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Lesson Plan

Day and date: Friday 28th September 2015

Time: 9:15am
Learning area: Year 4 literacy
Topic: Literacy- Book Report worksheet
Curriculum content description: (ACARA)
"Interpret ideas and information in spoken texts and listen for key points in order to carry out
tasks and use information to share and extend ideas and information."
Students' prior knowledge and experience:
Students have completed various other literacy worksheets and activites with teacher. Students
understand how to read texts (books) and find information relevant to a question asked, and then
repeat and write down said information.
Students have completed activities in which they expanded on a story or wrote their own version
of it.
Learning purpose:
"Making notes about a task, asking questions to clarify or follow up information, and seeking
assistance if required."
The students will understand more about how to read, retain, find and then repeat information
they have read.
The students will use imagination, and think more deeply about what they see when reading a
Learning objectives:
On completion of this lesson, students will know the 5 things that were most memorable to
happen in their mostly read, or favourite chapter, of their chosen reading book.
The students will be able to identify any words they did not understand from their chosen
The students will be able to name the characters in their chosen chapter.
The students will be able to predict what they think will occur next in their chosen chapter.
I will know that the lesson's learning objectives have been achieved by going over the
worksheets the students will have completed. Also, I will watch the children, and walk around
the classroom, as they work and monitor the children who appear to be struggling, and try to help
them as much as possible without providing any students with specific answers.
Preparation and Resources:
Resources to be used will be:

Children's pencils/pens and possibly colored pencils

The worksheet for each child to complete
White board
White boarder markers and eraser
Smart board
The preparation I will need to do will be having all the worksheets photocopied and ready. Have
the YouTube clip, and image, from Harry Potter and the Chamber's of the Secrets ready to pull
up for students to view on smart board.
Catering for diversity:
All students complete the worksheet based on their own reading book, based on their level of
The worksheet is simple enough for all students to complete, the outcome varying on their
academic level.
Students who are on a very, very low level academically, or with special needs, will have extra
assistance from the EA and myself.
Learning Experiences
Introduction- 12 minutes
1. Have children get out their reading books, place on their desks then settle into their seats.
2. Ask children what reading book they have this week, have a few students call out their
3. Give the students an example of your favourite book (Harry Potter and the Chamber of
secrets). Show 1 minute YouTube clip of a scene from harry potter and ask a few students what
happens in that scene. Get a picture up on the smart board of Ron vomiting slugs for children to
4. Hand out the worksheets to each student and then have chapters get out their pencil cases and
pencils/pens and erasers. (10 minutes)
Sequence of learning experiences- 33 minutes
5. Explain to the children what they need to do for their worksheet.
Give brief overview of all worksheet, explain that the worksheet is based on a chapter they chose
from their book. Explain students will find most of the answers from that chapter.. Instruct
children that the chapter can be any they like that they have read; suggest most recently read or
favourite chapter as this should be more easily remembered by each student. (5 minutes)
6 Instruct children to start.
7. Walk around the classroom and monitor all students. There will be insuffiecient time to ask
every single child questions about their book and chosen chapter, so try to briefly talk to as many
students as possible, but firstly address all students who appear to be struggling and assist them

as much as possible. Don't give any answers; ask questions that prompt the child to think harder.
(25 minutes)
8. Tell students they only have 5 more minutes to finish off.
9. Instruct students that their time is up. (steps 8 and 9 to take 5 minutes)
Conclusion- 15 minutes
10. Ask a few children what their book was, and what they predicted would happen next; have
those children go up to the front of the class to do this. (5 minutes)
11. Have a handful of students call out their unusual words, ask class what they think they mean.
Write up the students' words on the board, and write up a few predicted definitions, if I have
time. (6 minutes)
12. Instruct 2 students to collect all worksheets and hand to me, then rest of class to tidy up and
get ready for their lesson. (4 minutes)
Lesson Evaluation
Reflecting back on my whole class lesson, I think that it was a good task in theory and that it was
a good worksheet for the children to complete, but I should have had more work ready in case
they finished early. The students reacted really well to my examples before they starting working
on their task, and they all interacted well when I was asking them all questions. A lot of the
students did seem to enjoy the worksheet and they were very eager to impress me.
However, there were a fair few things that went wrong that I could have anticipated and
prevented. Three quarters of the class did not have a book at school with them and therefore
didnt have a book they could consult while completely their worksheet, and a lot of students
struggled working on memory. I could have prevented this by reminding the students to bring in
a book they were very familiar with the day before, and I would if I were to do another lesson
like this one as a lot of the students would find it easier.
The students that finished their worksheet more quickly than I expected got restless, which in
turn caused students who had not finished to get restless as well. To prevent this, next time I
would have another small activity ready for the students to start while they waited for the lesson
to finish.
Also, another big error I made was not introducing the worksheet enough. I thought I had done it
sufficiently with my example but a lot of the students still needed extra clarification. If I were to
do another lesson, I would make sure I properly introduced the topic and the actual worksheet in
my introduction, and that I definitely made sure all the students properly understood the
worksheet before starting.