Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
Assignment Part 1 -
LESSON ORGANISATION
Year Level: 5 Time: 11:40am – 12:40pm. Date: 14/6/18 Students’ Prior Knowledge:

Learning Area: English

Strand/Topic from the Australian Curriculum:
Language – Text Structure and Organisation - Understand how
texts vary in purpose, structure and topic as well as the degree of
formality (ACELA1504)
• Students are familiar with the W-Questions (who, what,
where, when, why)
• Students know that the basic structure of recounts
includes an introduction, 3 body paragraphs, and
conclusion

Literacy – Interpreting, Analysing, Evaluating - Identify and • Students have previously identified and highlighted the
W-Questions in pre-written introductions
explain characteristic text structures and language features used in
imaginative, informative and persuasive texts to meet the purpose • Students know how to use different colours to visualise
the W-Questions in pre-written introductions
of the text (ACELY1701)
• Students are familiar with language features used in
recounts (past tense, 1 st or 3rd person
Literacy – Creating Texts - Re-read and edit student’s own and
others’ work using agreed criteria for text structures and language
features (ACELY1705)

Literacy - Creating Texts - Develop a handwriting style that is

becoming legible, fluent and automatic (ACELY1706)

Literacy - Creating Texts - Plan, draft and publish imaginative,

informative and persuasive print and multimodal texts, choosing
text structures, language features, images and sound appropriate
to purpose and audience (ACELY1704)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
creative thinking Social competence understanding
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• Include the 5 W-Questions (who, what, where, when, why) when writing a recount introduction
• Highlight the 5 W-Questions in different colours (one colour for each W-Question) in their finished introduction

1
 • Write a recount introduction consisting of 3 or more sentences

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

• Print out 15 introduction templates
• Print out 2 simplified introduction templates for Jedd and
Zack
• Prepare and print out the marking rubrics
• Dylan will be working with his EA on reading eggs for
the duration of this lesson
• Zack and Jedd will receive a simplified introduction
template including the 5 W-Questions

• Preview the Dreamtime video for the lesson introduction

• Prepare butchers paper to write the example introduction

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Anecdotal notes:
• Helped identify students who were struggling and how they could be further supported in future lessons
• Facilitated the process of forming similar/mixed ability groups for future lessons
• Writing down the difficulties students experienced when writing their introductions helped determine areas for
improvement

Marking rubric:
• Should have included an ‘additional comment’ section to write down any observations/suggestions for future writing
pieces
• Gave a good overview of the main skills students need for writing the introduction of a recount
• Most students were able to achieve a good rating, according to the marking rubric

Show of 5/4/3/2 fingers:

• Helped identify specific students who need more support with writing recounts in future lessons

Teacher self-reflection and self-evaluation:

Pro:
• Sequencing of lesson steps
o Students seemed to have a clear idea of what is expected of them
• Giving an example for writing an introduction
o Students were able to use the example as a guide for their own introductions
• Showing students the marking rubric so they can assess themselves
o Self-assessment enabled students to make constructive changes to their finished introductions

Con:
• Anecdotal notes provided overview of struggling students, however, not enough information on high-achieving students
• Students might not have assessed themselves effectively against the provided marking rubric (not used to self-
assessment? No motivation to improve their introduction?)

Improvement Strategies:
• Take more anecdotal notes, not only on struggling students, but also on high-achieving students
• Instead of assessing students themselves, let them sit down with a partner, read each other’s introductions, and give
feedback on what could be improved

2
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time: Motivation and Introduction:
11:40 • Review with students what needs to be included in a good introduction for a
recount (W-Questions)
o Who
o What
o Where
o When
o Why

• Watch a video on an Indigenous dreamtime story youtube.com

• Clarify questions about the video /watch?v=0y3
• Brainstorm what the video was about Ta5xcKV4
o Who was the video about?
o What characters were introduced?
o What was the Dreamtime story about?
o Have you heard of the Dreamtime story before?

Lesson Steps (Lesson content, structure, strategies & Key Questions):

• Write down the W-Questions from the video recount on the board
11:50
o Who – Tiddalick the frog, other Australian animals
o What – The floods of New South Wales
o Where – Southern New South Wales
o When – In the beginning of time
o Why – Tiddalick was thirsty, so he drank all the water

• Number the W-Questions to determine which W-Questions is mentioned first

in the introduction
o 1 – What (Title)
o 2 – When
o 3 – Who
o 4 – Where
o 5 – Why

• Write the example introduction together with the students:

11:55
o The floods of New South Wales Use butchers paper to
In the beginning of time, Tiddalick the frog and a range of other write example
Australian animals lived in Southern New South Wales. New South introduction
Wales is a state located in Australia. Tiddalick was very thirsty,
therefore he drank all the water from all the waterholes, rivers, and
lakes he could find. This recount will retell the following events.

12:05 • Go through important things to remember when writing the introduction of a

recount:
o Don’t write all of the W-Questions into one sentence
o Strategies to include multiple sentences in an introduction:
▪ Give two reasons
▪ Give more information about the place

3
 • Explain students need to think of an event from their life and use it to write
their own introduction
o A birthday party
o A family dinner
o A class excursion

• Students will be using the introduction template to brainstorm their W-

Questions and to write out their introductions
• Once students finished writing their introductions, they will highlight their W-
Questions in different colours Explain introduction
• Show students the marking rubric and explain what is expected of their template and marking
introductions. Students are expected to assess themselves against the rubric rubric
once they finished writing their introductions
12:10
• Hand out copies of introduction template and marking rubric to
• Teacher walks around while students write their introductions
Hand out templates and
Lesson Closure:(Review lesson objectives with students) rubrics
12:30
• Students gather back on mat
• Ask if someone would like to share their introduction
• Give constructive feedback to students
o Two Stars and a Wish

• Discuss difficulties students experienced when writing their introductions

o Take anecdotal notes

• Ask students to hold up 5/4/3/2 fingers to show their confidence with writing
introductions
o Take anecdotal notes on who is still struggling

Transition: (What needs to happen prior to the next lesson?)

12:40 • Remind students to write their name on both sheets (Introduction + Marking
Rubric)
• Students hand their sheets
Collect students’ sheets
Assessment: (Were the lesson objectives met? How will these be judged?)

1) Use of a marking rubric to assess students ability to..

• Include the 5 W-Questions (who, what, where, when, why) in their recount
introduction
• Highlight the 5 W-Questions in different colours (one colour for each W-
Question) in their finished introduction
• Write a recount introduction consisting of 3 or more sentences

2) Use of anecdotal notes to identify what students are struggling with

3) Use of ‘Show of fingers’ at the end of the lesson to help students reflect on
their confidence with writing introductions, and to identify struggling students