Lesson+B

Lesson B Storme

**//Syllabus outcome(s) and Indicators//** Stage: 2 **//ENS2.5//** //Describes places in the local area and other parts of Australia and their significance.//
 * Key Learning Area/s |||| ENGLISH ||
 * Grade: || Year 3/4 || Date: || 4/10/11 ||
 * **OUTCOMES:**
 * HSIE **

**ENGLISH** **WS2.9** Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. **WS2.10** Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. || **Intellectual quality:** **-**//Deep knowledge//- The knowledge being addressed is focused on a small number of key concepts e.g. handwriting skills, fluency, legibility and reflection. -//Deep understanding//- Students demonstrate a deep understanding and ability to write neatly, legibly and fluently. This will be clear from the two worksheets. If done well, will be of a high standard. **Quality learning environment**: -//Social support//- positive and encouraging feedback in oral questions and answers as well as written work. **Significance**: -//Background knowledge-// prior knowledge on literacy recount activities -//Connectedness//- to the prior lesson and main narrative text, “Are we there yet?” by Alison Lester. || To engage students in a literacy activity about their own “Are we there yet?” experience on the children’s story by Alison Lester in addition to a children’s travel blog through a literary recount writing activity. The literary recount will address key grammatical features: using a variety of time connectives and using a range of adjectives to build descriptions. || This activity will help students reflect on their learning experience from the previous lesson on expanding their content knowledge of the features of a narrative using “Are we there yet?” by Alison Lester as the main resource. || 
 * **NSW model of Pedagogy: Quality teaching outcomes**
 * **LESSON FOCUS**
 * **Links with previous learning (link if possible to previous work):**
 * **Specific indicators of learning (from syllabus)** |||||||||||||||| **Assessment strategies** ||
 * * //Uses correct pen grip and maintains correct body position//
 * //Writes fluently with appropriate size, slope and spacing//
 * //Students write paragraphs that contain a main idea and elaboration of the main idea//
 * //Uses a variety of time connectives in recounts and narratives.//
 * //Uses past tense in recounts and narratives.//
 * //Writes more involved recounts.//
 * //Selects relevant information to use in own writing.//
 * //Writes personal responses to performance//
 * //Creates a personal reflective piece of writing focusing on their “Are we there yet?” experience.//
 * Significant natural, heritage and built features in the local area, NSW and Australia. |||||||||||||||| * Observe if students are sitting properly and engaged in writing task
 * Assess students writing by marking their finished piece ||
 * SEQUENCE OF TEACHING/LEARNING EXPERIENCES ||
 * **TEACHER** |||||| **STUDENTS** |||| **TIME** |||| **Classroom Management** |||| **Resources** ||
 * INTRODUCTION: ||
 * Explain Lesson focus: writing a recount of their own “Are we there yet?” recount:

Have some of the double spread pictures blown up from the book, “Are we there yet?” by Alison Lester up ready on the interactive whiteboard ready to flick through to refresh students memory of the prior lesson.

Together, the class will take an imaginary walk through the images, as they appear describing experiences as a recount with guidance from the teacher as it is written up on the board.

NB: LINK – PDHPE, teacher takes students on an imaginary jog outside where students jump over logs, duck down, in an active way through the different places they have ‘travelled’ together in “Are we there yet?” |||| Students sit on the floor in front of the teacher. Respond to questions |||||||| 10 mins || To gain student’s attention clap with a catchy rhythm: * * *****


 * Quick pace **
 * Write on board for people who are visual learners. ** |||| Interactive whiteboard with double spread blown up images from “Are we there yet?” by Alison Lester.

White board used for demonstration and whole class participation ||
 * MAIN BODY: ||
 * TEACHER |||||| STUDENTS |||||| TIME || Classroom Management |||| Resources ||
 * Introduction to Key grammatical features. **Assess their prior knowledge:**
 * Joining the phrases- Sentences using time connectives. **
 * Go through answers as a class. **

Talk through the key features; ask prompting questions to confirm knowledge. |||||| Sit at their desk and join the phrases. |||||| 10 mins || Students work at desks but encourage on task talking. |||| Joining the phrases Worksheet. ||
 * Joint Construction on the board:
 * STATE CHALLENGE: **


 * Today we are going to retell a series of events for the purpose of entertaining. A literary recount involves personal or imagined experiences and we are going to write about our own experience of “Are we there yet?” We are going to have a focus on time connectives and using a range of adjectives to build descriptions. **


 * When preparing to write the Literary Recount, show a picture and ask for a sentence using a time connective and an interesting adjective. **


 * Use the children’s travel log on the IWB as a resource for providing examples of how the students can use different time connectives within a recount. This will assist in modelling the structure. Teacher has already picked out some good examples, with pictures or photos to show the students. Together on the board, students contribute to identifying some of the key time connectives and the range of adjectives that has been used. **

Record of events **– recounted in chronological order** Reorientation**- ‘rounds off’ the sequence of events.**
 * On the board, create an imagined response about the teachers experience of “Are we there yet?” as a model for the students. Joint construction- important features: **Orientation**,**


 * Using sentences already constructed together. ** |||||| Construct together on the board a list of sentences using these key features.

Eyes on the IWB and construct bullet points giving examples of A, S and M.

Students contribute to identifying the figurative language that has been used by other children in their recounts of their travel experiences.

Whole class construction. Listen while you explain key features of a literary recount and start to think about real or imagined recounts. |||||| 15 mins || Students sit at their desks |||| White board used for demonstration and whole class participation

IWB Power point, 3 bullet points on the slide

IWB and website with children’s travel log. ||
 * PLAN LITERARY RECOUNT:
 * Draw a Y chart on the board- feels like, sounds like, and smells like. Point out alliteration. Put the timer on the board, need a good plan before can give them the worksheet with the picture. We want a final piece of work about our “Are we there yet?” experience. **

Other students are invited to ask questions, give opinions and reflect on other student’s ideas. |||| 4 mins |||| Students stay seated at their desk unless want to read their review || -Microphone to present their report || - Did the introduction motivate the students and provide an engaging beginning to the lesson? - Did the activities provide opportunities for continual assessment throughout the lesson, and were the desired outcomes met? - Were there any parts of the lesson that the children found hard? (Transition from activities, Independent writing task etc.) - Were there opportunities for students of all abilities in the classroom to get involved in the learning experience? - If any students find the concepts of the activities difficult, they can plan their story with a partner and work cooperatively. - Were ICTs incorporated effectively? ||
 * Teacher wanders around the class to assist students who may need additional help. ** |||||| Students plan their literary recount using the Y chart. Draw it up on the board. |||||| 10 mins ||  |||| IWB TIMER on the board for accountability ||
 * Write their Literary Recount:
 * Thinking about Structure and key grammatical features already discussed, students should retell their “Are we there yet?” story for the purpose of entertaining. Can make it imaginary, so characters and objects within their story can come to life. ** ||||||  |||||| 20 mins ||   ||||   ||
 * |||||| //Total:// |||||| //60 mins// ||  ||||   ||
 * CONCLUSION: ||
 * //Presentation Chair Activity:// **Students have the opportunity to present their recount to the rest of the class.**
 * Give positive feedback. ** |||||||| Students who want to share their ideas can raise their hand and share their recount to the class.
 * //Pack- up//** |||||||| Students should pack up and sit back at desk ready for the next lesson. |||| 1 min ||||  ||   ||
 * |||||||| //TOTAL LESSON:// |||| //40 mins// ||||  ||   ||
 * EVALUATION: ||
 * - Were the resources adequate? Were they effective in engaging the children in activities?