Emily Hibberd

25969080

Monster Description Mini Unit:

3 Full Lesson Plans

Pre service Teachers Name: Emily Hibberd

Year level: 1
Lesson Focus: Writing
Lesson Time and Date: 21/03/2016

9:30-10:40

Lesson Duration: 1 hour 10min

Learning Outcomes
By the end of this mini unit, the students will have further developed their understanding of
adjectives through their written description of their monsters appearance, personality and
lifeways.
I Can Statement
I can describe what my monster looks like and how my monster behaves.
Links to curriculum: Victorian Curriculum
Year 1 & 2
Learning Area: Visual Arts
Strand: Present and Perform
Content description: Create and display artworks to express ideas to an audience
(VCAVAP023)
Strand: Respond and Interpret
Content description: Respond to visual artworks by describing subject matter and
ideas (VCAVAR024)
Year 1 & 2
Learning Area: Personal and Social Capability
Strand: Social Awareness and Management
Sub-strand: Collaboration
Content description: Use basic skills required for participation in group tasks and respond to
simple questions about their contribution to group tasks (VCPSCSO014)

Students Prior Learning

Emily Hibberd
25969080

Students have been developing their understanding of adjectives in word work during
literacy groups.
Teaching and Learning Preparation (What resources will you need to prepare?)
Scene from Monsters Inc. YouTube video
A3 paper
Teaching and Learning plan
Lesson Phase
Orientation /Introduction

How will you motivate and

explain the learning intention
of this lesson?

What kinds of questions

might you ask?

This should link to prior

learning experiences.

Explain to students that today we are going to design and draw our
very own monster
Watch Monsters Inc. scene to provide students will visual imagery
of different types of monsters
Ask students who has an idea what there monster is going to look
like
Students turn and talk to the person next to them- describe what
their monster might look like.
Explicitly explain that students have to draw a monster with a
background setting.
Send students off by school houses-pick one student who is wholebody listening.
10 minutes- 9:40am

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?

Students then design and draw their monster.

Make sure to remind students to put their name on work.
Give students frequent time reminders.

How will you cater for a

diversity of learning needs?

Roam classroom and ask students to describe their monster. Try

to talk with each student.

How will you manage

transitions between various
lesson phases/activities?

Take a photo of each students scariest monster face for their

Monster Description visual display.

What kinds of questions might

you ask?
What formative and/or
summative assessment

9:40- 10:10

Emily Hibberd
25969080

strategies will be used in this

lesson?

Conclusion /Closure

Pack up
Circle Time- students sit on floor in a circle

How will you capture the

main ideas of the lesson?

Students are to talk about the design of their monster

Ask deeper questions such as why did you choose to design the
monster that way? 10:15-10:30am

What kinds of questions will

you ask?

Collect all students drawings

Eat recess 10:30-10:40

Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record
student learning outcomes?

Formative assessment:
Observe students describing their monster while talking in pairs,
during the independent drawing time and in Circle Time. Listen
carefully for students use and understanding of adjectives.

How will you include the

student voice in assessment?

Pre service Teachers Name: Emily Hibberd

Year level: 1
Lesson Focus: Writing
Lesson Time and Date: 21/03/2016

1:50-2:40

Lesson Duration: 50 minutes

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
By the end of this mini unit, the students will have further developed their understanding of
adjectives through their written description of their monsters appearance, personality and
lifeways.
I Can Statement
I can describe what my monster looks like and how my monster behaves.
Links to curriculum: Victorian Curriculum
Year 1
Learning Area: English

Emily Hibberd
25969080

Strand: Reading and Viewing

Sub-strand: Expressing and developing ideas
Content description: 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 (VCELY194)
Strand: Literacy
Sub-strand: Creating texts
Content description: Reread students own texts and discuss possible changes to improve
meaning, spelling and punctuation (VCELY195)
Strand: Language
Sub-strand: Expressing and developing ideas
Content description: Explore differences in words that represent people, places and things
(nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such
as when, where and how (adverbs) (VCELA179)
Year 2
Learning Area: English
Strand: Language
Sub-strand: Expressing and developing ideas
Content description: Understand that simple connections can be made between ideas by using
a compound sentence with two or more clauses usually linked by a coordinating conjunction
Social and Emotional capability (VCELA214)
Year 1 & 2
Learning Area: Personal and Social Capability
Strand: Social Awareness and Management
Sub-strand: Collaboration
Content description: Use basic skills required for participation in group tasks and respond to
simple questions about their contribution to group tasks (VCPSCSO014)

Students Prior Learning (What has already been taught/learned about this content/skill?)
This terms writing genre has focused on description. Students have written a description on
their favourite actors, the Lorax as well as have also described popcorn using their senses
including sight, tastes, hearing, touch and smell.

Emily Hibberd
25969080

Students have been developing their understanding of adjectives in word work during
literacy groups.
Prior to this lesson, students have designed and drawn their own monster.
Teaching and Learning Preparation (What resources will you need to prepare?)

Teachers monster drawing

Monster song
Whiteboard
Students writing books- need to rule a red line before lesson commences
Students monster drawings

Teaching and Learning plan

Lesson Phase
Orientation /Introduction
How will you motivate and
explain the learning intention
of this lesson?

Begin by congratulating students on their monster drawings (e.g. I

looked through everyones drawings and they are fabulous! Your
work inspired me to draw my own monster drawing during recess
Then show students my own monster drawing- place on whiteboard

What kinds of questions

might you ask?

Ask a student who can tell me what an adjective is?

This should link to prior

learning experiences.

If student answers correctly that is a describing word

praises them and reiterate the meaning.
If student is incorrect, say good try! Who can help name of
student explain what an adjective is?

Show the monster song

Who heard some describing words in there?

Ask students for words that describe my monster- praise students

Explain that we are going to write about your own monster using
describing words. Provide demonstration on whiteboard. Ask
student to describe my monster in a full sentences.

Make sure to extend students during demonstration by

asking how to make the sentence more interesting by
adding another adjective or connector word (and, because)

Send students off one at a time by handing out their drawings and
their writing books
Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to

Students are to write in their writing books- describing their

monster in full sentences (how the monster looks visually as well
as how the student their monster would act and behave, where

Emily Hibberd
25969080

achieve the learning

outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?

there monster lives, what their monster eats for breakfast).

Roam around the classroom and assist students if needed

Diversity of learning needs

What kinds of questions might

you ask?

What formative and/or

summative assessment
strategies will be used in this
lesson?

Justin and Chelsea may need assistance with handwriting

Integration Aid to assist Elvis and Ahmad with handwriting

Chelsea: ask Chelsea to describe her monster and prepare

two to three sentences personal to Chelseas monster on
lined paper (each sentence a different colour) and cut each
word out. Chelsea must rearrange into a sentence, trace
over the words and write the sentences underneath
For students who finish early- make sure they have
described there monster in terms of appearance and
personality. Go back and edit their work- does every new
sentence have a capital letter? Is there a full stop at the
end of the sentence? Fix up hand writing- letter size
differentiation

To manage transition to the conclusion of the lesson either say

One G, eyes on me or mirrored clapping

Pack up and sitting on floor with writing book

Conclusion /Closure

Circle Time

How will you capture the

main ideas of the lesson?

Students put their writing on the floor- not too touch

What kinds of questions will

you ask?

Sit in circle- students go around the circle and say a word which
describes their monster- cant say the same word twice
Teacher collects writing books to correct for final copy of
handwriting on Tuesday.

Also consider:

Formative assessment

What processes and data will

you use to see if/ what
students learned?

How you will you record

student learning outcomes?

How will you include the

student voice in assessment?

Observe which students are contributing during the

introduction part of the lesson- who explains what an
adjective is, which students are actively engaged and
providing examples of describing words
Observe students as they are writing

Summative assessment

Students writing work samples- look for students

understanding of adjectives as well as spelling, punctuation
and handwriting.

Emily Hibberd
25969080

Pre service Teachers Name: Emily Hibberd

Year level: 1
Lesson Focus:
Lesson Time and Date: 22/03/2016

1:50-2:40

Lesson Duration: 50 minutes

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
By the end of this mini unit, the students will have further developed their understanding of
adjectives through their written description of their monsters appearance, personality and
lifeways.
I Can Statement
I can describe what my monster looks like and how my monster behaves.

Links to curriculum: Victorian Curriculum

Year 1
Learning Area: English
Strand: Reading and Viewing
Sub-strand: Expressing and developing ideas
Content description: 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 (VCELY194)
Strand: Literacy
Sub-strand: Creating texts
Content description: Reread students own texts and discuss possible changes to improve
meaning, spelling and punctuation (VCELY195)
Strand: Language
Sub-strand: Expressing and developing ideas
Content description: Explore differences in words that represent people, places and things
(nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such
as when, where and how (adverbs) (VCELA179)
Year 1 & 2

Emily Hibberd
25969080

Learning Area: Personal and Social Capability

Strand: Social Awareness and Management
Sub-strand: Collaboration
Content description: Use basic skills required for participation in group tasks and respond to
simple questions about their contribution to group tasks (VCPSCSO014)

Students Prior Learning (What has already been taught/learned about this content/skill?)
This terms writing genre has focused on description. Students have written a description on
their favourite actors, the Lorax as well as have also described popcorn using their senses
including sight, tastes, hearing, touch and smell.
Students have been developing their understanding of adjectives in word work during
literacy groups.
Prior to this lesson, students have designed and drawn their own monster as well as written
a draft description about their monster.
Teaching and Learning Preparation (What resources will you need to prepare?)
- Lined paper for final copy writing
-Prepare 20 minute timer on TV

Teaching and Learning plan

Lesson Phase
Orientation /Introduction

Begin with a class brainstorm about what good handwriting looks.

Open with the question Who can tell me what good hand writing

How will you motivate and

explain the learning intention
of this lesson?

looks like?- Students to answer.

Make sure students remember to;

What kinds of questions

might you ask?

This should link to prior

learning experiences.

Include punctuations (e.g. capital letters, full stops, commas

& exclamation marks)

Write neatly

Letter size differentiation

Check spelling

Reread writing and edit any mistakes

Give time reminders

Emily Hibberd
25969080

Remind students to put their name on the back of their writing.

Hand out writing workbooks and send students off who are
demonstrating whole-body listening.
1:50-2:00pm
Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?
What kinds of questions might
you ask?
What formative and/or
summative assessment
strategies will be used in this
lesson?

Students are to write their final copy of their monster description.

Start 20 minute timer on TV

Roam around the classroom and assist students if needed

Justin and Chelsea may need assistance with handwriting

Integration Aid to assist Elvis and Ahmad with handwriting

Give 10 minutes to go reminder to students

To transition to Circle Time use mirrored clapping strategy

2:00-2:20pm
Conclusion /Closure

How will you capture the

main ideas of the lesson?

Circle Time
Students to sit in a circle and are given the opportunity to share
their monster description writing.
Allow one student to give a compliment to another after sharing
their writing.
2:20-2:40pm

What kinds of questions will

you ask?

Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record
student learning outcomes?

Summative Assessment:
Use students work samples to evaluate their understanding of
adjective and description writing in relation to their monster
drawings.

Emily Hibberd
25969080