Teal Vitler 2016

Lesson Focus: Paragraphs

CQU

Learning Area /
Strand: English

Year
Level: 2

Implementation Date: 27/10/16

Duration: 20-30min

Prior knowledge of learners (What do they already know?):

Examined tuft sheet

Modelled a paragraph on descriptions

Lesson objective/s:

To model a response for diet that meets criteria

Evidence of learning:
Know
The students will know...
* what a paragraph on diet and simply their own assessment may look like
* what the assessment expects them to put in
Do
The students will be able to...
* write an attempt paragraph that meets criteria
Resources:

Facts
Model sheet from assessment sheet

Lesson
Introduction

*WALT: Write a report that meets criteria

*TIB: Students become familiar with the task. Also collect work samples to gauge
if able to start assessment

Introducing
the topic
Engagement
of the
learners

*WILF: Ability to listen and give an attempt

*Set teacher expectations:

Learners tell me what the expectation are: to listen (looking at the person talking),
talk in turn, hands up and wait to share.
***In order to reduce confusion and make sure that we move when ready I am
going to have a key word. When you hear the word GO that means you may
begin and that I am finished instructions for that moment. ***
When there is equipment on desks: sit the pencils and pens at the top of your
desk, and cross your arms when you are ready.
IF you become a disruption to the learning of others I will warn you and your
name will be moved on the chart. But I will also be looking for positive behaviour
to move students up who are listening and working properly.

Teal Vitler 2016

CQU

*Activate prior knowledge:

On mat: Everyone have a solo think back to yesterday when Miss Darlington
showed you the tuft sheet. Thinking of what you need to include 30seconds GO.
Partner share rally robin, I am going to choose four students to share, so if you
couldnt remember anything listen closely to your partner. 30seconds this side
start. GO.
Cue clap* clap* thankyou* 5,4,3,2,1 eye to the front.
Choose 4 from jar, share and discuss.
Make sure to discuss the check list, subtitle and title.
Lesson Body

Delivering
the content
through
specific
strategies

Differentiation
Model:
I have facts here about diet on my notes
page. Hands who can tell me what diet
means?

I am writing about butterflies so my titel is:

Butterflies. My subtitle is: diet

** write without capitals at start of

sentences. Observed that a few forgot day
prior.

Checks for learning throughout

lesson
Model work on the board.
Not always first hand up: Jar to
choose answer; Share with
shoulder partner to allow all
students a chance to share ideas.
Checks for learning throughout:
answers and asking students.
Check learning at end.

Main behaviours to watch:

Nicholas (talker, plan); Riley give
warnings if plays up; Jayden and
butterflies and caterpillars eat different Miah and Zoe (wrigglers and
distract each other); Niamh
diets. most caterpillars use their
(wriggler). {proximity, cueing with
strong mandibles to eat leaves but
parallel acknowledgement,
some are carnivores. the butterfly
descriptive praise, choice, follow
through}
uses its long, flexible, tube like

proboscis to sip nectar from flowers

however some butterflies eat the
juices from rotting fruit or the rotting
flesh of animals.
Go through with learners to edit:
-

Hands up if you can see that I might

have missed something >choose and

Peer evaluation checking through

work. Independent work to show
comprehension.
Fast finishers, check, swap and
edit each others work. Sharing.
Extension work: build on the
content used.
Provisions for slow learners: help

Teal Vitler 2016

CQU

share
Checklist, hands up if you can see
Colour coded editing <> conjunction,
underline noun groups, etc
and moving around the room.

If time permits students begin writing a

paragraph themselves. Choose people to
collect sheets and hand out.

Cueing gain to the attention of

students.

Slow starters: Nic, Seth, Niamh, Mady, Molly

Check Jasper and Seth put on

glasses.

Support > explanations, aid in working out,

help to start, set small achievable goals
(asking for one sentence by the time I come
back in 2-3min)

Explicit instruction.

Behaviour:
Selective attending, giving choice,
warning chart, following through,
defusing, refer to expectations.

Fast finishers: Ari, Robert, Amelia, Lukah,

Riley.
Extend > have you got an interesting fact?
Try to fit one in.
Also try to draw and label a butterfly.
Lesson
Conclusion

Concluding
activities
Summarizin
g the lesson

Packed away.
Thumbs up if you know what you have to include in your report.
Arms in the air if you believe you will be able to write at least a 3 tuft answer next
week?
Hands up if there is something you are still confused or unsure about. Share and
note down, defuse anything that can be handled immediately.