LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.
Lesson Topic/Focus: Informative 'A Hooded Figure' Date: 21/11/13
AusVELS Domain(s): English Year e!e(s): 5/6
AusVELS stran" (s): Litera! Lesson "uration: "5 mins
AusVELS su#$stran"(s): #reating $e%ts
AusVELS Dimension(s) or
Rei%ious E"ucation
&ui"eine:
&riting
Learnin% Stan"ar"(s)/Outcome(s):
State the lesson outcomes or other appropriate concepts, understanding, skills or attitudes students
should learn through this lesson as informed by the appropriate curriculum documents.
At the end of this lesson' the students (ill develo) in their s*ill to+
#reate an imaginative )iee of (riting foussing on the features involved in a horror stor!,
Assessment:
State methods/strategies and criteria you will use to assess student learning.
&or* -am)le
Assessment criteria:
Teac'in% (ocus:
A. the pre-service teacher's teaching skill for observation by Associate Teacher
or
!. teaching skills that the pre-service teacher would like to personally develop.
.ehaviour /anagement
)ac*%roun" to t'e earnin%:
A. "eferences for teacher background knowledge
#nglish $riting %rompt !o& ' (icolas !rasch' )ard '*elping hand'+ ,,- . /
!. 0dentify students1 current knowledge
%revious work of writing an imaginative piece
Lesson resources:
2ist the resources, materials, e3uipment and titles of books used in the presentation of the
lesson/activity. %resent a summary of your chalkboard/whiteboard or overhead presentation, or attach
to the back page of your 2esson %lan a sample of your handouts where appropriate.
#nglish $riting %rompt !o& ' (icolas !rasch' )ard 0nformative+ 45 ' 0S!( 678 , /98: /,,4 7
Lesson content:
A+ ,ntro"uction ,5 mins
;otivation and <tuning in1 strategies to revise current knowledge, to gain insights into what the
students already understand, to engage the students or to introduce new learning list the key
3uestions to use
.rain storm 0isuss ideas of a horror stor! &hat ould the hooded figure 1e2
A mumm!2 A 3om1ie2 A ghost2 A vam)ire2 Hero or villain2
)+ De!eopment ,5 mins
#&plore/elaborate/restructure/develop the concepts, understandings, skills or attitudes
teaching and learning strategies that will be used to achieve this summarise =list instructions>
approaches or activities to be used list the key 3uestions to use
0isuss a horror stor! (hat are the features of a horror stor!2
$hin* a1out the+
-etting+ haunted house' emeter!' astle // night or da!2
#haraters+ desri)tive (ords
4lot+ $(ist2 -ar! situation2
-+ -onsoi"ation. practice. e/tension :5 mins
Assign work tasks, which apply the concepts, skills, understanding and/or attitudes ways of
e&tending the learning of ideas/understandings ways of scaffolding learning for students who
re3uire e&tra assistance
$as*+
-tudents to (rite their o(n imaginative )iee of (riting 5)a)er and )en6 At least one )age Fous
on the 7ualit!
D+ -osure -5 mins
Summarise the key issues in the lesson list the strategies employed to determine what the
students have learnt 3uestions that will be posed to support the students1 reflection on
learning
Allo( a fe( students to share their stor! 0isuss the *e! features of it (hat made it a horror
stor!2
Lesson/acti!it0 transition:
This is the activity required to terminate the first lesson/activity and to initiate the next lesson/activity.
A lesson/activity transition is not to be confused with a lesson/activity conclusion.
The maximum recommended time is 3- minutes. Activities may include collecting used materials!
tidying the room! returning materials to shelves! a song! a "ingle/action rhyme! a stretching activity!
reorganisation of furniture! distribution of materials for the next lesson/activity.
The following format should be used to present the lesson/activity transition+
Step ,+ $riting books away
Step -+ Stretch around
Step 4+ Sit back down ' ready for maths =?on't get any materials out pre
intro>
Post$esson re!ie1 an" e!auation:
#tudent achievement$
To what extent were outcomes achieved% &ow did the students demonstrate this%
All the students attem)ted to (rite an imaginative )iee of (riting, In disussion' students
demonstrated their understanding of (hat an imaginative )iee inluded' )artiularl! *e! features that
made it 1elong to a horror genre,
-ee attahed for student (or* sam)les
Teaching effectiveness$
'hat have you learnt from the lesson%
'hat do you recommend for future lessons%
(omment on your effectiveness in the light of the ob"ectives/outcomes of the lesson and your
self-development focus for the lesson! referring to both strengths and areas to be addressed.
$his lesson (ent reall! (ell in terms of the students 1eing foussed on tas*, As the students (ere
limited to using )en and )a)er' in the one lassroom' the! foussed their attention to (or*, It (as
evident that man! students (ere engaged in the tas*' to the )oint that the! (anted to ontinue their
(riting 1e!ond the time that (as set,
In relation to managing 1ehaviour' I (as firm in students sta!ing on tas*' and that the tas* (as the
onl! o)tion the! had, $his seemed to (or* (ell' as the (or* that students )resented (ere of a high
7ualit! om)ared to other (or* in their (riting 1oo*s and from omments the! have said,