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Paraphrasing

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277 views4 pages

Paraphrasing

Uploaded by

api-237128976
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Sample Lesson Plan (VELS Levels 1-6)

Practicum Lesson Number


Topic and Focus Paraphrasing

Time of Lesson

10yttttttt6666uj

Duration of lesson Year Level 5

30 mins Supervisor

Class Size Sharon Long

26

Learning Focus:
VELS Strands

History of the Olympics


Level: 4 Domains English Dimensions Literature Key elements of standards to which lesson is focussed

Discipline based learning

Students compose, comprehend and respond to an expanding range of texts in print and audiovisual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues.

Assessment Criteria and Method of Evaluation


Standards

How will you identify what they have learnt and how will you record or note this
Evidence How will you identify what they have learnt and how will you record or note this Through constant discussion in whole group discussion and viewing all childrens ideas I will get a better understanding of whether children have the idea of paraphrasing. I will also discuss with Sharon if there is a cause for concern of children not understanding the concept.

Assessment Criteria (Ability to: )

Speaking and listening

When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.

Students Background Knowledge

What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?

Through discussion sessions over the last 2 weeks of caf reading students show they have an understanding of paraphrasing, this lesson will build on this by teaching the children a number of ways to paraphrase.

Resources and Materials


Powerpoint slides

What materials and resources will you need to have prepared? What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?

Student Teacher Focus

Ensuring the lesson flows and is within time. Maintain classroom management; strong clear voice, step on naughty behaviours early to ensure children do not feel they can walk all over me. Be excited to teach the students to enhance their motivation to learn.

Stage of lesson
Stage 1 Introduction How will you engage and stimulate the interest of the students? Include possible questions that you may choose to use Demonstrations etc Stage 2 Body of lesson Describe each distinct task in the order to be undertaken. Start a new task each time the teacher or students behave in a different manner. State an estimated length of time for each task. Ensure that there is some form of prompt or reinforcement available for students Stage 3: Conclusion How will you draw the findings of the lesson together so that the students can evaluate what they have learnt? Stage 5: Closure Do you need to prepare the students for handing over to another teacher, or another subject PRAISE? Have the students done well? Worked hard?

Tasks/ Activity/Challenges/?
Put up on the board what the children will need. Quick discussion about Paraphrasing with students. Explain what it is? How do we paraphrase?

Time
10

Student action
Engaging in discussion. One person talking at a time.

Teacher action
Questioning, moving around the room. Ensuring constant engagement from all students.

In their books get children to have a go at paraphrasing, following the rules one at a time as a class. Rules; 1. Read the passage carefully. 2. Decide the main ideas of the passage. 3. Highlight important words or phrases. 4. Put the main points in your own words. Once they have attempted rules 1 and 2 individually, allow them time to discuss with people close by the main ideas; Do the same after 3 and 4.

15

Remain focused on task at hand, sitting at desks Working quietly and independently when asked and then when prompted discuss with peers there ideas.

Ensuring students stay on task by continual movement around the room. Offering positive feedback to the children while also questioning their ideas.

Finish off with showing my example of paraphrasing and ask students to compare their own examples with this. Why does paraphrasing help us with our reading?

Listening attentively, Contributing in discussion.

Generating discussion on paraphrasing

Ask students about their caf reading goals. Then ask them to read on focusing on their specific goals.

Reflection on Student Learning

What did you observe about student learning? Report evidence of students learning , map to the skills and concepts listed in the lesson plan

Comments on Future Lesson Directions

Make a comment about your assessment of the lesson. Are there areas you need to go over or move beyond?

Reflection on Lesson

How was the timing or the flow of the lesson? What other observations did you make ? Did you manage the learning environment effectively? Did you explain the science concepts clearly?

Reflection on Student Teacher Outcomes

Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the future? What were the positive points of your lesson?

Pedagogical Teaching Activities/Strategies; to engage, to challenge prior understandings, to promote questions POE (Predict observe explain), MORE (Model Observe Reflect Explain), SCAMPER (SCAMPER is an acronym for useful list of words that can be applied as stimuli to make you think differently about the problem area.), PMI (Plus-minus interesting), OPV (Other People's Views), Thinking Hats, Think-pair-share, role model, jigsaw, inquiry, problem solving. Examples of Science Skills and Processes- Observing, Classifying/comparing, Measuring/Using Numbers, Predicting , Inferring, Experimenting, Communicating ,Collecting, Recording, and Interpreting Data, Identifying and Controlling Variables, Making and Using Models etc Critical Thinking Skills- Analysing, Generating Ideas, Evaluating, Applying, Synthesising, Expressing Ideas, Solving Problems .

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