Professional Documents
Culture Documents
Plural Nouns Ies Year 3
Plural Nouns Ies Year 3
th
Lesson Topic/Focus: Plural Nouns and Spelling Rotations Date: 17 November
2016- 2:30pm
AusVELS strand (s): Phonics and word knowledge Lesson duration: 1 hour
AusVELS Dimension(s) or
Religious Education
Guideline:
Learning Standard(s)/Outcome(s)/Objective(s):
- All students understand when it is appropriate to change a word into a plural noun.
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
- Being able to drop the y on a word and add ies.
Assessment:
- Students work samples and whether they can change a word appropriately.
Assessment criteria for analysis:
- Students can change a word into a plural noun confidently.
- Whether they could complete their selected spelling activity.
Teaching focus:
A. the pre-service teacher's teaching skill for observation by Associate Teacher;
- Able to have a clear classroom discussion with students and they are able to grasp the concept.
or
B. teaching skills that the pre-service teacher would like to personally develop.
Lesson content:
A. Introduction 2 mins
- Tune students in by stating what is expected of them and why we are focusing on plural nouns.
B. Development 10 mins
- As a class we are going to explore the key concept of plural nouns.
- Asking students what are key parts of plural nouns.
- As a class we are going to work through the selected interactive website:
https://www.studyladder.com.au/games/activity/change-y-to-i-then-add-es-lesson-16734?lc_set=
- Ensuring that everyone gets a turn at making a word into a plural noun.
- Students will then be given the appropriate worksheet
D. Closure 3 mins
- Strategies employed are getting students to come up and successfully change one word each depending on
what the word is requiring them to do.
- Students will successfully complete the activities designated to them.
Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?
They achieved learning the goals, however some students took quiet sometime to learn the rule, even though it
was written on the whiteboard.
All students got a turn at doing something interactive.
Teaching effectiveness:
What have you learnt from the lesson?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and yourself-
development focus for the lesson, referring to both strengths and areas to be addressed.
That I needed to provide more prompts to student when they are struggling to comprehend the task on hand. For my
future teaching I need to explain things more clearly and use visuals, like writing the rule for students to look back at.
The learning object was effective but it did take some time to achieve