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Day: Friday
Year: 2
Date: 2 September
Time: Morning
Learning objectives:
On completion of this lesson, students
will be able to:
Evaluation:
(Explain how you will know that lesson
objective have been achieved / monitor
student learning)
Copy of River Dog for each student in Blue reading group and teacher
Phonics sound cards (in case finish early)
Timing:
Learning Experiences:
5
minutes
20 30
minutes
(Page 12-13) What did you think about Adam after he saved the woman
from the river?
5
minutes
3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)
Lesson Objectives;
Understand techniques which can be used to convey setting
Understand different techniques which can be used to shape characters
How did the author use different words and sentences to create a certain feeling
for the setting? (ie scary/safe etc)
What did you all think of Adam at the beginning of the story? (why focus on
language)
What did you think of Adam at the end of the story? (why focus on language)
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
What worked
The group discussions worked really well. The students expanded on each others answers
and were engaged with the story. I didnt get through all the questions I had planned, rather
I opted to allow the discussions they were engaged in continue. When answering the
questions they would draw from both the reading book and experiences in their own life, in
particular when asked to predict what would happen next and why they thought the main
character acted in the way that he did.
Requiring the students to read a page each worked well. When one student was reading the
majority of the group would be listening and helping a student when they were having
difficulty pronouncing a word. Some of the pages had quite large sections of text and the
students were eager to give it a go rather than splitting the page in half between two
students. They all read very well with confidence and expression which was great.
I planned well for the allocated time and didnt have to do an activity with the sound flash
cards after. The activity would have required each student to give me a word with the sound
on the card in. It would have been difficult to keep 6 students engaged in this task while
they all waited their turn.
What didnt work
Some of the students had opened the book and looked ahead after I had given the
instruction to not open the book or turn the page. It was important that they followed this
instruction because some of the questions required them to predict what would happen next
in the story. If I were to do the lesson again I wouldnt give them the book until we were
ready to start reading. Rather I would hold a copy of the book up for them so they could see
the cover and predict what was going to happen in the story based on the cover image and
title.
When students were having trouble pronouncing a word I would assist them by helping
them sound it out and some of the other students also got involved in doing this and worked
together which was great. However occasionally another student would simply say the word
to the student who was reading. I found stopping this was quite difficult and I wasnt
successful in doing so. I think this may have been due to their impatience in waiting for their
turn to read so if I were to do this again I would split the longer pages in half so the group is
rotating quicker.
I dont think the students really understood the focus on character and setting. For example
when I asked the students what they thought the river looked like many said they did not
know or werent sure what I meant. I then directed them to the description about how the
river looked like a lion and asked them why the main character would have thought the river
looked this way. I had to make my questions more guided however once they grasped the
concept that word choices influence the shaping of character and setting they were able to
discuss the topic more.
In regards to the two learning objectives I feel the students were more comfortable in their
understanding of setting than character. If I were to do this lesson again I would focus on
one of the components at a time to allow the students to have longer discussions about
each one.