English Lesson Plan PDF

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Summary

Year 1, exclamation mark lesson plan...

Description

LESSON PLAN SCHOOL OF EDUCATION Time:

EYLF Links:

Students’ Prior Knowledge:

10.45am to 11.40am

Not applicable

Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

Year Level: Year 1

Understand patterns of repetition and contrast in simple texts (ACELA1448)

Content Descriptors:

Capable of writing sentences that end in full stops and question marks.

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Know that there are three ways to end a sentence, full stops, question marks and exclamation marks.

Skills: Not applicable General Capabilities (that may potentially be covered in the lesson)

Literacy

Numeracy

ICT competence

Ethical behaviour

Critical and creative thinking

Personal and Social competence

Intercultural understanding

Cross-curriculum priorities (may be addressed in the lesson) Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Lesson Objectives As a result of this lesson, students will be able to: •

Identify if the exclamation marks, in the selected children’s literature, expressed good or bad excitement.

•

Write a sentence, effectively, using an exclamation mark to express good or bad excitement.

•

Spell familiar and high frequency words accurately and less familiar words with accuracy, using phonic and spelling knowledge.

Teacher’s Prior Preparation / Organization:

Provision for students at educational risk:

• Have learning intentions and success criteria prepared and ready to be displayed (item 1).

•

Refer students to the word wall, where full stops, question marks and exclamation marks definitions and examples are displayed.

•

Support students that require an enabler by suggesting that they refer to both the word wall and selected children’s literature that contain examples of how exclamation marks can be used.

•

Support students requiring an extension to the task, by suggesting that they:

• Have the children’s literature, Boo to a Goose, by Mem Fox, illustrated by David Miller ready to be read (item 2). • Classroom is set up with workstations that have children’s literature, selected for the examples of exclamation mark that express good or bad excitement (item 3). • Have cards prepared, for students to write a sentence using an exclamation mark (item 4). • Have student assessment criteria prepared.

o

assist another student if required, or

o

write an alternative sentence, should they have used an exclamation mark to express good write a sentence that expresses bad excitement.

Assessment of the objectives: •

Could students identify if the exclamation marks, in the selected children’s literature, expressed good or bad excitement.

•

Were students able to write a sentence, effectively, using an exclamation mark to express good or bad excitement.

•

Did students spell familiar and high frequency words with accuracy and less familiar words with accuracy, using phonic and spelling knowledge.

•

Reflect on student’s lesson activity to ensure that the lesson was engaging and appropriate for the student’s level of understanding.

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant Time: 10.45am to 10.50am

Motivation and Introduction: 1. All lesson resources are prepared and ready to be used. 2. Bring students in from recess and instruct students to form a circle on the mat. 3. Review the learning intentions and success criteria by having students read them as a collective.

10.50am to 11.00am

Think-Pair-Share 4. Call on students’ prior knowledge by having students turn to the student beside them and telling them the three ways to end a sentence. 5. Ensure all students are participating and be listening out for full stops, question marks and exclamation marks. Prompt students if required.

Classroom is set up with workstations, all resources are laid out in preparation for the lesson activity. Have learning intentions and success criteria prepared and presentation displayed.

6. End Think-Pair-Share activity and gain students focus. 7. Ask students to volunteer and if required call on students to provide an example using full stops, question marks and exclamation marks. 11.00am to 11.10am

Reading Component 8. Before reading, show the students the front cover, read allowed the title and ask students: •

What do you think this story might be about?

•

What do you think might happen?

•

When you see an explanation mark, ask yourself, does this express good or bad excitement?

•

Read, Boo to a Goose to enhance students understanding of exclamation marks.

9. After reading, ask students: •

What is the meaning of the story read?

•

Why do you think was the authors reason for writing this?

•

Did you find any explanation marks in the book?

•

Did the explanation marks express good or bad excitement?

10. End reading component of lesson plan.

Have Boo to a Goose, ready to be read.

Lesson Steps (Lesson content, structure, strategies & Key Questions): 11.10am to 11.20am

Student Group Activity 11. Break students into groups by providing each student with a numbered card. Have students find the workstation with their reciprocal card number. 12. Each group of students will read the selection of children’s literature and Identify if the exclamation marks express good or bad excitement. 13. Have students record their findings on a sticky note to be placed on the cover of each of the children’s literature.

Continue to display learning intentions and success criteria. Workstations prepared with group numbers and children’s literature that contain exclamation marks that express good or bad excitement.

14. Give students a one-minute time warning. 15. Instruct students to place the children’s literature into a small pile ready to be collected. 11.20am to 11.30am

Student Individual Activity 16. Ask students to collect a card. Students are to write a sentence using an exclamation mark and identify if they where expressing good or bad excitement. 17. Give students a two-minute time warning.

11.30am to 11.40am

Lesson Closure:(Review lesson objectives with students) 18. Call all students to the mat and ask them to bring the exclamation cards. 19. Ask students to volunteer and/or if required call on students to present the sentences they wrote using an exclamation mark. 20. To transition students to lunch, collect cards as they go to collect their lunch box to assess: •

Student’s ability to write a sentence, effectively, using an exclamation mark, spell familiar and high frequency words with accuracy and less familiar words with accuracy, using phonic and spelling knowledge.

Transition: (What needs to happen prior to the next lesson?) 21. Students break for lunch. 22. All resources will need to be securely packed away. 23. The room will need to be set for the next lesson.

Have cards prepared, for students to write a sentence using an exclamation mark.

Item 1

Item 2

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