Lesson Plan

Day: M T W T F Date: 17/10/2017 Time: 8:30am Year: 1

Lesson number 1 of 1 (if the lesson is one in a sequence of lessons)

Learning Area: Literacy

Topic: Create Your Own Gruffalo

Australian Curriculum Content Description: (see ACARA or SCASA)

Explore differences in words that represent people, places and things (nouns, including pronouns),
happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
(ACELA1452)
Use visual memory to read and write high-frequency words (ACELA1821)
Discuss how authors create characters using language and images (ACELA1581)
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication
(ACELT1586)
Create short imaginative and informative texts that show emerging use of
appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate
multimodal elements, for example illustrations and diagrams (ACELY1661)
Re-read students own texts and discuss possible changes to improve meaning, spelling and punctuation
(ACELY1662)

Aboriginal and Torres Strait Islander Asia and Australias engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

Children have had previous experience in writing descriptions in the terms beforehand where their literacy lessons were focussed
on information reports and other informational texts. In the week prior to this the children also were tasked to write a character
profile where some of the skills that had been learnt then could be transferred over to their character description. The children
have had to create their own characters/monsters before.

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching and why?)
The purpose of this lesson is to have the children create their own character as well as being able to describe what they have
drawn using the language they have been learning throughout the year. The children will be able to show their ability to use
appropriate text structure and word choice, their spelling (especially of their sight words) and grammar. This will also help the
students in getting used to editing their own works.
Learning objectives: (What will students know and be able
to do at the completion of the lesson specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able
to:
Create their own character by drawing it and
describing their created character.
Create a short informative character description
using appropriate text structure, sentence-
level grammar, word choice, spelling,
punctuation and high- frequency words
Make editorial changes to their works to
improve spelling, meaning and text structure.
Assessment: (For each learning objective, state how you will
assess the degree to which the objective has been achieved.
What will be the evidence of the learning? Consider formative
and, if appropriate, summative assessment strategies)
Ensuring that each child has drawn their
character had a go in describing it
Collecting up the childrens work at the end
of the lesson and going over it, making notes
on the structure of the text, grammar, word
choice, spelling, punctuation and the
frequency of correct spelling and use of high
frequency words
Having the child make changes based on
questioning and editing own work from either
the child or teacher reading their text

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

The Gruffalo book

Whiteboard markers
20 sheets of A3 paper (half blank and half lined)
Lead pencils
Sharpeners
Erasers
Coloured pencils
Coloured crayons

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
There are children in the class who struggle with writing. These children will need extra help during the writing process. The two
autistic children in the class have an EA that will support them throughout the task as they will need extra assistance. These
children may need to be taken out to the wet area where it will be quiet if they find it too difficult to do the task in class with the
rest of the children. Some of the children also find is easier to verbalise what they would like to write so if these children are
struggling the teacher will take brief notes based on what the child had just said, giving the brief notes that had been taken to
give the children somewhere to start.

The characteristics that the children can add while describing their character will be written on the board for the children to refer
to should they need to.
Timing Learning experiences
Introduction: (How will you engage the learners and set the scene for the lesson?)

Bring the students to the mat and wait for them to be sitting nicely. Praise those who are sitting nicely.

Go through what we had done in the activity the day before, mentioning that I had read the book twice yesterday.
So yesterday I had you guys write and draw 6 important events in the story. I know not all of you finished it but you
15 mins might get some time to tomorrow.

Tell the students that they will need to listen carefully and pay attention to the characters and the way in which they
are described, especially how the Gruffalo is described.

Re-read the book.

Sequence of learning experiences: (What learning experiences will help the students achieve the learning objectives?
What instructional strategies will be used?)

Go through what you are getting the students to do today, bring up what you have done with them last week in
regards to Hairy Maclary.

So remember last week when you had to pick a character from Hairy Maclary and write a character profile on that
character? Well today were going to do something a little similar.

Today youre going to create your own Gruffalo or your own monster for the story. So instead of the Gruffalo that
35 mins the mouse tells fibs about, its your own monster.

Go through what the children are required to include in their description of their made up character.

Appearance: What does it look like?

Size (how big is it, how small is it, can you relate its size to an object)
Colour (what colour is your character, is your character more than one colour)
Features (feet, toes, face, teeth ect Is there anything special about how your character looks) -> use the
descriptions from book about the Gruffalo as an example. Mention the use of adjectives to describe certain
body parts
Gender (is your character a girl or a boy)

Personality:
Is your character shy? Are the cheerful? Are they mean? Are the angry? Are they kind? Are they clever?
What is your character scared of? Is your character scared of anything?

Diet: What does your character eat?

What is your characters favourite food?

Name: What is your characters name?

What is your characters name?

Tell the students to close their eyes and think about their character. Give them approximately 30 seconds to a minute
to think.

Go through and do an example with the students, asking different students each time and coming up with a
character collaboratively. This will give the students more on an idea of what they have to create as well as modelling
the process.

Indicate to the students that it may be easier from them to first draw their created character before writing the
description for it. Drawing must be done in lead pencil and finished before any colour is to be added (as per usual in
the classroom when drawing something sticking to the teachers usual instructions).
 Have the designated helpers hand out the sheets of paper they will use for their character, telling the other students
to go back to their desks and wait for their paper. Students may start as soon as they get their paper.

Walk around the room and monitor the students while they engage in the task. Leave myself open for questions. If it
is found that many children are having the same questions stop that class and address it as it will help to ensure that
everyone is on the same page.

If a child has indicated that they have finished go over to that student and read it out loud, asking the student if what
they have written makes sense and suggesting changes.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

Read out some of the student descriptions to appraise the work done.

Gather students back onto the mat. Briefly talk about the task again and give some students the opportunity to read
out what they have written. There is a chance that most of the children have yet to complete their character
10 mins descriptions so time may need to be found to have the children finish off their descriptions.

Have the children hand their work up to the teacher for safe keeping.

Refocus the children in preparation for the learning activity.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? Only complete this section if you
actually taught the lesson)

The children were quite engaged in the lesson. They were all excited to create their own character
Doing the example of how to get started with their monster was really useful. I could see that some of the children were
a little confused as to where to start while some felt a little overwhelmed however after I did the example I could tell
that the children who were confused or overwhelmed felt that the task had become for achievable
If I were to teach this lesson again I would provide the children an outline of how to structure their sentences (ie:
sentence starters) or have a written example of a monster that I had created already prepared
When creating a monster together with the class I would actually do a quick sketch of the description