Lesson Plan 1- Mini Lesson (Small Group)

Class: 4L

th

Date: 27 April, 2015

Time: Start:

9:50 am

Finish: 10:30 am
Key Learning Area: English

Lesson Topic: How to handle unfamiliar words.

Recent Prior Experience:

- Ss have been struggling with reading thus far, particularly with unfamiliar words.

Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

EN2-4A
- A student uses an increasing range of
skills, strategies and knowledge to
fluently read, view and comprehend a
range of texts on increasingly challenging
topics in different media and technologies

By the end of this lesson, the students will:

1. Develop and apply graphological phonological, syntactic and
semantic knowledge (ACELA1486)

- Ss contribution to the discussions

- Ss ability to apply the strategies learnt.

2. Use graphological, phonological, syntactic and semantic

strategies to respond to texts, eg knowledge of homophones,
contractions, syllables, word families and common prefixes.
(ACELA1486)
3. Identify syllables in multisyllabic words in order to
support decoding of longer words in context to make meaning
recognise high frequency sight words (ACELA1486)
4. Apply varied strategies in order to determine unfamiliar words.

Any safety issues to be considered:

Resources:
- The Tram to Bondi Beach
- A set of unfamiliar words. (Appendix 1)
- Blueness in a sentence, printed to be explored
- Strategies. (Appendix 2)

Grace Leva 6/10/2015 2:21 PM

Comment [6]: This mini lesson has been
designed with the intention of supporting a
small group of students who demonstrate the
same difficulty in reading unfamiliar words.
The teacher will be able to teach students a
range of strategies which they can apply in
such situations. Throughout the lesson the
teacher will be able to use word hunts, listen,
read, discuss and think aloud.

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

Timing
(mins)

Introducing unfamiliar words

10

Teaching Strategies / Learning Experiences:

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

Resources and Organisation:

T takes unfamiliar words from the text The Tram to Bondi

Beach providing a set of cards to each S.

Ss will be seated on the floor in a

circle.

Ss will be asked to look at these words in pairs and identify if

they know any of them.

Resources- set of unfamiliar words.

- The tram to Bondi Beach

Indicators of learning- 1,4

Ss share their understandings and discuss strategies.

DEVELOPMENT
Building a series of strategies, which can
be used.

20

Indicators of learning- 1, 2, 3, 4

T will take Blueness and ask Ss if they know this word. T will
also say word incorrectly and ask Ss if this was said correctly.
He loved to peer out for that first glimpse of blueness as they
rounded the corner of Bondi Beach.

Resources
- Blueness
- Strategies on the unlocked
lock.

Ss will think about what we could do to work out what this word
is.
T will introduce various strategies, which could be applied
when they face an unfamiliar word.
T will start by asking Ss to sound the word out slowly, noting
that if the word doesnt sound right what could we do to the
way we sound it out.
T will move Ss to consider other strategies gradually moving
though each one of the strategies on the unlocked locks
CLOSURE
Applying the strategies they have learnt
to the unfamiliar words they were initially
shown.

15

Ss will be provided with an unlocked lock that contains these

strategies. Working in pairs Ss will go back and use these
strategies to determine what the words, which they were

Resources- Each S will receive an

unlocked
lock
with

presented with, may be.

Indicators of learning- 1,2,3,4

T will go through these with the Ss asking what they think it

may be and the strategies, which worked for them.

strategies.
There copy of the unfamiliar
words.

Lesson Plan 2- Mini Lesson (Small Group)

Class: 4L

th

Date: 28 May 2015

Time: Start: 9:10 am

Finish: 9:45 am

Key Learning Area: English Literacy

Lesson Topic: How to read across the unfamiliar words to gain meaning?

Recent Prior Experience

Students have previously looked at the various strategies, which can be applied to unfamiliar words. Ss are now working to move to apply strategies with
the intention of comprehending the text.

Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

EN2-4A
- A student uses an increasing range of
skills, strategies and knowledge to
fluently read, view and comprehend a
range of texts on increasingly challenging
topics in different media and technologies

By the end of this lesson, the students will:

1. Develop and apply graphological phonological, syntactic and
semantic knowledge (ACELA1486)

Ss application of strategies when reading

out their pages.

Ss reflection

Ss ability to recall and use strategies.

2. Use graphological, phonological, syntactic and semantic

strategies to create meaning in texts
3. Identify syllables in multisyllabic words in order to
support decoding of longer words in context to make
meaning recognise high frequency sight words
(ACELA1486)
4. Apply varied strategies in order to determine unfamiliar
words.
5. Apply strategies to gain comprehension of unknown words
and long words.

Any safety issues to be considered:

Resources:
Cards containing images and text (Appendix 3)
Questions on cards (Appendix 4)
Beginning Statements (Appendix 5)

LESSON SEQUENCE

Grace Leva 6/10/2015 2:27 PM

Comment [7]: This mini lesson has also
been created for a small group of students
however its focus shifts from simply reading
unfamiliar words to understanding them as
they are read. Various comprehension
strategies which will be applied on the part of
the teacher include think aloud, shared reading
and modeling.

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

Timing
(mins)

Reflection on previous lesson and

thought on todays lesson

10

Indicators of learning- 1,4

Teaching Strategies / Learning Experiences:

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

Resources and Organisation:

T will ask Ss for some strategies which they know they can
use when trying to work out an unknown word.

Ss will be grouped together and

seated in a circle.

Ss will be given an opportunity to engage in a discussion to

reflect on all the strategies, which they have learnt about.
T will ask Ss what happens when you have tried all those
strategies and you dont know how to move past the first
letter?
T will provide Ss with an example what happens when Im
reading a sentence and it says On Tuesday morning, Sam got
up really early, left the house and went for a jog but when I
read the sentence and get to the word house, I only know the
h and so I put the first word that I can think of in the sentence
and read it as On Tuesday morning, Sam got up really early,
left the horse and went for a jog.
Ss will be asked to offer some advice on what they do in these
situations

DEVELOPMENT
Application of meaning making
strategies
Indicators of learning- 1,2,3,4,5

20

T will provide Ss with a card each, containing an image and

text associated with the image.
T will ask each S to read their own card encouraging them to
use the strategies, which were introduced in the previous
lesson.
Ss will be prompted with a series on questions on cards for
things they can consider when the strategies, which they have
dont quite work.
T will ask Ss to share their page, reading it to the other Ss.

Resources Cards containing images

and text
Questions on cards.

Ss will apply each of these meaning making focused strategies

to there own page.
T will ask Ss to swap and repeat the exercise with a different
page.
CLOSURE
Reflection on newly formed
understandings.
Indicators of learning- 4,5

T will lay out a series of beginning statements and ask each S

to select one and finish the statement.

Resources Beginning statements

Lesson Plan 3- Conference (Individual)

Class: 4L

th

Date: 29 April 2015

Time: Start: 9:20 am

Finish: 10:15 am

Key Learning Area: English Literacy

Lesson Topic: Think aloud shared reading

Recent Prior Experience

Student has been engaged in mini lessons where attention has been focused on strategies, which can be applied to unfamiliar words.
Student has also looked at the ways in which we can read unfamiliar words whilst searching to make meaning.

Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

EN2-4A
- A student uses an increasing range of
skills, strategies and knowledge to
fluently read, view and comprehend a
range of texts on increasingly challenging
topics in different media and technologies

By the end of this lesson, the students will:

- Ss ability to form connections with the text

1- Develop and apply contextual knowledge discuss how a

reader's self-selection of texts for enjoyment can be
informed by reading experiences

- Ss level of comprehension throughout the

text.

2- Draw on experiences, knowledge of the topic or context to

work out the meaning of unknown words

- Ss fluency and application of strategies.

3- Engage in the text to obtain its meaning

Any safety issues to be considered:

Resources:
- The Tram to Bondi Beach book

Grace Leva 6/10/2015 2:25 PM

Comment [8]: The third lesson is an
individual lesson where various previously
used strategies will be utilized here for further
clarification as Ray is encouraged to bring the
focus of the two mini lessons together and
apply these.

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
Inferring about a text and using
technology to look at texts.

Timing
(mins)

15

Indicators of learning- 1,2,3

Teaching Strategies / Learning Experiences:

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

Resources and Organisation:

T will ask S questions about the novel based on what can be

identified from the front cover and title. S will be asked to make
predictions about the text and justify why this may be.

S will be seated with the T at a

desk.

T will read The Tram to Bondi Beach. S will share the

understandings, which have been gained from the story.

Resource- The Tram to Bondi Beach book

T will ask a series of questions to prompt thought.

DEVELOPMENT
Shared reading and think aloud

30

Indicators of learning- 1, 2, 3

T will read the first page of the story and S will follow. T and S
will continue to alternate. T will provide ample time for S to
sound out and apply the strategies, which they have obtained
previously.
After 1 read through, the T will ask the S to read the story
again. This time the T will pause to encourage further
opportunities to think aloud.

CLOSURE
Comprehending the text
Indicators of learning- 1,2,3

10

T will ask questions at the end of the lesson to clarify

understandings and determine level of comprehension.
- What was the author saying?
- What did you like most in the story?
- How do you think that Kieran felt throughout the story?
- Can you make any connections with the text?

Resource- The Tram to Bondi beach book

Lesson Plan 4- Whole Class

Class: 4L

th

Date: 30 April 2015

Time: Start: 9:50 am

Finish: 10:50 am

Key Learning Area: English Literacy

Lesson Topic: Comprehension Monitoring strategies

Recent Prior Experience

- Class has already read the text with additional pre reading.
- Ss have previously completed the main ideas questioning strategy successfully.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

EN2-4A
- A student uses an increasing range of
skills, strategies and knowledge to
fluently read, view and comprehend a
range of texts on increasingly challenging
topics in different media and technologies

By the end of this lesson, the students will:

1- Develop and apply contextual knowledge discuss how a
reader's self-selection of texts for enjoyment can be
informed by reading experiences
2- Draw on experiences, knowledge of the topic or context to
work out the meaning of unknown words

Assessment:
- Ss ability to fill in the TBSQA worksheet
- Ss level of comprehension in regards to the
ideas within the text.
- Ss ability to connect with the text.

3- Engage in the text to obtain its meaning though the Main

Ideas Questioning strategy
Any safety issues to be considered:

Resources:
- Excerpts from the text
- TBSQA worksheet (Appendix 6)
- English Book

Grace Leva 6/10/2015 2:27 PM

Comment [9]: With targeted lessons
already used to support Rays learning and
various other students, this lesson is for the
whole class, it is one where the teacher is abel
to use strategies such as directed reading and
main ideas questioning.

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

Timing
(mins)

The Tram to Bondi Beach blurb

10

Teaching Strategies / Learning Experiences:

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

Resources and Organisation:

T will ask Ss to work in pairs to write a blurb for the story (The
Tram to Bondi Beach).

Ss will be seated at their desks

Indicators of learning- 1,2,3

T will ask Ss to share what they have written with 1 other pair,
combining the two blurbs to form 1 detailed cohesive and
coherent blurb.
Ss with share these.
DEVELOPMENT
Comprehending the text

40

T will separate Ss into groups of 3. Each group of Ss will be

given 2 pages within the text.

Indicators of learning- 1,2,3

Ss will be asked to fill in the TBSQA worksheet. T will ensure
each group
- Thinks- about what the author is saying.
- Builds ideas and meaning.
- Summarises the ideas they have been presented with.
- Questions the ideas
- Asks their questions and searches for an answer.

Ss will be seated in their groups.

Resources- TBSQA worksheet
- Excerpts from the text

T will chronologically progress through the book as each

section is considered under these headings. Ss within each
group will be required to share their thoughts and pose
questions to the class to think about in direct relation to the
ideas explored.
CLOSURE
What meaning have we gained ?
Indicators of learning- 1,2,3

10

T will ask Ss to bring all the ideas explored throughout the

story together and create a web of what they have
comprehended.

Ss will move to their seats.

Resources- English book

Lesson Plan 5- Whole Class

Class: 4L

st

Date: 1 May 2015

Time: Start: 9:15 am

Finish: 10:15 am

Key Learning Area: English Literacy

Lesson Topic: Application of unfamiliar words and comprehension to inform your own research.

Recent Prior Experience:

- Ss have spent a significant amount of time focusing on skills and strategies, which they can utilise when reading more challenging texts.
- Ss have focused on furthering their comprehension skills through the main questioning strategy.

Syllabus Outcome:

Indicators of Learning for this lesson:

Assessment:

EN2-4A
- A student uses an increasing range of
skills, strategies and knowledge to
fluently read, view and comprehend a
range of texts on increasingly challenging
topics in different media and technologies

By the end of this lesson, the students will:

1- Develop and apply graphological phonological, syntactic
and semantic knowledge (ACELA1486)

Ss contribution to the word wall

Ss engagement throughout the task.

Ss research and application of reading

strategies.

2- Use graphological, phonological, syntactic and semantic

strategies to create meaning in texts
3- Identify syllables in multisyllabic words in order to
support decoding of longer words in context to make
meaning recognise high frequency sight words
(ACELA1486)
4- Apply varied strategies in order to determine unfamiliar
words.
5- Apply strategies to gain comprehension of unknown
words and long words.
6- Draw on experiences, knowledge of the topic

or context to work out the meaning of unknown

words

Grace Leva 6/10/2015 2:29 PM

Comment [10]: The final lesson in this 5
part sequence is again for the whole class, it is
the lesson which brings the focus of the
previous lessons together ensuring an
application of strategies and understandings.

7- Engage in the text to obtain its meaning

Any safety issues to be considered:

Resources:
- Whiteboard
- Books
- Ipads
- Dictionaries
- English book
- Posted notes

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Resources and Organisation:

T will place an unfamiliar word on the board (Rapturous- I am

rapturous that you all enjoy reading!) and ask Ss if they know
what the word is. T will ask Ss to share the strategies, which
they can use.

Ss will be seated on the floor.

INTRODUCTION
Reflection and teaching each other

15

Indicators of learning- 1,2,3,4

Resources
- Whiteboard

T will ask Ss to look up rapturous and share the definition with

everyone. T will highlight that she will be looking out for the
inclusion of this word.
DEVELOPMENT
Reading with a purpose
Indicators of learning- 1,2,3,4,5,6,7

35

T will inform Ss that they will be required to conduct research

on a topic, of interest to them. Ss will select texts to inform
their understandings.
Ss will work in pairs to gain information, which is relevant to
create their own information report. Ss will be directed to build
an understanding of reading with a specific purpose in mind.
T will highlight to Ss that their research is in preparation for
their writing and contribution to the class encyclopedia.

CLOSURE

Ss will move to their desks.

Resources
- Books
- Ipads
- Dictionaries
- English book

Extending our vocabulary through

reading

10

T will ask Ss to each contribute a new word they learnt and its
definition to an allocated wall, which will become their word
wall.

Indicators of learning- 4,5,7

Ss will be encouraged to use these new words and continue to
add to the wall provided its relevant and appropriate. Thus,
extending their vocabulary.

Ss will move back to the floor

Resources
- Posted notes