LESSON PLAN

Lesson Topic/Focus: Recount Newsletter Writing Date: 27/11/2017

Learning Area(s): English Year level(s): 2

Strand (s): Writing Lesson duration: 50 minutes

Sub-strand(s): Literacy – Creating Texts

Religious Education N/A

Guideline:

Learning Standard(s)/Outcome(s)/ Learning Intentions:

At the conclusion of this lesson, the students will know/understand that:
- Students will be able to review the structure and features of a newsletter

Assessment/Success Criteria:
- Students are successful when they can explain the different sections in a newsletter

Assessment Criteria for Analysis:

- Students are able to name sections in a newsletter
- Students are able to explain sections of a newsletter
- Students can answer at least 4 of the questions

Teaching Focus:
A. The Pre-Service Teacher's Teaching Skill for Observation by Associate Teacher;
 Behaviour management

And

B. Teaching Skills that the Pre-Service Teacher Would Like to Personally Develop.
 Clear and concise explanation of the activity
 Assessing students

Background to the Learning:

A. References for Teacher Background Knowledge:
 Printed off various newsletters to show students different sections and layouts of newsletters
 Research into what sections newsletters contain (student friendly terminology)
 Review lesson plan on Recount Newsletter Writing Week 3

B. Identify Students’ Current Knowledge:

 Most students have an understanding of the structure of a newsletter
 This will be the first lesson in the second week out of five weeks on newsletter writing
 Students know that different information goes in different sections (birthdays go in a different
section to important information)
Lesson Resources:
- Staple tools (pencil, workbook)
- Learning activity questions
- Examples of various newsletters (age appropriate and other ones aged for an older
demographic – to show various displays of newsletters; not the content)

Lesson Content:
A. Introduction 5 mins
 VCOP warm up: ask students to use some WOW words that describe their family
 Recap on what students know about newsletters
 Do the mini task: list sections of a newsletter (heading, important information, what I have
learnt, birthday’s, teacher’s notes, thank you’s)

B. Development 10 mins
 What sections did you come up with?
 Why did you include those sections when discussing with your partner?
 Are there any sections you may have forgotten?
 What sections could they be?
 (Show the list that students have discussed)
 Would you include all of these sections in one newsletter? Why/why not?

C. Consolidation, Practice, Extension 30 mins

 Students are to complete the learning activity (Refer to PowerPoint appendix)
 Two open ended questions will be added to the end for the early finishes/extension

D. Closure 5 mins
 Discuss with the students of their knowledge of the sections of a newsletter
 To close the lesson, ask students to create/attempt a mini rap about newsletters (if they can)
Post-Lesson Review and Evaluation:

Student Achievement:
 Overall, the students were able to answer the first two questions on the sheet. Students did
struggle with the concept of newsletter structure and language features. I did have to explain
to the students individually and as a whole class of what these were. Students do know
language features, however may not have understood the meaning of it and needed further
explanation as to what it was (punctuation, tenses). Some students were able to pick out that
this was part of their VCOP pyramid.

Teaching Effectiveness:
 I felt as though the lesson went okay. The students could complete the VCOP warm up using
high quality adjectives to describe family members. I thought the questions that the students
needed to do for the lesson were easy and simple questions for the grade 2’s as they are a
capable class. However, most became stuck on questions 3 and 4. I did have examples of
text structures on the whiteboard, however, it was listed as what can be included in a
newsletter, therefore students could not make the connection between the two. I did leave it
on the board for students to refer to, and said that the points they explained earlier was part
of the structure. The conclusion of the lesson was to read/create a rap based on newsletters.
As I knew the students struggled with the structure and language features, I decided to go
over those two concepts in the conclusion of the lesson. I feel as though, for the next lesson, I
might need to recap on the structure for the students.
 I was able to have good class management. I implemented strategies that my ST teacher
uses and some of my own, silently putting my hands on my heads, shoulders until I had all
eyes on me.

Supervising Teacher Notes:

 Laura was extremely well prepared for this lesson.
 I was very impressed with her time management skills.
 Laura demonstrated her ability to use the classroom management strategies we use at
Parktone.
 She was assertive when needed and her delivery was clear.
 Laura understands how vital it is to teach a lesson effectively, by including the whole class
explicit teaching, learning activity and summary.
 LESSON PLAN
Lesson Topic/Focus: Recount Newsletter Writing Date: 01/12/2017

Learning Area(s): English Year Level(s): 2

Strand (s): Writing Lesson Duration: 50 minutes

Sub-strand(s): Literacy – Content Creation:

Punctuation & Sequencing

Learning Standard(s)/Outcome(s)/ Learning Intentions:

At the conclusion of this lesson, the students will know/understand that:
 Be able to find punctuation in a set text and;
 Able to cut up pictures and/or text and sequence them in an order

Assessment/Success Criteria:
 Students can successfully identify the various punctuation in “Do Not Open This Book” text and
put “Who Sank the Boat?” pictures in a sequential order.

Assessment Criteria for Analysis

 Can highlight all punctuation in the “Do Not Open This Book” printed text
 Can put “Who Sank the Boat?” pictures in an ordered sequence
 Attempted “Giraffe’s Can’t Dance” sequencing task

Background to the Learning:

A. References for teacher background knowledge
 Students missed a lesson on Tuesday due to sports carnival
 Therefore, two lessons are being merged into one for this lesson
 Book resources

B. Identify students’ current knowledge

 Students use VCOP pyramid on the window and tables to help identify punctuation
 Most students have read Who Sank the Boat?, Therefore can order the sequence

Lesson Resources:
 Interactive whiteboard
 Standard tools (paper, pencils)
 Worksheets: Do Not Open This Book text snippet, Who Sank the Boat? Pictures, Giraffe’s Can’t
Dance text
 Students writing workbook (or other book with spare pages)
 Do Not Open This Book, Giraffe’s Can’t Dance & Who Sank the Boat? Books

Lesson Content: How will the Students Learn?

 Explain to the students that we are doing two lessons in one as we had missed out on a
lesson due to the sports day. They should be able to do both the tasks

 I will read aloud “Do Not Open This Book” to the students
 Afterwards, ask the students of the different punctuations they saw throughout.

 Explain that they will be identifying the punctuation from a small snippet of the book. They
must highlight the punctuation
  Next, they are to cut up the pictures of “Who Sunk the Boat?”. If the students have not read
the book, then I will flick through the book with the students that have read the book so they
know how the story goes. I am not reading the story.
 If students finish that task, then for the early finishers/extension, students are to reorder the
text from “Giraffe’s Can’t Dance”. I have covered the text in the book so that students can use
the pictures to help with sequencing the story.
 I will leave the picture books up the front so that students can check to see how they went
themselves. This is a form of reflection and self-correction

Post-Lesson Review and Evaluation:

Student Achievement:
 Students enjoyed the lesson and had full engagement when the book was read to them.
 Students worked swiftly on the punctuation task. Most students missed a few punctuations
such as capital letters for I. The I’s were not circled in some work.
 I was lenient on students if they did not circle all of the capital letters when emphasising an
expression (the character was angry so words/phrases were capitalised) as this may not have
been touched on throughout the year.
 Students could do the Who Sank the Boat task quiet well. Some students muddled the order
a little with numbering and gluing, so I made a note stating to look at how many animals are in
the boat before sequencing the story and if it makes sense.
 The students were highly engaged in the task.
 Not all students got up to the Giraffe’s Can’t Dance task, which was fine. One student was
able to finish it! Super Proud!

Teaching Effectiveness:
 Students were highly engaged in the Do Not Open This Book when read to them. I was able
to put a lot of expression in this story which helped the students to become eager and
engaged. The students were excited for the pages to be turned to see what would happen.
This was a great way to introduce the task.
 Students worked effectively on the task and were engaged with each activity they needed to
do.
 I decided to show the students Who Sank the Boat to those that haven’t read it so they had
an understanding of what the story was about. I should have asked them to give it a go first
and then if they were still stuck, I could then show the book. During this time, I did have my
back turned to the other students (as they could see the book). For supervising purposes, this
was not an ideal thing to do. I did make sure to constantly turn my head so I could see the
students.
 For class management, I asked Andrew if he could find certain punctuations for me. Once he
did that I asked if he could then find question marks and exclamation marks. I showed him
what these looked like on the VCOP pyramid. As he was highly engaged with the story, I felt
that he would engage with this activity. Andrew was able to complete the two things I asked
from him. Once he had done them, as a reward, I allowed him to read a book.
 I need to remember to leave enough time to reflect on the learning from the lesson

Supervising Teachers Notes:


 ASSESSMENT GRID
Outcome/Standard
 Be able to find punctuation in a set text and;
 Able to cut up pictures and/or text and sequence them in an order

Student name Assessment criteria

(three focus students 1. Can highlight all 2. Can put “Who Sank 3. Attempted “Giraffe’s
for this lesson) punctuation in the the Boat?” pictures Can’t Dance”
“Do Not Open This in an ordered sequencing task
Book” printed text sequence

Was able to circle capital

letters, question marks Not evident Not evident
Andrew and exclamation marks

Could highlight most Was able to put most of Not evident

punctuation. Did miss a the story in a sequential
Chase few capital letters and I. order. There was one
error

Was able to find most of Was able to put all the Not evident
the punctuation in the text. pictures in a sequential
Jordan Did miss some capital order, except the first
letters. picture was last

Purpose of assessment
To inform 1:1
To ensure
conference with
To inform future coverage of
To discuss with student Evidence for school
lessons and student Victorian
parent including report
learning Curriculum
setting future
standards
learning goals
 LESSON PLAN
Lesson Topic/Focus: Writing: Recount Newsletter Date: 04/12/2017

Learning Area(s): English Year Level(s): 2

Strand (s): Writing Lesson Duration: 50 minutes

Sub-strand(s): Literacy – Creating Texts

Learning Standard(s)/Outcome(s)/ Learning Intentions:

At the conclusion of this lesson, the students will know/understand that:
 Will be planning their newsletters under strict conditions.
 Teacher is not allowed to help or give any clues

Assessment/Success Criteria:
 When they have planned their newsletter ready for drafting

Assessment Criteria for Analysis

 On track to a timely completed plan
 Can’t assess students work in this lesson

Background to the Learning:

A. References for Teacher Background Knowledge
 Students have done writing assessments before
 Have done writing newsletter for two weeks

B. Identify students’ current knowledge

 Should know headings, subheadings, structure, punctuation, capital letters, synonyms,
sentence structure, tenses

Lesson Resources:
 Interactive whiteboard
 Standard tools (paper, pencils)
 A4 blank paper for their draft
 Checklist

Lesson Content: How will the Students Learn?

 Will briefly discuss what we have learnt over the last two weeks
 I cannot give students direct hints however I can lead them to the answer
 Explain that it is under test conditions
 If students choose a topic, they have to run it by me or do one that is on the PowerPoint, refer
to slides in the unit of work section
 No prompting questions needed for this
Post-Lesson Review and Evaluation:

Student Achievement:
 Students worked quietly and efficiently in this lesson
 Most students have completed their plans with sections, headings, subheadings, pictures and
information in their plans.

Teaching Effectiveness:
 Students worked quietly with completing their drafts. I kept reminding students that they were
not to talk during the drafting as this is an assessment piece. If students need help they need
to raise their hands to ask me.
 The lesson ran smoothly and students listened to instructions clearly and were able to follow
instructions

Supervising Teachers Notes:

 Laura was very clear with her delivery and expectations for this writing lesson
 This is an assessed piece of writing, so Laura explained the importance of students doing their
best work
 Laura used her behaviour strategies to keep the children on task
 Most students were able to complete the task without too much difficulty
 Laura used a PowerPoint on the IWB as her teaching tool (explicit) and a visual aid
 A successful lesson 
 LESSON PLAN
Lesson Topic/Focus: Writing: Writing Process Date: 05/12/2017

Learning Area(s): English Year Level(s): 2

Strand (s): Writing Lesson Duration: 50 minutes

Sub-strand(s): Literacy – Creating Texts

Learning Standard(s)/Outcome(s)/ Learning Intentions:

At the conclusion of this lesson, the students will know/understand that:
 Students are to begin writing up their drafts for their newsletter

Assessment/Success Criteria:
 Can write up a newsletter draft

Assessment Criteria for Analysis

 No assessment as this is a drafting process and students are not marked on their work

Background to the Learning:

A. References for teacher background knowledge
 Students have been working on newsletter for 4 weeks now
 Students know the understanding of how to draft

B. Identify students’ current knowledge

 Have been working on newsletters
 Planned newsletters previous day

Lesson Resources:
 Interactive whiteboard
 Standard tools (paper, pencils)
 Students plans

Lesson Content: How will the Students Learn?

 Students use their plan as a basis for their draft
 Students are not to rush their draft but take their time
 No prompting questions unless students request help (can only guide, not give answers)

Post-Lesson Review and Evaluation:

Student Achievement:
 Some students had finished their first draft and will move onto their final draft/edit tomorrow
 Other students rushed the work and needed to fix it up
 Early finishes were asked to jazz up their draft (pictures, boarders, colour etc.).

Teaching Effectiveness:
 Roamed around the classroom, checking work
 Complimented the students work that was on track
 Assisted some students that needed some direction

Supervising Teachers Notes: CRT IN TODAY

 General comment, students knew expectations
 Good class management
 LESSON PLAN
Lesson Topic/Focus: Writing: Newsletter: Drafting Date: 06/12/2017

Learning Area(s): English Year Level(s): 2

Strand (s): Writing Lesson Duration: 40 minutes

Sub-strand(s): Literacy – Creating Texta

Learning Standard(s)/Outcome(s)/ Learning Intentions:

At the conclusion of this lesson, the students will know/understand that:
 Be close to finishing their draft and have full understanding of the expectations of their writing as
it is being assessed

Assessment/Success Criteria:
 Students are not currently being assessed on this until the drafting and editing has been
completed

Assessment Criteria for Analysis

 Refer to above

Background to the Learning:

A. References for Teacher Background Knowledge
 Students have been working on newsletters 3 weeks not 2
 They are up to drafting stage of their newsletter

B. Identify Students’ Current Knowledge

 Should know how to create a newsletter
 Should know punctuation, headings, subheadings, what we do, important dates, contact
information

Lesson Resources:
 Interactive whiteboard
 Standard tools (paper, pencils)
 Rubric
 Draft
 Checklist
 Plans
 Computer (teacher)

Lesson Content: How will the Students Learn?

 I will model how to write a newsletter for students as students are missing key elements in
their newsletter (subheadings, punctuation, wow words, sections and tidy work)
 Some students are also struggling with the concept of newsletters (lower learning ability)
therefore this model will help them
 Sit as a group on the floor.
 I have a A3 template on the whiteboard and writing on it what students need
 I show punctuation for headings as each word needs a capital letter except for certain
connective words
 I ask students what we are missing from the newsletter. If they are unsure, I add it in
 Once completed, I take down the display, so that students cannot reference it for their drafting
(as this was an example to help them, not something to refer to)
Post-Lesson Review and Evaluation:

Student Achievement:
 After using the example on the board, students understood the content a lot better and
clearer and those that struggled were able to start drafting their newsletters.
 The ones that struggled, the example helped them as they knew what needed to be included
in the newsletter and the example helped as a guide
 Most students have finished drafting and are up to the editing stage. Those that are up to this
stage will continue editing and then move onto being published once ready

Teaching Effectiveness:
 I thought it would be a good idea to use the example on the board as there were several
students that were struggling to start with their drafts.
 I was giving clear examples of what the students needed to do. I also gave hints that their
headings needed capital letters as a lot of them were missing them.
 When students went back to their tables, a lot of them were able to identify the mistakes or
parts of their newsletters that did not make sense, needed fixing or other.
 I was pleased to find out that the example had helped students. If need to, I will show the
students that need it again tomorrow to help remind them of what to do.
 The example was taken down once the students went back into drafting as I did not want
them to copy/use my example

Supervising Teachers Notes:


 LESSON PLAN
Lesson Topic/Focus: Writing: Newsletter: Draft Date: 07/12/2017

Learning Area(s): English Year Level(s): 2

Strand (s): Writing Lesson Duration: 40 minutes

Sub-strand(s): Literacy

Learning Standard(s)/Outcome(s)/ Learning Intentions:

At the conclusion of this lesson, the students will know/understand that:
 Students will have completed their final drafting process before they edit their work

Assessment/Success Criteria:
 Has included features of a newsletter (boarder, pictures, heading, subheading, contact
information, important dates, what we are doing)

Assessment Criteria for Analysis

 Has included the above features in their newsletter
 Has included other features

Background to the Learning:

A. References for teacher background knowledge
 Students are mostly completed their drafts
 Reading rotation went longer due to the limited time the students need in completing their drafts

B. Identify students’ current knowledge

 Have been working on newsletter writing for 4 weeks

Lesson Resources:
 Interactive whiteboard
 Standard tools (paper, pencils)
 Rubric
 Student’s draft, plan and checklist

Lesson Content: How will the Students Learn?

 I will show the students the rubric so they know the expectations and what they will be
marked against
 Students can check this rubric on the IWB if they feel as though they are done and ready to
edit
 Students will continue to draft their work. Once, I feel as though they are done, they can then
move onto editing their work. The editing is what the students will be assessed on

Post-Lesson Review and Evaluation:

Student Achievement:
 Students worked effectively during this time to finish off their drafts
 If they have been given the approval to go ahead, then they are allowed to start working on
their editing
 During the editing process, students were required to ask other students for help on things
they were unsure of such as spelling, before they came to ask me.
Teaching Effectiveness:
 I roamed around the room and kept telling students to revise over their work even if they
thought they were done.
 Some students would ask what they would do if they were completely finished everything. To
which, I thought it was appropriate to say that if you have finished the work properly then you
would still be going during this lesson.

Supervising Teachers Notes:

 A very organised writing lesson. You managed the class very well, even though there were
children who were at different stages of their publishing.
 Your behaviour management skills were excellent, I am proud of you for being assertive with
those students who needed it.
 ASSESSMENT GRID
Outcome/Standard
 Students will have completed their final drafting process before they edit their work
 Has included features of a newsletter (boarder, pictures, heading, subheading, contact information,
important dates, what we are doing)

Student name Assessment criteria

(three focus students 4. Has included the 5. Has included other
for this lesson) above features in their features
newsletter

Has included most of the Yes

above (except what we Cool Pets to Have
Ruby are doing). Yet has Her dog Ned
included ‘Cool Pets’ and a Colourful background
picture of her own dog

Has included most of the Yes

above features with Christmas list
James changed headings Food list
To do list

Has included pictures and No

a heading.
Jeana Newsletter seems to be
more of a narrative piece

Purpose of assessment
To inform 1:1
To ensure
conference with
To inform future coverage of
To discuss with student Evidence for school
lessons and student Victorian
parent including report
learning Curriculum
setting future
standards
learning goals
 LESSON PLAN
Lesson Topic/Focus: Editing Newsletters Date: 08/12/2017

Learning Area(s): English Year Level(s): 2

Strand (s): Writing Lesson Duration: 50 minutes

Sub-strand(s): Literacy

Learning Standard(s)/Outcome(s)/ Learning Intentions:

At the conclusion of this lesson, the students will know/understand that:
 Students have edited their work in preparation to publish the work

Assessment/Success Criteria:
 Students have checked for misspelt words, punctuation, layout, ordering of events
 Made the draft newsletter presentable
 Teacher checks over the editing and helps student to re-edit for published version

Assessment Criteria for Analysis

 Has identified spelling mistakes in their work
 Has identified punctuation that needs editing

Background to the Learning:

A. References for teacher background knowledge
 Students have the 3 C’s rule and should always use that before asking for help from the teacher
 Students can use a dictionary to find the spelling. Can always ask the high achieving students
what the letter may start with

B. Identify students’ current knowledge

 Been working on drafts all week
 Beginning/editing work today

Lesson Resources:
 Interactive whiteboard with rubric displayed
 Standard tools (paper, pencils)
 Drafts, plans and checklist

Lesson Content: How will the Students Learn?

 Students will collect their checklists, plans and drafts and begin working on them
 Once finish, they use the conferencing system and write their name on the board for their
work to be looked over
 If students have finished, they can do any writing based activity (list is written on the
whiteboard). They can do: handwriting, write text from a novel/picture book word for word
(focus on punctuation), write a page from a novel and then finish the story by making it up
 Last lesson to edit their work
 Rubric will be displayed for students to see the criteria

Post-Lesson Review and Evaluation:

Student Achievement:
 All students finished the editing part of their newsletter
 They then worked quietly on the other activities whilst some students finished off their editing
 A lot of the drafts look amazing, and the published versions will look even better!
Teaching Effectiveness:
 I had to move some students during this session as they were talking and disrupting other
students completing their work
 I was marking students work and talking about their editing and proof reading
 Some of the mistakes were silly ones such as missing a word as the sentence did not make
sense, capital letters at the beginning of sentences, names etc.
 Students used their initiative and completed the different writing activities and some even
thought of their own writing activities.
 Well done grade 2! :)

Supervising Teachers Notes:

 A good lesson.
 The students were engaged with the editing.
 Good behaviour management.
 ASSESSMENT GRID
Outcome/Standard
 Students have edited their work in preparation to publish the work
 Students have checked for misspelt words, punctuation, layout, ordering of events
 Made the draft newsletter presentable

Student name Assessment criteria

(three focus students 6. Has identified 7. Has identified 8. Comments
for this lesson) spelling mistakes in punctuation that
their work needs editing

Yes, has fixed two Did not identify Piper used a dictionary to
spelling mistakes punctuation that needed look up the word surprise.
Piper “surprise” & “project” fixing before being given I was very proud of this
to the teacher to revise initiative.

Did not fix any spelling Fixed punctuation (in red Andrew’s revision and
mistakes pencil – mostly capital editing of his work is good
Andrew letters) and has taken on board
the example I used a few
days ago

Has not reviewed spelling Has adjusted the order of Overall, Kira has done
mistakes events into a sequential very well.
Kira order Next time, talk to peers to
double check on spelling
and then ask a teacher

Purpose of assessment
To inform 1:1
To ensure
conference with
To inform future coverage of
To discuss with student Evidence for school
lessons and student Victorian
parent including report
learning Curriculum
setting future
standards
learning goals