Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 8:45-9:45am Date: 4th June 2019 Students’ Prior Knowledge:

Learning Area: Literacy  In year 2, students have experience reading texts

and using text processing strategies
Strand/Topic from the Australian Curriculum
 This is the first lesson this term with a specific
Read an increasing range of different types of texts by … focus on reading comprehension strategies so they
using text processing strategies, for example will need to revisit the knowledge
predicting. (ACELY1679)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories 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:
 Use clues given on the front cover and title of a book to make a prediction about what will happen in the story

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

 The prac EA will be in the classroom on this day,
 Create Prediction PowerPoint so utilise her to scribe A.C’s predictions to be typed
 Posters with book covers up.
 Mini book covers printed for independent activity
 Magnifying glass  During independent activity, give A.C, L.S, L.B,
 Reading bear B.P, D.M and B.R a book cover that was used
during the group activity, middle/higher students
will be given a new book cover

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Questions I will ask myself following the lesson
1. Were the objectives met by all students?
2. Was I able to measure different levels of achievement using the same objective?
3. How could I differentiate the objective in order to ensure all students meet it, regardless of the path they take
to do so?
Teacher self-reflection and self-evaluation:
Reflection questions I will ask myself following the lesson
1. Overall how do I feel about the lesson?
2. What worked well?
3. What did not work well?
4. What would I do differently next time?
5. Did I many any in-action judgements to change the lesson?
6. How will my assessment of this lesson influence how/what I teach in the next lesson?

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[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:
Meditation (10 minutes)
8:45am  Last week’s outdoor meditation to get the day started was very beneficial.
Before heading down to the computer lab, lead the students outside for
two minutes of silent, listening meditation. This is also helping to
consolidate their understanding of how long two minutes is, as we focus
on time in maths.
 Instruct students to line up at the door ready to go down to the Computer Literacy books and
Lab. They will need their pencil case and literacy books. pencil cases

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

8:55am Mat Session – Introducing Prediction (10 minutes)

 Bring students down to the front mat and tell them that today they will be
detectives! Use the magnifying glass prop throughout the lesson to keep
students engaged. Magnifying glass prop

 Tell students that their task today is to take on the role of a detective and
find clues to uncover the mystery of what the books given will be about.
Ask students: “What does a detective do?”. Expected answers will be
along the lines of finding clues and uncovering mysteries.

 Use the PowerPoint slides as prompts for introducing the new PowerPoint with
comprehension strategy, prediction. Model making predictions based on examples
various covers, then change your prediction when the title appears to
show that all elements of the book can give clues. Focus particularly on
Mr Mcgee and the Perfect Nest as I will read this at the end of the lesson
to show how predictions can be proven or altered.

 Explain (and display on the board) the definition of prediction.

Predicting is a strategy we use when we read to think about what might

happen, before actually reading the text! It is important to remember that
a prediction isn’t a random guess. We use clues the author has given us
to try to figure out what will happen.

 Prompt prior knowledge by giving students real life examples.

- If someone gives you a piece of cake, do you predict that it will be sweet
or salty?
- If the sky is blue with no clouds, do you predict it will rain soon?
9:05am

Group Activity – Book Cover Prediction Rotations (10 minutes)

 Hook students’ attention by asking them to tell you what they know about
the phrase, “don’t judge a book by its cover”. While usually we do not
judge something based on its appearance, in today’s lesson that is
exactly what we will do! Timer

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 Students will only have two minutes at each poster, so they will need to
be equipped with a pencil and have their invisible detective coats on.
Book cover
 On each table will be a poster with a book cover glued in the centre. collaboration posters
Students will have two minutes at each station to write down something
they predict will happen in the book based on the book cover. Tell them to
consider:
 Characters
 Setting
 Title
 Colour

 After students spend two minutes at each activity they will move on to the
next until they have written on all four posters.
9:15am
 Call students back to the mat to explain the independent activity.
Mini book cover print
Individual Activity – Typing Predictions (20 minutes) outs
 Students will be given a mini print out of book cover. They will use this
book cover to type up what they predict will happen in the story, using
only the information that they can see.

 On the board will be sentence starters so that students can state

predictions, identify what prompted these predictions and alternative
possibilities for predictions

I think this book will be about …

The clues in the cover that help me predict this are …

 Lower students will be given a book cover that was annotated during the
group activity, middle/higher students will be given a new book cover.

 As attention and focus is an area of weakness for many of the students,

before sending them off to the computers, call on three different students
to reiterate the steps.
9:35am

Lesson Closure:(Review lesson objectives with students)

Assessing initial predictions

 To show students how predictions can change as you read the book,
or how they can be proven as you read, read the book Mr Mcgee and
the Perfect Nest that I initially modelled predictions for.

 As I go, I will model how I am changing my initial predictions or

confirming them based on the clues I initially found.

 Finish up the lesson by asking students to tell you three different

clues from the front cover we can get to help us predict the story
- Title
Reading bear
- Pictures
- Other descriptions on the cover

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Additional (Following this lesson)

Reading Attitudes (10 minutes)
 Before the end of the day, we will have ten minutes to get students
warmed up for the reading unit of work over the next five weeks. We are
going to sit in a circle and discuss our current attitude towards reading.

 In previous lessons I have worked to create a safe, open environment so

students will likely contribute. Give them prompts if needed
 E.g.
- I like reading but sometimes I get bored.
- I don’t like reading because it is too hard for me to read the words.
- I love reading, and I want to read more books.
Rubric/Checklist
 This will prepare students for our lesson tomorrow where students will
write themselves a letter describing their reading attitudes and put it in an
9:45am envelope to be opened on our last lesson to see how our feelings about
reading change.

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

 Students will need to log off their computers, collect their literacy books
and pencil cases and line up ready to walk back to the classroom.

 When students get back to the classroom, they will put away their
materials and wait for instructions to get dressed for swimming.

Assessment: (Were the lesson objectives met? How will these be judged?)

Use student work samples to diagnose initial strengths and weaknesses in

the area of prediction that will be followed up in the next lessons. Use the
checklist to assess the five focus students in the Prediction checklist.

Formulates prediction about what will happen in the story justified

by clues from the pictures OR title
Formulates prediction about what will happen in the story justified
by clues from the pictures AND title
Formulates prediction about what will happen in the story justified
by clues from the pictures, title and hidden/inferred clues