Lesson Plan

Class: Stage 3, Year 5/6

Date: Oct 29, 2015

Time: Start: 12:30pm

Finish: 1:30pm

Key Learning Area: English

Lesson Topic: Goldrush

Recent Prior Experience: Ss have been previously looking into the significant impact of the Goldrush on Australias identity and the
experiences of different groups of people on the goldfields during this time.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

EN3-1A Communicates effectively

for a variety of audiences and
purposes using increasingly
challenging topics, ideas, issues and
language forms and features

Understand and apply knowledge of language forms

and features
- use and describe language forms and features of
spoken texts appropriate to a range of purposes,
audiences and contexts
- analyse how text structures and language features
work together to meet the purpose of a text
(ACELY1711)
- analyse strategies authors use to influence readers
(ACELY1801)

EN3-3A Uses an integrated range

of skills, strategies and knowledge
to read, view and comprehend a
wide range of texts in different
media and technologies.
EN3-5B Discusses how language
is used to achieve a widening
range of purposes for a widening
range of audiences and contexts
EN3-8D Identifies and considers
how different viewpoints of their
world, including aspects of culture,
are represented in texts

Respond to & compose texts

- participate in and contribute to discussions, clarifying
and interrogating ideas, developing and supporting
arguments, sharing and evaluating information,
experiences and opinions (ACELY1709)
- identify and use a variety of strategies to present
information and opinions across a range of texts
- summarise a text and evaluate the intended
message or theme
- use comprehension strategies to interpret and

Assessment:
-

Participation in group discussions

Quality of responses to given
questions- accurate identification
of answers, grammar, use of
vocabulary, comprehension skills
Ss reflection on writing task and
its correlation to the lyrics look
out below

analyse information and ideas, comparing content

from a variety of textual sources including media and
digital texts (ACELY1703, ACELY1713)
recognise the techniques used by writers to position
a reader and influence their point of view

Develop and apply contextual knowledge

- understand how texts vary in purpose, structure and
topic as well as the degree of formality (ACELA1504)
- make connections between students' own
experiences and those of characters and events
represented in texts drawn from different historical,
social and cultural contexts (ACELT1613)
- discuss how the intended audience, structure
and context of an extended range of texts influence
responses to texts
Any safety issues to be considered:
N/A

Resources: Lyrics to Look out Below, Smartboard, YouTube link of song

https://www.youtube.com/watch?v=FjCUjL3egZQ, Lyrics to Look out Below, Questions on
worksheet, English books, Pencils, Whiteboard, Whiteboard marker, Red pen

LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do
and what students (Ss) will do.

Resources:

INTRODUCTION
5

T hands out lyrics to the song Look Out Below

by Charles Thatcher
T explains the context of the song and states
expectations and purpose of listening

Lyrics to Look out Below

T plays the song on the Smartboard

Smartboard

After listening, Ss are given time to independently

read and analyse the lyrics silently
Class discussion of what is happening in the text
follows and Ss discuss grammar, vocabulary and
strategies used to engage the reader
T explains to Ss their given tasks for the lesson:
a. Answer comprehension questions about the
song
b. Personal reflection on something in Ss life
that they felt was really hard but persevered
and was successful as an outcome (T to give
a few examples of keywords on the
Whiteboard)
Ss are to complete this work in their English
books

YouTube link of song

Lyrics to Look out Below

Questions

English books

Pencils

Whiteboard

Whiteboard marker

Red pen

DEVELOPMENT

Understand and apply

knowledge of language forms
and features

Respond to & compose texts

Develop and apply contextual

knowledge

50

(see above: indicators of learning)

T to roam around classroom and mark Ss work to

check for understanding

Ss will be allowed time to share with their table

partner on their reflections if they wish to do so
Ss to pack up for recess

CLOSURE
5

English books