Lesson Plan Format

Class: Year 5

Date: 15/9/15

Time: Start: 9:00 Finish: 10:00

Key Learning Area: English

Lesson Topic: Fractured Fairytales. Comprehension, reciprocal reading and oral reading

Recent Prior Experience:

Students will have been taught the correct way in which to complete a reciprocal reading strategy prior to this lesson via a guided reading session modeled by
the teacher. Students will also be familiar with some of the stories in the focus book Revolting Rhymes by Roald Dahl. Students are familiar with expert
reading strategies such as reading forward, backwards, re-reading, substitution etc.
Syllabus Outcome(s):

- EN3-3A Uses an integrated range of

skills, strategies and knowledge to read,
view and comprehend a wide range of
texts in different media and technologies

- EN3-6B Uses knowledge of sentence

structure, grammar, punctuation and
vocabulary to respond to and compose
clear and cohesive texts in different
media and technologies

Indicators of Learning for this lesson:

By the end of this lesson, the students will:

- Rehearse and orally deliver a play which depicts a fractured fairy

tale of their choosing, focusing on expressive reading, fluency,
projection of voice and eye contact (EN3-3A)
- Comprehend and analyses the use of visual literacy and its
importance in aiding the author to bring across a message in the
text type (EN3-3A, EN3-6B)
- Use reciprocal reading techniques such as predicting, clarifying,
asking questions, discussing and summarizing to gain a deep
knowledge of the purpose of the text (EN3-3A)
- Construct a word wall in their books of any language devices or
vocabulary unknown words of value which will be defined (EN36B)

Assessment:

- Teacher will observe and make note of

students ability to read clearly and
confidently during oral performances and
throughout the lesson.

- Teacher will observe and question students

during reciprocal reading tasks to ensure they
understand the purpose of each role
-Teacher will collect students workbooks to
assess understanding of visual literacy
comprehension, development of vocabulary
and language devices through students
individual word walls

Any safety issues to be considered:

Resources:

- Make sure students chose appropriate texts to

read and use the internet responsibly throughout
the activities

-Reciprocal Reading Group 20x Revolting Rhymes by Roald Dahl

- Cut out of roles to be given to reciprocal reading group (predictor, reader, clarifier, question/discusser,
summarizer)
- Oral Reading Group Access to Library Ipads or personal student laptops
www.umass.edu/aesop/fables.php

- Visual Literacy Group 10x Three Little Pigs by David Wiesner OR https://www.youtube.com/watch?
v=TkyL8hRZUe8
-Workbooks and silent reading books
- Whiteboard with question for students in this group to answer

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

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Resources and Organisation:

9mins

-Teacher instructs students to find a space in the room

to begin silent reading for 9 mins.

-Students move to a space in the room to read

silently

- During this time students are required to identify any

interesting descriptive language, metaphors or similes
that have been used in their silent reading narratives
and add it to their workbook for their on-going
individual word wall. The teacher will remind students
that this building of vocabulary is important so they can
use this type of language in their own writing

- Silent reading book that is a narrative of their

choice

INTRODUCTION

Warm up
9 mins of silent reading at the
beginning of each reading lesson.
The book will be of students choice
which must be in the text type of a
narrative in order for students to
build understanding of structure and
use any techniques gathered
throughout the unit in this
independent reading section.

- Teacher may remind students briefly from prior

lessons what metaphors, similes and descriptive
language are using questioning and that its purpose is
to help create engagement in the audience.
- During reading time the teacher can write questions
on the board for the visual literacy group activity. Some
examples

-workbook to build word wall of any descriptive

language, metaphors or similes

Outline lesson
Teacher will introduce the lesson so
students understand what they will
be doing in the lesson. In this
section the teacher will also outline
the aim of the lesson which is to
improve our reading skills using our
reciprocal reading strategies,
understanding the importance of
visual literacy in fairytales and
practice our reading fluency,
expression and clarity. The teacher
will also state students will need to
do in order to achieve this aim e.g.
employ reading strategies, selfcorrect, read with confidence,
question your understanding of the
function of vocabulary and visual
imageries purpose.
Motivate students

How does the author use borders in the text and

what is their purpose?
What types of colours are used in the
illustrations? Why do you think the author
chose these?
Throughout the story direct speech is shown in
two different styles, what are they?
How have the visuals aided in the telling of this
fractured fairytale?
How has the author transcended beyond the
normal fairytale genre using images?

- Teacher will instruct students to move back to their

desks
6mins
-The teacher will make links to the prior lesson via
think pair share. E.g. what did we learn last lesson?
Discuss. What questions must we ask ourselves before
we read a text? ect.

- Teacher will then outline the aim of todays lesson

and provide students with what they will need to do in
order to perform successfully in the lesson e.g. Today
we will be working in group stations and employing
our reading strategies to be able to read fluently,
confidently and understand the purpose of the text

-Students move back to desk

- Remind students to use their workbooks to note

down any language devices of interest in their personal
word wall

Students will be motivated through

the use of ICT during the
explanation of the activities. The
teacher will aim to engage students
through discussion and questioning
from the prior lesson. In addition
students will be motivated by the
freedom of choice in some of the
activities and the imbedded
engagement factor of the topic fairy
tales

www.umass.edu/aesop/fables.php

-Briefly revise with students the reciprocal reading

process through questioning and modelling of a
fairytale chosen from one of the classics on
www.umass.edu/aesop/fables.php

Link back to previous lesson

Teacher will ask students to discuss
what they learned in the lesson prior
and why it is important in aiding us
to become expert readers. Students
will pair up in order to discuss what
they learned to promote peer
learning.
DEVELOPMENT
Oral Reading Group
40mins
Students will rehearse and orally
deliver a play which depicts a
fractured fairy tale or classic fairy
tale of their choosing. Students will
be reminded by the teacher to focus
on expressive reading, fluency,
projection of voice and eye contact

-Teacher will break students up into 4 groups of 6

students. The groups will be of mixed level to ensure
peer learning and students modelling expert reader
skills for struggling students
- Teacher explains to students each activity and models
an example briefly.
-Students will be instructed to swap activity every 10
mins

-Students are divided into 4 groups which will be

rotated every 10 minutes.
-students will have an attempt at each activity with
2 groups completing the visual literacy activity at a
time (20 mins on this activity total)

-10x Revolting Rhymes by Roald Dahl

in order to engage the audience. Any

difficult words should be written in
their word wall book to be defined at
a later stage. These words will be
identified using the reader fix-it
strategies 1.re-reading 2.read
forwards 3.read backwards. 4.
Identify function of the word 5.
Look at the pictures 6. Substitute
words and see if the paragraph
makes sense. (EN3-3A) CROSS
KLA WITH DRAMA

-Marking sheet
-Workbooks
Oral Reading Group
- Students will be reminded of the qualities that make a
good speaker/reader e.g eye contact, projection of
voice, expression, fluency etc.
-Teacher instructs students to read a fairytale from
Revolting Rhymes by Roald Dahl and must practice
their lines. Any words that students are unfamiliar with
should be written in their word wall and apply the fixup reading strategies to it
1. Re-reading
2. Read forwards
3. Read backwards.
4. Identify function of the word
5. Look at the pictures
6. Substitute words and see if the paragraph makes
sense
-Students will perform when ready and the teacher will
assess students formally using a blank roll based on the
students ability to read fluently, body language,
expression and pace

Reciprocal Reading Group

Students will be employing the
reciprocal reading techniques such
as predicting, clarifying, asking
questions, discussing and

Reciprocal Reading Group

-Teacher will remind students of the previous lesson in
which they did a guided reading using these reading
techniques.

- 10x Revolting Rhymes by Roald Dahl for each

student
-Laminated role cards
-Workbook
-Smartboard

summarizing to gain a deep

knowledge of the purpose of the text
of which they learned in the prior
lesson via a guided reading session
with the teacher. The teacher will
remind students of each step and
what is required at each step. (EN33A)

-Instruct students to complete a reciprocal reading

session using a story from Revolting Rhymes by Roald
Dahl.
-Each student is given a role for each paragraph and
will rotate their role for the following paragraph until
time is up and every student has had at least one turn at
each role.
-Place these notes up on the smart board for the
reciprocal reading groups
-Predicting (what is going to happen? What can we do
to help predict?)
-Reading (reading out with confidence, fluency and
expression. Make sure to self-correct)
-Clarifying (breakdown language used and understand
difficult language using fix-up strategies)
-Questioning/discussing (Could be a discussion of
language techniques, visual literacy, what the author is
trying to get across, how is it different from the
traditional fairytale or questioning understanding etc.)
-Summarising (what was the main point or moral of the
fairytale, what happened in the text)

Visual Literacy Group

Visual Literacy Group
Students will comprehend and
analyses the use of visual literacy
and its importance in aiding the

-Students will be instructed to complete the visual

literacy activity

-Ipads
-10x Three Little Pigs by David Wiesner OR
https://www.youtube.com/watch?v=TkyL8hRZUe8
-English workbook
-Whiteboard with questions

author to bring across a message in

the text type. There will be a heavy
focus on colour, borders, symbols,
text layout and arrangement (EN36B) CROSS KLA WITH VISUAL
ART

-This activity will act as a pre-test or initial exposure to

getting students to understand the purpose of visual
literacy.
- Students will be directed to think about visual make
up in a way that they may not have done before through
the following questions on the whiteboard

How does the author use borders in the text and

what are their purpose?
What types of colours are used in the
illustrations? Why do you think the author
chose these?
Throughout the story direct speech is shown in
two different styles, what are they?
How have the visuals aided in the telling of this
fractured fairytale?
How has the author transcended beyond the
normal fairytale genre using images?

-Teacher will encourage students to think deeply about

the purpose and share their ideas on what the purpose is
with each other for peer learning.
-Students will answer these questions in their English
workbook
-The answer for this will be marked and assessed in the
following lesson with an explanation of what the
importance is by first questioning the student s
understanding and then explaining what the actual use

is.
CLOSURE
The teacher will make links to the
development of the lesson through a
reflection of what students have
learned from each activity
Teacher will summarise the aim of
the lesson, that is, the importance of
implementing reading strategies to
be able to read any text with
confidence and understand the
purpose of the language or visual
devices in a narrative.
Teacher will be probing students
understanding throughout the
reflection process in order to
informally assess students
understanding

5mins

-Move students back to their desks

-Pack away any reading books

-Summarises the lesson through questioning today we

learned about visual literacy and used our reciprocal
reading skills to get a deep understand of the text.
What were some of the skills we used?
What were some language devices or vocabulary you
wrote down in your word wall?
How visuals help the author get across more meaning?

-Students will move back to their desks

- Teacher summarises further by reminding students to

use a combination of these skills in conjunction with
being confident to read fluently independently or orally
-Teacher collects workbooks to assess visual literacy
activity and word wall progression
-Three stars and a wish

-Teacher will collect and mark work