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CAMPUS Broome  Fremantle  Sydney 
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Last Updated: 06.12.11

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Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 8.50am – 9.30am Date: 19/ 05/ 17 Students’ Prior Knowledge:

Learning Area: English  Understand a simple sentence consists of

usually a verb and subject. Be able to identify
Strand/Topic from the Australian Curriculum a simple sentence.
(ACELA1467) Understand that simple connections can  Read short texts that have simple and
be made between ideas by using a compound sentence compound sentences with images.
with two or more clauses usually linked by a  Create simple sentences with high frequency
coordinating conjunction words

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)

Last Updated: 06.12.11

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 learning how to express ideas using compound sentences
 learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Creation of jigsaw pieces Jeremy- Zones out and will not take anything in. Walk past
- Purchase or borrow new book with great examples his desk and direct questions (not too stump but evoke
specific to simple and compound sentences and thinking) to he or his group. Seems to take charge in group
conjunctions. activity.

Amelia- left ear deaf so must be seated on the left side of

her groups table, be mindful as class walks in that she gets
that seat as her quiet and unconfident nature may refrain
her from confronting a peer to swap seats.

Encourage group discussion as current designated seating

plan has placed all students out of comfort zone- to create
a more friendly and harmonious community environment in
the classroom.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
 Did the students work cooperatively with me?

 What will the students need to work on in the next lesson?

 Was the activity educational?

 Was it too difficult/ too easy?

Last Updated: 06.12.11

  Did ACELA1467 need two lessons? Could it have been done in a single lesson?

Teacher self-reflection and self-evaluation:

 More interactive next time?

 Was it too much to ask students to stay seated on the mat for entire lesson?

 Did I pay attention to every student equally or did I favour/disfavour?

 Were all objectives met?

Last Updated: 06.12.11

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
Resources/References
Motivation and Introduction:
8:50am Ask students enthusiastically to sit on the mat for “story time!”
Engaging and inviting body language and facial expression.
I’m Australian Too
Introduce the book as; By Mem Fox
“New” “Cool” and “about Australian kids like all of us”

Examples of simple and compound sentences found in passages from

‘I’m Australian Too’ by Mem Fox.
This text highlights multiculturalism in Australia and the current issue
of Refugees seeking Asylum as well as being an example and simple
sentences, compound sentences and conjunctions.

As I read -
 Identify simple
 sentences and compound sentences

Last Updated: 06.12.11

  what the conjunction is that creates the compound
sentence.
 Rotate book so all students can see pictures
 Use expressive voice and vary tone of voice.
 Be clear and loud
 Stop misbehaviour from obstructing students attention on the
lesson. Remove a misbehaving or distracting child from
distraction/friend or from the group on the mat.
 Questions if feel students attention is wavering-
 Example1- “Is anyone from an Italian family? Anyone
have a nonno or nona?”
 Example 2- “Where are your parents or grandparents
from (student distracted)?”

9:00am
Lesson Steps (Lesson content, structure, strategies & Key
Questions):

Write on board example of simple sentence and compound sentence

from the book. Perhaps urge more advanced students if they can help
you write it on the board, catering for classroom diversity.

Simple sentence:
I’m not Australian yet.

I’d love to be a vet.

We open doors to strangers.

Whiteboard

VERB SUBJECT

Compound sentence:

Syria was where I lived but then we had to flee.

Our family’s now in Brisbane and we’re as safe as safe can be.

Conjunctions used in book:

And
But

“Can anyone thing of other conjunctions?”

Suggest-

IF
SO
BUT
YET
BECAUSE

9:05am
~ TRANSITION ~ (correct behaviour)

Last Updated: 06.12.11

 Using jigsaw pieces to explain how different conjunctions fit. An Jigsaw pieces
interactive activity to assess all students understanding. Mix and up
parts. Use blu tact to stick on board so visual to entire class. Once
student creates a compound sentence ask.
- “what type of sentence have you created?”
- “Can you read out the first piece. If I left that alone
would it still make sense?”
- “What conjunction have we used?”
Reward child with agreeing and smiles. “well done” and
“that’s right” to booast confidence if right. If wrong
“okay what about if…” and “that’s an awesome go!
BUT”

9.20am
~ TRANSITION ~ (correct behaviour)

Now ask students to watch short clip on conjunctions and sentences.

Video online

http://splash.abc.net.au/home#!/media/524103/

Lesson Closure:(Review lesson objectives with students)

9.30am
Before moving onto morning sport students are to line up at the
classroom door and each student is asked a question before the
whole class leaves together.

- What type of sentence did we know about before today

- What type of sentence did we learn about today?
- Which sentence is longer?
- What joins a simple sentence and another clause to
create a simple sentence?
- Following students can tell me a conjunction
- Remaining students create a compound sentence.

Transition: (What needs to happen prior to the next lesson?)

Next lesson;

Students need to create sentences on paper. A challenge to their

writing skills and then to share them with teacher individually during
silent reading so I can finalise assessment.

Last Updated: 06.12.11

 Assessment:

Using checklist to mark students understanding by end of this

lesson;
A. BASIC PRIOR; Identification of conjunctions, simple
sentences and compound sentences. (lesson 1)

End of next lesson;

 Know how to express ideas using compound sentences.
 Know how to join simple sentences with conjunctions, for
example ‘and’, ‘but’ or ‘so’, to construct compound sentences.

ASSESMENT CHECKLIST
B. BASIC PRIOR; Identification of conjunctions, simple sentences and compound
sentences. (lesson 1)
C. Know how to express ideas using compound sentences. (lesson 2)
D. Know how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or
‘so’, to construct compound sentences. (lesson 1 and 2)

Student Obje- Poor Satisfactory Good Very Excellent Comments

ctives Good

Alison, Amelia A
B

Brontson, Cale A
B

Last Updated: 06.12.11

Borinelli, A
Rebecca B

A
B
..

Last Updated: 06.12.11