Lesson Plan Home Explorers

School: Warrnambool Primary Date:31/08/16

Curriculum Area: Creating Literature

Student group: year 3 Size: 22

Topic: Rhyming Poems Duration: 60 minutes

Pre-service Teachers Focus (what will you aim to improve on in this lesson in your
teaching? )
Collecting evidence on what each students strengths and weaknesses when writing
poetry.

Learning Intention (what will the children learn: be able to know and do by the completion of this
lesson?)
To understand what is a rhyme and to construct a short rhyming poem.

Success Criteria ( how will I know what they learned ) see feedback session
assessment activity(s)
Students are able to create their own short rhyming poem.

AUSVELS reference (Links to AUSVELS and the school curriculum):

Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing control over text structures and language features and selecting print and
multimodal elements appropriate to the audience and purpose (VCELY266)

Entering Behaviour (what do they already know about this/can already do ? How
will students prior learning and experiences be used in this lesson? )

The students learnt how to write a acrostic poem and therefore should have a basic
understanding of what a poem might be. They should also have an understanding of
similar sounding words which will aid them in developing their poem.

Preparation (what materials do I need for my lesson? How will ICT be utilised?)
 White board
Smart board

Procedure How will I teach it ? Plan the timing of your lesson to include your
assessment activity(s)

Introduction: (How will the lesson and ideas be introduced and made relevant to the students?
How will you engage the class? Do you have a hook or an entry ticket activity?)

First I will inquire the students on their definition of a poem and a rhyme. Then Ill get them to turn to
the person next to them to play a game that involves them taking in turns naming a rhyming word that
I write up on the board. These words will include cat, back, snail, bell, ball, care, and bake. I will use
the words the children come up with as a word wall which theyll be able to look back on when writing
their poem.
Then Ill play green eggs and ham as an example of a rhyming story.

Investigation/ Exploration (What specific teaching and learning strategies will I use for the
lesson?
For this lesson I will be aiming at making it as student focused as I can. Trying to make the
students the drivers of the lesson.

Modelling/ Trialling (What will I need to model or demonstrate? Is there teacher and peer
modelling?)
Ill need to model how to construct a rhyming poem. First brainstorming words that rhyme with
each other
Explaining that you only need short sentences with the last word needs to rhyme with the last
word in the previous sentence. As a class well create our own poem, using the words the
children come up with.

Activities (How will I include all learners? What Curriculum and Pedagogy adaptations or
modifications will be required? )
The students are then given time to produce their own poem or poems if they like. Ill roam
around helping students that need help or are struggling.

Conclusion (How will I draw ideas together and conclude the lesson? How will I conclude the
learning experience/ learning findings?)
The students will be provided with the opportunity to read out their poem or poems to the rest of
the class. Along with a discussion of what they found hard or easy when writing a poem.

The conclusion must include you assessment task

Assessment: Feedback to and from students:

List your assessment activity(s) here:

Self Evaluation
.
Three things that went well.

Two/Three things that need to be improved. (This can be a pre-service teacher

focus for a future lesson)

Mentor Teachers Comments

The following questions can be used as a guide for providing structured feedback to pre-service
teachers:
Has the pre-service teacher utilised teaching strategies that reflect an understanding of
how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area and
skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
Has the pre-service teacher demonstrated effective communication in explaining tasks and
ideas?
 Has the pre-service teacher demonstrated adequate planning and set achievable goals for
the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning environment
through the use of consistent and clearly communicated behavioural expectations for
students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and challenging
behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in directing the
learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in
planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and
implementing this lesson?