Lesson Plan- Voices in the Parl by Anthony Browne

Class:

Date:

5/6 M

Time: Start: 9:00am

26/10/2015

Key Learning Area:

Literacy

Finish: 10:00am

Lesson Topic:
Anthony Browne- Voices in the Park

Recent Prior Experience:

- Ss have discussed what they expect to see in a park and varying types of parks
- Ss have made predictions about what they think may happen in the story
- Students has looked through the illustrations in the book to identify anything they find peculiar and written why they believe it is present.
- Support students have had experience reading other books by Anthony Browne (Willy the Wimp and The Shape Game) to familiarize themselves
with the type of writing and illustration.
Syllabus Outcome(s):
-

EN3-1A communicates effectively

for a variety of audiences and
purposes using increasingly
challenging topics, ideas, issues
and language forms and features
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
technologies.

Indicators of Learning for this lesson:

Assessment:

By the end of this lesson, the students will:

- Ss can verbally identify words that

demonstrate the bossy e as well as list them
(work samples).

- EN3-1A: Have revisited analysed large words to see that they

can me made of many smaller words
- EN3-3A: Have read the book Voices in the Park in their reading
groups as well as analysed the illustrations.

- Ss can verbally identify words that

demonstrate the prefix dis as well as list
them and their antonym (work samples).

- EN3-3A: Have revisited what a verb is and found examples of

these in the text.

- Ss actively take part in reading of the book

as well as listen to others in their group read

- EN3-1A: Identified that the book is written in past tense and

analysed the language features that has demonstrated this. Ss
have then also adapted these sentences and turned them into
present tense.

Any safety issues to be considered:

- Ss will be using small pieces of paper that
need to be carefully stored
- Ss will be moving around the room and
sitting in different areas. Ss need to be
wary of where other class members are.

- Ss are able to verbally identify the tense of

the text and then apply their knowledge of
language to manipulate it into a present
tense.

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Class set of Voices in the Park
- 30x small pieces of paper (an A4 sheet cut into 5 pieces)
- Whiteboard and markers
- Ss English books and pencils/pens
- Pre-organised reading groups

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
-

EN3-1A- Ss will view words through

both reading them and analysing the
letters that make them up. They will
need to sound the word out in separate
smaller parts to find various words.
EN3-1A- Ss communicate their small
words in the larger words through both
writing and sharing.

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

15 min
total:

3 mins

8 mins

Ss will use a dictionary to determine if a

word they have found is correct. This is
a skill the have continually practiced
throughout the year.
EN3-3A- Ss will read the book as a
group and communicate their ideas
between them and their group
members

4 mins

Ss enter the room and sit at their desks, when all Ss are
settled and listening, the T will begin the lesson.
Ss are instructed that they are again looking at the book
voices in the park by Anthony Brown
Before the books are handed out, the Ss will take part in a
warm-up activity names Big word, Litter Word
o The T will hand out small slips of paper for Ss to work
on and will first write their name on it.
o The example of whatsoever will be written on the
board smaller words within the big word will be
underlines and listed e.g. whatsoever, hat, what, so
etc.
o The T will then write the word disappeared on the
board, Ss will have 6 minutes to find as many small
words as they can.
o Ss will be allowed access to a dictionary if they need
it to assist them in work verification.
Ss will then share their answers with the teacher and they
will be listed on the board for all to see.
The working paper will be handed to and kept by the T for
reference in their running records.

Resources and Organisation:

The class is split into 5 different

reading groups and whilst they
know these, they are also
displayed on the smartboard.
Each Ss requires a small piece
of paper to do their big
word/small word activity on.
Ss will raise their hand when
they wish to present an answer
so the teacher can write it on the
whiteboard.
If required, Ss are allowed to
use the class dictionaries to
assist them in their word
discovery.
Paper will be collected by the T
for reporting.

DEVELOPMENT
-

Ss will read one page of the book at a

time to ensure that every Ss gets a
turn.

35 min
total:
2 mins

The reading groups are of mixed ability

so the stronger readers are able to
guide and assist the weaker readers.
EN3-3A- The second reading of the
book is to ensure Ss view and analyse

15
mins

Ss will break off into their 5 different reading groups.

These will be listed on the smartboard and each group will find a space in the room to work.
The groups will have 3 copies of the book each that they
must share between themselves.
Ss will read the book in their reading groups, each Ss will
read a page each.
Upon finishing reading the book, Ss will be instructed to it again so they can truly take in the text. Further to this, Ss
nd
will be instructed that on the 2 read, they must spend to
1 minute analysing the pictures on each page and

Reading groups are predetermined and displayed for Ss

on the smartboard.
The class set of Voices in the
Park is required- 3 copies per
group.
During both readings, the T will
roam around the room taking
running records about reading
and cooperation in the groups.

not just the text but the illustrations too.

The questions guide the analysis.
-

EN3-3A- Ss know what verbs are and

their use and this will act as a
refresher.
EN3-3A- the discovery of the tense of
the book will be dictated by the verbs
and Ss will work in pairs to discover
this.

3 mins

EN3-1A- Ss will complete the

worksheet to ensure they are
communicating their findings through a
range of mediums.
The worksheet is also a
comprehension activity.

CLOSURE
- EN3-1A- Ss will present their findings
back to the class as a further
development of their presentation and
public speaking skills.
-

EN3-3A- Ss findings and worksheet

answers
are
a
test
of
their
comprehension.
Ss will discover that the addition of ed
to a verb often changes the tense and
this assists them in the discovering the
tense of a book.
Ss discussing their favourite picture is
to ensure Ss appreciate the quality
illustrations of Anthony Brown and to
provide engagement into the next
lesson.

15
mins

10 min
total

4 mins

3 mins

3 mins

discussing:
o What is there?
o Is that normally seen in a park?
o If not, why do you think the author included it in the
picture?
Ss will then turn back to the T will be standing at the front
of the room.
The T will inform Ss that they are now looking specifically
at verbs in the text. The T will ask Ss for the definition of
a verb:
o A word used to describe an action, state, or
occurrence
o Ss will be asked for an example e.g. ran, hear,
told etc.
Ss will then have the Tense in Text worksheet handed
out and explained to them.
Ss will complete this worksheet in their reading groups
through the discussion of answers and examples.
Tense was looked at last term in a unit of work so Ss
should know it however the T will be roaming to assist
any Ss that need it.
The T will move back to the front of the room and seek all
Ss attention.
Ss will have the opportunity to share their answers in a
group setting:
o The T will ask, who thought the story was in past
tense and Ss who agreed will put their hand up.
o The same will happen until the correct answer of
present tense is found.
o Ss will then be asked to say some of the verbs they
found in the text.
Ss will then be asked, what happens to many word
ending that changes it from present tense to past tense
o The answer being the addition of ed at the end will
be sought then examples given. E.g. ordered, called,
shooed.
One Ss from each group will be asked to say what their
favourite picture in the book is any why.
Ss will be told that this book will continue as their text for
this current unit and to try to remember it as next lesson
they will read and analyse it again.

The three analysis questions will

be written on the whiteboard.
After discussing nouns, the T
will hand out the Tense in Text
worksheets.
The T will roam around the room
to ensure Ss are on track,
paying special attention to the
support Ss (James, Dan,
Sophie)
Ss will return to the front of the
room upon completion of the
worksheet

Ss will be sitting at the front of

the room near the white board
and will have the opportunity to
share their answers by raising
their hand.
The T will guide questions so
that the discovery of the tense of
nous has a great to do with the
tense of a story.
The T will collect all worksheets
for marking.
The T will select 1 Ss from each
group who has worked well in
the lesson to share their
response on their favourite
illustration.