Lesson Plan TeachLive

Day: M T W T F Date: 21/09/2017 Time: 10:30 11:30 Year: 1

Learning Area: English Topic: What I Want to be When I Grow Up

Curriculum content description: (from ACARA)
ACELA1451 - Identify the parts of a simple sentence that represent Whats happening?, What
state is being described?, Who or what is involved? and the surrounding circumstances
ACELT1586 - Recreate texts imaginatively using drawing, writing, performance and digital forms of
communication

Students prior knowledge and experience:

(Outline what the students already know about this topic)
Students will already understand the concepts about print, they can recognise sentence structor
and recognise that texts are made up of words and groups of words, they know how to read and
write some high frequency words and are able to write sentences and stories.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
The learning purpose is that students understand that a simple sentence can express a single idea
and represent grammatically by a single independent clause. They will be able to retell key events
in stories using oral language and write about characters from stories.
Learning objectives: Evaluation:
On completion of this lesson, students will be (Explain how you will know that lesson
able to: objective have been achieved / monitor student
(What will students know and be able to do at learning)
the completion of the lesson specific, concise Formative evaluation: through questioning,
and attainable objectives) discussions and a written response.
After the completion of the lesson students will
be able to understand the concepts surrounding
circumstances and recreate texts.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be
required)
The text When I Grow Up by Andrew Daddo and Jonathan Bentley
Paper to write on
Pens and pencils

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)
To allow for students at different levels of understanding, I have created an extra question which
can be answered by students who finish early and can assess the level of understanding they have.
 Timing: Learning Experiences:

Introduction:
2 mins 1. Gain attention introduce myself to the students and ask them to tell me about
what they want to do when they grow up
5 mins Sequence of learning experiences:
2. Sit down with the students and show them the front of the book. Ask the
students to tell you what they think the book will be about.
3 mins
3. Get the students to look at the front of the book and identify what jobs they can
see from the pictures on the front of the book.
2 mins 4. Turn the book around and look at the back of the book. Ask the students what
the blub on the back of the book means.
5. Once they have answered read what the blub says,
2 mins 6. Ask the students if their guess of what the book is about was correct? If its not
ask them why they were wrong.
10 mins 7. Begin to read the book as you read take time to ask students what they think of
the book and if they also want to be like the other kids in the book
8. After you have read the book ask the students if they enjoyed it, who they liked
2 mins the most and who they would like to be when they grow up.
9. After the discussion get the students to sit back at their table and hand out some
paper to each student.
14 mins
10. Tell the students that they need to pick a character and write about what they
want to be when they grow up referencing the book.
11. Walk around asking the student if they need help and who they are going to be
10 mins writing about
Lesson conclusion:
12. If students finish the question quickly and have little difficulty with them, give
2 mins them an extra work.
Give the early finishers a piece of paper and tell them to draw a picture of the
2 mins character they wrote about doing their future job.
13. Once the students have finished their story and/or drawing allow them to
comment on their favourite characters and why they choose them.
14. Tidy up tell the students to make sure their name is on the top of their story
and/or drawing and then hand them to the front.

2Murdoch University