Lesson Plan

Day: M T W T F Date: __26/8/15__ Time: _10.30am_ Year: __1___

Learning Area: Literacy____ Topic: _Guided Reading
Curriculum content description: (from ACARA)
Study in this unit focuses on the similarities and differences between texts and how visual
elements combine with spoken and written elements to create meaning. Students develop an
understanding of stylistic features and apply skills of analysis and creativity. They are able to
respond to texts in a variety of ways, creating their own texts and reflecting on their own
learning.
Students prior knowledge and experience:
(Outline what the students already know about this topic)
The features of a book the title, content and ending.
The difference between fiction and non fiction.
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Understand the relationships between purpose, context and audience and how these
relationships influence texts and their meaning
Investigate how text structures and language features are used to convey ideas and represent
people and events in a range of texts
Create oral, written and multimodal texts appropriate for different audiences, purposes and
contexts
Learning objectives:
Evaluation:
On completion of this lesson, students will
(Explain how you will know that lesson
be able to:
objective have been achieved / monitor student
(What will students know and be able to do at
learning)
the completion of the lesson specific, concise
and attainable objectives)
The ability to answer the questions that
were asked during the reading. From
Things you will find under the ocean.
the different levels of thinking skills,
question ranging from low level
Reading a different type of text, a non
thinking to high level thinking skills.
fiction text.
Successful completion of the work
What a submarine is used for and some
sheet after the reading.
things they would find in the ocean.
The difference between the see and sea.
One homophone ( words with same
sound but different meaning).

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will
be required)
A copy of the book Going Under by Jill Eggleton for each student.
Question sheet, work sheet for each student.
A quiet and a comfortable area where the students would not be distracted.

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)

The teacher has already grouped off the students into small groups according to their
literacy capability levels. She has used the Burt Reading Test to find out each students
literacy level to group the students. In Makyabe Rise Primary students literacy levels are
tested every six months starting from pre-primary till year 6.

Timing:

Learning Experiences:

3 minutes

1. Introduction: (How will I engage the learners?)

By asking questions such as:
What do you see on the cover? What do you think it is?
What does a submarine do?
What colour is the submarine on the picture on the cover?

Sequence
of
learning
14
minutes, 1
minute
per page.
2 minutes
2minutes

2minutes

2minutes
2minutes

2minutes

2 minutes

2. Sequence of learning experiences: (What will you do to help the students

achieve the learning objectives? What tasks and activities will the students
be involved in to help achieve the learning objectives?)
During the reading ask questions about the page they have just read.
Questions such as:
pg.2-3
Who can you see in the photograph?
Why do you think the divers might see going in a submarine?
Which words tell you where the divers are going?
Pg.4-5
Where is the submarine now?
Where are the divers?
What do you notice about the divers?
What is helping the divers to see around them?
Pg. 6-7
Do you know what many fish together are called?
What do you think it means by the fish are in a school?
What could be another word for school here?
Pg.8-9
Have you ever seen a fish like this?
Why do you think this fish has light?
How do you know there is no light where the fish is?
Pg.10-11
What are the divers looking at?
What do you think the shark is doing?
What is the shark doing?
Pg.12-13
Do you think it is safe for the divers to be diving, but not in a submarine?
Why do you think that?
What are the two words that have been put together to make the word
cant?
Pg. 14-15
Where is the submarine now?
Why is it so dark here?


Lesson
conclusio
n
3 minutes.

How do you know the submarine was getting closer to the top of the water?

Give positive personalised feedback to each student when they answer a question
so they will continue to pay attention and actively engage in the reading.
3. Lesson conclusion: (How will you summarise the learning and relate it to
the lesson objectives?)
Asking Questions that enable students to reflect on what they have just read,
questions such as:
Name some of sea creatures mention in this book?
What do you call a group of fish?
If you were a diver what do you think you would see under the sea?

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
What worked?
Pausing the reading when some students got distracted to regain their full attention back
to the reader.
Pausing when some students started to lay on the mat instead of sitting on the mat. Then
asking them to sit supper six.
When all the students stared answering the question without putting their hand up,
reminding them how I wanted them to answer a question by putting their hand up.
Keeping a steady, cram and strong tone when giving instructions.

What didnt work?

Repeating the instructions without pausing or regaining the attention back to me.
The estimated time was too short. It took 20 minutes to complete the reading. The
students took longer than planned to finish the reading section.
Using non-verbal cues didnt help me with behaviour management during the lesson.
What could have changed and why?
The way I selected to answer the questions, because not all the students got the chance to
answer a question. Instead of random selection, going in an order would have provided
each student an opportunity to answer a question.
The way I complemented each student for their contribution to the lesson. I should make
the complement more personalised and specific to each student, this way they know what
they well and were to improve on and at the sometime building up their confidence.