Teal Vitler 2016

Lesson Focus: Modelling

and 5 tuft sheet - paragraph

CQU

Learning Area /
Strand: English

Year
Level:
2D

Implementation Date:
20/10/2016
Duration: 30min

Prior knowledge of learners (What do they already know?):

Knowledge about frogs and butterflies

Developing knowledge of paragraphs, note taking, information, technical vocabulary
Compound and simple sentences
Different sentence beginnings?
Purpose and audience?
Informative sentences (summarizing?)
Noun groups

Lesson objective/s:

For learners to understand the expectations of them in the assignment task. To connect the
learning about topic sentences, vocabulary, information, summarization to the assessment.

Evidence of learning:
Know
The students will know...
* the assignment expectations
* purpose and audience
* information sentences
* technical vocabulary
* Unusual facts about frogs or butterflies
Do
The students will be able to...
* how to write correct facts in own words
* write compound and simple sentences
Resources:

PowerPoint
o 5 tuft exemplar
o Tuft marking rubric

Lesson
Introduction

*WALT: write an informative report that meets criteria.

5min

*TIB: learners are able to see how what they have been learning connects to the
assignment task.

Introducing
the topic

*WILF: Student involvement in the lesson and understanding of the expectations.

*Set teacher expectations:

Teal Vitler 2016

CQU

Learners tell me what the expectation are: to listen (looking at the person talking),
talk in turn, hands up and wait to share.
When there is equipment on desks: sit the pencils and pens at the top of your desk,
and cross your arms when you are ready.

Engagement
of the
learners
**At desks for
start

IF you become a disruption to the learning of others I will warn you and your name
will be moved on the chart.
*Activate prior knowledge:
Quiz on whiteboards learners write responses: (Student 1 collect boards for group
while I put up slide show)
-

Who can remember and tell me what was at the start of a paragraph?
Why do we write in paragraphs?
When do you start a new paragraph?
How do you write a compound sentence?
Write down 3 technical words about butterflies or frogs.

Today we are going to look at the tufts for the informative report you will write in a
few weeks. Questioning what does informative mean? What is report?
Lesson Body
20min
Delivering the
content
through
specific
strategies

Hands empty seats turned to face the

projector. (Hands on heads if disruptive)
PowerPoint: the two key tufts that we will look
at text structure and language features
Go through the first 3 slides about the tufts.
Focus on the 3 and 4 strand, I know that you
can do these. Analyse the expectations:
-

what might that look like?

What is technical writing
Purpose and audience (link to topic
sentence and paragraph writing, as well
as what an informative report is. Both of
these explain to focus on a main idea.)

_this is open discussion. Students raise hands

to answer. Include partner shoulder and face
share time. Also use posters in the room
including compound sentence, technical
vocabulary (have students point to the posters
or have particular students stand up and go to
the sign and read out loud to the class).
_upon the 4th slide have all of the Bs come

Differentiation
Checks for learning throughout
lesson
Not always first hand up: Jar to
choose answer; Share with
shoulder partner to allow all
students a chance to share ideas.
Checks for learning throughout:
answers and asking students.
Check learning at end.
Main behaviours to watch:
Nicholas (talker, plan); Riley give
warnings if plays up; Jayden and
Miah and Zoe (wrigglers and
distract each other); Niamh
(wriggler). {proximity, cueing with
parallel acknowledgement,
descriptive praise, choice, follow
through}
Peer evaluation checking through
work.

Teal Vitler 2016

collect the copy of the exemplar to share with

their partner (A), write names at top (should
only be one group of three or if a student is
away move the third to join another group).
Name the text as part of an example of how to
do the assignment.
Read out loud, explicit that students need to
read along Because I will be asking questions
about the text and choosing names from the
jar to share answers.
Question:
-

What was it about? (share to elbow

partner, choose name to share)
o How did you know that it was
about Frogs and their diet?
(Links to topic sentence)

Explicit: person A take out a highlighter and a

led pencil. _next slide with tufts_
Look at the tufts student A uses the
highlighter and pencil to mark noun groups,
adjectives, and then technical vocabulary.
- ask learners to find with their partner and
hands on head when done

CQU

Model work on the board.

We do and pair work to work
towards independence.
Extension work: build on the
content used.
Provisions for slow learners: help
and moving around the room.
Cueing gain to the attention of
students.
Explicit instruction!
Check Jasper and Seth put on
glasses.
Behaviour:
Selective attending, giving choice,
warning chart, following through,
defusing, refer to expectations.

Next slide check list. Ask students as each

question comes up, to check that the example
meets criteria.

Lesson
Conclusion
5min
Concluding
activities
Summarizing
the lesson

Pack away whiteboards and have one student collect the sheets. Nothing on desks.
Activity: If you were the teacher, decide which tuft you would give the example for
text structure? (Repeat for) language features? Be ready to justify, say why?
(Stand by the door if you think it is 5 tuft, the middle of the room is 3 and the
windows is 1) If any students alone on one side or if few are in another choose to
share why. Those in higher tufts ask them what made it good to them.
Move to the mat, to conclude.
Solo thinking time 1minute to decide I want you to think of one thing you learnt in
todays lesson. Pause dont forget it! Also think of one thing you going to
remember from this lesson.

Teal Vitler 2016

CQU

Warn that going to pick 2 names to share first they will turn to the person closest to
them. The person closest to the door will share first what they learnt today 1minute.
Then the person on the wall will share what they will remember 1 minute.
Share and end.
Evaluation / Reflection