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Class:
Date:
5/6 M
26/10/2015
Finish: 10:00am
Lesson Topic:
Anthony Browne- Voices in the Park
Assessment:
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Class set of Voices in the Park
- 30x small pieces of paper (an A4 sheet cut into 5 pieces)
- Whiteboard and markers
- Ss English books and pencils/pens
- Pre-organised reading groups
LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
-
Timing
(mins)
15 min
total:
3 mins
8 mins
4 mins
Ss enter the room and sit at their desks, when all Ss are
settled and listening, the T will begin the lesson.
Ss are instructed that they are again looking at the book
voices in the park by Anthony Brown
Before the books are handed out, the Ss will take part in a
warm-up activity names Big word, Litter Word
o The T will hand out small slips of paper for Ss to work
on and will first write their name on it.
o The example of whatsoever will be written on the
board smaller words within the big word will be
underlines and listed e.g. whatsoever, hat, what, so
etc.
o The T will then write the word disappeared on the
board, Ss will have 6 minutes to find as many small
words as they can.
o Ss will be allowed access to a dictionary if they need
it to assist them in work verification.
Ss will then share their answers with the teacher and they
will be listed on the board for all to see.
The working paper will be handed to and kept by the T for
reference in their running records.
DEVELOPMENT
-
35 min
total:
2 mins
15
mins
3 mins
CLOSURE
- EN3-1A- Ss will present their findings
back to the class as a further
development of their presentation and
public speaking skills.
-
15
mins
10 min
total
4 mins
3 mins
3 mins
discussing:
o What is there?
o Is that normally seen in a park?
o If not, why do you think the author included it in the
picture?
Ss will then turn back to the T will be standing at the front
of the room.
The T will inform Ss that they are now looking specifically
at verbs in the text. The T will ask Ss for the definition of
a verb:
o A word used to describe an action, state, or
occurrence
o Ss will be asked for an example e.g. ran, hear,
told etc.
Ss will then have the Tense in Text worksheet handed
out and explained to them.
Ss will complete this worksheet in their reading groups
through the discussion of answers and examples.
Tense was looked at last term in a unit of work so Ss
should know it however the T will be roaming to assist
any Ss that need it.
The T will move back to the front of the room and seek all
Ss attention.
Ss will have the opportunity to share their answers in a
group setting:
o The T will ask, who thought the story was in past
tense and Ss who agreed will put their hand up.
o The same will happen until the correct answer of
present tense is found.
o Ss will then be asked to say some of the verbs they
found in the text.
Ss will then be asked, what happens to many word
ending that changes it from present tense to past tense
o The answer being the addition of ed at the end will
be sought then examples given. E.g. ordered, called,
shooed.
One Ss from each group will be asked to say what their
favourite picture in the book is any why.
Ss will be told that this book will continue as their text for
this current unit and to try to remember it as next lesson
they will read and analyse it again.