Lesson Plan

Class: 3C

Date: Wednesday, 4 November 2015 Time: Start: 10 AM

Finish: 10:30 AM

Key Learning Area: English

Lesson Topic: Verbs & Orientation of a narrative

Recent Prior Experience:

Students have a good understanding of narrative structures. They have written a narrative plan in the previous lesson
and look forward to writing their own narrative in this lesson.
Students have learnt about different types of verbs before. However it is necessary to revisit and clarify them again for
most students to acquire a deeper understanding and knowledge of verbs. Students enjoy working in pairs/small
groups and sharing their work with the class.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

- EN2-9B
Uses effective and accurate
sentence structure, grammatical
features, punctuation
conventions and vocabulary
relevant to the type of text

By the end of this lesson, the students will:

a. Understand that effective organisation of
ideas in texts enhances meaning (EN2-9B)

- EN2-2A
Plans, composes and reviews a
range of texts that are more
demanding in terms of topic,
audience and language

b. Understand that verbs represent different

processes (doing, thinking, saying, and relating)
and that these processes are anchored in time
through tense (ACELA1482-EN2-9B)
c. Compose an orientation for their own
narrative (EN2-2A)

Any safety issues to be considered:

Clear space for students to walk back
and forth in the classroom

Assessment:

a. Listening to students
responses during class
discussion about the structure of
Piggybook
b. Observation of students
working on verbs in pairs
c. Students orientation for their
own narratives

Resources:
Piggybook by Anthony Browne (multiple copies), Smartboard, writing books,
pencils, rubbers, butcher paper, whiteboard markers

LESSON SEQUENCE
Lesson Content /Indicators
of Learning
INTRODUCTION
a. Understand that effective
organisation of ideas in texts
enhances meaning (EN2-9B)

Timing
(mins)
5

Teaching Strategies / Learning

Experiences:

Speak with clarity and precision

Attentive listening

Teacher (T) and students (Ss) recall

Piggybook.
- Mr Piggott and two sons are lazy
and they do not help Mrs Piggott
with house chores. Mrs Piggott
becomes upset and leaves them.
Mr Piggott and the two sons miss
the presence of Mrs Piggott and
begs Mrs Piggott to be back home.
When Mrs Piggott returns, Mr
Piggott and the two sons help with
chores and they become one
happy family.
Discuss and identify the orientation,
complication and resolution of
Piggybook.
- Orientation: Mr Piggott, his two
sons, Simon and Patrick and wife
live in a nice house.
- Complication: Mr Piggott and his
two sons are lazy. Mrs Piggott does
all the cleaning, washing, cooking

Resources and
Organisation:
T and Ss seated together
at the front of the
classroom.
Butcher paper

Whiteboard markers

DEVELOPMENT
b. Understand that verbs
represent different processes
(doing, thinking, saying, and
relating) and that these
processes are anchored in time
through tense(ACELA1482-EN29B)

22

Collaborative work

and ironing for Mr Piggott and the

two sons. Mrs Piggott leaves them
one day. Mr Piggott and his two
sons realise how careless they
were and want Mrs Piggott back.
Resolution: Mr Piggott and his two
sons beg Mrs Piggott to return
home. Mrs Piggott returns and Mr
Piggott and his two sons help with
the chores. All lives happily
together.

T and Ss explore different types of

verbs (doing, thinking, saying and
relating) and write examples for each
on the whiteboard.
- Doing verbs: e.g. She played
music. (e.g. cook, read, run,
catch)
- Thinking verbs: e.g. I forgot your
number. (e.g. remember, decide,
think, want)
- Saying verbs: e.g. They asked a
question. (e.g. whisper, shout,
demand, yell)
- Relating verbs: e.g. You are a
student. (e.g. am, was, is,
become, have, own)
In pairs, Ss identify and write 1-2
examples for each type of verb used
in Piggybook.
- E.g. Doing verb: Mr Piggott lived

T and Ss seated together

at the front of the
classroom.
Whiteboard

Whiteboard markers

Ss seated at their tables

in pairs

Respect others opinions and

thoughts

with his two sons... (Pg.1)

Saying verb: Wheres Mum?
demanded Mr Piggott... (Pg. 12)
Relating verbs: You are pigs.
(Pg.15)
*Some pairs share their findings with
the class.

Critical thinking
Attentive listening
Read with fluency and clarity
Speak clearly and precisely

T and Ss re-read the first page of

Piggybook then identify how the
author has developed the orientation
of Piggybook.
- Introduced characters- Mr Piggott,
his two sons, Simon and Patrick,
and his wife (who the story is
about)
- Set the setting- nice house with a
nice garden and a nice car in the
nice garage (where the story takes
place).
You could also include when the
story is set.
- Illustration also shows the
characters and setting of
Piggybook; Mr Piggott standing
tall, neat and happy with his two
sons in front of their nice house.
- Question: Words do not tell us
when the story is set. By looking at
the illustration, can you identify
when the story is set?
T and Ss jointly construct an
orientation for a narrative on the

T roaming and assisting

Ss
Piggybook
(multiple copies)
Writing books

Pencils

T and Ss seated at the

front of the classroom.
Piggybook

Whiteboard

Ss seated at their tables.

whiteboard.
c. Compose an orientation for
their own narrative (EN2-2A)

CLOSURE
Sharing work- Reading with 3
fluency and expressions
Appreciation of peers workattentive listening

Ss write an orientation for their own

narrative using the plan from Day 2.

Select 2-3 Ss to read the orientation

of their own narratives.

T roaming and assisting

Ss.
Writing books

Pencils

T and Ss seated at the

front of the classroom.
Students
own
orientation