3.1.

7 Give helpful and timely oral feedback to students

LESSON

Positive reinforcement is critical to students success at any given task and to ensure success, positive reinforcement was given to the students during the lesson.
CONTENT & ACTIVITIES QT Resources

TIME

OUTCO MES

Introduction

Discuss my expectations- behaviour- as this will be a peer working lesson, they will need to be aware of their noise levels quiet time and talking time and behaviour. It is expected that will obey the class rules. My teaching style is different to their class teacher. Review with the students the class lesson.
50 mins DS2.1 9.50WMS2.3 10.40 SSS2.8

Maths

Using the homework sheets, discuss the various results achieved. As a class decide whether its feasible to plot every result, discuss collating. Using Interactive whiteboard (IW) show children how to use tally marking and as groups collate their own information. Discuss graphs and do an example on the IW and then children plot their own. Talk about specific points of graphs and why they're necessary. Review the communities topic and ask questions about places in their community. Discuss services that are available and why they are necessary. With their maths graph they use the information to discuss what is needed in their own community. Show the role cards and briefly discuss each card and the role that each image has in the community. The children are allocated a card and a worksheet where they will write about their character with information like name, age, three points of interests. After the children have written their information, they pair up and take on the role of their character. They have 5 mins each to talk to their partner about their character in role. They can ask questions of the other person but they must always remain in character. After 5 mins the other child has their turn. Three groups are chosen from the class to come to the front and perform their role. The audience are reminded to show respect while listening to the hot seat talkers. Three students are chosen to assess the members of their class while performing. The assessment will be on *clear voice *answering questions in role and *did their speech make sense. The children are brought back to the floor with their role cards. For positive reinforcement a quick discussion about the success of their role playing will be given. Using the IW, brainstorm the different groups that the children came up with in maths and then regroup the character roles into the professional groups. Each child goes with their new group and discusses the roles and responsibilities of their facility. On a worksheet they have three questions to answer and these needs to be done in a group. After 5 min to work out there facility, the children will be interviewed as a group to talk about their facility and its importance. Children will be assessed as a group and the marking criteria will be told to them. Reminder of my expectations- behaviour, teaching style, quiet time and talking time.

QLEIQHOT ML S

Homewor k sheets -Maths books

HSIE

15 mins SSS2.8 11.20- TS2.1 11.35 25 mins SSS2.8 11.35- WS2.14 12.00 30 mins DRAS2.1

S QLE Maths book IQHOT S QLE worksheet IQ Role cards Role cards

HSIE

HSIE CREATIVE ARTSDRAMA

12.0012.30
HSIE CREATIVE ARTSDRAMA

20 mins 12.3012.50

SSS2.8 DRAS2.1

S IQ- M HOT QLE

Workshee ts for facility hot seat chairs set up Butchers Paper Colour paper Crayon, textas, pencils, glue

Introduction

2.002.10 2.102.40

SSS2.8 DRAS2.1 DM S2.8

Review the previous lessons on Roles and Responsibilities and the characters in the groups. Take a few minutes to discuss the previous hot seat activity and talk about the marking criteria from the assessment. Make connections to their life and their community. Introduce the next activity which is the construction of the mural. The children will regroup on the floor for instructions. They will work in groups to construct their buildings and houses and then work as a class to decide where the buildings will go on the mural. They need to be aware of problems that can arise from placing buildings in the wrong place. This will be a very student orientated activity with the class making decisions where to place amenities and parks as well as buildings. Children will do a self assessment on the tasks from the day and will have a chance to discuss any further details that arise.

S QLE QLE IQHOT S QLE

Conclusion

2.402.50

SSS2.8

3.1.2
Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes.

3.1.1
Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation.

This lesson was clearly sequenced so the previous lesson built on the future lessons to meet the syllabus outcomes required. This activity required the students to start off with a character and then build it up till it became part of a community member and then the community was structured around the characters workplace, interests and home. As the lesson involved creative arts- the construction of a mural and also Drama- Hot seat activities, the students were engaged and able to grasp the ideas and concepts behind the activity.

This lesson is an example of how the learning goals were clearly explained to the students through high and explicit expectations. The students were made aware of the days program as I was allocated an entire day to perform the MeE task. In the introduction, the goals of the lesson were explained to the students and they received the required information to achieve the learning outcomes. 3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students learning. The students demonstrated their knowledge through the Blooms Taxonomy process. First they created their character through generating their own ideas and then they analysed their character by making it part of the class community. By understanding the concepts of the lesson, they applied their knowledge to be able to construct the mural.