Bellaire Primary School

Practicum Lesson Number

Topic and Focus

Time of Lesson

10:00

Duration of lesson Year Level Prep

40-60 mins Supervisor

Class Size Jo Barry

21

Writing; book re-tell

Learning Focus:

To re-tell key aspects of an electronic text.

Domains Dimensions Key elements of standards to which lesson is focussed

AusVELS Strands Level:;Foundation

Discipline based learning

English

Writing Reading

Recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences. Identify some features of texts including events and characters and retell events from a text. Students begin to reflect on themselves as learners, in particular on their feelings about learning, by responding to open-ended statements such as Im proud of this because ,
Evidence How will you identify what they have learnt and how will you record or note this Students will demonstrate their learning in their writing books attempting at least one sentence with words that require a capital letter.

Physical, Personal and Social learning

Standards Recognise proper use of capital letters.

Personal learning

Assessment Criteria and Method of Evaluation

How will you identify what they have learnt and how will you record or note this

Assessment Criteria (Ability to: )

Students demonstrate an ability to place capital letters where appropriate.

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?

Students have currently been concentrating on using their phoneme fists and THRASS charts when writing, I will continue to encourage this with the children. They also recently spoke about the use of full stops in a sentence, now they are ready to start using capital letters at the start of sentences and in nouns.

Resources and Materials Language

What materials and resources will you need to have prepared?

Writing books, IWB, Class king badge

Watch, listen, focus, re-tell, record, write about, key ideas, beginning, middle, end.
Student Teacher Focus
Behaviour management;
Discussion about what Mrs Barry does for people who are not doing the right thing!

What will you concentrate on yourself?

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

Tasks/ Activity/Challenges/?
Discuss the class rules, what are some things Ms Barry does when these are broken etc. Introduce the class king. (Jaxon)

Time
15

Student action
Full attention 5Ls Contributing to discussions

Teacher action
Be firm with the children, take control of the class. Encouraging children to contribute to discussions.

Explain that we will be watching a book on the board a story called The very hungry little caterpillar. Explain expectations children to watch, listen and focus on the story. What sort of things happened in the story? Model on the board the letter m. Discuss some sentences children make like to right about. The caterpillar ate one apple. The caterpillar turned into a butterfly. The caterpillar had a stomach ache
Model the correct strategies thinking aloud so the students can hear.

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

Explain the class activity; Students tell a partner what they will write about and wait for their book to be handed to them. Extension group on the floor (Brodie, Rikki, Tayla, Zane, Thomas, Elise). Challenge students to attempt more than one sentence. When completed ask students to underline the capital letters they used. Bring students to the floor quietly in a circle for reflection time.

30

Working at their tables quietly Using phoneme fists and THRASS charts. Trying their best to spell certain words.

Pull the class up and remind to lower voices. Praise children for positive behaviour Ensuring students stay on task by continual movement around the room (or constant reminders to keep on task). Always providing positive reinforcement to the children. Ensuring easily distracted students remain on task by maybe offering them a chance to show their work at the end

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?

Children share their sentence/s in a read-a-round (two circles with children facing each other, one child reads, the other listens. At a given time the outside circle moves around a place. Read to your new partner)
Prepare students to go outside for recess

5-10

Children joining in activity finding the full stops of the passage.

Positive reinforcement to those children sitting nicely. Encouraging students who have a go at going out the front.

Focus on 3 or 4 students who did an exceptional job and provide praise.

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 .