EDLA 519 Assessment 2 Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Lessons for Week 1 and 2 focus on comprehension, vocabulary and visual literacy, using The
Lost Thing as the focus text.
Week 1
1.

Outcomes
EN3-3A

Designing, Selecting and Sequencing Activities

Focus for Lesson: Predicting and building knowledge of the
text
Comprehension Strategy: Predicting

T asks Ss to predict what The Lost Thing is about (Ss do not see
the text)

Ss record their predictions in English workbook can draw or

write response
What questions do I want answered? / What do I think the book
will be about?
Think Pair Share
Ss share their predictions with a partner. Ss identify and discuss
similarities and differences about their responses.
Whole Class Discussion
Ss share predictions with T. T scribes responses onto IWB. Class
discuss predictions
Modelled reading - T reads book to Ss. This is the first reading
of the text.
T starts discussion about Ss feelings and impressions of the
text.
T records these onto IWB (or whiteboard).
Difficult vocabulary is also identified by Ss these will be

Resources
Assessment
The Lost Thing Observation of
text
student
IWB (or
discussion and
whiteboard &
responses to
markers)
ensure
English
participation
workbooks
and to clarify
Word wall
understanding
Anecdotal
records

EDLA 519 Assessment 2 Template 1: Teaching Plan Outline for 2 weeks

explored in greater depth next lesson.

2.

EN3-3A
EN3-2A
EN3-4A

Closure
T displays Ss predictions from the start of the lesson. Ss discuss
if their predictions were confirmed.
Focus for Lesson: Vocabulary adjectives and synonyms used The Lost Thing Observation of
to describe characters
text
student
Comprehension Strategy: Making Connections
IWB (or
discussion and
whiteboard &
responses to
Whole Class Discussion
markers)
ensure
T recalls last lesson and asks students if there were
English
participation
difficult/new/interesting words from the text. T recalls list on
workbooks
and to clarify
Description
IWB from last lesson.
understanding
Ss match word to its definition on the IWB and discuss how the
strips for
Anecdotal
word was used in the text, and how it could be used in another
display
records
Thesaurus
situation.
Review work
Graphic
samples for
organiser
Shared Reading
understanding
Word Wall
Re-read text. Ss asked to pay particular attention to the
of
characters narrator and the lost thing in particular.
characterisation
Think Aloud during reading for T to model what the reader
and use of
needs to think about
descriptive
language
Individual Work
T instructs to Ss that they are to find words in the book, and
create a word list to record adjectives and nouns that describe
the lost thing Ss can use a thesaurus to find additional words
and synonyms.
T models task for Ss first on the whiteboard using pp. 4-5 (weird
look, sad, out of place). Ss discuss and highlight key descriptive

EDLA 519 Assessment 2 Template 1: Teaching Plan Outline for 2 weeks

words and complete graphic organiser.
Small Groups
Ss share their ideas with their group and construct a short
description of the lost thing (2-3 sentences minimum). Once the
group has drafted and edited their description, they publish it
onto paper/card for display on Lost Thing bulletin board in
classroom.

3.

EN3-3A
EN3-2A

Closure
Ss share their responses with the class and then attach them to
the bulletin board. Ss will have the opportunity to add to this
display throughout this unit.
Focus for Lesson: Setting Language and Visual Connections
Comprehension Strategy: Questioning

Whole Class Activity

T asks Where is this book set? (Responses could be future, or
the different settings within the text beach, city, federal

offices, boys home, utopia)

T asks What language does the author use to describe the

settings?

T models with text from the book and class discussion about
setting.
T asks How does Shaun Tan use visual images to create
settings?
Ss discuss, T scribes responses on IWB.
T models activity and Ss discuss the use of shapes, objects,
colour, angles and perspective.
Whose point of view is the setting from? Whose point of view is

The Lost Thing Observation of

text
student
IWB (or
discussion and
whiteboard &
responses to
markers)
ensure
English
participation
workbooks
and to clarify
Reading
understanding
journals
Anecdotal
Word Wall
records
Review work
samples for
understanding
of setting, point
of view

EDLA 519 Assessment 2 Template 1: Teaching Plan Outline for 2 weeks

missing?
Small group activity
Ss select a scene from the text and describe the setting. Ss
discuss and record why they think the author depicted the
setting the way that he did.
How does the setting make you feel as the reader?
Closure
Ss share and discuss their findings with the class.

4.

EN3-3A
EN3-2A

Early Finishers/Extension
Choose a page from the book and explain where this fits into
the story.
Ss write in their reading journals how the pictures and the
words work together to tell the story.
Focus for Lesson: Setting Language and Visual Connections
Comprehension Strategy: Summarising and monitoring

Whole Class Activity

Recap last lesson. Brainstorm with class how the author uses
visuals/illustrations to create the scene and construct mind map
to display ideas

Individual Activity

Ss complete a Venn Diagram to compare the setting of the

world of the boy/narrator and the world of the lost things. Ss

can refer to previous lesson and identify the use of shapes,

objects, colour, positioning.

Ss select a scene from the text and describe the setting. Ss

The Lost Thing Observation of

text
student
IWB (or
discussion and
whiteboard &
responses to
markers)
ensure
English
participation
workbooks
and to clarify
Reading
understanding
journals
Anecdotal
Word Wall
records
Venn Diagram Review work
worksheet
samples for
Cloze passage
understanding
of comparison of

EDLA 519 Assessment 2 Template 1: Teaching Plan Outline for 2 weeks

discuss and record why they think the author depicted the
setting the way that he did.
How does the setting make you feel as the reader?

settings

Individual Activity
Ss complete cloze passage to monitor comprehension of the
text

5.

EN3-3A
EN3-2A

Closure
Ss share and discuss their findings with the class. T creates a
class Venn diagram on IWB of Ss responses.
Focus for Lesson: Visual representation of the text to identify The Lost Thing Observation of
events
text
student
Comprehension Strategy: Visualising and Summarising
IWB (or
discussion and
whiteboard &
responses to
Whole Class Activity
markers)
ensure
Class discussion of narratives and their features.
Butchers
participation
paper
and to clarify
English
Small Group Activity
understanding
Ss work in small groups to discuss and complete individual
workbooks Anecdotal
Reading
story maps.
records
journals
Review work
Word Wall
Closure
samples for
Story Map
Ss share and discuss their findings with the class. T creates a
understanding
worksheet
class story map that incorporates all Ss responses on butchers
of narratives
paper to display on the bulletin board. Each group contributes
and the text
to one section of the story map.
T discusses summary and leads Ss to identify a theme of the
text (themes will be explored in the following lessons).

EDLA 519 Assessment 2 Template 1: Teaching Plan Outline for 2 weeks

Individual Work / Early Finishers
In Reading Journals, Ss write a summary of the text based on
their story map.