Anda di halaman 1dari 5

EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Reading, vocabulary, fluency and writing.
Week 1:

EN3-3A Uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in different
media and

Navigate and
read texts for
appropriate text
strategies, for
predicting and
skimming and

Designing, Selecting and Sequencing Activities

LEARNING INTENTION: In this lesson students (Ss) will
focus on reading and vocabulary.
Ss sit on the floor.
Ss are introduced to the text titled Simpson and his Donkey.
Activity 1: Teacher (T) shows Ss the front cover and leads a
discussion on prediction.
T reads the text and reminds Ss to listen to vocabulary that will
be new to them.
Class discusses new vocabulary from the text and T chooses a
Student (S) to write down new words on the word wall in the
classroom. These words will be unfamiliar to the Ss therefore
they will be repeated and the Ss will have multiple exposure to
them in this unit (Cox, 2015). They will help to build background
knowledge of the text - building the field (Gibbons, 2002). The
repetition of these words will assist Ss understanding.
Class discusses grammar such as adjectives, verbs and nouns
and how the authors structuring of the text and the language
features used meet the purpose of the text (15 mins).
Activity 2: Ss work in their pre-allocated literacy groups.
Group 1: working individually Ss choose ten words from the
word wall, look up their meanings in a dictionary and write a
sentence using the word in a different context to demonstrate
their understanding of the words meaning.
Group 2: Ss play the board game scrabble. Using words from
the word wall the Ss play the game as a group.
Group 3: using words from the word wall, Ss play what word

Text: Simpson
and his
Author: Mark
Frane Lessac.
Cardboard and
texta for the
word wall.
cards and

T observes that
Ss are engaged
and listening
whilst the text is
being read and
whilst working in
their literacy

T observes that
Ss are using the
skill of prediction
prior to the text
being read.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Analyse how
text structures
and language
features work
together to
meet the
purpose of a





am I? They take turns guessing what word is the answer (same

as ispy but with the words).
Group 4: this group of Ss work in pairs. They have cards with
the new words on them and cards with definitions of the new
words. The Ss mix the cards up and rotate each turn of
matching the word with its correct meaning (15 mins).

LEARNING INTENTION: In this lesson Ss will focus on

reading and fluency.
Activity 1: A copy of the text is placed on the interactive white
board (IWB) so the Ss can follow as the text is read.
T leads a discussion reminding Ss of the components of fluency:
reading quickly, accurately and with expression (Tompkins et
al., 2012). (10 mins).
Activity 2: Ss will practice reading with fluency. Working in
pairs the Ss have an ipad and they will take turns filming each
other as one S reads the text aloud. After the S reads, the
recording is replayed and the Ss partner gives feedback on their
partners reading and fluency. E.g. I like the way you. It would
be better if you
Vice versa, the other S reads and their partner records them,
then gives feedback.
After each S has read they listen to their own recording and do
a self-reflection of their reading and fluency. E.g. Was I fluent
and phrased? Did I use expression and intonation? (20 mins)
LEARNING INTENTION: In this lesson Ss will focus on
Activity 1: T selects Ss to read the text to the class (8 mins).

Text: Simpson
and his

T observes that
Ss are engaged
and on task.

Text: Simpson
and his

T will assess that

Ss are engaged
and on task.

Ss will provide
feedback to their
peers in regards
to their fluency
in reading and
their listening

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


edits and
presents wellstructures and
coherent texts.
Plan, draft and

Activity 2: A you tube clip titled Simpson and his Donkey

The Donkey of Gallipoli is shown to the class (link below). As the
clip plays, Ss read the text from the clip which enables the Ss to
see that Simpson was a very real and important person in the
history of Gallipoli. (
In pairs Ss reflect on the video and formulate questions that
they could ask Simpson to find out more about his life on the
battlefields (7 mins).
Activity 3: T chooses one S to play the role of Simpson.
Simpson will answer questions the class have for him about life
in Gallipoli - building the field (Gibbons, 2002). (This will act as
a scaffold for the Ss for their writing activity in the next lesson)
T assists Ss who are finding it difficult to think of questions.
T reminds Simpson that he may use colloquial language as he
has lived in Australia.
Ss read out their questions and Simpson answers them (15
LEARNING INTENTION: Ss will focus on reading and
This lesson will be a combined one hour lesson on writing. In
the next lesson (Monday) the Ss will write a letter home to
Australia from the perspective of a person who is at Gallipoli.
The letter will form part of their assessment. Ss will be able to
choose who they want to be and what role they played in
Gallipoli (e.g. soldier, lieutenant, nurse).
In this lesson the T will model the writing of a letter to assist the
Ss understanding of the text so they can see what should be
written in the letter.
Activity 1: Ss come to the floor. T questions Ss as to how a

Youtube clip:
Simpson and
his Donkey
The Donkey of

Text: Simpson
and his
notebook file
with images of
clothing etc.
Extracts from

T will assess that

Ss are reading
the text and
working in their
groups when
questions for

T observes that
Ss are
contributing to
class discussion
on the writing of
a letter.
T observes that
Ss are planning
and drafting their

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

and persuasive
texts, choosing
with text
images and

letter should be structured (which would have been learnt in

stage 1). Class discusses what language should be used when
writing a letter home to family from the trenches of war (i.e.
does the writer tell the truth of the conditions in the war or
protect their family from the horror of war?).
T begins by selecting some Ss to read excerpts from the text
Simpson and his Donkey. Specific paragraphs have been prechosen by the T that highlight the conditions at Gallipoli
modeling the text (Gibbons, 2002).
T opens notebook file (see resources page) that has images of
Gallipoli and as a class they begin scaffolding the letter.
Class discusses what would the conditions have been like in
Who were the people at Gallipoli?
What clothes did they wear?
What was the weather like?
What food and water did they have?
T writes responses on the whiteboard.
Ss return to their seats and write the responses in their English
books (30 mins)
Activity 2: T gets Ss to close their eyes whilst she reads
extracts from a soldiers diary from Gallipoli (link below). The
soldiers name is Ellis Silas. Ss listen and T prompts them to try
to visualise what theyre listening to about life at Gallipoli. (10 mins).

Activity 3: T and Ss discuss the overall structure of the text,

the new vocabulary on the word wall, grammar and how the
letter will be presented. T writes Ss responses on the

a soldier Ellis
Silas diary at
English books.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

whiteboard Ss - joint construction (Gibbons, 2002).
Ss begin writing their draft letter home to Australia.
This will also be homework. The Ss may need to research
further details and continue working on their draft letters in
preparation for the final letter writing on Monday (20 mins).
See full lesson plan for this lesson.