LESSONPLAN

Objectives

Date:

Children:
Cooper,Lachie,Caitlyn,Brylee

Year/s
3/4

Purpose:
Thepurposeofthislessonisbecomeawareofnarrativestructureanddifferentkindsof
questioningtoimprovecomprehension.

[Note:TeachingaboutnarrativestructureandsummarisingareHigh5!comprehensio
strategies.SeeDymock&Nicholson(2012).]
SpecificLearningOutcomes(orLearningIntentions)
Studentswill:
1. Applythestandardformofnarrativestructure:setting,characters,plot,
theme.
2. Lookatanddistinguishthefourdifferentkindsofquestioning

TheNewZealandCurriculum:English(MOE,2007)
Strand/s:
Receptive:ListeningProductive:Speaking
ReadingWriting
ViewingPresenting
AchievementObjective/s:Level2

STUDENTSWILL:
ProcessesandStrategies:Selectandusesomesourcesofinformation,priorknowledge,and
strategieswithsomeconfidencetoidentify,form,andexpressideas.
PurposesandAudiences:

Ideas:Showsomeunderstandingofideaswithintextsbyusingtheirpersonalexperience,world
andliteracyknowledgetomakemeaningfromtexts.
LanguageFeatures:

Structure:Showsomeunderstandingoftextstructures.

Resources
AlwaysGreat,NeverLate!byBillNagelkerke(multiplecopies)Gold1
Audioclip
StoryWeb

Lesson

Plan

Preparation/organisation
Campingpicture

SettingtheScene:Beforereading
Activate background knowledge (comprehension strategy to both content and text structure).
Key focus questions:
1. Haveyoueverbeencamping?Whatwasitlike?Didanythingevergowrong?
2. Lookatthispictureofcamping.Canyouandyourpartnerputsomekeywordsandideas
aboutcampingonyourposters.(Vocabularydevelopment)
3. Thestoryweareabouttoreadisaboutacampingholiday?Wherewouldbeagoodplace
foracampingholiday?Why?Wherewouldbebad?Why?
Todaywearegoingtocontinuetolookatthepartsthatmakeupastory.Rememberthatthe
plotismadeupofaproblemandresponseandthenactionthathelpsolvestheproblem.Youre
goingtobefillingoutthestorywebwhilewereadthisstory.WhocantellmewhatImeanwhen
Iaskwhatthesettingis?Themajor/minorcharacters?Theplot?Thetheme?
1. Thesetting:whereandwhenthestorytakesplace
2. Thecharacters:mainonesorminoronesandthinkabouthowtheylookandwhattheir
personalityislike
3. Theplot:thatinvolvesaproblem,response,actionandoutcome(orsolution)
4. Thetheme:itsnormallyamessagethattheauthorwantsthereaderstounderstand
Askifthereareanyquestions.
Wearegoingtousethisstorywebtolookathowstoriesarestructured.ButIwantyoutoalso
rememberthetypesofquestionsthatIcouldaskyou.Therearetwotypes.Whocanremember
them?Inthebook&Inyourhead.Verygood!ThroughoutthereadingIwillbeaskingyou
questionsandIwantyoutothinkaboutwhatkindofquestionstheyare,becauseattheendyou
aregoingtosortthemevenmorethanbefore!

Guidingthroughthetext:Duringreading
1. Read first 2 pages. What kind of words are phit phit and oornk oornk and tring
tring? They dont sound like real words to me. Why would the author put them in the
story? Do you know what this is called? Onomatopoeia. Can you think of other words
like that?
Where do you think this story takes place? Why? How do we know its New Zealand?
Who are the main characters? The minor characters?
How does Charlie feel? Why does he feel that way?
If I wasnt from New Zealand, do you think I would know what a mozzie or a morepork
was? Do you know what a morepork is?
2. Read one page. Why does Dad like this place better than Pipi Bay?
Why does Charlie wish he were at Pipi Bay? What are Charlie and Dad doing? Is there a
problem so far?
3. Read next 2 pages. Can we fill in any more information to our story maps? Who can
come up with an in the book question? Very good!! Can anyone help me think of an
in your head question?
Why is dad so agitated at the ringing sound?
Have you eer heard a Tui imitate things?
Do you think Mr Rose is a major or minor character?
4. Finish the story. Why was dad suddenly okay with going to the campgrounds?
How do you think mum felt about camping on the farm versus camping at the
campground? Find support from the text.
how do you think Mr Rose feels about the tui? Why do you think that? Find proof.
5. Go over the story web together. Choose one student to summarise the story using the plot
section.

Followupdiscussionandactivities:Afterreading
1. Now I have 4 questions for each of you and I want you to circle what kind of question
you think it is.
There is one question for each subcategory.
For in the book questions it could be either right there meaning the answers are
right in the text or think and search meaning the answers are in a lot of different
places in the text so you have to collect the information.

For in your head the question can either be author and you where you connect what
you know with what the author has written or on your own where you only use what
you already know and you background knowledge! One youve circled what kind of
question you think it is. Compare and discuss with your partner, then answer them
together. Full sentences please! Remember capital letters and full stops.

What

happened

2. Once finished, go over all of the questions together. Have students explain why they
think what they think each question is.

ObservationofChildren(formativeassessment)

EvaluationofLesson