Lesson Plan

Grade: 4
Time: 60 minutes
Topic: Literacy

Teaching Focus: Use comprehension strategies to build literal and inferred meaning to expand
content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692).
Learning Focus: Building and developing questioning skills by making inferences.

Objectives/Intentions:
Students will:
-
Predict and make inferences based on evidence in the text

-
Show signs of questioning the text before, during and after reading

-
Be able to practice in determining a words meaning from context clues.

-
Create their own conclusion to the story using stated and implied ideas from the text as
evidence.


Success Criteria:
-
Students are abel to pose and answer questions

-
Students develop ideas and thoughts through discussion

-
Students predict their own creative ending to the story


Lesson Resources:
-
Fictional Text Jumanji written by Chris Van Allsburg Appendix 1.

-
Literacy work books

-
Pencil and pens


Assessment:
- This lesson will be assessed through observation and monitoring students behaviours and
understandings while they are taking part in the class activity or while in the focus group

Introduction:
-
Students are settled down and introduced to the story book Jumanji



-
The teacher makes it clear what the purpose of the class is and explains how the lesson is
relevant.

- Set the learning intentions with the class, ensuring they are clear and written in language that the
children an understand. (Appendix 2)

Whole class reading:
- Begin by showing the class the front cover of the book and reading out the title. Ask students
what they think the story is about and continue with different questions such as What do they
think this is meant to be? or any question regarding the pictures on the cover ( See appendix 3).
- Begin to read the book aloud to the whole class (modelled reading). Before beginning each page
model your thinking as a reader by using think alouds (Appendix 3) while students listen.
Continue to ask students questions after reading a page and before starting a page to activate
students prior knowledge and allow them to make connections with the text. Ensure to identify
key vocabulary and pictures to assist students.
- Halfway through the text stop reading.

Whole Class Activity:
- Organise students into pairs or small groups.

- Ask students what would they think could happen next in the story. Explain that in their pairs they
were going to come up with their own conclusion to the story. (Pairs allow the students to
question each other thinking, drawing on each others prior knowledge and including them to
summarise the text to remind themselves of what has happened so far.)

Focus Group:
-
Ask the students who are struggling (the children who you have observed as struggling) with
reading and comprehension to stay seated on the floor moving into a circle around you. (This
group of students involves children who can tell the outcome of the story but struggling to
explain why, or struggle to pick out the key facts from the text, have week vocabularies and
continues to bring up irrelevant information.)

-
Have these children to do the same activity in their pairs but are just working closely to the
teacher.

-
Before these children begin there activity discus with them their thoughts of what they think may
happen.

-
Summarise and retell the story to them

-
Prompt these children when needed and assist with using more think alouds.




Conclusion
- Call all students to back to the floor, and ask different students to read out the conclusions that
they came up with.
- Continue to read the rest of the story.
- Ask students how their endings differed from the real ending of the story and why this may be.
- Praise students who worked well together and that concludes the lesson.



Appendix 1:
















Appendix 2:
Examples of learning intentions to state or write up for the class
- Today we are learning to predict and make conclusions about the text. We will draw on our prior
knowledge/ what we already know to search for answers. We will pose questions in order to
make conjectures.

Appendix 3:
Example of think alouds to use before reading:
- What do I know about this book?
- What do I think I will learn about this book?
- What are the pictures of?



Examples of think alouds during reading:
- Do I understand what I just read?
- Do I have a clear picture in my head about this information?
- What more can I do to understand this?
- What do you think this picture is showing?
- What do you think may happen next?

Examples of think alouds after reading:
- What were the most important points in this reading?
- What new information did I learn?
- How does it fit in with what I already know?




























LESSON PLAN 2:

Grade: 4
Time: 60 minutes
Topic: Literacy

Teaching Focus: Use comprehension strategies to build literal and inferred meaning to expand
content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692).
Learning Focus: Activating prior knowledge to construct meaning to make predictions

Objectives/Intentions:
Students will:
-
Predict and make inferences based on images

-
Show signs of using their prior knowledge

-
Be able to practice in determining an images meaning from context clues.

-
Create their own summaries and predictions on animals.


Success Criteria:
-
Students are able to pose and answer questions using their background knowledge

-
Students develop ideas and thoughts through images

-
Students develop an animal profile by predicting the facts


Lesson Resources:
-
Smart Board

-
National Geographic children's website (Appendix 1)

-
Computer lab

-
Pencil and pens

-
Work books


Assessment:
-
This lesson will be assessed through observation and monitoring students behaviours and
understandings while they are taking part in the class activity or while in the focus group.


Introduction:
-
Students are settled down.

-
The teacher makes it clear what the purpose of the class is today and explains the purpose of
the lesson.



- Set the learning intentions with the class, ensuring they are clear and written in language that the
children an understand. (Appendix 2)
- Students are to be sitting somewhere they can easily watch the smartboard.
- Teacher explains to students that the videos do not have any words and that they themselves
will have to watch to discover the information and facts.
- Students watch the videos

Whole class activity:
-
Students are asked to work in group or pairs for the activity

-
Teacher explains that the students are to create an animal profile on one of the animals shown
in the videos and come up with the facts themselves from what they saw in the videos

-
Teacher models an example (Appendix 3)

-
Students begin the activity.


Focus Group:
-
Ask the students who are struggling (the children who you have observed as struggling) with
reading and comprehension to stay seated on the floor, moving into a circle(This group of
students involves children who can tell the outcome of the story but struggling to explain why, or
struggle to pick out the key facts from the text, have week vocabularies and continues to bring
up irrelevant information.)

-
Have these children to do the same activity in their pairs but are just working closely with the
teacher.

-
Before these children begin there activity discus with them their thoughts of what animal they are
choosing and what they can predict from the video.

-
Allow a lot of discussion and prompt these children when needed and assist with using more
think alouds.eg I wonder what the shark was eating.


Part 2 Whole class activity:
-
Ask each group/pair to share with the class what animal they have done and one fact.

-
Explain to the class that they are now going to back up their predictions and prior knowledge by
researching their animals.

-
Students move to a computer lab where they are to research their animals using the internet and
gather their findings into a information report.

-
Students use the format provided (Abstract 4) to collect their findings and are asked to compare
with their own predictions.


Conclusion:


- Students are asked to share one fact on their animal that they didnt already know and explain
how their predictions matched up to their research.



Appendix 1:
National Geographic Videos:


Appendix 2:
Examples of learning intentions to state or write up for the class:
- Today we are learning to make predictions through images and videos. We will be able to use our
background knowledge to pose and answer questions.










Appendix 3:
Example of a model for the whole class activity
Teacher shows a quick clip on a cat
-
Write up subheadings so students know to put their facts under them

Eg.
Name:
Size:
Appearance:
Habitat:
Food:
Interesting Facts
-
Ask students what headings they can write facts on going on what the clip showed

-
Allow students to give their answers and idea

-
Then ask the students what facts may they already know

-
Allow students to give their answers and ideas
























Appendix 4: