PROFESSIONAL EXPERIENCE LESSON PLAN

Pre-service Teacher name: Isabel Sarre Date: 18.6.19

Year level/ age range & number of students:
Year 6/7 composite class, 30 students
Estimated duration of activity:
45 minutes (after lunch)
Learning area: English (Writing)
Highlight planning process:
Planned collaboratively with Supervising
Teacher
Planned collaboratively with peer
Planned independently based on ST lessons
Planned Independently
Deconstruction of Supervising Teacher’s
lesson

Specific Topic:
Content Descriptor: Analyse and explain the ways text structures and language features shape
meaning and vary according to audience and purpose (ACELY1721) (Australian Curriculum,
2017).

Achievement Standard: Students create structured and coherent texts for a range of purposes
and audiences. They make presentations and contribute actively to class and group discussions,
using language features to engage the audience (Australian Curriculum, 2017).
Learning intentions:
To understand the strategies involved in creating an eye catching and engaging sentence starter,
developing descriptive language skills.
Success criteria for students:
I can:
- Recognise the language features used by the author
- Understand the purpose of creating an engaging first sentence
- Change a sentence to make it more engaging and ‘eye catching’ for the reader
- Create my own interesting sentence
Preparation/ organisation/ resources:
- English books (for students)
- Pens (for writing)
- Whiteboard markers
- Pre-Prepared PowerPoint
- Wildwood (class novel)
Differentiation: The task is open-ended in nature and therefore is differentiated for most learners.

Students that need extending:

Emily can be encouraged to use a thesaurus. She can find more surprising and sophisticated
vocab. She can also experiment with humour or irony which she has shown in previous tasks.

Students that need extra support:

Adam can type this up on the computer if he feels this will assist him in the task (struggles with
handwriting, feels like he can succeed if he has the computer to help him). Also working a little bit
further away from the class helps him remain on task.

Thomas S may need more support to feel like he can be successful. Give him a list of words, only
some of which would enhance the text. He can choose words from this list that may be
appropriate for the sentence. Bethany and Evie may also benefit from this support.

Supervising Teacher feedback:

Lesson running schedule: Time frames
What will I do? What will the students do? (Approximate time
What range of teaching strategies will I use? frames will need to be
What skills and strategies will be used by students? flexible and tweak
How will I support inclusion of all students? these in response to
context)
Transition: 2-3 minutes
This lesson is after lunch, so I will read a page or two of their class novel
‘Wildwood’ to calm them down. This will help transition them from play to
learning and maximise positive behaviour in the following lesson. 
Introduction: 3 minutes
Class Discussion:
‘We have been doing regular Quick Writes. What I want to ask you is what is
the purpose of Quick Writes? What skills are we developing?’

‘What strategies does the writer of these sentences use to make them
engaging?’

Students could suggest…

- Similes
- Metaphors
- Suspenseful language
- Modal verbs
- Varying punctuation (exclamation points etc.)
Pre-service Teacher facilitated mini-lesson: 10 minutes
‘On the board I am going to write a sentence’:
(using sentences from class novel ‘Wildwood’).

Think-Pair-Share
Turn to the person next to you, how could this sentence be improved to
make it more engaging for the reader?
*Use pop sticks to choose students for sharing of ideas

What do you think you could change?

Why would this technique make it more engaging?
CHOOSE 3 STUDENTS.
Then, reveal an improved version of the sentence. Ask class: ‘Who thinks our
changed sentence is better? Who thinks the author’s engaging sentence is
better? (Show of hands)
Reflect on the techniques that the author has used.
- What mood has the author created?
- How have they done this?
- Does it leave you wanting to keep reading?
- Does it make you curious?
- Have they introduced any unanswered questions?

Write up another sentence. Then students will work individually to create an

improved version of the sentence.
1. Write the sentence in your book first
2. Underneath, it, write the improved version

Check Understanding: Use your thumbs to show me how confident you feel
to give this a go.
Remember to think about the different strategies you can use.
(list up on board if they need more scaffolding)
Student focussed work period: 10-15 minutes

Students work individually to write an improved sentence (5 mins or less,

judge how quickly they work).
USE POPSTICKS FOR STUDENTS TO SHARE THEIR IDEAS.

Then, students will work individually again with another sentence starter.
However, this time they will be provided with the second sentence of a
book. They will have to write a beginning sentence, insert the provided
sentence and then continue on with their story. This will further develop
creative story starters and show their purpose.

(Timer up on the board, 10 mins).

Swap books with a partner.

Conclusion WWW reflection: 5 minutes

Ask 3 students to share with the class some strategies that their partner used
(the one they read).
- What was the best thing about their paragraph?
- What techniques did they use?

Evaluation:
Did the lesson go as planned? Did I organise and manage the activity well?
Did I use effective communication? Did I provide clear directions?
Did the students achieve the specific learning intentions? Were there any students that I needed to
differentiate the activity for?
How would I improve in my next planned activity?

Pre-service teacher sign: Date:

Supervising Teacher sign: Date: