Lesson Plan

Year Level(s): 2
Location: Singleton Primary School (T6)
Learning Area/ACARA Focus: English: Literacy
Date/Time: 19/8/14 (8:45-10:15am)
Lesson Focus: Students should develop and improve on their reading,
comprehension, and spelling using The Fitzroy Readers

Background Information:

Students have completed previous levels prior to Book #27 in The Fitzroy
Readers
Students generally complete 1-2 books a week
The students enjoy The Fitzroy Readers and cannot wait when they get the
chance to read a new book in the series
The class is broken up into 5 Fitzroy reading groups with myself taking the
purple Fitzroy group (containing 6 students)
Some students have behaviour issues (use both verbal and non verbal cues)


Learning Purpose(s):

Students should develop and improve in the following areas:
Reading aloud in a small group
Ability to identify the opposites of words
Comprehension understanding the text
Spelling words correctly


Preparation:

7 copies of Book #27 of The Fitzroy Readers: Tabitha and Thug
Worksheets
Language Workbooks
Spelling and Dictation Workbooks
Pages of stickers at least 1 page for boys & 1 page for girls


Time: Learning Experiences:
1. How will I engage the learners?

Once the students have been separated into their 5 reading groups, begin
the lesson with the purple Fitzroy group (sitting around a table)

Inform the students that we have a special mission to undertake:
We have to read the book as a team
Then complete the worksheets and comprehension
And then finally perform a spelling test



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Lesson Plan
Hand out one book to each student

Look at the image on the front, and ask questions such as:
Who do you think is Tabitha, and who is Thug?
Does Thug look like a mean or a friendly dog?
What sort of relationship do you think they have with each other?
Is it strange that Tabitha, the cat, isnt afraid of Thug, the dog?

Next, read through the Special Words as a group, making sure that the
words are pronounced correctly (and rectifying those who pronounce
words incorrectly)

Now begin reading the book, each person reading one page at a time
(starting with me)

When students are not reading their page, make sure that they are paying
attention to the reading

Once finished, read the Words We Now Know as a group, making certain
that the students have learned the pronunciation of these new words

Then perform a recap of the book, asking students questions like:
So can anyone tell me what the book was about?
Why couldnt Tabitha play Thugs game?
Why couldnt Thug play Tabithas game?
How did the story conclude?

Next, move onto the tasks that the students have to complete


2. Student tasks/activities:

Hand out the worksheets to each student, and tell them to turn to page 2

Inform them to complete the Opposites section (writing the opposites of
words) and then the Animal Sounds section (writing the sounds of
animals and things)

Hover around the table to check how the students are progressing, give
help if any is needed, and mark work as they go

Once the students have completed this, tell them to turn to page 3 and that
they need to complete the Comprehension section

Tell them to rule up their Language Books, then adding a title and date on
the top; make sure they know they are expected to write in full sentence
answers, number each answer as they go








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Lesson Plan
Mark their work as they go, and give any help if needed

Dont forget to give encouragement and compliments

When the Comprehension section is finished, inform the students that
were going to having a spelling test; hence, tell them to rule up their
Spelling and Dictation Books, writing numbers down the column

Then check to see if everyone is ready, but dont forget to gather all the
books in so no one can cheat

Begin the spelling test by saying a word from the Special Words or the
Words We Now Know lists; put the word into a sentence and then the
students should write that word down

Mark as they go, and give a final grade at the completion of the test

Give every student a sticker to thank them for their effort (they may put
the sticker wherever they want on the page or even themselves)

Throughout all of this if anyone is giving trouble to follow instructions, give
incentives (or even punishment depending on the case) to the student


3. Conclusion:

Once all the work has been completed, conclude the lesson by thanking the
students for their help with the mission

Youve all done very beautiful work

Commend them on what they have achieved with success (ie. The learning
purposes)

Next, tell the students to put away their workbooks and worksheets, and
then tell them to sit down on the mat with the rest of the class

Rhonda Storey will then take over



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Assessment and Evaluation:

Evaluate the performance of the students in the following ways:
Marking the work of students and correcting errors (making sure to
show the students the correct way of doing a particular thing)
Asking students questions, and analysing their responses
Did they meet the learning purposes? If not, why?
Did the students ask for help when they were struggling? Were they
Lesson Plan
working independently? Or was the material simply too difficult for
them?

Evaluate the performance of myself by asking the following questions:
Did I explain the tasks thoroughly? Did anyone ask me to clarify what he
or she was required to do?
Was everyone paying attention while reading the book? Were they
interested or bored? Did they understand what they were reading?
Was everyone able to identify the opposite of words?
Did everyone complete the Comprehension section? Did everyone write
in full sentence answers, using the appropriate grammar and spelling?
During the spelling test, was I going too fast, too slow, or at the right pace?
Were students falling behind? Did I accommodate for all students?


Reflection (After The Lesson):

The students performed all the tasks to a high standard, and none of them
moaned or refused to do the work
They were engaged and enjoyed the activities
The students reading, comprehension, and spelling was, at a minimum,
satisfactory, with some students exceeding what was expected at the year 2
level
When the students needed help, they generally asked for it though
sometimes I had to ask each student individually if they needed any help
None of the students asked me to repeat what they were supposed to do,
therefore it seems that I explained the tasks thoroughly to them in the first
place
I finished less than five minutes before the end of the period, so my timing
was very accurate