SOUTHERN CROSS UNIVERSITY - SECOND YEAR LESSON PLAN TEMPLATE

KLA: English Date: Time: 30 Stage: 1,2,3 Class: School:

10.11.16 mins
Outcome / Standard: EN1-11D: Responds to and composes a range of texts about familiar aspects of the world and their own
experiences.
- Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with
students' own experiences.
EN2-11D: Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own.
- Make connections between students' own experiences and those of characters and events represented in texts.
EN3-8D: Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.
- Make connections between students' own experiences and those of characters and events represented in texts drawn from different
historical, social and cultural contexts.
Objective / Learning Intention: As a result of this lesson, students will be able to identify what a good friend is, why
they are a good friend, and respect each others differences.
3.1 & 3.2 Background / Cultural / Prior Knowledge: All students have ASD. One child is OCD. The students in the class
are continually working on social skills and often have trouble dealing with friendship problems. Most students are
working below stage level.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE
& TECH CA

3.4 Inclusivity 1.1 Deep knowledge 1.4 Higher order thinking 2.1 Explicit quality 2.4 Social support
criteria
3.5 Connectedness 1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self
regulation
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timin Procedure Considerations Assessment - Evaluation - teacher
g students
INTRODUCTION (O): Refer to posters. Lesson criteria: Was I able to hold the
3mins Role model attention of the class?
Gain attention from students by reviewing concept of putting hand up
whole learning bodies. when needing
 Review expected and unexpected behaviours. help or have a
Hands up if you need help or have a question. question.
Students place number at top of desk with how they are
feeling. Use cards.
Use blue reward
cards.
BODY (G): Tristan and Ryland Were the children
In a whole class group, look at the front and back cover to draw their engaged and responding
10min of Pearl Barley and Charlie Parsley. Focus students response and to questions?
s attention on the body language of the two characters on teacher to scribe
the front cover and read the blurb on the back to on sentence Did I explicitly link to
encourage ideas from the group. Some students may be strips. criteria?
familiar with Aaron Blabeys books and use that prior
knowledge to predict. As students make predictions, When one or
record the ideas to refer to. more students
Finish up by discussing what friendship means to the have the same
students: Who are their friends? Why are they friends? response (student
What makes a good friend? showing signs of
Record the ideas on the IWB to return to later in the unit. distress with this)
15min Read Pearl Barley and Charlie Parsley aloud. ask students to
s raise their hands
BODY (E): if they had the
Begin by asking the students what they are wondering same answer.
about after hearing the story. Do a quick think-pair-share
with each student beginning, I am wondering When student/s
about . . . Share some wonders. show signs of
undesirable
Re-visit the class predictions about the book. Now ask behaviour during
the students: what do you think the theme of the book task, ask
is? Friendship. student/s to put a
number on their
Ask one student at a time to do a short role-play of Pearl desk and have
Barley and Charlie Parsley having a conversation. How do calm down time.
they react to one another?
Then do a role-play when they complement one another,
highlighting how they are a good fit.
2mins CONCLUSION (R): Hands in the air Identify the theme Did I praise effort and
 to contribute. of the book and achievement?
Students share one way that they are a good friend and Waiting turn, link to personal
one thing they can do to be a better friend with the class. patience. life (how they are
good friends, what
Provide enlarged they can do to be
worksheet for a better friend).
Tristan and Ryland
to draw picture
and cut and paste
words in sentence
strip correctly.

Supervising teacher: Date:

Annotation 1
Note the focus area and
standard descriptor/s the
artefact / document reflects
Note the type of Describe the artefact / document and Describe how the artefact /
artefact / document indicate the possible impact or result document
on teaching and/ or student learning Meet the standard descriptors
you have identified.

1.1
Physical, social and
intellectual development
and characteristics of
students
Demonstrate knowledge and
understanding of physical,
social and intellectual
development and
characteristics of students
and how these may effect
learning
1.5
Differentiate teaching to
meet the specific learning
needs of students across
This artefact is a The goal of my lesson was to use
lesson plan. quality resources and strategies to
meet the needs of students. Juliani
The focus as a (n.d.) devised a list of essentials for
teacher was to being an innovative teacher and
effectively highlights this as a key feature to
differentiate ensure the needs of the students are
teaching to meet met.
the needs of the Fellowes and Oakley (2010, 551)
students with ASD in explore the importance of ensuring
the classroom. content matches the learning needs of
students. The students within the
classroom experience difficulty forming
and maintaining friendships and I have
demonstrated the ability to select and
use meaningful resources that engage
Consideration of the students
in relation to their social and
intellectual development was
carefully considered
throughout the planning of
the lesson (1.1)
Pairing strategies were used
to ensure low attaining
students were adequately
supported and encouraged. A
modification of the worksheet
was also provided with an
alternative option of
recording information
available to struggling
students (1.5).
the full range of abilities
Demonstrate knowledge and
understanding of strategies
for differentiating teaching to
meet the specific learning
needs of students across the
full range of abilities.
1.6
Strategies to support full
participation of students
with disability.
Demonstrate broad
knowledge and
understanding of legislative
requirements and teaching
strategies that support
participation and learning of
students with disability.
3.4
Select and use resources
Demonstrate knowledge of a
range of resources, including
ICT, that engage students in
their learning.
students in their learning (3.4). An
appropriate text by Rod Clement was
chosen to assist in reinforcing intended
lesson focus. Teaching strategies and
activities that were based on the text
demonstrate my ability to apply
modifications for students with varying
abilities (1.5). Modifications included
scribing for students on a sentence
strip and then assisting them to cut
and paste the words to make the
sentence. Providing an enlarged copy
of the worksheet provided an
opportunity for students with poor fine
motor skills to write their response.
Grouping strategies (Marsh, 2010, p.
138) were used during the lesson to
ensure a positive learning
environment, engagement and
practice using social skills (1.6).
Encouraging independency in the
students enabled the teacher to assist
students needing help and to ensure
all students were working towards
individual goals.
Involving students in
activities where they were
required to work in pairs and
small groups enabled
students to provide support
to each other and meet the
social needs of the students
(1.5).
Strategies were documented
to encourage positive
participation from students
and also strategies for
dealing with undesirable
behaviours (1.6).
Resources such as Pearl
Barley and Charley Parsley
were carefully chosen to
assist in reinforcing the
intended lesson focus of
friendship (3.4).
 Reference:
Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved
from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list?
Fellowes, J., & Oakley, G. (2010). Language, Literacy and Early Childhood Education. South Melbourne, Victoria: Oxford
University Press.
Juliani, A. J. (n.d.). 10 Commandments of Innovative Teaching. Retrieved from http://ajjuliani.com/10-commandments-
innovative-teaching/
Marsh, C. (2010). Becoming a Teacher: Knowledge, Skills and Issues (5th ed.). Frenchs Forest, NSW: Pearson Australia.