Primary Lesson Plan 5

Duration of lesson Topic and Focus 45 minutes Designing an Olympic Ticket Group Size Year Level 23 5

Students Background Knowledge: The students have written a recount of an excursion to the Melbourne Cricket Ground. This recount was a minimum 4 paragraph piece detailing an introduction, body and conclusion. Student Teacher Focus and Rationale: The primary focus of the excursion recount was to provide opportunities for the students to reflect on their learning from the previous days excursion of the National Sports Museum and Melbourne Cricket Ground. The reflection was not only of the sporting history of Cricket, the Australian Football League and the Olympic Games, but also the learning of their personal interests, conduct, research techniques and acceptable public behaviour. My rationale is for the children to admire their learning outside of classroom walls, understand and reflect on the knowledge gained by the experience. The teacher focus in this lesson was to ensure the requirements of the writing piece were clearly explained and well understood by the students. To ensure the students worked quietly, were well behaved and under constant observation. This was achieved by guiding the students through the events of the day by giving memory prompts as open ended questions, prompting them for information they should have obtained in the museum or heard from the tour guide. This is to maintain enthusiasm and focus on completing the writing requirement. I observed the students behaviour, ensuring they remained focused to the lesson on hand, behaved appropriately and were under my guidance and control. Resources and Materials: To ensure the students understood the writing requirements to stay focused and interested in the lesson, a sheet outlining the writing requirements and a worksheet with diagrams was supplied to the students Butchers paper listing the minimum 4 paragraphs of writing and what each paragraph should contain A double-sided worksheet to write the recount on

Student Learning Focus: While vast and covering many strands within VELS, the focus of this lesson is to teach students how to recount a past event, recall and document memories and writing skills and techniques. This was obtained by using a variety of prompts guiding them through the writing structure and requirements, a written recount structure on the board and verbal memory recall prompts throughout the lesson. It is my focus that the students learnt how to work individually applying personal interest and memory recollections into a written piece, thus embracing a level of care and understanding of sporting history and how important it still is to everyday life.

VELS Strands

Level: 3

Domains

Dimensions

Key elements of standards to which lesson is focussed production of texts for a range of different audiences and purposes in print and electronic forms. inclusion of appropriate visual images and information in print and electronic texts. selection of vocabulary, text structures and visual features to effectively communicate ideas and information creation of an electronic portfolio of nominated files, saved in nominated locations, which demonstrate the use of ICT for learning

Discipline Based Learning

English

Writing

Interdisciplinary Learning

Information and Communications Technology

ICT for creating

Assessment Criteria and Method of Evaluation

Standards (from VELS as appropriate) Assessment Criteria English Writing have produced a written and electronic form of the excursion recount. have included an appropriate visual image from the range of photos available in the 5D folder on the computer. have effectively communicated their information using appropriate vocabulary, text structures and visual features requirested. Evidence The teacher observes the group writing recording the students skills in identifying and discussing factors pertaining to health. They shall also record the students ability to reflect upon the food groups and the nutritional index discussed in Kidz Bodz and recounted within the book. Student reflections in group discussion at end of lesson. The teacher shall observe that the students understand and absorb what is being read by the students participation in the group discussions both contributing questions and responding to questions.

Information and Communications Technology ICT for creating

demonstrating active listening by use of body language, question asking and providing feedback within group discussions.

Stage of lesson
Stage 1: Introduction

Tasks

Time

Student action

Teacher action

Have each of the students sit on chairs in a circle around me, spaced so they can be see each other clearly. Introduce the book and have each of the students quickly flip through the pages. Have the students suggest what they think the book is going to be about. Commence the reading, the student to my left shall start by reading all the text on the first page, this includes the title. Pause the reading and open discussions where appropriate, for example, the title on a page may be a question, have the students give their answer to the question before reading the text. At the completion of the reading of the first page, the next student along (to the left of the first student) shall read the next page, and this sequence of reading shall continue until the end of the allocated time for the lesson. Respond to questions throughout the explanation process. Ask the students to remember the page they got up to in the book if the book was not completed. Open the students minds to discussing health choices with their parents when at home or next grocery shop. Have the students return their chairs to their tables and gather on the floor at the front of the room.

5 min

Once instructed to do so, the students will individually share with the group their interpretations of what they have seen and feel the book shall be about. Orally addressing the group with data. The students shall give full attention throughout the aloud reading and provide input and shared ideas when discussions are opened. Questions shall be asked.

Ensure that each student is quiet while individual students are talking and sharing their ideas and learnings with the group. Monitor the students responses.

Stage 2: Body of lesson

35 min

Give prompts to the students where needed. If responses arent strong enough, use the technique of de Bonos Six Thinking Hats Open the forum for questions by asking the students What do you know, from having heard this information about health choices?. Have the students speak loudly enough to address the whole group. Ensure all students participate in the discussion by asking any quiet student direct questions, such as Do you think children can influence adults health choices Jack?

Stage 3: Conclusion

5 min

Using interdisciplinary skills to communicate their findings of the book with the rest of the class. Discuss the likelihood of the students doing these activities at home.

Assessing the students abilities to verbalise to the group the responses to the book. Observing and monitoring the students enthusiasm to the lesson. Observing the students willingness to participate in reflection of the lesson and discuss their likelihood of undertaking the tasks within their own time.

Stage 5: Closure

This lesson leads into the next lesson within this unit, the continuing of the book should it not have all been read in that one sitting.