LESSON PLAN (Inclusive Education project)

Contextual Statement: Subject: English

John is a year three student who has been diagnosed with dyslexia. He Year Level: 3
shows the wiliness to try however struggles with reading and sometimes
comprehending texts. He is very analytical and a great problem solver,
however, is sometimes quite shy to ask for help. The school has been
given funding to allow for assistive technologies such as “audacity” and
“natural readers”

Australian Curriculum and/or EYLF Links:

Strand – Literacy
Sub-strand – Creating Texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control
over text structures and language features and selecting print, and multimodal elements appropriate to
the audience and purpose. –(ACELY1682)

Achievement standard/s and/or EYLF outcomes:

Students understand how language features are used to link and sequence ideas. They understand how
language can be used to express feelings and opinions on topics. Their texts include writing and images to
express and develop, in some detail, experiences, events, information, ideas and characters.

Prior to this lesson:

- Students have learnt the difference between ‘opinion’ and ‘fact’
- What is persuasive text – watched a video
- Looked at examples/features
- Key terms
LESSON CONTEXT MODIFICATIONS/ACCOMODATIONS RESOURCES

Introduction (15 mins) - Student will have already expected

Reflect on previous lesson of the
difference between ‘fact’ and ‘opinion’
and what is persuasive writing and texts
key features. Teacher to allow for talk
time and then eventually question
students and write key terms on the
board.
Teacher writes on the board in mind map
form “should homework be banned?”
Students to copy this into the centre of
their book. With the person next to them
they are to brainstorm reasons to why it
should be banned.
After 5 minutes of talk time, the class to
come back together and share their ideas
as a class. Teacher will write these on the
white board and students to copy down.
English as daily plan was outlined
on the board. -Workbooks
- Writing key terms on the board to -Key terms sheet
the child can clearly relate the -iPad
terms to what they have been -Whiteboard
learning to future learning.
- Teacher to repeat instructions
explicitly.
- During talk time teacher to hand
out key terms sheet for student to
easily refer too throughout the
topic, the whole class will receive
this.
- Teacher to keep checking in on
John.
- Teacher will take photo of the
white board and hand out copy to
students that wish for it or
struggled to get down the
information.
- Using the class iPad teacher could

Body of Lesson (25 mins)
Teacher will then hand out persuasive
text example and students will be given
time to read it and mark it against the
success criteria.
Teacher will then hand out scaffolding
sheet so students can start planning and
writing their persuasive piece. Teacher
will have instructions and expectations
on smart board.
After scaffolding sheet, students to write
draft which will eventually be typed up.
This will be carried into the next lesson.
Conclusion/reflection (5 mins)
-Reflection of class and expectations for
next lesson.
take photo of the white board and
allow the child to use that as a
guide for the rest of the lesson.
- Teacher to write and repeat -Scaffolding sheet
instructions explicitly. -Natural reader
- Highlighted version of the key -Computer/laptop
points from the success criteria will
be given to the student.
- Student will have access to their
natural reader (text to speech), so
they can listen to the text rather
than read.
- Teacher can ask student quietly to
repeat what they think text is
about.
- Key points from the instructions
will be highlighted and underlined
and in a dyslexia friendly font such
as Arial or Helvetica.
- Teacher to cut the scaffolding
sheet into smaller sections.
Therefore, the student is only
working one part at a time and
won’t get too overwhelmed.
- Teacher to continually check on the
student and even allow them to
talk through their ideas with the
teacher as the teacher writes down
notes.
- If student needs they could use a
laptop and the application
“Audacity” and speak text out/
record ideas.
-Class notes/lesson
overview
- Teacher to provide lesson
plan/overview for student.