Literacy Lessons Week 7 of Unit Plan Week 2 of Placment

Literacy Lessons Week 7 of unit plan - week 2 of the block
Monday
Lesson Focus Learning Area / Strand Year Implementation
Literacy Leve Date
Fairy Tale unit – l 23.08.21
Cinderella K,1-2 Duration
20 mins
Prior knowledge of learners
- Prior knowledge of fairy tales

- Prior experience of listening and responding to fairy tales
- Prior knowledge as to what makes a fairy tale
Declarative (knowledge) objectives Procedural (skill) objectives

The learner will know: The learner will be able to:
- How to comprehend the story. -

Answer simple comprehension questions
- How to respond to a text. -
Respond to a text
- How the author is portraying the -
Understand the authors intended
story. meaning
- The narrative structure of beginning - Character profile
middle and end. - Identify the narrative structure
- See stories can be told in different ways.
Links to Curriculum (identify relevant Strands and Content Descriptors)
Kinder
- Respond to texts, identifying favourite stories, authors, and illustrators (ACELT1577 -
Scootle )
- Share feelings and thoughts about the events and characters in texts (ACELT1783 -
Scootle )
- Identify some features of texts including events and characters and retell events from
a text (ACELT1578 - Scootle )
Year 1
- Discuss characters and events in a range of literary texts and share personal responses
to these texts, making connections with students' own experiences (ACELT1582 -
Scootle )
- Express preferences for specific texts and authors and listen to the opinions of
others (ACELT1583 - Scootle )
- Discuss features of plot, character and setting in different types of literature and explore
some features of characters in different texts (ACELT1584 - Scootle )
Year 2
- identify aspects of different types of literary texts that entertain, and give reasons for
personal preferences (ACELT1590 - Scootle )
- Discuss the characters and settings of different texts and explore how language is used
to present these features in different ways (ACELT1591 - Scootle )
Evidence of learning
- Questioning
- Observation of learning
- Worksheet (beginning, middle and end)
- Worksheet ( Cinderella comparison same and different.)
Classroom Management Strategies

 Positive reinforcement i.e. – well done I really like the way you’re working K -1 -2
 Gaining students attention by using the word eyes to me
 Establish expectations
 Provide instructions
 Waiting and scanning
 Provide non- verbal cues
 Descriptive & body language encouragement
 Walking over and standing near student or holding a flash card and continue lesson.
 Rewards of dojo points
 Differentiating the groups to ensure all students understand
 Crating engaging lessons with high student involvement
 I do we do you do approach
 Red dot after one repeated behaviour
Resources
- Hoffman, M. (2006), ‘A First Book of Fairy Tales’. A Darling Kindersley Book, Great
Britain.
- Fairy tale check list
- Worksheet (beginning, middle and end)
- Worksheet ( Cinderella comparison same and different.)
Differentiation strategies
- Varying levels in each pair and across all stages
- Use supportive questions to help students respond
- Use google translate on slide show to help ESL student
Timin Teaching Steps What the learner

g does
2.5 Introduction Students
Get students to watch YouTube video- What is Narrative participate in
Writing? | Structure of Narrative Writing discussion.
https://youtu.be/98SsUs0mQyA
Students think
Look at the structure of a Narrative – Orientation (Who, when and pair share.
where), Complication - middle (what is the problem), resolution
-middle (events leading to the solution), Resolution -end (how it is
resolved).
Introduce this week’s Fairy Tale tell the student that this week’s
focus will be on Cinderella . Ask students if they have heard of
this Fairy tale before? If so, where did they see this and who was
it by? Think Pair Share – retelling of the story as the student
knows it ( for those in class)
10 Body Students
After the think pair share for those in class tell students they will complete
need to record the begging middle and end of their version of the worksheet
story on the worksheet provided. Have students write out or draw
pictures of the story in a template labelled – beginning, middle Students share
end. retelling.
Have the groups join and share their retelling ( for those in class, Students listen to
for those online learning we will look at this in class zoom story.
Thursday.)
Read the story of Cinderella pages 6 to 13 ( record this online for
students to listen at home).
Create a class list as a class (for those in class and record
responses for those at home) of the similarities and differences
between the student retelling and the book retelling.
Students to record responses into their own worksheet.
2.5 Conclusion Students
Ask student to complete the Fairy-tale checklist as a whole class. participate in
Ask students to share with the class their favourite part of the checklist
Fairy tale.
Students
participate in
think pair share
Evaluation / Reflection
Considering this had a slightly different structure it still worked really well. The students
completing the Cinderella story of their version enabled me to see what they knew already
about this fairy-tale. It also looked at the structure of the begging, middle and end of the story
which we have been looking at over the last couple of lessons. Followed by reading the story
and completing another worksheet it demonstrated students could identify similarities and
differences between and compare different stories based of who is telling it. they are learning
that different authors can portray the same fairy-tale but differently. Students got this concept
and have been able to demonstrate this effectively. I only was able to give feedback to those in
class. I am going to be able to do this once the work is returned. Overall, I felt my teaching
strategies were rather effective.
Tuesday
Literacy Leve Date
20 mins
- Previous reading of this fairy tale, revisiting story.

- Prior knowledge of fairy tales.
- Prior experience of listening and responding to fairy tales.
- Prior knowledge as to what makes a fairy tale.

- the structure of a story - See the structure and how it is used to
- How to sequence the events in the plan a story.
story in the correct order - Sequence the events in the story in the
correct order.
Kinder
Scootle )
Scootle )
Year 1
Scootle )
Year 2
- Completed storyboard sequence
- Completed story journey map
Resources
Britain.
- A3 template story map
- character and setting illustrations they have drawn in the previous lessons.
- A4 copy of student map 15 copies
- Parts of a Story | Language Arts Song for Kids | English for Kids | Jack Hartmann -
https://youtu.be/-_nePjWXecQ
-Support j using teachers aid

-Support with breaking down the task explaining one concept at a time for J, O, and
kindergartens.
- Colour code map for J, V, and O
- Use Italian under English on map sheet for ESL student .
g does
5 Introduction Listens to
Ask students to listen to this video Parts of a Story | Language Arts Cinderella story
Song for Kids | English for Kids | Jack Hartmann -
https://youtu.be/-_nePjWXecQ
Discuss the components of a story - Look at the structure of a
Narrative – Orientation (Who, when and where), Complication -
middle (what is the problem), resolution -middle (events leading
to the solution), Resolution -end (how it is resolved).
10 Body Student will listen

Re - Read the story – Cinderella pages 6 and 13 ‘A First Book of to the story
Fairy Tales.’ As we read for the second time around the story
stop at each section and ask students to identify the beginning Students will
middle and end in second read. This will help to identify the point out begging
narrative structure. Complete Story Journey map as we go. middle and end
when reading.
Explain to students that we will be doing a sequencing activity
based off Cinderella story. We will be ordering the pictures in the Students will
correct order to make the story make sense. listen to
Explain the Cinderella – fairy tale storyboard worksheet you will instructions.
need to colour in the pictures cut them out and order them in the
correct order. Check with teacher before gluing them onto the Students will
coloured paper provided. complete
sequencing
Provide time for students to complete this task. Students will activity
check with teacher before gluing them onto coloured paper and
then into their workbook.
5 Conclusion Students share

Students will show their sequencing activity their problem with
the class.
Student place
sheets in their
book.
What worked
The video helped them with building understanding about the structure by reminding them pf
the parts. The students also still are struggling with the beginning middle and end and in
response we will focus on this again next week. The lesson ran smoothly, and they just love
listening to the fairy tale. Throughout the reading I didn’t stop during I asked them where they
are though the beginning was in Cinderella and got them to do an oral retell before going back
to their desk. The explanation of the task was clear.
What didn’t work
This lesson went overall well there were slight adaptions that needed to be made.
This lesson I also had technology issues getting the video to share onto the tv screen again
was fixed using the teachers laptop to display the beginning, middle and end structure of a
narrative. They didn’t complete the task in one lesson, still working on it. I should have got
them to do the sequence first before colouring to check their understanding instead of letting
them colour.
Wednesday

Literacy Leve Date
20 mins


- How to respond to a text - See the structure and how it is used to
- The structure of a narrative plan a story.
- The parts of a narrative - See that stories can be told from different
- How stories can be told from points of view depending on o who is
different points of view and can differ telling the story.
based on who tells the story.
Kinder
Scootle )
Scootle )
Year 1
Scootle )
Year 2
- Completed worksheet
- Observation of learning
Resources
Britain.
- Get students to watch YouTube video- What is Narrative Writing? | Structure of
Narrative Writing https://youtu.be/98SsUs0mQyA
- A3 template narrative structure template
- Ask students to watch this video song to consolidate parts of a story using this link
https://youtu.be/-_nePjWXecQ.
- Support j using teachers aid

- Support with breaking down the task explaining one concept at a time for J, O, and
kindergartens.

g does
5 Introduction
Watch this short clip https://youtu.be/fb33WQTGXPk this talk Students watch
about points of view from different perspectives video clip
Discuss with the students about how the town mouse and the
field mouse have a different opinion depending on who tells the
story. Ask students if they noticed how town mouse felt about
field mouse and how field mouse felt about town mouse.
10 Body Students watch
YouTube video.
Re read the Cinderella story to the class when reading this think
out aloud about wondering how if we told this story from a
different characters point of view if it would be different?
Explain to students that we will now watch another version from a
different characters point of view on the same story Cinderella Students will
participate in
https://youtu.be/upF_AAR4hmc discussion.
once they have finished viewing this version ask students whose
Students will
point of view it was from ? ( The evil stepmother)
listen to
explain to students that they will now complete a worksheet instructions
based on this story? Explain that they will need to read each of
the boxes and answer the questions in the space provided (point Students will
to each box). Read each box out and brainstorm as class some answer questions
examples.
Provide time for students to complete worksheet students can Students will
work in pairs to complete the sheet. complete
worksheet.
5 Conclusion Students listen to

Ask students to share their responses with the class. Ask song
students to pack up and glue worksheet in their English book.
Student recall
parts of the story.
What worked
This lesson was well thought out and delivered, this was reflected in the lesson completion.
The videos chosen achieved what they were intended to achieve teaching point of view. At first
in the mouse video the students need a lot of talking throughout to help them to understand. I
then ended up bringing it back to them about how we are field mouse living in the country and
town mouse lives in Sydney and how they feel about that place. This helped them to
understand what the mice were saying. The students in the second video were able to see it
was from the stepmothers point of view and were able to complete the sheet with little
assistance apart from writing down their ideas on the whiteboard for them to copy the words
they didn’t understand. Probably would have helped to write a word-bank down on the
whiteboard to help them.
What didn’t happen
I probably needed to make sure I concluded the lesson as a whole class.
Thursday
Literacy Leve Date
20 mins

- How to respond to a text - Present their setting and character
- How to identify the problem - Identify their problem for own story
- See the structure of a story - See how the author portrays the problem
- Be able to identify different points of in the story
view on a story depending on who - See the structure and how it is used to
tells the story. plan a story.
- How to write a story based off a - Write a story based on a certain character
certain character in the story in the story

Kinder
- Create short texts to explore, record and report ideas and events using familiar words
and beginning writing knowledge (ACELY1651 - Scootle )
Listen to and respond orally to texts and to the communication of others in informal and
structured
Year 1
- Create short imaginative and informative texts that show emerging use of
appropriate text structure, sentence-level grammar, word choice, spelling, punctuation,
and appropriate multimodal elements, for example illustrations and
diagrams (ACELY1661 - Scootle )
Year 2
- Create short imaginative, informative and persuasive texts using growing knowledge
of text structures and language features for familiar and some less familiar audiences,
selecting print and multimodal elements appropriate to the audience and
purpose (ACELY1671 - Scootle )
- Completed story map
- Questioning
- Completed narrative sheet
Resources
Britain.
- Cinderella the princes point of view worksheet.
- YouTube video- What is Narrative Writing? | Structure of Narrative Writing
https://youtu.be/98SsUs0mQyA
- YouTube clip from yesterday - Watch this short clip https://youtu.be/fb33WQTGXPk this
talk about points of view from different perspectives
- Support j using teachers aid

- Support with breaking down the task explaining one concept at a time for J, O, and
kindergartens.
- Colour code map for J, V, and O
- Provide support for those students who may be struggling for ideas, guiding them
towards some of the complications discussed during the tuning in activity.

g does
5 Introduction Listens to selfish
Explain to students we will be looking at the princes point of view giant story.
and writing a short story about Cinderella from his point of view.
YouTube clip from yesterday - Watch this short clip
https://youtu.be/fb33WQTGXPk this talk about points of view
from different perspectives. ( Ask students at home to watch this
video)
Brief discussion about how the mouses point of view differed
depending on who told the story.
30 Body Students listen to
story.
Re read Cinderella story as we go through point out the parts of
the story again to help students structure.
Start recording the lesson for students at home.
Ask students after the reading to consider how this fairy-tale Students answer
might be told from the princes point of view? questions.
Hold up worksheet and explain to students that we will be
working through this sheet to help us get our ideas on the paper . Students fill in
read each of the parts to the students and give an example per boxes as class.
box as a class before asking them to fill it in on the floor together
as a class. 5 mins max.
Then explain we are now going to write a simple story from the Students listen to
princes point of view take a listen to this version read it aloud to instructions.
students (record for those at home) after reading ask students to
point out how different the story is. Students listen to
teachers example
Read your version of the story below to students. Then create a and then
simple one to display to students. Using think aloud technique. construct one
Example story would be together.
once upon a time in a kingdom far away lived I prince charming

with my father king charmington a bald old fellow and the clumsy
grand duke. We lived in a beautiful castle on top of the hill that
overlooked the entire town. It got rather lonely, but I liked my own
company and don’t need a wife.
Students write
On my 18th birthday my father said I need to find a wife to share their own story.
this beautiful place with just like he and mum did. Although I was
not interested in finding a wife but following my dad’s wishes and
invitation were sent out to all the maidens in the land to attend
the ball.
As night fell the maidens came into the ballroom, at first no

maidens took my fancy, but then there was one coming down the
stairs with her beautiful blue dress, her blonde wavy hair and a
sparkly tierra. I walked over and asked her to dance, I took her
hand and danced all night.
Then the clock struck twelve the girl who hadn’t shared her name
ran off into the distance. I called “wait” but she was gone then I
noticed one single glass slipper was left on the step. How will I
ever find her now. Just then I thought I shall track down the
maiden by searching every house until I find the girls whose foot
fits the glass slipper.
At last, they found the girl who fit the glass slipper and I married
Cinderella and lived happily ever after.
Start by getting them to write a beginning

Followed by the middle and then the end as a whole class.
During this time continued to use the think aloud strategy to help
them with their thinking
Simple version
Ask students to go back to their desk and write a simple begging
establishing setting and characters.
Things leading up to problem – i.e., invitation sent out for his
birthday met a girl
Middle complication - clock struck twelve and Cinderella
disappeared he didn’t even get her name
Climax – finding the girl with the glass slipper
Fixing resolution- search for maiden who fit glass slipper
Ending – they got married and lived happily ever after.
Provide time for students to write their own story in their English
books. (Completed on worksheet )
Break the task down first get students to think of a beginning and
write it down. Then get them to do a middle and an end it will
help them to write a simple story.
Display these points to help
Things leading up to problem – i.e., invitation sent out for his
birthday met a girl
Middle complication - clock struck twelve and Cinderella
disappeared he didn’t even get her name
Climax – finding the girl with the glass slipper
Fixing resolution- search for maiden who fit glass slipper
Ending – they got married and lived happily ever after.
5 Conclusion Students share
Share their aspects of their own story at each of the phases. their aspects of
their story with
the class.
Today this lesson was rather successful even know I decided to break it down into two parts
we completed both parts with time to spare. The worksheet and going through it helped them
to plan writing from the different point of view once they completed the sheet, we used this to
create an example together and the students created the whole piece ( two students choose to
right their own version from princes view but they also really didn’t contribute to the board as it
was a bit above their level. The students who helped write the princes point of view then
recorded it onto the paper. While I help scribe the students responses from the lower levels.
This lesson overall was rather well planned and delivered, and all students completed the task.

Literacy Lessons Week 7 of Unit Plan Week 2 of Placment

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Literacy Lessons Week 7 of unit plan - week 2 of the block

- Prior knowledge of fairy tales

Declarative (knowledge) objectives Procedural (skill) objectives

- How to comprehend the story. -

Classroom Management Strategies

Timin Teaching Steps What the learner

- Previous reading of this fairy tale, revisiting story.

Declarative (knowledge) objectives Procedural (skill) objectives

-Support j using teachers aid

10 Body Student will listen

5 Conclusion Students share

Lesson Focus Learning Area / Strand Year Implementation

- Previous reading of this fairy tale, revisiting story.

Declarative (knowledge) objectives Procedural (skill) objectives

- Support j using teachers aid

Timin Teaching Steps What the learner

5 Conclusion Students listen to

Declarative (knowledge) objectives Procedural (skill) objectives

Links to Curriculum (identify relevant Strands and Content Descriptors)

Classroom Management Strategies

- Support j using teachers aid

Timin Teaching Steps What the learner

once upon a time in a kingdom far away lived I prince charming

As night fell the maidens came into the ballroom, at first no

Start by getting them to write a beginning

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