Stage: 1 year 2

Lesson

Title:

wombat Duration: 1 hour

stew
Lesson Rationale
This lesson aims to address the identification and use of Verbs by using the storybook Wombat
Stew by Marcia Vaughan and Pamela Lofts. Students will group read and discuss numerous
concepts surround verbs. Students will then work towards completing worksheets.
Lesson purpose:
This lesson will address core listening, comprehension and spelling components from the
NSW K-6 English syllabus. Students will be introduced to VERBS and how to use a verb in
written form. Students will also be using problem-solving skills to find and spell words
correctly.
Literacy Outcomes:
Literacy Indicators:

communicates

EN1-1A

with

guided

informative

activities

demonstrating

and

persuasive texts

interaction skills and considers

that contribute to engagement

how

and meaning.

own

communication

is

fluently

read,

view

and

variety

of

strategies, including knowledge of

sight

words

and

lettersound

correspondences, to spell familiar

words
EN1-10C Thinks imaginatively and
creatively about familiar topics,
ideas and texts when responding

composers

and

readers' interest

media and technologies

a

how

moving and absorbing to hold

less familiar topics in different

uses

Compare

illustrators make stories exciting,

comprehend a range of texts on

EN1-5A

Interpret events, situations and

characters in texts

EN1-4A draws on an increasing

range of skills and strategies to

creative

language features in imaginative,

and explain

range of people in informal and

adjusted in different situations

Recognise

Follows texts and looks for meaning in

text.

Answers questions regarding a specific

text in comprehension from

Writes and spells words correctly from

a text and word bank

to and composing texts

Introduction (5-7 mins))

Address
class
and
set
expectations for the lesson.
Read the text Wombat Stew
then speak about what the text
was about. Then introduce the
word verb, start discussion.
Rea the book again and this
time ask students to place their
hand up when they identify a
verb.

Essential Learning

Listening
Understanding
Discussion
Prior knowledge

Body (15 minutes)

Read the book a third time.
This time the whole class sings
the Wombat Stew song. This is
to encourage group reading.
After the third reading
students return to desk and
complete the work sheet by
filling in the missing words
(verbs). Students sue their
word bank to fill in the blanks.
When finished conclude with
attempting the find a word.
Conclusion (5-7 minutes)
Return to floor space to do
physical demonstration of
verbs. One student physically
acts out a verb while other
students guess the verb.

Higher order thinking

Problem solving
Creative thinking

Discussion
Oral Presentation
Compare and contrast

Resources

Whiteboard
Worksheets
Pencils
Wombat Stew Book
Dialogue sheets

Teaching Strategies:

Clear precise instructions for task

Positive reinforcement
Let the students experiment with different ideas
Make for discussion environment so students can ask questions and share ideas
Support EAL students with direct one on one support

Student Assessment:

Could the student complete the tasks?

Was the student engaged and involved throughout part or whole of the the lesson?
Did the student understand the necessary literacy concepts being explored?
Did the student understand the relationship between the book and themselves?
Was the student able to understand the problem solving skills necessary to complete the task?
Did the student work well?
Was the student able to discuss ideas and feelings?
Did the student need extension activities?
Did any student need specific one on one support?

Lesson Evaluation:

Was the lesson engaging?

Were there adequate resources?
Were the questions /directions too hard/easy?
Were my directions easy to follow?
Was there enough time to complete the lesson?
Did the students benefit from the lesson?
Was my voice loud/clear enough for all students to hear directions
Did I position myself correctly for safety and behavioural reasons?
Did I deal with behaviour successfully?

caught
make
sighed
ambling
dropped
snapping
sliding
brewing
hissed
replied
popped
ask
rubbing
laughed
climbed
yawned
licked

snapped
scooped
flipped
tipped
bristled
danced
shaking
sang
listening
waltzing
wagged
arched
dug
fluttered
singing
bent
think

shook
tasted

cried
slurp

VERBS (DOING WORDS)