Appendix 1: Lesson Plan

Prior Knowledge Risk Assessment Resources

Students have experience working with indirect Interactive whiteboard
speech. Students also have a developing knowledge
Writing work books
of plural words, and techniques they can draw upon to
create plural words. Dictionaries
Specific Teaching target (identified from previous teaching & related to presence in the classroom; classroom management etc.)
To effectively guide students in their learning of plurals and indirect/direct speech through the word study activities.
Learning Time Content/Learning Experience Teaching
Class Assessment
Intentions Guid Strategies
Introduction (Engagement) Organisation Techniques
These should be e Set clear
Students begin the lesson by writing their spelling Students sitting
precise lesson goals Discuss
words into their books. Some students are at their desks
indicators of 15 in order that students
working with extension words, these students working
intended student minut students understand
know to write the extra words as well. independently.
learning es know the ing with
Students will then complete their dictionary
work them as
Students meanings for the words: possess, worship,
expected of they
will learn how foreign, homestead, occasion, original, horizon,
them by the complete
to create fortunate. When students have completed this
end of the the work to
plural words they will do their sentences, using the words
lesson. gain an
by adding the position, mosquito, groceries, ordinary, modern,
Model idea of
correct opportunity.
the which
suffixes and
25 questions students
contractions. Body
minut and how to understand
Students (Exploration/Transformation/Presentation)
es complete and can
will learn Ask students to explain what a plural word is, and
them, explain the
where to place why and when a plural word should be used. Ask
explaining concept of
speech marks students to describe prefix, sufix and
your actions plural
when writing contractions.
as you go. words and
sentences. Use examples on the board of incorrect plural
Question indirect
sentences. E.g The shoe on the boys feet are
the students speech.
red. Allow students the chance to correct the
mistake in this sentence and highlight any words to check for
that are already plurals. The new, correct understandi
sentence should read The shoes on the boys feet ng
are red. throughout
Ask students to explain the term indirect speech, the entire
and ask them to provide an example of indirect process.
 speech being used in a sentence. Provide
Introduce the Word Study Activities, beginning feedback.
with question 1, briefly explain the question and
complete 1 or 2 of the questions, depending on
students understanding.
Explain Question 2 to the students, allowing them
the chance to form the plural words. Continue the
lesson by explaining each instruction, allowing
students to ask questions at any point to
consolidate their understanding.
Students work independently at their desks to
5 complete the activities in their writing books.
minut Talking should be limited.
es If students finish early and all answers are correct,
they can attempt the extension work.
Extension work: create as many smaller words as
you can out of the word Homestead. There are
rewards for students with a considerable amount
(over 20-25).
Conclusion (Presentation/Reflection)
Ask students to provide their answers for each
instruction and allow time to explain any errors
and help students that have made mistakes.
Reflect on any mistakes, identifying the problem
and allowing them time to fix it.

Transitions to next lesson

Students pack up their work books, and go and get their piece of fruit to eat at their desk as they prepare to create their imovies.

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Appendix 2: EVALUATIONS

Lesson Evaluation
INTERACTION &
OUTCOMES RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES
COMMUNICATION
Were they Were they appropriate/ utilised? Were these appropriate? Was this appropriate?
experienced/achieved/ Why/Why not? Why/Why not? Why/Why not?
developed? How do you know? How do you know? How do you know?
Why/Why not?
How do you know? I think the use of the interactive I think I presented the questions
I think I confused the students
whiteboard was good. However clearly, however I found it more through my poor
I think the outcomes are on in the future I would also utilise difficult to explain the concept
explanation of direct/indirect
their way to being achieved. the the whiteboard to write of indirect/direct speech using
speech. However, I believe I
The students were unsure about examples of direct/indirect only the questions the students
communicated effectively the
a number of concepts, speech to help students were meant to complete
rest of the time.
particularly direct and indirect understand the concept. themselves. I should have comeMost of the students understood
speech, however I may of up with my own examples and the concept, but were unable to
confused them more with my My time management skills written them on the whiteboardcomplete the work
poor explanation. Most children were not very effective, as I lost beforehand. independently and required
understood the concept of track of the time with the some prompting and guidance.
plurals, however found it extension challenge. For example, lots of students
challenging to work out the wrote beautiful as the plural for
appropriate suffix for the words. beauty, when I questioned
these students on their answer
they were able to tell me the
plural would make more sense if
it was beauties.
Follow-up In the future I will create visuals and examples prior to the lesson to use to consolidate students
How is this evaluation going to understanding. I also need to continue to develop my time management skills, providing students
impact in future learning with a countdown of the time remaining in the lesson to help them make use of their time.
experiences for your pupils?

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Evaluation of specific teaching target (identified on lesson plan)
I think the teaching target was developing but not yet achieved because students did not fully understand the concept. They required a
significant amount of guidance and explanation to complete the work.
How will I adjust my teaching as a result of this lesson?
In the future I will create examples of concepts being taught to present to the class when teaching the concept.
I will continue to work on my time management skills.
I will work on my use of language when explaining new concepts and answering student questions.
Specific teaching targets (should be written into next days lesson plan)
Work on giving students a continuous count down of the time remaining in the lesson.
Work on explaining concepts in easier to understand language.
Work on providing better examples for students when teaching the concept.

Supervising teachers Signature: __________________________________ Date: ____________

NB: This must be signed before lesson is taught

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