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Lesson Plan

Day: Mrlrr oate: 30/08/18 rime: 10:15-10:35om (2Omins) year: 4 smc'tl |ro,,V
Learning Area: EngliSh ropic: Descriptive languoge in norrotives /1,!uchue. TL
Curriculum content description: (from ACARA) {roru1 J thc(s .

tond\thot lnq of
o /phras hnd prepositio[ol
{i'e r-A l+98
Cross Curricular Aboriginal and Torres Strait Asia and Australia's Sustainability
Priorities: lslander histories and cultures engagement with Asia
General Literacy Numeracy tcT Critical Ethical Personal & lntercultural
Capabilities & behaviour Social Understandln
Creative capability c
thinkins
Students' prior knowledge and experience:
(Outline what the students already know about this topic)
Students hove knowledge of norrotive structures. They hove used the 5 senses
model to help build their descriptive writing. Students hove looked ot homophones
too.

Teaching purpose: (May refer to the Elaborations of the curriculum content description here)
Refer to leorning objectives

Learning objectives: Assessment/Evaluation :

On completion of this lesson, students will be able to: (Explain how you will know that lesson objective
(What will students know and be able to do at the have been achieved / monitor student learning)
completion of the lesson - specific, concise and attainable
objectives) Students written sentences ond
W.A.L.T- Understond whot descriptive verbol responses ond my notes.
longuage is ond (begin to...) use (or) it (os this is being done on o whiteboord
,r' (more often) in o norrotivetext. will you copy down the students f inol
".0$t: )A (Be specif ic, whot descriptive longuage responses?) Yes copreci responses.
cPo) ore you tolking obout? use in norrotive Students will olso evoluote eoch
text? how often /how successf ully2) other's sentences (How will they
W.I.L.F - Students to develop descriptive evoluote eoch others sentences? whot
A,I,t I sentences on their whiteboords f rom
originol sentence given to them
meosure will you use so thot the
2 'l.t0rc^r' students con identify how
descriptive? the WILF needs to be some 'successful' opeer hos been?)
Add 1*o'a< {how
sort of success criteria that the students can
meet. Do you want them to be complex Tn,.mUs Up or *hi,rnnbs down).
sentences?etc.) Adverb'wl Pnrr\(c
T.I.B - Norrotives need descriptive
language to moke them interesting to the
teader.

\\J nLr - Ltn s and *J,r, lo u&e ,'r or

cici'slanci v.rhrr.i descr,phve languaSq r

LIX ll yno{e of*r,r ,^ t,np.v own Wrt lteh Sen+ei-,ce.S

Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
o Quiet spoce in wet oreo to do lesson.
o 6 white boords
o 6 white boord morkers ond rubbers
o Notebook ond pen
o Lesson plon.

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Work with students closely who need extro support ond possibly scribe if
necessory.

Supply more sentences for those who f inish guickly (list these sentences, soves
you from hoving to come up with them on the spot)

Trr. I rs W€arrng a Ji,rrhpei/.

grr
Trre ca+ , s on *he rnat.
A brr6l iS in f+s neSt.
Timing: [earning Experiences:

lntroduction: (How will I engage the learners?)

1O:15o r Discuss the purpose of desctiptive languoge in norrotive texts.

m (Descriptive writing creotes o picture in your mind of the person, thing, ploce
or event being described)
r Do students hove ony questions? Do they understond?

Sequence of learning experiences: (What will you do to help the students achieve the learning
objectives? What tasks and activities will the students be involved in to help achieve the learning
objectives?)

o Model turning o bosic sentence into o great sentence with descriptive

language. (The frog is sitting on the log.) (Give on exomple of whot
the end descriptive sentence moy look like, this will help you pqce
your introduction) Tt're darq yre.h slr'naj izca ig srtlin3 on the 51" rl brev,rn
o Get students to suggest wordl to use. (I dould iet thestudents t
to Py tcg "
suggest words to use on a diff erent sentence, othe?wise your f irst
sentences reolly isn't o modeled exomple)
TVle bog rode his Uire"
o Ask students to do asenlence on their own or with o portner if
needed.
write o new descriptive sentence out of this one?"
rn you
Some senlences for them to use-
. The beor is eoting honey.
. Oliver is o student.
. The knight sloyed o drogon.
' The girl read o book.
' The dog found o stick.

When finished students ore osked to reod their old ond new sentence to
the group.
Group to evoluote ond see rf we con odd onything.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

Revise descriptive longuage with the students by osking guestions

o Questions to ask students-
on you tell me whot descriptive longuoge is?"
'hy do we use descriptive language?"
"Do you think the new sentence is better or worse then the old ones?
whv?"
Lesson Evaluation:
(Reflect on the lesson. Questions to Ask: What worked? What did not work? What would you change? Why?)