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Focus for Student Activities: Lessons for Week 1 and 2 focus on comprehension, vocabulary and visual literacy, using The
Lost Thing as the focus text.
Week 1
1.
Outcomes
EN3-3A
T asks Ss to predict what The Lost Thing is about (Ss do not see
the text)
write response
What questions do I want answered? / What do I think the book
will be about?
Think Pair Share
Ss share their predictions with a partner. Ss identify and discuss
similarities and differences about their responses.
Whole Class Discussion
Ss share predictions with T. T scribes responses onto IWB. Class
discuss predictions
Modelled reading - T reads book to Ss. This is the first reading
of the text.
T starts discussion about Ss feelings and impressions of the
text.
T records these onto IWB (or whiteboard).
Difficult vocabulary is also identified by Ss these will be
Resources
Assessment
The Lost Thing Observation of
text
student
IWB (or
discussion and
whiteboard &
responses to
markers)
ensure
English
participation
workbooks
and to clarify
Word wall
understanding
Anecdotal
records
2.
EN3-3A
EN3-2A
EN3-4A
Closure
T displays Ss predictions from the start of the lesson. Ss discuss
if their predictions were confirmed.
Focus for Lesson: Vocabulary adjectives and synonyms used The Lost Thing Observation of
to describe characters
text
student
Comprehension Strategy: Making Connections
IWB (or
discussion and
whiteboard &
responses to
Whole Class Discussion
markers)
ensure
T recalls last lesson and asks students if there were
English
participation
difficult/new/interesting words from the text. T recalls list on
workbooks
and to clarify
Description
IWB from last lesson.
understanding
Ss match word to its definition on the IWB and discuss how the
strips for
Anecdotal
word was used in the text, and how it could be used in another
display
records
Thesaurus
situation.
Review work
Graphic
samples for
organiser
Shared Reading
understanding
Word Wall
Re-read text. Ss asked to pay particular attention to the
of
characters narrator and the lost thing in particular.
characterisation
Think Aloud during reading for T to model what the reader
and use of
needs to think about
descriptive
language
Individual Work
T instructs to Ss that they are to find words in the book, and
create a word list to record adjectives and nouns that describe
the lost thing Ss can use a thesaurus to find additional words
and synonyms.
T models task for Ss first on the whiteboard using pp. 4-5 (weird
look, sad, out of place). Ss discuss and highlight key descriptive
3.
EN3-3A
EN3-2A
Closure
Ss share their responses with the class and then attach them to
the bulletin board. Ss will have the opportunity to add to this
display throughout this unit.
Focus for Lesson: Setting Language and Visual Connections
Comprehension Strategy: Questioning
T models with text from the book and class discussion about
setting.
T asks How does Shaun Tan use visual images to create
settings?
Ss discuss, T scribes responses on IWB.
T models activity and Ss discuss the use of shapes, objects,
colour, angles and perspective.
Whose point of view is the setting from? Whose point of view is
4.
EN3-3A
EN3-2A
Early Finishers/Extension
Choose a page from the book and explain where this fits into
the story.
Ss write in their reading journals how the pictures and the
words work together to tell the story.
Focus for Lesson: Setting Language and Visual Connections
Comprehension Strategy: Summarising and monitoring
Individual Activity
settings
Individual Activity
Ss complete cloze passage to monitor comprehension of the
text
5.
EN3-3A
EN3-2A
Closure
Ss share and discuss their findings with the class. T creates a
class Venn diagram on IWB of Ss responses.
Focus for Lesson: Visual representation of the text to identify The Lost Thing Observation of
events
text
student
Comprehension Strategy: Visualising and Summarising
IWB (or
discussion and
whiteboard &
responses to
Whole Class Activity
markers)
ensure
Class discussion of narratives and their features.
Butchers
participation
paper
and to clarify
English
Small Group Activity
understanding
Ss work in small groups to discuss and complete individual
workbooks Anecdotal
Reading
story maps.
records
journals
Review work
Word Wall
Closure
samples for
Story Map
Ss share and discuss their findings with the class. T creates a
understanding
worksheet
class story map that incorporates all Ss responses on butchers
of narratives
paper to display on the bulletin board. Each group contributes
and the text
to one section of the story map.
T discusses summary and leads Ss to identify a theme of the
text (themes will be explored in the following lessons).