Morrow_Kylie_17352400_EDP137_Assessment 2
‘Our World’
Topic – Conservation
Book – The Lorax by Dr. Seuss
Mind Map
Discussion (Lesson 1)
Read Aloud Recordings (Lesson 2)
English and Science
English and Mathematics
Curriculum Links
Curriculum Links
English
Use interaction skills, including active
listening behaviours and communicate in a
clear, coherent manner using a variety of
everyday and learned vocabulary and
appropriate tone, pace, pitch and volume
(ACELY1792)
English
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)
Science
Science knowledge helps people to understand the effect of
their actions (ACSHE051)
Mathematics
Recall multiplication facts of two, three, five
and ten and related division facts
(ACMNA056)
MTE
Provide opportunities for students to
participate in authentic unplanned and
planned speaking and listening.
Lesson
Students read and discuss number problems
and issues found within the book ‘The Lorax’
by Dr. Seuss
MTE
Provide opportunities for students to participate in authentic
unplanned and planned speaking and listening.
Oral Recall (Lesson 3)
English
Curriculum Links
Lesson
Students to create an onomatopoeia poem titled ‘I speak for
the trees’, read this poem aloud and record it onto an iPad
English
Plan and deliver short presentations, providing some key details in logical
sequence (ACELY1792)
Understands that successful cooperation with others depends on shared
social conventions, including turn-taking patterns, and forms of address that
vary according to the degree of formality in social situations (ACELA1476)
MTE
Teach students how to plan and compose spoken texts using text features to
enhance meaning
Lesson
Students plan, prepare and deliver and puppet show using storyboards
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Morrow_Kylie_17352400_EDP137_Assessment 2
Lesson
1
EDP 137 Assignment 2 - Oral language learning plan
Curriculum Link/s &
Lesson Objective and Learning Experience
First Steps MTE
Topic: Conservation
Lesson Title: Discussion about conservation in the book The Lorax
Text: The Lorax by Dr. Seuss
Year Level: 3
Resources: The Lorax by Dr. Seuss, Smartboard
Australian
Background/prior learning
Curriculum
 Lower income families and students with ESL, children give opportunities
English
 Prior knowledge about conservation Earth’s resources, including water, are used in a variety of ways (ACSSU032)
Use interaction skills,
 Prior knowledge about group discussions, turn taking when speaking in groups and mathematical skills. Recognise and represent multiplication as repeated addition, group and
including active
arrays (ACMNA032)
listening behaviours
and communicate in a
clear, coherent manner
using a variety of
everyday and learned
vocabulary and
appropriate tone, pace,
pitch and volume
(ACELY1792)
(ACARA, 2013)
Maths
Recall multiplication
facts of two, three, five
and ten and related
division facts
(ACMNA056)
(ACARA, 2013)
Major Teaching
Emphasis
Provide opportunities
for students to
participate in authentic
unplanned and
planned speaking and
listening.
(Brace el at., 2006)

Objective - Students actively listen for specific information from ‘The Lorax’ by Dr. Seuss and develop the skills to recognise the value of other student’s contributions. Students
establish multiplication facts using number sequence.
Learning Experience
Introduction – 10 minutes
 Introduce the book ‘The Lorax’ by Dr. Seuss
 Ask students to listens as to how much a thneed costs? (write this question on the board so they children can refer to it while you read the story)
 Ask the students to listen for how much faster the Once-ler could chop trees once he built his super-axe-hacker (write on board)
 Ask students to think about why we need trees and what would happen if we cut down all the trees
Body of lesson – 35 minutes
 Read ‘The Lorax’ by Dr. Seuss
 Ask students how much faster could the Lorax cut down trees after he invented his super-axe-hacker? (4x faster)
 Ask if he was chopping down 10 trees a day how many could he chop now? What if he was chopping 2? 3? 5? Or 10? (write answers on the board)
 How much does a thneed cost? Can we have $3.98 in Australia? If we rounded it up to $4 how much money would the Once-ler make per tree? Do you think a tree is worth $4
Conclusion – 10 minutes
 Ask students what is needed more thneeds or trees and why, write them down on the smartboard as they children tell you.
Differentiation
 For students not participating in the discussion, ask specific questions that are relevant to their interests.
 For ESL students, ensure that sufficient wait time is given to process the question, think of an answer and formulate this answer in English.
Assessments
Formative - Anecdotal Observations, with notes on what each child understood about the discussion.
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Morrow_Kylie_17352400_EDP137_Assessment 2
EDP 137 Assignment 2 - Oral language learning plan
Lesson
2
Curriculum Link/s
&
First Steps MTE
Australian
Curriculum
Lesson Objective and Learning Experience
Topic: Conservation
Lesson Title: Read aloud recording
Text: The Lorax by Dr. Seuss
Year Level: 3
Resources: Worksheets to create onomatopoeia poems titled ‘I speak for the trees’, pencils, Classroom iPads (4), activity sheet colour by numbers
Background/prior learning
 Prior knowledge about conservation, including deciding what makes a material a pollutant and the ability to listen for specific purposes and information, including instructions, and
extend students own and other ideas in discussions (ACELY1666)
 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)
English
Draws connections
between personal
experiences and the Objective – Students learn how to explore texts that have issues and problems in making moral decisions and discussing theses with others. Gain further knowledge about
sustainability as students define how the life forms in the text are connected through an ecosystem.
world of texts, and
share responses
Learning Experience
with others
Introduction/Motivation – 5 minutes
(ACELT1596)
(ACARA, 2013)
 The motivation is the story ‘The Lorax’ by Dr. Seuss, which has been read in previous lessons.
 Gather the children in the class meeting space explain that they are going to create onomatopoeia poems entitled ‘I speak for the trees’ and record them.
Science
 Introduce students to the iPad app and model how to record themselves
Science knowledge
helps people to
Body of lesson – 40 minutes
understand the
 Ask the students to create their onomatopoeia poems titled ‘I speak for the trees’
effect of their
 Allow the students to record themselves reading aloud from their poems
actions
a. Ask them to listen to themselves and answer the following questions (written on the board) - What do you think went well when you read aloud? - How do you think you sound?
(ACSHE051)
b. - Do you change your voice as you read? - How could you improve your reading when reading aloud?
(ACARA, 2013) c.
Conclusion – 15 minutes
Major Teaching
 Bring the children back to the group meeting area and discuss the answers to the above questions.
Emphasis
 Ask if any students would like to share their work, display child’s recording on the smartboard.
Provide
opportunities for
Differentiation
students to
 Teacher to scaffold help and provide supportive feedback for any child struggling to create a poem or record their poem.
participate in
 Offer support and encouragement when necessary.
authentic unplanned
 Provide activities like colour by numbers (Truffula Trees) while the students wait for a turn on one of the iPads
and planned
speaking and
Assessments
listening.
Work samples provided (formative) marked according to prepared rubric (summative).
(Brace el at., 2006)
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Morrow_Kylie_17352400_EDP137_Assessment 2
Lesson
3
Curriculum Link/s &
First Steps MTE
Australian Curriculum
English
Plan and deliver short
presentations, providing 
some key details in logical
sequence (ACELY1792) 

(ACARA, 2013)
Understands that successful
cooperation with others
depends on shared social
conventions, including turntaking patterns, and forms of
address that vary according
to the degree of formality in
social situations
(ACELA1476)
(ACARA, 2013)
Major Teaching Emphasis
Teach students how to plan
and compose spoken texts
using text features to
enhance meaning
(Brace el at., 2006)
EDP 137 Assignment 2 - Oral language learning plan
Lesson Objective and Learning Experience
Topic: Conservation
Lesson Title: – First steps activity - Oral Retell (Brace el at., 2006)
Text: The Lorax by Dr. Seuss
Year Level: 3
Resources: Puppets a Lorex, three brown bar-ba-loots, three humming birds, and a boy finger (made by children), truffula trees (made by the children), Once-ler gloves (self-made
prop) thneed (prop), Storyboards (made by the children)
Background/prior learning
 Children were divided into groups to make a Lorex, three brown bar-ba-loots, three humming fish, three swomme swans, a boy finger puppet and three truffula tree props in
an art lesson.
Objective - Extend children’s abilities to prepare, plan and rehearse an oral presentation using puppets and storyboards to retell a story. Students successfully cooperate with others.
Learning Experience
Introduction/Motivation – 5 minutes
 The motivation is the story ‘The Lorax’ by Dr. Seuss, which has been read in previous lessons.
 Gather the children in the class meeting space and introduce puppets that represent the characters in the story along with props.
 Model how to retell the story using puppets, and truffula trees and other props.
 Tell the children that they need to create a storyboard in small groups before presenting their puppet show to the class
Body of lesson - 40 minutes
 Divide the class into small groups.
 Children are to create storyboards.
 Once the storyboards are finished, children are to establish roles within the puppet show and practice delivering their puppet show
Conclusion -15 minutes
 Bring the children back to the group meeting area and select a group to deliver their puppet show, if there is time allow more groups .
Future planning
 Children to perform puppet show while being recorded and class to watch recordings, reflect and discuss ‘What the group did well and what the group could of done better’
 Also discuss how making the thneeds polluted the environment, and why we need clean air and water.
Differentiation
 Children will be placed in mixed linguistic groups.
 Support the student’s attempts with reminders of what happened in the story and with different vocabulary.
Assessments
 Formative - Observations with notes on a class list for example how well student participate within the group
 Checklist based on prepared rubric (Summative)
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Morrow_Kylie_17352400_EDP137_Assessment 2
The Importance of Oral Language in the Classroom
Speaking and listening (oral language) is how people communicate their feelings, thoughts, ideas, beliefs
and experiences. Oral language is a tool used every day by children and teachers in the classroom, so it is
vital that it is taught effectively. As a result, this author now understands that all classroom based learning
relies on speaking and listening. This is why oral language should be valued in all subjects as children
need to have good oral language skills to gain comprehension in the entire curriculum. Oral language is
important when teaching conservation, because children need relate to the topic, and gain knowledge and
understanding, this can be achieved through class discussions where children are taught to actively listen
for information, and communicate their ideas in a clear voice, using appropriate tone, pitch and volume, the
nature and function of language, and through the planning and presentation of a story retelling, or poem.
When children interact with each other in class discussions (large, small or one-on-one) collaborative
learning is taking place. So, not only are students enhancing their speaking and listening abilities, but
learning to understand the language patterns, vocabulary and behaviours that are present in any given
context, and use this to gain critical awareness to create and interpret oral language (Brace, Brockhoff,
Sparkes & Tuckey, 2006). Therefore through social interactions children develop their speaking and
listening skills, and gaining knowledge and understanding about the topic being taught.
When teaching children conservation, through the means of oral language, children need to relate to the
topic, through collaboratively learning. By identifying with the context of the story children will gain
comprehension as to the message being taught as well as key language concepts. For example children
will learn what makes a material a pollutant, how to conserve water, and the need, and function of trees to
the environment (ACARA, 2013). Therefore to effectively teach conservation, students need to identify with
the subject. This can be achieved through collaborative learning, for this encourages the intricate thinking
processes leads to broadening of experiences that enrich oral language.
Language is a sociocultural practice, for children learn and develop from each other. This is one of the
reasons why linguistic diversity needs to be taken into consideration during class room discussion. To
effectively teach children that speak English as a second language (ESL), mixed linguistic grouping must
be practiced in the classroom, and students given activities in which they have to speak and listen. Allen
(1997) suggests that when children are given an opportunity to talk through planned activities, and are able
to relate to the words and phrases their understanding of language is enhance. So, ESL students should
be grouped with children that are nonlinguistic, and given opportunities to practice these skills. ESL
students should also be given time to articulate their thoughts in SAE, and given effective feedback from
other students and their teachers.
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Morrow_Kylie_17352400_EDP137_Assessment 2
This author now understands that to extend a child’s oral language development, the different functions of
language need to be understood. These functions are important as they helps students develop their range
of abilities of practice which students can draw upon in new contexts. Brace el at., (2006) state that
speaking has a variety of genres, these are categorized into functions. The different functions of language
include, instrumental, regulatory, interactional, personal, representational, heuristic and imaginative. These
functions help express feelings, thoughts, ideas, beliefs and experiences. The instrumental function is used
as a means of getting things and satisfying material needs, and the imaginative function is used to create
new worlds, make up stories and poems. For example in the lesson plans, the students are provided with
experiences like discussing the topic (instrumental), and from this the students learn speaking skills like
explaining, and listening skills like finding the information from the given text that was read aloud to them.
Another example would be the children were asked to create poems (imaginative), for this extends their
speaking skills, and helps students respond to their own and others poems, for this extends their listening
skills. These skills essential when teaching speaking and listening as students have to acquire the skills to
use oral language for a variety of purposes in all contexts. Students also need to be able to use this
language with grammatical accuracy.
Through planning and presenting a story retelling or poem, formative and summative assessments could
be achieved as the teacher observes how well the children understand and demonstrates their knowledge
during their presentation. Students should be made aware of the criteria, before their presentation, so that
they have a better understanding of what is expected, and appreciate why it is important. Bulter and
Steven (1997) suggest that the feedback that the students receive from each other, and their teacher,
reflects how assessment (formative) can be a valuable part of the learning process. This is vital as it
teaches children how to respond, reflect, and self-evaluate their own work.
In conclusion, this author has learnt that when teaching children oral language social interactions are
important when in the classroom. This is relevant as language is a sociocultural practice, and children
extend their vocabulary through these group experiences. Relating to the topic is important as children
need to learn how to analyze their thoughts, feelings and beliefs. The different functions of language is
important when teaching oral language, as speaking and listening is crucial to a student’s comprehension
of the topic being taught. Planning and presenting are vital to learning as helps teach students how to
respond, reflect and evaluate to given contexts.
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Morrow_Kylie_17352400_EDP137_Assessment 2
References
Allen, L., (1997) First steps Oral language Resource Book. W.A : Education Dept of WA
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2013). The Australian
Curriculum. Retrieved from http://www.australiancurriculum.edu.au/
Brace, J., Brockhoff, V., Sparkes. N., Tuckey. J. (2006). Speaking and listening map of
development. Vic Rigby. pp 1-5 and 13-14.pdf
Bulter, F.A, & Stevens, R. (1997). Oral Language assessment in the classroom. Theory into
Practice, (36), 214-219
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