Lesson Plan Template blank Edbed 1011 PDF

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Lesson Plan Grade/Class/Year:

4

28/5/2018

Date:

Curriculum Area/s:

Strand/Sub-Strand:

Mathematics/English

English: 

Literacy/Creating Texts



Language/Expressing and Developing Ideas

Mathematics: 

Number and Algebra/Number and Place Value



Number and Algebra/Money and Finance Mathematics

Links to Victorian Curriculum F - 10 Content Description/s:



Mathematics/Level 4/Number and Algebra/Money and Finance Mathematics- Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-10#level=4



Mathematics/Level 4/Number and Algebra/Number and Place Value- Recall multiplication facts up to 10 x 10 and related division factors; using multiplication facts to calculate related division facts. http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCMNA155



English/Level 4/Language/Expressing and Developing Ideas- Incorporating new vocabulary from a range of sources, including vocabulary encountered in research, into own text. http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCELA279



English/Level 4/Literacy/Creating Texts- Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features; using research from print and digital resources to gather ideas, integrating information, from a range of sources, selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purposes. http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCELT297

Where are they now? Student Prior Knowledge/Learning: Mathematics: The students have a strong ability in recalling multiplications up to and including 10 times 10, in which they

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are also able to use these timetables to divide simple equations. Their prior knowledge in adding monetary values together of up to 5 cents isn’t very strong, but they are able to work out the correct answers with the use of technologies such as calculators. English: Students are able to read with the teacher as a group, with help pronouncing some words. They are able to write sentences by incorporating certain subjects or else topics into them. From reading a book, they can get common ideas and turn them into their own in their writing. They have some knowledge in incorporating money into their writing and have some ideas in using the right words to write about adding certain things together in their texts.

Where to next? Learning Intention/s:

  

To be able to add monetary values together. To be able to plan out their own story. Incorporate the monetary additions into their story.

Success Criteria: Students will:

  

Have their monetary additions to equal up to $20. Have a plan and rough copy of their book written out. Have their story to be similar to the story that was read in front of the class.

Key Vocabulary: Money- Objects which have different values which are used to be swapped for items. Addition- When two or more things are added together. Similar- When two things are the same in some ways and different in others. Group Structure: Students will be expected to read the book together as a class, with the teacher leading the reading and each of them reading along at the same pace. They will also work as a class to brainstorm ideas from the book which may be used in their stories. Finding the objects from the catalogue they would like to purchase will be done on their own, although the sheet with the item options and their amount will need to be shared between 2 people. The students are not to copy the student next to them or the student they are working with, as the diversity of their books will be talked about at a later date. The students are to work on their own while planning and drafting their story. They may share some ideas on what their book is including with other around them and are encouraged to use some ideas from the shared reading.

Notes for Inclusive Practice: Some students may be unable to choose their items that they would like to use in their story. For these students, give them a list for four to five items which will add up to $20. You will become aware of who these students may be after 5 minutes, as the majority will already be putting together their list by now. Give these students a gentle budge by giving them an item to start their list off. If they haven’t added to this within

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another 5 minutes, give them the list. Some of the students may be a little bit quiet and won’t put their hand up during the discussion. To work around the issue of just the overly confident students contributing to the class discussion, use the ‘talking sticks’, which are in a blue plastic cup on the whiteboard ledge. You are to pull out a stick, which will have a name on it. This student is to answer the question or else contribute to the class as wanted. If a student isn’t sure of the answer, pull another name out and get this student to help the other, but don’t disregard the first students though, make sure that they can either elaborate or else explain what the student after said. A few students aren’t very strong in English. These students may need some help in starting off their sentences and help with spelling some words. Tell them to have their best go at spelling the words as they will correct their whole piece the next few lessons, so their stories can be as best as possible. For the students not being able to write their sentences, refer them to the book that was read as a class and give them some similar starters. They will be able to finish the sentences off with the required content. Some students aren’t strong in adding monetary values. Assist these students by changing the content of what they need to do; they only need to make their objects equal $10. This will mean that these students will only need to add up a maximum of three objects. A few students don’t work well together. This should be avoided by the seating plan that is in place, but on the off chance that some don’t co-operate, give them a warning to split them up by moving them, and if they act up again, move one student to the spare table. If the student continues to act up, tell the teacher next door that he or she is going to be joining their class. This is something that all classes do and are aware of, and the other teachers won’t mind. If a student is to muck up while doing the class discussion and reading, remove them to another part of the floor, where they are away from the other students they were interacting with. Most of the time, if a boy is mucking up, but them near the girls, and vice versa.

Lesson Sequence Introduction: The lesson starts out with the students sitting on the floor. As an introduction, you are to read the book ‘The Great $20 Adventure’ by Effie Zahos, with the class reading along. Before reading the book, ask the class what they think the book may be about. Include questions like ‘what do you think is going to happen in this book?’, ‘what might the boy do on his adventure?’ and ‘where might the boy go in the book?’. These questions will ensure that the students brains are tuned into what they are about to do. When the class reading starts, make sure that all students are reading the book together at the same time. Don’t pick on certain students if they are only mouthing the words to the book, as a few of them get selfconscious, just give the class a reminder that they all need to be joining in by saying something like ‘reading together’ or ‘I can’t hear you’, as it should get that student to read a little louder. When reading the book, ask the class for definitions on words which they may not know. Stop at the end of a paragraph if any words pop up. After reading the book, ask the students about what the boy in the book brought. Use the talking sticks (allocated on the white board ledge) to pick students to answer the questions to allow an even chance of each student being picked. Next, ask the students to recognise how some of the sentences at the start of each paragraph start. Get them to make up sentence starters similar and write them on the board. This will be the starting point for some students when writing their books. Before commencing the activity, make sure that the students know what they are doing and what is expected. Show a copy of the catalogue sheets in front of the class and give an example of adding two or three items together. Encourage students to use the ‘jump method’ if they are having troubles, where they

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will jump to the nearest tens, the add on the rest of the tens column, followed by adding the number in the ones column last. Ensure students to create draw a diagram when doing this technique and get one of them to demonstrate on the board for the example equation. Make sure that the students know that each additional item they buy will be put on a separate page. Associate the book with this in showing how it does the same thing. Send the students back to their seats once finished explaining the activity. Ensure that they get out their maths books on the way through. Don’t hand out the sheets with the shopping items on it until all of the students are at their tables, as tis could act as a distraction and slow them down if it is given out too early. Once all students have the sheets, commence the class and let them do the activity. Time Allocation: 25 minutes Key Questions:

   

What is the story about? How are we going to make our stories like this? How much money do we have to go shopping? How long does the story have to be?

Main Content: Students are to make a story about going on a shopping adventure, where they have $20 to spend. They will choose their shopping items from a catalogue page, which has multiple items where are priced at a cost which are able to be added together at their level. Once they have chosen their items and made sure that they add to $20, by checking on a calculator, they will begin to plan and draft their book. This will be done in their work books. In lessons to follow, they will check their draft for spelling mistakes and punctuation errors, before creating their final copy, which will be made into their own A4 book. Note: After 30 minutes of working at the tables, get the students up and make them stretch. This will allow them to keep on working hard as their blood flow is increased and will stop them from getting distracted as they are having a short break. Do this again with 20 minutes left. Time Allocation: 80 minutes Independent or Group Activities:

Teacher Group or Focus:

All students will work on the activity while the teacher is working one on one with each student in the class to ensure that they know what they are doing and that they are on the right track. If the student is having troubles and the teacher is with someone else, it is encouraged for them to ask their fellow peers.

The teacher will ensure that all students are aware of what they are expected to be doing and are doing it. As the teacher goes around, the first main focus will be making sure that all students are able to pick out their items and make sure that they add up to $20. To ensure this, the students that are struggling will get more one on one time, where the teacher can go through the ‘jump strategy’ with them again, with the use of diagrams to assist.

If a student has finished both parts of the activity early, encourage them to go through their work and start correcting it. Don’t tell the whole class this at the start or else some may rush to try and get to this part too early.

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Once students have found the items worth $20, they are encouraged to move onto the next part without the assist of the teacher. When some of the students have started, go to these students and ask how they’re going to make sure they know exactly what they are doing. For the ones that are taking a bit longer to complete the first part, help them a bit by

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being there when they add up their items. This will allow you to help the ones that need some assistance in completing it. Closure: When all students are sitting on the floor at the end, ask some students what they brought in their stories. This will create a discussion about what they did. Do a survey with the students where they shut their eyes and show by holding up different number of fingers how much they learnt from today and how much they got done. This will give a representation of how well each student is going and how many have started correcting their own work. Time Allocation: 15 minutes

Other Resources Materials/Resources/Equipment: A class set of calculators, a print out of enough catalogue pages for one between two (around 15), the book ‘The Great $20 Adventure’ by Effie Zahos (this book can be found in the library at school), the class set of ‘talking sticks’ (can be found next on the whiteboard ledge) and each student needs their mathematics and writing books, along with a pencil to write with. White board markers are needed to write on the board with, but they will be on the ledge. References/Sources:

Starr, L. (2017, February 6). The Talking Stick | Education World. Retrieved from http://www.educationworld.com/a_lesson/00-2/lp2063.shtml Zahos, E. (2017). The great $20 adventure. Australia: Author.

Part B: Self-Reflection on the Lesson The lesson plan and the implementation of it allowed me to develop my skills in teaching literacy and numeracy as it allowed me to find the ways that a student learns best. It allowed me to find out that activities that include a ‘fun’ last part or else an activity which has multiple parts will encourage the student to learn as they want to get to the part they will find most enjoyable quick. It allowed me to find out that some ways of teaching done work for all students, for example, the jump strategy wasn’t needed when doing the class with my chosen child as they could do that mathematics in their head. From creating the lesson plan, I learnt that mathematics can be taken out of literature, and then the mathematics can be turned back into literature. This made me realise that one subject can be related to the other if the right activities are set and also increased my knowledge of how ideas can be taken out of the book and interpreted in different ways by different people. This is evident as the child picked a different story line to what I would have and also chose items which were completely different. The flow of my lesson was good as the child was able to move between the reading of the book, to the activity easily. She was also able to change between the mathematics and the literacy concepts with ease without having to ask me many questions. I allowed the perfect amount of time for the reading of the book and discussion, but if it was to be done with a class, more time would need to be given as there would be more than one responder to each question. The mathematics took around 20 minutes, while the planning and the writing of the story took just over 60 minutes, meaning that more time would need to be allocated

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from the closing section, as it only took 10 minutes. The time spent on the two breaks during the main part of the lesson went for about two minutes each, which was the perfect amount of time to ensure that the child didn’t get distracted while working or else lose concertation. During my lesson, the idea of having three parts to the main part of the lesson worked well. You could see that the child was trying to get through the mathematics and planning bits, so she could get started on writing her book. The student didn’t get sick of the task either, she continues to do it and at the end, she wanted to finish and produce her book, which would happen in another lesson to follow. In the first break of the lesson, it was acted like it was fruit time. This lesson would be perfect for a two-hour morning block as the break in the middle would act as fruit time. Acting like it was fruit time meant that the child got brain food after an hour into the lesson, which was around the half way mark. This meant that the child worked a bit better after the break. If I was to teach this lesson again, I would make sure that I made the closing section shorter and the middle part longer by five minutes each. This would ensure that the students would get to have more time to work on the major part of the task and would also allow the slower students to get up to the correcting process. For my own learning, time management could be worked on to make sure that students of different learning speeds are catered for. IN the future, I need to show the students how to learn something in more than one way. Instead of relying on the jump strategy for the year fours, I should invest in finding other ways for them to learn addition. In my lesson plan and lesson, I used the jump strategy as students in year four aren’t at the level where they can do things in their heads. As they as writing it down and adding different parts at the one time, it allows them to realise that numbers are made up of different parts and separating them into smaller amount will make the numbers easier to work with. Many students are at the same level for literacy, so reading as a class can include those who are weak and will enable them to see new works as they read them, which will allow them to work of their ‘sight word’ bank, which are words that you can remember how to spell or read without thinking about them. By using the calculator to correct their own problems, the students are learning that for mathematics there is only one correct answer, unlike literacy, which is explored at the end of the task when the discussion about the individual’s stories comes about. I observed that the student that I taught was a fast learner. After going over how we were taking part of the book and using it to make her own, she was able to ask questions about the task, to find out if she was on the right track. When she was trying to spell her words correctly in her draft, she used the technique to sound the words out, which worked for her. As she started writing the same words over and over again, she didn’t need to think of how to spell some of them as she has written it prior. The student that I took was very engaged, so she didn’t need any sort of help engaging. After she had her fruit snack, she was more engaged as she had just had a break. I learnt that younger children need breaks often as they aren’t use to keeping focused for long amounts of time.

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