Lesson Plan

Year level(s)_1____

Learning area/ACARA focus_ English_(Literature, Language)

Date/Time_22.08..14_(30 mins)

Lesson focus_ Creating visual images. Predicting stories___

Background Information

Students have some prior knowledge of predicting texts and visualising images.
Familiar with sharing and discussing ideas.
Consider grammar and punctuation when constructing sentences.
Recognise descriptive words within texts.
Students are familiar with illustrating stories




Teaching/Learning Purposes(s) (written in terms of outcomes):

At the end of the session the students should be able to:

Develop active listening skills and use the five senses to construct a visual image.
To apply predicting skills using clues from the text only.
Students are expected to interpret descriptive text into a sequence of images.
To develop as independent creative thinkers
Expand the students understanding and perceptions of the text
To share ideas, information and feelings concerning the images
Students can change and adapt their visual representations in response to
additional information (remainder of story)




Preparation:

30 Creating Images worksheets
Book The Dark by Lemony Snicket
Brown paper to cover book
Whiteboard and pen to acknowledge key words
Tambourine (for transitions to use as a management tool)
Extension exercise, additional sheet for writing prediction





Learning Experiences:
1. How will engage the learners?
(5 mins)
Ask the students to gather quietly onto the mat. Gain students attention show
the covered book. Pose the question Who can tell me what the book is about?
Children typically use visual cues such as the title and accompanying illustrations
to develop an understanding of the book. A covered book restricts the students
initial sensory responses therefore pose the question Why is it hard to predict what
the story is about?

Encourage more than one response, give positive feedback to encourage
engagement.

Read the first four pages of the story. Explain to the students to listen carefully to
the text and begin to visualise the characters.
At this stage it is important that the students do not discuss the aspects of the text
but to create their own visual images.


2. . Student tasks and activities (what will the students do to achieve the lesson
purpose?)

(20 mins)
Use simple terminology to explain the task to the students. They are expected to draw
creative images of the story and its characters. To make pictorial predictions relating to the
end of the book.

Show the students the worksheet and acknowledge the different sections ( 1 3)
Section 1 My first Image
Ask the students to think about the text so far and create a visual image in pencil only.
Pause to close their eyes and create an image in their minds. To consider the story, the
character and the setting. Pose the question Can you draw a quick 2 minute drawing
about the story, in box one only?

Explain to the students that there are no incorrect responses but to be confident in their
interpretations and to use their imaginations. This activity involves a series of short micro
activities with repeated transitions from mat to workstation therefore I will use a
tambourine to signal the end of each section.

Direct the students to return quietly to their workstations to begin task and nominate two
students to hand out the work sheets.

Section 2 My image after hearing more of the text
Ask the students to return to the mat and I will continue reading the book. The students will
then repeat the exercise considering the additional text. Pose the question What do you
predict will happen and what do you think the dark wants?

Section 3 Tambourine to acknowledge end of task 2. Ask students to discuss
their images with a partner (2 mins). Direct students to redraw image after sharing
concepts. (2 mins)

Direct students back to the mat and to bring their worksheets for book conclusion. It is
important in any creative activity that the students are given the opportunity to discuss

their interpretations. Select students to very briefly look at their concluding drawings.
Always acknowledge engagement and praise class effort. Encourage students to direct
learning and make choices (students select other students to talk through their worksheets
to the class)

Finally continue reading the story to its conclusion but show the illustrations and text. Use
divergent questioning to scaffold their knowledge. Pose the question Why do you think the
bottom drawer was open?




3. Conclusion (how do you summarise the learning and relate it to the
lesson purpose(s)?
(5 mins)

Summery - Why was the dark trying to help Lazlo?. Assess the students understanding of
the concept. How do the students predictions compare to the text and have they used
creative thinking. Discuss the concepts of predicting with the children and acknowledge
how imagination can spark a multitude of ideas. Pick out some descriptive aspects of the
texts and discuss meaning s within context of story. Finally talk about the ending. Did any
of the students predict the ending?



Assessment and evaluation: (How do you know the students have achieved the
learning purpose(s). Evaluate your own performance)

Through divergent questioning and assessment of work produced I am able to
assess the level of the students understanding of the task. I asked the students to
create their independent visual images as this enables them to visually analyse the
text and develop thoughtful predictive responses. Mental images are visual
responses of thoughts therefore I can assess the level of the students responses
and relate it to:
Their understanding of the descriptive words within the text
Ability to make independent thoughts
Ability to use imagination and to think out of the box
Concept of prediction and their understanding
Form relationships between the characters and the setting of the book
Visual responses do they relate to the task
The students produced thoughtful responses and I was very pleased with the level of
participation and engagement. I feel the key to engagement is to model enthusiasm for the
task and most importantly choosing a good book.
I was very clear and reinforced instructions at each transition so that the lesson would run
smoothly. I was a little nervous about the amount of transitions during the lesson but
realised that careful planning and adapting recognised management strategies to my
lesson would be beneficial. I decided to change the tambourine to the classroom timer as
the students were familiar with this strategy and I wanted to avoid excitement. The activity
involved several quick paced micro tasks so it was imperative that I engaged the students
from the onset of the lesson.

During the introduction and throughout the lesson I realised the importance of questioning
in all its forms. The students responses on several occasions changed the direction of the

lesson and that listening is absolutely very different than hearing. I felt that it was important
throughout the task to encourage and praise the students engagement.
I gave the students opportunities to make choices and direct learning by:
Students selecting students to showcase their work
Discuss their work with a partner

The majority of students engaged immediately. Only one student found it very difficult to
think independently but I encouraged him by praising his ideas and he finished the task.
Some students did find it difficult to think creatively or have little self-confidence and
needed a little more direction. The students produced very thoughtful responses but all
found it difficult to predict the end of the story. I encouraged the students by reinforcing the
fact that there was no right or wrong answers. The learning purpose involved them to think
creatively and to express themselves within the guidelines of the text.
I found it difficult during the mat sessions as the children wanted to interact and discuss
the text but I thought any form of feedback would predetermine the creative images
produced.
If I had the opportunity to repeat the lesson I would on reflection allow more time for the
students to discuss their pictorial representations. It is just as important for students to
discuss their work, to be acknowledged and express their creative ideas. I would also
allow more time to read the book through at the end from start to finish.