LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.
(see Unit Outline for PEP program)

Lesson Topic/Focus: English (writing on Luna park snapshot lesson three) Date: 20/06/16
VCF-10 Learning Area: English Year level(s): 5/6
VCF-10 Mode: English Lesson duration: 60 minutes
VCF-10 Strand(s): Language
VCF-10 sub-Strand(s): Expressing and developing ideas

Learning Standard(s)/Outcome(s)/Objective(s):
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

At the conclusion of this lesson, the students will know/understand that:

- The effect descriptive writing has on the audience
- How to correctly use descriptive language in their writing
- Using the correct structure with who, what, when and where

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
- Students will be able to use descriptive language techniques
- Students will be able to create a descriptive piece of writing
- Students will be able to write a cohesive piece of reading
- Students will be able to self-edit and peer edit their work

Assessment:

The students will self edit their work and peer edit their work. They will then hand it up for the teacher to look at

Assessment criteria for analysis:

By collecting the students work their piece of writing can be assessed. The actual writing will be assessed as well
as their editing ability. It will give the teacher an understanding of the students writing ability as well as their
spelling and grammer

Teaching focus:
A. the pre-service teacher's teaching skill for observation by Supervising Teacher;

For this lesson the main thing I want to be focussed on is my ability with teaching the whole class at the start of
the lesson. I want the students to be able to leave the floor knowing exactly what they have to do and had the
task explained thoroughly to them and had explicit examples given

B. teaching skills that the pre-service teacher would like to personally develop.
I would like to improve on my whole class teaching when it comes to English and give the students more explicit
examples so that they will not walk away not knowing what to do

Background to the learning:

A. References for teacher background knowledge
- Need ideas of descriptive language
- Have read the background information on Luna park
- Create a couple grammatically incorrect sentences
- Be able to correctly use grammar and spelling
B. Identify students current knowledge
- Students have previously written a piece of descriptive language about a snapshot at Luna park
- Students have previously discussed the kind of things they would see, hear, smell, tough and
taste at Luna park using descriptive language
- Students have written descriptive pieces before
- Students have used the editing system before

Lesson resources:

- The students piece of writing from last lesson

- A Large piece of paper with a couple grammatically incorrect sentences with misspelled words
- A red and green pen for each student
- A purple pen for the teacher

Lesson content:
A. Introduction
5 mins

Have a whole group discussion revising what we have done in the previous lessons

B. Development
10 mins

The students will be given ten minutes more to go to their table and continue working on their piece of writing

C. Consolidation, practice, extension

30 mins

Step one: Bring the students back to the floor

Step two: Model how to edit with a pre written piece of work
Step three remind the students that they first edit with the red pen themselves, then read aloud to a friend and
edit in green pen and finally that the teacher will correct with
Step four: Have the students go back to their tables and read aloud and red pen edit
Step five: Have the students pair up and read aloud to each other and green pen edit. They can spread out
around the room and in the corridor if they want to

D. Closure
10 mins
- The students will come and sit on the floor with their writing and some students will share (not the
students who shared in the last lesson)
- The students will then hand up their work to the teacher and get their fruit break

Post-lesson review and evaluation:

Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?

Teaching effectiveness:
What have you learnt from the lesson?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-development
focus for the lesson, referring to both strengths and areas to be addressed.
Lesson/activity transition:

The students will get their fruit and quietly sit and eat it

ASSESSMENT GRID
Outcome/Standard/Objective
Investigate how vocabulary can express shades of meaning, feeling and opinion

Student Assessment Criteria

Name 1. Students have 2. Students are able to 3. Students
(three focus written a descriptive edit their work demonstrate peer
students for piece of writing for a editing
the lesson) snapshot not a story

Purpose of Assessment

To inform To ensure To discuss To inform 1:1 Evidence for

future lesson coverage of with parent conference school report
& student Victorian with student
learning Curriculum including
standards setting future
learning goals