Lesson

Plan
th
Day: M T W T F Date: 30 August 2017 Time: 9:15-9:40 Year: 3
Learning Area: Topic: English (Idioms into stories during guided reading time).
Curriculum content description: (from ACARA)
- Curriculum content descriptor: Listen to and contribute to conversations and discussions to share
information and ideas and negotiate in collaborative situations.
- Elaboration: Participating in collaborative discussions, building on and connecting ideas and opinions
expressed by others, and checking students own understanding against group views.
Students prior knowledge and experience: (Outline what the students already know about this topic)
Students have previously learnt about idioms, and are able to connect idioms with their literal and non-literal
meanings. Students have been doing idioms
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
The purpose of this activity is for students to learn not only what the idioms mean, but how to put them into
sentences and most importantly stories.
Learning objectives: On completion of this lesson, Evaluation:
students will be able to: This task will be evaluated through:
- On completion of this group task, students will - The students abilities to know the meaning of
be able to manipulate their previous the idioms in their own ideas. This will be
knowledge of idioms and utilise them in shown through the ability to place idioms in
storytelling. their stories in places that make sense to the
- On completion of this group task, students will story.
confidently understand idioms and there - The story written, will be assessed by the
meaning, and how they fit into stories, to teacher as to:
make them humorous or to exaggerate the -How many idioms used (minimum of 3).
narrative. -Does the story make sense?
-How descriptive is their writing?
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
- I will need:
- Print out 1-2 images of the prompt picture (or have it on the interactive whiteboard, or laptop)
- Print off the activity paper of the idiom table for each student in the group. (6-8)
- Find a quiet environment for my group, in the corner of the classroom or out in the wet area.
- Display my example to read to the group, to give them an idea of what they might do.
- Glue sticks, scissors and their workbooks for writing the story in.


Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
- The group of students are high achievers in English, and this is a challenge task for them. All students will
be able to participate in this activity.
- I used the task previously set, and made it more challenging for these students, to give them an extension
in their English tasks.

Timing: Learning Experiences:

9:15 Introduction: (How will I engage the learners?)
- Group Discussion: The group will talk through what they can recall from previous lessons
about idioms and their meanings?
Question:
Have you heard any of these idioms before?
Do you know the meaning of these idioms?

9:20 Sequence of learning experiences: (What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?)

1. The teacher will read the students the example of idioms into stories.
2. The students will then be able to read through the idioms in the table.
3. Students will follow the instructions on the task sheet.

Activity: Idioms into stories.


9:30 - Students will be given the time to read their stories out to each other, or to get the teacher
to read at least two of them out to their peers in the group.



9:35 Lesson conclusion:
- Group Discussion: The group will talk through what they learnt about how to use idioms in
stories?
Question:
How did you find this task? Challenging or easy?
Do you think this task helped you understand idioms better than before?
What did you like best about the stories read out loud?


9:40 End of lesson.
Hand in books to teacher, where the teacher will go through and mark their activity.

Lesson Evaluation: (Reflect on the lesson. What worked? What did not work? What would you change? Why?)
- All students were engaged and willing to take part the activity, which made my first lesson run smoothly.
- I defiantly need to learn to get all eyes and ears on me and being firm with when its time to joke and
when its time to listen. This is something I will focus on during my whole class lesson.
- At the start of the lesson, I need to make sure everyone is paying attention and being respectful before I
move on to the next activity.
- The students loved the challenge and majority exceeded at the task, which meant that the activities I
planned worked well for the students.