Lesson Plan
Class:
Date: 2/10/2015 (Week 1, Day 3)
Time: Start: 9.30 am
Year 5
Finish: 10.00 am
Key Learning Area: English
Lesson Topic: Information Text (Desert People)
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Using a Web to arrange ideas, gauging prior knowledge of Desert People and the desert environment, using the internet to research topic,
previewing the text (Desert People).
Syllabus Outcome(s):
Indicators of Learning for this lesson:
Assessment:
One or two only. Please note the
syllabus reference number AND
write out in full.
Behaviours that contribute toward achievement of
outcome(s). Quote syllabus numbers. Must be clear,
specific, observable. Curriculum Content Strands may
be used as headings.
Strategies which will be used to assess
learners attainment of learning
outcomes. Should be linked to each
learning indicator.
By the end of this lesson, the students will:
Listening to student answers as
they summarise pp. 4 5
Video of student paired activity and
check list
Using a rubric to evaluate student
summaries of p. 6
Student feedback during closing
session and link to further learning
A student:
EN3-2A Composes, edits and
presents well-structured and
coherent texts
EN3-3A Uses an integrated range
of skills, strategies and
knowledge to read, view and
comprehend a wide range of
texts in different media and
technologies
Engage personally with texts and make a summary
Understand and apply knowledge of language forms
and features to write a summary of a partner
explaining what he does after school
Respond to, read and view texts (page 4 6 of Desert
People) and pick out the key elements to structure a
summary
Any safety issues to be considered:
Resources:
N/A
List resources you used in preparing the lesson AND those used in the lesson
implementation.
Interactive White Board, workbook for summaries, teacher-prepared summary charts,
assessment rubrics, phone video cam
LESSON SEQUENCE
Lesson Content/Indicators of
Learning (What is Taught):
Timin
g
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Resources and
Organisation:
Write detailed steps showing what the teacher (T) will
do and what students (Ss) will do.
INTRODUCTION
Students understand and appreciate
the way texts are shaped through
exploring a range of language forms
and features and ideas.
T recaps what Ss have learned in previous lesson.
T explains to students that one way to understand
what they are reading is to stop often during
reading to summarise in their mind what they are
reading about in a book.
Ss orally summarise examples given by T, e.g.
Yesterday afternoon Peter went to the mall and
bought
T: As I read the book about desert people, I am
going to stop every now and then to remind myself
what I have read so far, and this helps me
remember what I am reading. When I have finished
the book, I should be able to tell in my own words,
some of the information I have read about desert
people.
Interactive White Board
(IWB) with text from
www.raz-kids.com
Ss sit on the floor.
Desert People text
<www.raz-kids.com>
IWB
Workbook to write summary
in
Phone video cam
Ss are paired for the
activity.
Ss work at their desk.
DEVELOPMENT
Students:
20
Recognise and compare how
composers use a range of
language features, including
connectives, topic sentences and
active and passive voice, to
achieve their purposes
Identify the impact of first-person
and third-person narration on the
reader/viewer
Recognise how grammatical
features help to build meaning in
texts, including reference links and
adverbial and adjectival phrases
Recognise evaluative language,
Ss answer questions about reading and making a
summary.
Activity 1
Ss read page 4 5 of Desert People (Demanding
Deserts).
T asks Ss if there are any unknown words, and
explains the meaning.
including emotive language and
modality
Select, navigate and read texts for
a range of purposes, applying
appropriate text processing
strategies and interpreting
structural features, for example
table of contents, glossary,
chapters, headings and
subheadings (ACELY1712)
Recognise how aspects of personal
perspective influence responses to
text
Summarise a text and evaluate the
intended message or theme
Analyse and evaluate the way that
inference is used in a text to build
understanding in imaginative,
informative and persuasive texts
T reads the text aloud to the class.
T explains that, We are going to squash all the
information together to make a short way of
retelling what we know. We call this a summary.
Ss read each paragraph and then are encouraged
to give an oral summary of each.
T writes the key elements on the board.
Activity 2
T asks Ss to pair up and one S is to give a short
explanation of what they did after school
yesterday afternoon and the other one will write
brief sentences to summarise and retell what he
has heard.
S tells his partner what he did yesterday afternoon
while the partner writes a short summary and then
changes roles.
T collects sentences to use in closure.
Activity 3
T asks Ss to read page 6 (What Exactly is a
Desert?) and to write a quick summary with a 5minute limit.
S reads the text and writes a quick summary in a
workbook.
Differentiation
Scaffolding: During the paired retelling exercise
teacher will join the group to help children to give a
summary giving support and suggestions where
necessary. Children give a group summary helped
by the teacher who writes on the board.
Extension: Students use information they have
previously found from the Web and summarise it in
their workbooks.
CLOSURE
Students:
Recognise how aspects of personal
perspective influence responses to
text
T explains that, We have been using a technique
called summarising that is very important in all
research and writing reports.
T reads a few summaries of the paired activity and
explains the rest will be read next lesson.
T asks class what they have learned from the
activities today.
Ss give their reflections and observations.
T explains that they will be looking and reading the
text tomorrow.
Reflect on their learning
Student summaries in work
books
Ss sit on the floor.
