Lesson Plan-Small Group

Year level(s) 4__ Learning area/ACARA focus: Literacy ACELY1690

Date/Time: 21-08-2014(12:10-12:40) Lesson Focus: Persuasive writing plans

Background Information:

They know that they have to try and convince someone to believe that they believe.
They know sentence structures



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

Being able to persuade people with text
Can give sufficient reasoning to back up their opinions
Understand what is needed in a persuasive text
- Topic
- Reasons
- Conclusion/Summary


Preparation:

Board
Paper
Persuasive text template
Pencil
Chairs (sit in group)










Lesson Plan Small group
Start Time: 12:10
12:10


12:11


12:12

12:15


12:18-12:30

12:30-12:40
Get the students to come and sit in a group. Tell them that I am going to help them
with their persuasive texts.

We are going to work on it all together and once we have finished it you will go back
to your desks and continue on with your texts

Discuss the topic what is a persuasive text

Start writing as a group
- Get the students to each give a reason for the topic

Write a persuasive text as a group

I will go around and check how they are going/giving them more help if needed.
Finish Time: 12:40

Learning Experiences:
How will I engage the learners?

I will engage the students by;
Getting them to sit in a group
Letting them know that I am going to help them and we are going to work together
Give everyone an opportunity to answer the question and praise them

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

To achieve the lesson purpose the students will;
Know what steps to take in writing their Persuasive text.
Be able to add detail to their reasons.
Know how to summarise their reasons together to make the conclusion.

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

I will summarise it by, going through it again with them
We will discuss what makes a persuasive text and will go over each of their texts and decide
if they need more information or not.


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

I will know the students have achieved their learning purpose by;
Seeing that they have included reasons and have written why they have chosen that reason.
The student will be able to tell me what a persuasive text is.
They will be able to tell me why and how persuasive texts are used.
I feel that my performance was good during that lesson, I went through the work step by step with
the students and they all knew what was expected.






















Lesson Plan
Whole group
Year level(s): 4 Learning area/ACARA focus: Literacy/Creating texts ACELY1694
Date/Time: 20/08/2014, 12:10-1:00 Learning focus: Advertising (Posters)

Background Information:

Prior knowledge
Different types rely on different features
Advertising is a form of persuasive text


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

Understand why people advertise
What makes a good advertisement
E.g. what can be used to grab their attention?
Colours used
Size of poster
Size of writing
Pictures



Preparation:

Boards (posters)
Have groups set up
Have a piece of A4 paper on each table for a quick draft design








Lesson Plan
Start time: (12:10pm)


Students will be seated in their desks; I will then inform them of what
groups they are in.
Introduction:
- Explain the activity on advertising
- Explain and have quick discussion on each topic show examples
- Explain what they are to do with the A4 piece of paper.
Students will do their draft design for their poster.
- I will walk around helping out as much as I can
I will give them a large piece of cardboard to do their good copy of their
poster
Get the students to put their good copy against the wall and judge who has
the best poster.
Students go to lunch.

12:10

12:15



12:20

12:30

12:58

1:00
Finish time: 1:00pm

Learning experiences:
How will I engage the learners?

I will engage the learners by;
Telling them all the different things they will be advertising
It is going to be a creative lesson
Prizes will be given to the best working group and poster
Secret student voting on posters (peer voting)
Showing how excited I am as well
Being direct with instructions


Students tasks and activities (what will the students do to achieve the lesson purpose(s)?

The students will first get into their groups, then grab a topic
Each student from a group will grab an A4 piece of paper
They will be given 10min to quickly design a draft of their poster
Once they have shown it to me and it has enough detail, I will give them a piece of A5
cardboard to start their good copy
They will need to include:
- A heading
- Picture
- Writing
- Cost list (if needed)
- Contrasting colours

On their draft I will want to see labels e.g., colours ----orange, ( )------pink
They will need to work collaboratively and allow each other to have a say and input into the
design.

Conclusion: (how do you summarise the learning and relate it to the lesson purpose(s)?

It will be summarised by;
Having a quick discussion at the end of the lesson about what has been used in each groups
poster to catch the attention of people (public)
The outcome of the posters

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

The students will have achieved the learning purposes by showing that they understand how
advertising is used to get peoples attention, they will use;
Bold/Contrasting Colours
Effective writing size
Different styles of writing
Images
They will be able to tell me why this is a good poster and explain how it catches peoples attention.

I felt that I taught this lesson quite well, the students were engaged and had lots of fun coming up
with ideas for their posters.










































Primary school Practical experience Forrest Crescent Primary School
Monday 18
th
August 2014 Observation notes
Started with news
Then spelling copy words off board, dictionary, sentences
Children know the order
Students quite noisy, teacher uses a bell to signal their loudness
9:05 9:30 Spelling
Clapping to get their attention
15min free writing 9:30 9:45am
Protective Behaviors PD
- Checking for understanding
- Early warning signs
- Watching Mr. Bean video swimming pool
- Asking questions (stopping video) what could happen? Is he being safe?
- New scene whats he seeing? Student answers, teacher of lesson explains the
answer again to the class.
- Now whats he doing that is wrong?
- Do you think hes feeling unsafe? How can you tell?
- Listen to early warning signs, listen to your body
- Public/Private
Maths 11:05 12:05
- She is checking the students answers with the worksheet (flights)
- Explaining the sheet, doesnt seem to worry about the class being noisy
Crunch and Sip 12:05 12:10
12:15 Science
- Barriers were opened (concertina doors) joint teaching 2 year 4 classes.
- Food chains
- Teacher uses gestures (repeated actions) to get the students attention
- Brain Pop food chains
- Food web
- Producers photosynthesis
- Consumers eat producers
- Primary consumers vegetarian
- 2
nd
consumer carnivore
- 3
rd
consumer omnivore
- Decomposers
- Teacher asked the student about new words that they heard in the video
- Checking for understanding of video (information)
- Watch the video all the way through first then asked questions
- 2
nd
time watching the video the teacher was stopping the video at certain parts
and asked questions, checking for their knowledge an understanding of what is
being said in the video.
- Re-introducing information again, the given questions to answer







Tuesday 19
th
August 2014
Different teacher on Tuesdays
- She is very direct
- Children understand what she expects
- They came in grabbed a book and started reading, they were all very quiet which
made a change from Monday
News 8:50 9:05am
Teacher is nice, makes jokes with children, but is also strict in what has to be done,
she expects that as the students know what to do that they should do it, as well as
giving them help when needed.
Spelling 9:05 9:25am
- Look, cover, write, check
- Sentences
Teacher uses point system for behavior
Handwriting 9:25 9:45am
Library/computer 9:45 10:45am
Sport all year 4 classes, 11am-12pm (carnival sports)
12pm 1pm, Symmetry classes 22 and 23
Society and Environment 2:15 2:55pm
- Teacher reminds students not to talk during video about Christopher Columbus

Wednesday 20
th
August 2014
For the morning the students went to Italian and sport
During that time we did our lesson plans
11-12 Values and scripture
12:10-1:00 Did my whole class lesson
2 2:10 news
2:10 3:00 spelling

Thursday 21
st
August 2014
8:55am 9am News
9:00am 9:30am Spelling
9:30am 9:45am Spelling game teacher writes up words on the board and
students need to write down the odd one out.
- Dog / Cat / Parrot / Giraffe
- Play / Run / Jump / Tomorrow
- Turtle / He / She / You
After recess I did my small group lesson on persuasive text
After lunch they did some reading and sport
Friday 22nd August 2014
Relief teacher
Other student teacher does whole class lesson
Students then have art Art teacher is very methodical, students understand what
they need to do
Morning tea for staff
Students do some finishing off work
Both room 22 and 23 join together for Science
After lunch both classes work in groups for Maths