LESSON PLAN WRITING & GRAMMAR – SENTENCES

Pre-service Teacher ‘s name: Date:

Georgia Parasiers 28/8/19

Year level/ age range & number of children:
Year 4/5
Estimated duration of the learning experience:
35 minutyes
Prior learning and background of the children:
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

Learning intention (aim): (Describe what you aim for the children know, understand and be able to do by the end of the unit.
Begin the aim with a verb that captures specifically the nature of the learning that needs to be achieved. Make sure that the
learning intention is closely aligned with the chosen parts of the curriculum.)

- Students can write sentences using the focus vocabulary

- Students can evaluate both teacher, peer and individual sentences to make changes which show improvement of
learning.

Learning area: Writing and Vocabulary

Use metalanguage
Specific Topic: Understanding and reviewing what makes powerful sentences

Strand and sub-strand from the Australian Curriculum:

English: Literacy / Language & Science
Australian Curriculum content description(s):
- Understand that the meaning of sentences can be enriched through the use of noun groups/phrases
and verb groups/phrases and prepositional phrases (ACELA1493)
- Re-read and edit for meaning by adding, deleting or moving words or word groups to improve
content and structure (ACELY1695)

Relevant parts of the achievement standard from the Australian Curriculum:

Students will undertake a mini unit of work which is centred on reflecting what makes a ‘good’ sentence and how it
can be improved. Students will use vocabulary words to build their sentence creation from both science and
geography morphology studies. The unit will demonstrate and re-introduce concepts of grammar and review parts of
speech (nouns, conjunctions, adjectives, verbs and adverbs) to build on their own sentences.
Lesson Progressions:

Lesson One:
- Pre-Assessment and writing sentences as a group

 Functional grammar? Why do they need to be more interesting?

 Adding complexities making sentences more interesting
 Having students understand
 The purpose of any text is to inform/entertain and keep the reader engaged in the writing.
We learn this

1. To begin, students work on the floor with their whiteboards.

Teacher begins with a sentence & the use of a focus word from morphology from science/geography.
From this, the teacher and students prompt about what can be introduced to this sentence to make it a
‘wow’ sentence.
- What went well & next steps.
- Identify with students that feedback is a process that allows us to reflect and improve. As a class we
will discuss Georgia’s sentence, and this will be an expectation of each student in the classroom to
complete at their desks.
- Use of the What/Why/How question prompting to build discussion throughout class.
- List these on the board to ensure there is a visual for students to use.

2. Students are sent back to their desks and given a focus word to write a sentence in their own books.
- Once completed, students swap their books and ask for ‘what went well’ and ‘next step’
improvement.
- Students can write feedback on their peers’ books and share their understanding.

3. Once pair shared, students will be given 1-2 focus words to now make their own sentence and are
given the responsibility of writing their own sentence.
- This is then handed up at the end of lesson and marked accordingly.
Lesson Two:

1. Students working on floor with A4 paper (without writing their names on paper)
- Re-introduce concepts of “what do we need to include in our sentences?”
- Students are given a focus word from morphology vocabulary and asked to create their own
sentences.
- Once completed, paper is randomly given out throughout the class and students peer assess the
sentences
- What went well? What are the next steps?

2. Introduction of conjunctions
- What is a conjunction?
- Explanation of what conjunctions are, where we use them in our sentences and how they change
our sentences.

3. Students are asked to revisit their first sentences and if they need to add conjunctions into their
sentences.
- Re-written in their books.

4. If time permitting, students will be given 2 focus words and asked to write 2 x sentences using
conjunctions.
RESOURCES: