You are on page 1of 5

Ceorgla 1orney 8lock lacemenL 2013

SL !osephs
!"##$% '!(%
!)**+, -+./01 LxplanaLlon
2345)1 Level 1 67348/+, +9 !)**+,1 60mlns
(7*:"!# 6+;4/,1 Lngllsh
#7<*834,5*1 WrlLlng

!)43,/,= $780+;)*
SLudenLs wlll wrlLe an explanaLlon plece.

>,5/048+3*
l have a LlLle
l have a deflnlLlon
l have a descrlpLlon
l have a concluslon
! ln Lhe above colours
(**)**;),8
SLudenLs wlll produce a compleLed explanaLlon of Lhe waLer cycle lncludlng all four
lndlcaLors - LlLle, deflnlLlon, descrlpLlon and concluslon ln Lhelr correspondlng
colours
1he words evaporaLlon, condensaLlon, and preclplLaLlon wlll be lncluded
l wlll probe Lhem wlLh quesLlons, such as WhaL klnd of words do we use ln Lhe
descrlpLlon of Lhe explanaLlon (llnklng words, con[uncLlons)", Lo gauge Lhelr
!"#$%&'("#)"*
Accuracy of Lhelr explanaLlon

-)40?/,= @+07*
(A (**+0/48) -)40?)3 0?+/0)1 l would llke Ceorgla Lo focus on pre-, durlng and posL-
class organlsaLlon

BA '3)*)3C/0) -)40?)3 0?+/0)1 l would llke Lo lmprove my Llme managemenL skllls and
ablllLy Lo hold sLudenLs aLLenLlon LhroughouL Lhe lesson, wlLh mlnlmal lnLerrupLlon.
Throughout this lesson plan I have annotated the areas in which I believe I have accomplished said focus areas.
Focus Area: 3.1 My learning outcome was to write an explanation piece. This was
the units focus, and also the focus for this particular lesson, although this was
completed in groups, later came the individual component. I believe this learning
goal was high yet attainable for lesson two in the sequence. The students had
previously learnt about an explanation text type, and this lessons particular focus
was on the structure of the text type and linking words we could use.
3.2 Plan, structure and sequence learning programs - Drawing on students prior knowledge of text types and their understanding of the water cycle I developed this
unit sequence and lesson plan to engage students in an explanation text type - this also promoted their learning of previously covered topics.
Focus Area: 3.5 Use effective classroom communication - Using the modelling
technique along with the written piece (explained on the last page) for students to
view, as well as colour coding the compartments (indicators) provided a range of
nonverbal communication strategies to support student understanding,
participation, engagement and achievement.
Some verbal communications strategies I used were to read out and talk through
the explanation as I modelled it, and ask probing questions.
Focus Area: 3.5
LESSON 2 in sequence.
Ceorgla 1orney 8lock lacemenL 2013
SL !osephs
B40D=3+7,5 8+ 8?) !)43,/,=
(A -)40?)31
undersLandlng of requlremenLs for LxplanaLlon LexL Lype, lncludlng layouL,
sLrucLural and language feaLures (refer Lo handouL lnformaLlon)
knowledge of waLer cycle
BA #875),8*
SLudenLs have already compleLed Lhelr lnLroducLory lesson Lo Lhe LexL Lype
explanaLlon and have a baslc undersLandlng of lLs layouL.
E-)F8 *8370873) 4,5 +3=4,/*48/+,1 SLudenLs learn how LexLs are sLrucLured Lo achleve
parLlcular purposes, how language ls used Lo creaLe LexLs LhaL are coheslve and coherenL,
how LexLs abouL more speclallsed Loplcs conLaln more complex language paLLerns and
feaLures, and how Lhe auLhor guldes Lhe reader/vlewer Lhrough Lhe LexL Lhrough effecLlve
use of resources aL Lhe level of Lhe whole LexL, Lhe paragraph and Lhe senLence." (vlcLorlan
Currlculum and AssessmenL AuLhorlLy, 2013, AusvLLS)
!)**+, G)*+730)*
8uLchers paper
WrlLlng example - 1he WaLer Cycle: Pow does Lhe waLer cycle work (see
aLLachmenL)
A3 plaln paper for sLudenLs
Coloured LexLas - blue, red, green, & yellow

Focus Area: 3.5
Focus Area: 3.6 Following some self reection of the previous lesson, I came
to this lesson a little more prepared with student books already on tables and
coloured textas separated into colour specic containers.
Ceorgla 1orney 8lock lacemenL 2013
SL !osephs
H+,8),8 +9 !)**+,
(A >,83+5708/+, I ;/,*
1oday we are golng Lo be learnlng how Lo do an explanaLlon plece for wrlLlng. We wlll use
our undersLandlng of Lhe waLer cycle Lo produce Lhls exaplanaLlon.
locus quesLlons:
WhaL do you already know abouL explanaLlons?"
Can someone, +)', ',$)% ,("# !., please explaln Lo me one Lhlng we need Lo
lnclude?" (SLrucLure) LlLle, deflnlLlon, descrlpLlon, & concluslon
SLrucLure: lnformaLlon ls organlsed lnLo separaLe paragraphs, caplLal leLLers, full
sLops, eLc.
WhaL klnd of words do we use ln Lhe descrlpLlon of Lhe explanaLlon (llnklng
words, con[uncLlons)"

BA 6)C)J+.;),8 KL ;/,*
locus on:
SLrucLure: lnformaLlon ls organlsed lnLo separaLe paragraphs, caplLal
leLLers, full sLops, eLc.
!/,D/,= M+35* Lo show cause and effecL, eg: now, Lhen, nexL, afLer LhaL,
flnally
slmple presenL Lense, eg: ls, have
sub[ecL speclflc vocabulary, eg: evaporaLlon, condensaLlon and
preclplLaLlon

1. Can you $/.0()" Lo me Lhe dlfferenL sLages of Lhe waLer cycle?"
1eacher lnvlLes sLudenL/s Lo $/.0()" Lhelr !"#$%&'("#)"* of Lhe waLer
cycle. 1. sun heaLs up Lhe waLer - evaporaLlon, 2. form clouds of
condensaLlon, 3. preclplLaLlon, 4. run off and Lhe cycle sLarLs agaln.
2. 1eacher models explanaLlon wrlLlng (uslng example) on Lhe buLchers
paper. Ask sLudenLs Lo 0(1$0 each secLlon ln Lhe explanaLlon and
$/.0()" why.
3. Can we sklp sLages of Lhe waLer cycle?" 1eacher lnvlLes sLudenL/s Lo
$/.0()" Lhelr !"#$%&'("#)"* of Lhe waLer cycle. A dlfferenL sLudenL for
every sLage.
4. Lxplaln Lhe consolldaLlon Lask Lo Lhe sLudenLs:
1. 1hey are Lo creaLe, ln palrs, Lhelr own explanaLlon of Lhe waLer
cycle, focuslng on 0+33)08 *8370873)
2. 1here ls Lo be no copylng mlne
3. uslng correcL 0+J+73 0+5/,=
Focus Area: 3.3
Focus Area: 3.3
Focus Area: 3.1
Focus Area:
3.1
Focus Area: 3.5
Focus Area: 3.5
Ceorgla 1orney 8lock lacemenL 2013
SL !osephs
4. uslng whaL's around Lhem (dlagrams, books, prevlous work) Lo
develop Lhelr explanaLlon
3. Spelllng doesn'L maLLer
6. Maln focus ls on Lhe 9+73 *8).* of Lhe waLer cycle ln Lhelr
explanaLlon
1. Sun - evaporaLlon
2. lorm clouds of condensaLlon
3. reclplLaLlon
4. 8un off and sLarLs

HA H+,*+J/548/+, NL ;/,*

SLudenLs go back Lo Lhelr Lable ln palrs Lo consLrucL Lhelr explanaLlon of Lhe
waLer cycle
1eacher roams around Lhe room, checklng on sLudenLs' progress, asklng and
answerlng quesLlons 2(&&$&&3$"'4.

6A HJ+*73) I ;/,*

1eacher roams around Lhe room, checklng on sLudenLs' progress, asklng and
answerlng quesLlons 2(&&$&&3$"'4.
Ask sLudenLs Lo come back Lo Lhe maL area Lo dlscuss Lhelr explanaLlons.
8ecap of lesson.
Ask sLudenLs explaln Lhelr waLer cycle explanaLlon 2(&&$&&3$"'4.

Focus Area: 3.3
Ceorgla 1orney 8lock lacemenL 2013
SL !osephs
Pow Lhe waLer cycle works

1he cycle of waLer from Lhe oceans, lakes and rlvers, up Lhrough Lhe clouds and back down
Lo LarLh.

As waLer heaLs up from Lhe suns rays lL Lurns llquld lnLo gas and evaporaLes. 1hen Lhe alr
Lurns lnLo vapour. lL cools and Lurns lnLo clouds. AfLer Lhe clouds geL heavy lL wlll raln, hall,
snow or sleeL. 1hls ls called preclplLaLlon. 1he preclplLaLlon balls back lnLo oceans, lakes and
rlvers, and Lhe cycle sLarLs agaln.

Cur waLer cycle goes around and around.
Focus Area: 3.3 Use teaching strategies - For this lesson I modelled how to write the explanation piece using the below 'How the water cycle works' example. Other
teaching strategies I used were questioning and prompting which helped to develop knowledge and skills. It also help the students to problem solve the
requirements of the explanation piece and develop critical and creative thinking.
Focus Area: 3.5 Use effective classroom communication - Using this modelling technique along with the written piece for students to view provided a range of verbal
and nonverbal communication strategies to support student understanding, participation, engagement and achievement.

You might also like