Sample Lesson Plan

1、 lesson planpracticum lesson number6time of lesson2:00pm 2:30pm on 20/08/09duration of lesson30 minutesgroup size3topic and focusthe fantastic four: lit. club bigger, better, bolder!year level4supervisorsmiss e chieramiss m lindau learning focus:vels strands level:4domainsdimensionskey elements of s

2、tandards to which lesson is focusseddiscipline- based learningenglishreading students explore the relationship between the purpose and audience of texts and their structures and features students will practise analysing, understanding and interpreting texts, and moving beyond interpretation to refle

3、ction and critical analysis. students will explore the use of language and the development of linguistic competence, and the development of knowledge about languageenglishspeaking and listening students will identify the main idea and supporting details and summarise them for others. they identify o

4、pinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.physical, personal and social learningcivics and citizenshipcommunity engagement students develop an appreciation for the uniqueness and diversity of australias multicultural societyassessment crit

5、eria and method of evaluationstandardsassessment criteria (ability to: )evidencediscipline- based learning experiment with writing to express an idea or feeling. teacher observations of students discussion on the relevant topic.physical, personal and sociallearning discuss facts from the text that p

6、rovides information about historical landmarks from all around the world. students will discuss some of the findings from the text.students background knowledgethe students have been reading fictional texts during their lit. club sessions and are comfortable with the conventions of this type of text

7、. the book bigger, better, bolder! is the first non-fiction text that the students have been introduced to during their literature sessions so therefore this lesson is aimed to focus on the main aspects of information texts. we will have a look at the layout and type of language used to help the stu

8、dents to comprehend information texts. during the previous session the children were invited to explore the text for homework, reading whichever parts of the text they wanted to. this lesson will collate their learning and assist the students to make sense of it. resources and materialsthe students

9、will need their jotter, their copy of bigger, better, bolder! and writing implements.the teacher will need access to the book, bigger, better, bolder!” and own personal notes. student teacher focusmy focus for this lesson is to teach the group about a few main aspects of an information text and to h

10、elp guide their own discovery. stage of lessontaskstimestudent action teacher actionstage 1 introductionintroduction and tuning in. 5 minslisten actively to instructions.write a short reflection on what you noticed during the week when you explored the text. participate in the discussion and comment

11、 about their thoughts, questions, opinion etc. re-introduce the book bigger, better, bolder to the students and ask them to write down some of the things they had discovered when they explored the text during the week. ask each student individually about what they had written down. “what did you rea

12、d during the week?”“what were some of the things that you noticed about the book?”“what did you learn about information texts during your exploration of the book?” facilitate a brief discussion of some of the discoveries of the students.stage 2 body of lessonpart a: 10 mins answer the questions and

13、search for the particular characteristics of the information text. ask the students to go on a hunt to identify some of the important features of the text (if they do not know what the characteristic is then write that down!) e.g. “can you locate the index for the text?”“can you locate a subheading?

14、”“can you locate a sentence that contains information about a time frame?”“can you find a measurement?”“can you find the name of a location?”“can you find the glossary?”“can you find a procedure?”“can you locate the key?”“can you locate an aspect of the text that is not real, not factual”part b: cha

15、pter 6: how to build the empire state building. go to the table of contents at the front and turn to page 27.)10minsfollow the instructions and explore the text. turn to page 27.compare the worksheet with the book and make suggestions about why the book is easier to comprehend. assist the students t

16、o find information using the text. ask them questions to guide me through the process. “if we need to find out about the empire state building, then what is the first thing that we need to do when using an information text?”ask each student to take a turn at reading a page of the text. after the sho

17、rt section has been read, present a worksheet to the children that provides them with the same information presented in one slab of writing. ask them to compare the two pieces of writing, ask them to identify the aspects of the information text that helps them comprehend the text. stage 3: conclusio

18、nconclusion:5 minsask the students to identify any words that they were not familiar with and discuss their options for finding out what the word means. ask them to write down one thing that they learnt from the session and one thing they would still like to know about.stage 5: closuredispersaldispe

19、rse the students whats in a name? skyscraper used to be the name sailors called ships with really tall masts. then people started using it for very tall buildings. how did the empire state building get its name? the nickname for new york used to be the empire state. 6. how to build the empire state

20、building. although the 102- storey empire state building is no longer the worlds tallest building, the new york building is probably one of the best known skyscrapers. if you want to build something quickly for the theme park, then the empire state building is worth considering. started in march 193

21、0, the whole building was finished by the end on 1931, costing $25 million! in one ten-day period, workers managed to build 14 storeys on top of the building- thats fast work! at the same time as the empire state building was being built, another skyscraper, the chrysler building, was being built a

22、few blocks away. the builders of the empire state building were horrified to see that it was almost as tall as their building- so they added another 60 metres to the empire state, just to make sure it was the worlds tallest building at that time! if you want to build an empire state building, you should be careful where you build it. the real empire state building is so tall that flocks of migrating birds often hit it as they fly south for the winter. and in 1945, on a foggy morning, a