Phoebe Williams 22409210 Lesson Plans

TEXT title PIG the FIBBER

APA 6th reference Blabey, A. (2010). PIG the FIBBER:

Scholastic.

Synopsis/overvie PIG the FIBBER is a quality piece of children literature that is suitable for stage
w one students. With it’s brilliant hysterical texts accompanied by its bight and
colour illustrations, Pig the Fibber will engulf all students and leave them
giggling in delight. The book incorporates rhyme into the text as well as
incorporating everyday situations children face (Morals). With the distinguished
characters pig the pug will sure be a favourite in the classroom.

Year level Stage One: Year One

Part 1 – Learning activities:

Activity title: Rhyming words sit down.

Teaching Area: Speaking and Listening Teaching group focus: Whole class,
learning centre activity

Syllabus/curriculum: Content/ elaboration: Skill/knowledge:

Communicates with  Engage in conversations  Develop an understanding of

a range of and discussions, Rhyming words
people in using active listening  Enhance their listing and
informal and behaviors, showing speaking skills
guided interest, and contributing  Be able to participate in group
activities ideas, information and
discussion
demonstrating questions (ACELY1656
interaction  Carry out complex
skills and instructions involving
considers how more than one step
own  Listen for specific
communicatio purposes and information,
n is adjusted including instructions
in different
situations



Description of activity:
INTRODUCTION:

 Have students sit on the floor around you and show the children the front cover on the book
(Pig the Fibber).
 Explain that you will be reading the book to them but before you open it have a group

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discussion on what the children think the book will be about based on the illustrations on the
front cover and the title. Also get the students to point out where the authors name is.
 Explain to the students that you will be reading the book through once without interruptions
and they can ask questions at the end.
 Read the book though once and discuss with the children what the story was about and if
they herd any rhyming in the text. Allow for a group discussion.
 Read the book through a second time emphasising the rhyming words and allowing the
children to imitate you by repeating the rhyming text after the teacher.
 When finished reading the book the second time have another group discussion prompted by
the teacher about the rhyming words in the text.
Activity

 From the book as a class ask the students if they remember any of the rhyming words from
the text, write the words on the IWB. If students are having trouble remember the rhyming
words allow them the look at the book.
 Explain to the students that they will be playing a game based on the rhyming words on the
IWB.
 Get all students to get in a circle and face the person in front of them.
 Explain that the teacher will be reading out words from the book and they have the walk
around the circle, while the teacher says the rhyming words and when the word doesn’t
rhyme they are to sit down.
 The child who sits down last will be out. Allow students to have a few practice goes before
anybody gets out.
 When the students get out they go over to the teacher and help the teacher read out the
rhyming words.
Conclusion

 When the game is over talk to students as a group asking if they have any questions
about the book or rhyming words.

NOTES: Assessment:
Whilst having the group discussion after reading the book Skill/concept being assessed:
teacher is to observe and take notes of who is  The ability to engage in-
participating in the discussion why encouraging all group conversation. As well
students to contribute and praising all impute. as having an awareness of
rhyming words.
If some students are unable to contribute to conversation Criteria to assess the learning
promote them by asking them direct questions they can  Teacher/student discussions
answer.  Student participation in
practical activities and
demonstrations
 Observation of students as they
participate in and engage during
learning activities, such as

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listening to students’ use of

language and application of
skills to new contexts.
 Strategic questioning to
determine individual level of
understanding
How the learning will be recorded
Shown in appendix A

Resources:
Interactive white board (IWB)

Activity title: Rhyming Memory

Teaching Area: Reading and Viewing Teaching group focus: Whole class,
group work learning centre activity

Syllabus/curriculum Content/ elaboration: Skill/knowledge:

:
 Identify word families and  Identify Rhyming words
Draws on an word origins to understand  Work in pairs
increasing the meaning of unfamiliar  Use the computers the further
range of skills words, eg base words, their understating of rhyming
and rhyming words and words
strategies to synonyms
fluently read,  Understand the variability
view and of sound–letter matches
comprehend
a range of
texts on less
familiar
topics in
different
media and
technologies
Description of activity:

 Read Pig the Fibber the students again emphasising the rhyming words allow students to
repeat the text on each page after the teacher.
 Have a discussion and ask the children if they remember what the rhyming words are ( Prior
Knowledge).
 Get the students to repeat the rhyming words in the text and if they know any other words

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that rhyme together.

Body

 Explain to students that they will be playing a memory game based on the rhyming words
in the book.
 Show the kids the cards (appendix 3) and get them to repeat the words after you.
 Place students in pairs and explain the game to students.
 Using the cards (as seen in appendix 3). Place all of the cards on the table facing down
and mixed around.
 Explain that they are to pick up one card and say the word then pick up another card and
say the word if they rhyme they keep those cards and if they don’t they place them back
down and it’s the next persons turn. Until there are no cards left. (Make sure teacher is
walking around the classroom observing the students and helping the students that are
having trouble understanding the game or saying the words.
 When the students have finished the activity they are able to go onto the computers play
a game called short a rhyme game https://www.education.com/game/rhyming-words-
match-up/. In the same pairs they are able to play this game helping each other. (Teacher
is to monitor students while on computers).
 This game is a fun activity for students to play to further there reading skills and
understanding of rhyme.

Conclusion

 Discuss in small groups what they leant from the ICT game
 Discuss how they could make their own game of memory rhyme and what words they could
use.

CT: Resources:
Title: A rhyme match up Computer or ipads
Website: https://www.education.com/game/rhyming- Interactive White Board
words-match-up/

Activity title: Think Pair Share

Teaching Area: Writing Teaching group focus: Whole class,

small groups activity

Syllabus/curriculum: Content/ elaboration: Skill/knowledge:

Responds to and  Discuss characters and  Expand their vocabulary
composes a range of events in a range of  Write a short description

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texts about familiar literary texts and share  Work in groups

aspects of the world personal responses to
and their own these texts, making
experiences connections with students'
own experiences
 Discuss how depictions of
characters in print, sound
and images reflect
the contexts in which they
were created
Description of activity:
Introduction:

 Before reading the Pig the Fibber book tell the children to focus on how they would
describe Pig or Trevor.
 Read the book to the students.
Body :

 Think: get children to think about how they would describe Pig and Trevor. Get them thinking
about how they act and words you would use to describe their actions and them (thinking to
their self).
 Pair Place students in pairs to discuss the words they have come up with to describe Pig and
Trevor.

 Share: In pairs one at a time students are to share the words they have come up with the
describe either Pig or Trevor.

 While the teacher writes the words on the interactive white board praising all students for
their contribution.

 Encourage students to all come up with different descriptive words however if a student can
not think of another word tick the word they have used the acknowledge their contribution

 After all students have contributed there will be a vocabulary word bank on the IWB.

 Read all the words on the white board to the students.

 Explain to the students they are now to write a short description on either Pig or Trevor using
the words on the white board.

 Teacher says and example so students have a further understating of the task.

Conclusion

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Students read out their short description in front of the class.

NOTES: Resources:
Teacher helps students that are having trouble writing  Interactive White Board
their short description.  Students work books
Students that have write their description fast can write
another description about the other character they didn’t
do first.
Praise students on their efforts

Critical Reflection

Childrens literature plays a crucial role in developing, sustaining and supporting

childrens literacy and language learning skills in society (Lynley, 2011). Pig the Fibber
was chosen as the quality children’s book to base my activities on, as it engages a
“whole” person through its humorous rhyming text and capturing illustrations. By
basing my learning activities on Pig the Fibber children are able to develop emotional
intelligence, understand morals and develop an understanding of rhyme. The
speaking and listening activities that have been chosen to critically reflect focus on
the importance of reading out loud as well as rhyming.

Speaking and listening is a critical aspect to develop language skills, which are a
required resource to efficiently effectively function in society today (Winch et al.,
2014). The development of oral language both expressive and receptive is what
makes learning possible. It is an educator’s duty to provide learning experiences that
improve oral language well as a tool to create a language rich environment (Winch et
al., 2014). Children need to be learning to use language in a variety of practices
including group discussion and being read books out loud, which is the focus of my
activities in the speaking and listening lesson plan.

As seen in the introduction of my speaking and listening activity reading out loud to
the students is the main focus as it is a central context to childhood learning, as it
provides the opportunity for students to develop oral language ability (Fellowes &
Oakley, 2014). It allows students to be exposed to a wide range of vocabulary as well
as sentence structure. The book is repeated again as children need to multiple
opportunities to understand and listen to the book in order to experience clear and
précises oral communication (Fellowes & Oakley, 2014). In turn this strategy reflects
on the behaviorist theory as it states that language is learnt through practice and
reinforcement through models that children can imitate (Berk, 2013). Throughout
the introduction of the activity repetition is reinforced with the students copying the

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rhyming text after the teacher, intern this also promotes the behaviorist theory
(Berk, 2013). The discussion of the book was incorporated in the activity as it allows
for students to have social interactions between other children and the teacher, it
also furthers language learning ability, which is the key to language learning
according the interactionist perspective (Berk, 2013). Discussion is a vital part of the
development of oral language, as it engages all students and allows children to
develop their listening and speaking skills. Within a classroom it is important to read
and share books with young children as it provides the richest literacy experience
and are vital to future success, while the range of texts children encounter in the
modern world produce a new and expanded meaning (Winch et al., 2014).
The game of Sit down rhyme also supports the behaviorist theory through
repetition; this is shown throughout the whole activity with the repetition of rhyme
(Berk, 2013). The activity was chosen as it allows children to incorporate what they
know and have learnt about rhyme and actively practice the language skills they
have learnt to participate in a learning activity. The children who get out in the game
are able to intimate the teacher that also further develops their language ability and
understanding of rhyme. The activities thought the speaking and listening lesson
plan are also based on Vygotskys language and cognition theory where children
develop language through conversations and people, as thought the activities they
are encouraged to participate in-group discussions (Fellowes & Oakley, 2014). This
emphasises the importance of group discussion lead by a teacher, which is shown
throughout my lesson plan. Throughout the activity there is an emphathises on
rhyming words as the lesson is designed to facilitate the beginning of the students
understanding of rhyming words and there phonological awareness. The repetition
of rhyming allows for students to gain an understanding and use their knowledge
they have just acquired to build upon and use for further language learning.
Thought-out the critical refection the speaking and listening lesson plan has been the
main focus. Vygotsky, the behaviorist theory and the interactionist perspective
support the activities that have been designed to develop a student’s language
learning abilities. The lesson plan has focused on the importance of language
development though reading out load to students and repetition so they are able to
develop their speaking and listening skills which incorporates developing students
vocabulary and the ability to understand rhyme.

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Reference List
Blabey, A. (2010). PIG the FIBBER: Scholastic
Berk, L. (2013). Child development. Boston: Pearson.
Fellowes J., & Oakley, G. (2010), Language, literacy and early childhood
education. South Melbourne, Vic: Oxford University Press.
Lynley, M. (2011). Children's literature (pp. Source Volume: 16 Source Issue: 3.
Australia: Practically Primary Publisher: Australian Literacy Educators' Association
Audience.
NSW Education Services Authority. (2012). NSW English K–10 Syllabus. Retrieved from:
https://syllabus.nesa.nsw.edu.au/english/english-k10/

Winch, G., Johnston, R., March, P. Llungdahl, L. & Holliday, M. (2014). Literacy:
Reading, Writing and Children’s Literature (5thed.). South Melbourn: Australia:
Oxford University Press.

Appendix
Appendix 1

Name: Year: Date:

Outcome: Communicates with a range of people in informal and guided activities

demonstrating interaction skills and considers how own communication is adjusted
in different situations



Speaking and Note yet Progressing Proficient Mastery

Listening
0 1 2 3
Competencies

Engage in
group
Discussion

Understand
of rhyming
words

Participate in
activity and
was able to
identify the
words that

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didn’t rhyme

Listen to
instructions

Carry out
instructions
that were
given to them
more than 3

Appendix 2

Appendix 3.

Say Way Clever Trevor Mat That Flowers

Hours Dress Confess Trevor Whatever Plan Can

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High Lie Grim Him Chair Air All

Ball Say Hooray Truth Tooth

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