Generic Learning/Lesson Plan
Sector: Primary
Age group/year level:
Year 3/4
Date: 25/08/2015
Subject area: English
Length: 2 hours session
Overview of topic: Poetry
Understand how to identify and evaluate structural features and language devices used in a poem.
Specific curriculum descriptors and/or outcomes: Poetry
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1690)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary
texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction,
including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word
families, spelling generalisations, and letter combinations including double letters (ACELA1779)
Objectives: Poetry
Students should have an understanding how to identify and evaluate structural features and language devices used
in a poem – alliteration.
Ascertaining Prior knowledge:
Inquiry questions to ascertain their current level of understanding of erosion, types of poetry, silent letters and
hard/soft ‘g’
Formative assessment:
Questions will be asked of individuals as they work through the worksheets and workbook (Knowledge and skills).
Handwriting booklet and Literacy books will be collected and marked by teacher.
Summative assessment:
Predetermined by mentor teacher.
Resources:
Handwriting booklet
Maths measurement pg 30 – Step into handwriting 4 X 24???
Animalia – Graeme Base
Alliteration PowerPoint
Worksheet: Sounds in alliteration X24
Reading rotation box/book
Tent Worksheet X 24
Literacy book
Penicil cases, glue and scissors
Safety Concerns:
Classroom rules
Classroom behaviours
Lesson Plan Body
Introduction – Warm up/ orientation/ initial engagement: 15 minutes
Handwriting
 Student helper to hand out books
 Student to continue on with where they are up to. (Maths measurement
pg 30 – Step into handwriting 4?)
 Student helper return handwriting books them to their designated
storage box to transition to C2C Poetry unit.
 Fast finishers: can read their library books.
Body of Learning experience and procedures: 95 minutes
Humorous short poems - Alliteration 30 minutes
Read Animalia – Graeme Base
What did you notice about the book? All the writing on the pages started with
the same letter.
Does anyone know what that is called? Alliteration or tongue twister
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Display Powerpoint- Alliteration
What is alliteration?
Peter pepper
Sally – how many s’s can you see
Remaining slides
Student helper to hand work sheets
Worksheet: Sounds in alliteration X24
When complete glue into literacy book.
In your literacy book complete the task on slide 11 of PP.
Class assist and monitor behaviour and active participation.
Pack away Literacy books and tidy up ready for reading rotation.
Extension: Students are to write their name down the page, 1 letter per line (like
an acronym poem). For each letter write an alliteration line that describes
themselves.
Reading Rotation 30mins
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Students form in their reading groups and move to their stations.
Reading box
Reading eggs
Guided reading (TA)
Comprehension
Class assist and monitor behaviour and active participation.
Fast finishers: can read their library books.
Spelling Rotation 30mins
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Revise silent letters Yr 3
Spelling rule: Some letters can hold their tongues and be silent
Revise Hard/soft ‘g’ Yr 4
If the letter after the “g” is i, e, or y the “g” makes the /j/ sound (soft
sound).
Teaching and
learning
strategies:
Checking prior
knowledge
Co-operative
learning task.
Clarifying task
meaning
Teaching and
learning
strategies:
Modelling and
explanation of
the task – I Do,
We do steps
Use of words
that may be
familiar to
students
Catering for
varied learner
needs:
Each child is
encouraged/not
forced to
participate in
class
discussion
Catering for
varied learner
needs.
Assist student
that are placed
in the orange
and back blue
tables for
language and
processing
skills.
Individual help
to students that
request
assistance, to
learn when to
ask for help.
 If it’s any other letter, the “g” makes the /g/ sound (hard sound).
 Tent worksheet
 Class assist and monitor behaviour and active participation.
Extension: Students can choose 5 words that they don’t know and write down
the meaning out of the dictionary and then write out a sentence containing their
spelling word.
Conclusion – Reflecting on and summarising learning. 10 minutes
Pack up, clean up, ready for lunch break.
Question and answer time about heavier and lighter, mass.
What did we learn today?
Did anyone find the worksheets difficult?
What was the hardest part? What was the easiest part?
Next lesson: History – trains past and present.
Homework: Spelling word activities in homework book.
Mark and signoff on class worksheets if required.
Teaching and
learning
strategies:
Discussion &
Reflection:
whole group
Teacher guided
question &
answers
Checking for
understanding
Prepare
students for
what comes
next
You Do step
Catering for
varied learner
needs.
Each child is
encouraged/not
forced to
participate in
class
discussion
Personal Reflections:
Classroom behaviours
Be alert for M** (ODD, ADHD) and R###’s (ASD) behaviours
When half class goes to religion in arvo session, play games.
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Around the world – 5 times tables
Pumpkin – using spelling words this week.
Pack up, clean up, chairs up, hand back “Clown’ folders etc before home
time.