sounds.
- Ask students to rehearse their sound effects and actions before presenting to other groups.
- Students are then to perform their performance in front of another group. (I will read the poem.)
- Students are then to analyse another group’s performance saying what they liked/did not like.
- Talk about the images on the poems and how the group’s sound effects/actions linked up.

3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

- Ask students what new things they have learned from today’s lesson.
- Ask students if they enjoyed the lesson and what was their new favourite thing that they have learned.
- Ask each group to give me a summary of what they learned from their poem.
10 Minutes
- Ask the students if they didn’t understand anything in today’s lesson and ask if they would like to go over the
topic they didn’t understand again in the future.
- Thank and praise the students for trying their very best and encourage them to keep on practicing reading.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

What Worked?
My confidence throughout the lesson left the students feeling my presence in the classroom and let them know I
was in control. Another technique I used that helped control the classroom was my loud talking and direct
approach. I asked for volunteers to answer my questions throughout the lesson which encouraged student
participation. When some students did not want to volunteer, my direct questioning to them encouraged an
answer from them whether correct or incorrect. During my lesson one of my main tasks was to read the students
poems. Instead of me doing all the reading I asked the students to test themselves and read the poems
themselves. This activity really encouraged student participation throughout the rest of the lesson. The group
work I set the students during the lesson worked wonderfully. The group work encouraged teamwork and
increased the student’s happiness. They really enjoyed being able to work with their friends and use their
creativity. A full lesson goes anywhere from 40 minutes to an hour and because of this sometimes it’s hard to keep
a constant flow but I believe because I stuck to my lesson plan so closely, the lesson went extremely well. There
was a few times where certain students (the ones with learning difficulties) would get side tracked and distracted.
I believe my encouragement and redirection was excellent as ALL students participated in their presentations at
the end. Another thing I did in my lesson that I believe worked wonders was how I made the students give only
positive feedback towards their fellow classmates.

What Didn’t Work?

During my lesson I decided when I split the students into 3 separate groups, I would have each group be led by a
leader/captain. I did not realise until I was informed after the lesson but 1 of my leaders/captains was a dyslexic
student. Although the students I selected to be leaders/captains had the title, the purpose for selecting these
students was to encourage them to participate as those were the students I had observed didn’t like to do work.

What Would I Change?

I would change my choice in students that I gave the title of leader/captain. I would also have done more research
into the students I would select prior to my lesson taking place.