Bronte Kremerskothen Murdoch University 32233991

Lesson Plan- Whole Class Lesson Year: 5 Date/Time: Friday 22.8.14

Learning Area/ACARA Focus: Grammar Lesson Focus: Grammar/Directions
12:20pm-12:50pm
Background Information:
Students have done lessons on nouns, pro nouns and grammar. They have limited
knowledge of abbreviations and may need some assistance. They have done plenty of
work on following directions.
Teaching/Learning Purpose(s):
To enable learners to be able to follow directions
To enable learners to have an understanding of noun/noun types such as
possessive nouns
Preparation/Resources/Equipment:
Get me there worksheet x 28
Pens/pencils for students to fill out worksheet
Worksheet with completed answers to ensure its correct

Learning Experiences:
1. How will I engage the learners?
Speak about what we are covering, summary of the lesson ahead
Discuss what the students already know about pronouns and abbreviations
Talk through work sheet
Ask questions of the students to get them thinking about activity
Stop and mark after 10-15mins of work to reconcentrate students
2. Students tasks and activities
1. Discussion of abbreviations, pronouns, possessive nouns- ask questions to check
understanding before commencing lesson
2. Go through worksheet with students talking through instructions and adding my
own instructions (only complete first side)
3. Students begin and complete the first side of the worksheet only (10-15mins)
4. Go through 1
st
side of worksheet and mark with students. Discuss any
uncertainties
5. Students complete 2
nd
side of the worksheet (10-15mins)
6. Stop students and go through final part of the worksheet while marking answers
7. Round up the lesson by discussing the answers
Conclusion:
Observe the students working, listen to the answers they provide
Pose questions- Can you think of any other abbreviations? Where did you see
them?
Observe overall understanding of the task and the students understanding
throughout the activity
Evaluation:
How do you know the students have achieved the learning purpose(s)?
Students verbally sharing their answers and discussing what and why they got the
Bronte Kremerskothen Murdoch University 32233991

answer
Evaluate the answers offered by the students
How was my performance as a teacher? What could be improved for next
time?
This lesson was the one I was most nervous about as it was the first time I had delivered a
whole class lesson. I believe under the circumstances (controlling nerves and being new
to teaching) I handled the lesson well. There were no mishaps throughout the lesson and
any minor disruptions were dealt with to the best of my ability. I mentioned the childs
name in a few different circumstances to refocus them and make them aware that I could
see what they were doing. Next time I would utilise the proximity rule a bit more and walk
around the class a bit more. Reflecting on my lesson I realised that my voice was very
monotone, something which was recommended by my mentor teacher to reflect on. I
believe with time and practice I will use more light and shade in my voice when speaking
with and to the students.



Bronte Kremerskothen Murdoch University 32233991

Lesson Plan- Micro Lesson Year: 5 Date/Time: Thursday 21.8.14
Learning Area/ACARA: Literacy/Comprehension/Oral Skills
Lesson Focus: Comprehension 20 minutes
Background Information:
This week is book week, every morning students will be reading in pairs to a small group
of Year 2 students. Once they have read the book the students are asking relevant
questions of their peers. The students have done a lot of comprehension activities.
Teaching/Learning Purpose(s):
To enable learners to have an understanding of the text (comprehend text)
To enable learners to develop/practice their oral/verbal skills
Preparation/Resources/Equipment:
Appropriate book to read
Questions to ask students about book
Sheet for student to complete activity on (enough for group)
Pens, pencils, textas, crayons for writing and drawing
Learning Experiences:
1. How will I engage the learners?
Discussion of the book cover- What do you think this book is about? Why?
While reading the book I will use varying tone, speed and volume to keep the
students interested
Prompt students when necessary and encourage them to develop
answers/responses
2. Student tasks and activities
1. Ask questions about the book (see below)
2. I read the story to the students, ask each student to read a page
3. Ask each student the chosen questions to generate their thinking about a possible
ending and ensure understanding of the book
4. Students to come up with their own resolution (who stole the gnome and why)-
written ending. When they have completed their ending they can draw a picture
of whats happening in their text
5. Students share/talk about what they have done/written
NOTES:
What do you think this book is about? Why?
Do you have a gnome in your garden?
What is your favourite part so far?
Who do you think stole the gnome? Why do you think they stole it?
Who is your favourite character?
Conclusion:
Have each child hold up their drawing and text and read to the group their
resolution/ending to the story
Have them explain why theyve chosen that particular scenario- pose questions to
prompt students if necessary
Seek verbal confirmation of understanding through asking relevant questions
Bronte Kremerskothen Murdoch University 32233991

Evaluation:
How do you know the students have achieved the learning purpose(s)?
Students standing up and telling everyone about their picture and resolution
Evaluate what is written/drawn on the sheet
Evaluate own performance- did the children seem to enjoy the activity? How did I
respond to both correct and incorrect answers?
How was my performance as a teacher? What could be improved for next
time?
I thoroughly enjoyed my micro lesson as I was able to listen to each student in my group
individually. As it was my first real near one on one interaction with the students they all
began to open up to me and most wanted to engage in a conversation which was
irrelevant to the task. I had to be weary of this and refocus the students a few times and
remind them what needed to be done. I did this in a friendly manner and let the students
know I was interested in them and what they had to say but there was a time and a place
and that wasnt it. This is something I reflected on after my lesson and I realised I did the
right thing by not letting the students get off tangent too much of a tangent although I
know at some stages I did let them get off track a bit too much. Next time I would ensure
all students remain on task and engage in relevant conversation, other than that I felt as
though the lesson ran very smoothly and all students completed their resolution and the
picture of what was happening in their scenario.