Lesson Plan- Small group lesson
Day: M T W T F Date: __26/8/2015__ Time: ______TBA ______ Year: _2_
Learning Area:
English
Topic: __Text structure and organisation_
Curriculum content description: (from ACARA)
Text structure and organisation
Know some features of text organisation including page and screen layouts, alphabetical order, and
different types of diagrams, for example timelines (ACELA1466)
Students’ prior knowledge and experience:
Students have had previous experience with using a dictionary, they understand that it is used to find
the definition of words however are unsure about how to find an actual word in the dictionary using
alphabetical order. Students also have prior knowledge of the alphabet however some students still do
not know the alphabet of by heart.
Learning purpose: (May refer to the Elaborations of the curriculum content description here)




Recognise how alphabetical order operates to guide access to information.
Demonstrate an understanding of the alphabet.
Correctly pronounce and spell various words.
Understand how the spelling of a word effects its order.
Learning objectives:
Evaluation:
On completion of this lesson,
students will be able to:
(Explain how you will know that lesson objective have been achieved / monitor
student learning)
(What will students know and be able
to do at the completion of the lesson
– specific, concise and attainable
objectives)


Understand how to
place various words in
alphabetical order.
Share ideas and
effectively
communicate with
other students to
achieve a common
goal.
To ensure that the lesson objectives have been achieved constantly
ask students questions about the activity to ensure they are on task.
For example; ask students do you agree that this word should go
next? And if so why/why not?
By having all the students complete the activity at a desk I will be able
to sit with them. This will allow me to monitor if they were listening to
the instructions I gave them at the beginning of the lesson, as if they
didn’t listen they will be struggling to successfully complete the
activity. I will also be able to make sure that the students are
cooperating with one another to order the words. Because I will be
sitting at the desk with the group I will be able to see that they have
put all the words into alphabetical order correctly. If they haven’t I will
be able to correct them and explain why they have got the order
wrong. On the other hand if they have got the correct order I will be
able to offer them praise and explain why they were right.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)


Desk
10x cards with simple words that students will be able to put in order. Each of these cards must
have a word that begins with the letter A. some of the cards will need to have the first two
letters being the same, but the third being different. For example; alligator, always, angel,
apple.
Catering for diversity (detail any adjustments considerations for educational/resource adjustments)


Make sure that the words are suitable for all members of the group. If not have a set of back up
words (One set for those with higher literacy levels and then another set for those with lower
literacy levels) so that all students can complete the activity successfully and feel confident
about organising words into alphabetical order.
Ensure that you are constantly looking around the group to see if any students are struggling
with set tasks and if they are, ensure that they are catered for accordingly.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
Overall the lesson went relatively well. Despite some confusion at first, by the end of the lesson all
students were able to understand why the words where in the order they were in. At the beginning of
the lesson all students were able to pronounce their words when asked. However when asked to put
their words in sentences some students struggled to think on the spot, although with the assistance of
other students within the group all students were able to put their words into sentence.
When asked to complete the next activity all the students were excited to join in to help put the words
in order. Some of the students struggled to understand the need to look at the next letter when their
words shared the same first and second letter as someone else’s word in the group. Perhaps with a
clearer explanation of this at the beginning of the lesson the students would have had a better
comprehension of why we do this. However despite this the students were still able to put the words
into the correct order.
What worked really well was when I asked the students if they agreed with the other student’s choice
to put the word next. This way I was able to see if they understood what we doing and it also gave the
other students a chance to fix the order up if they realised it was wrong.
Timing: Learning Experiences:
1.
Introduction: (How will I engage the learners?)
3mins
Inform the students that today we will be focusing on dictionary skills. Particularly with how
to find words in the dictionary and the importance of understanding how to put words into
alphabetical order.
Retell the students that to put a group of words in order we need to look at the first letter
of the word and then look at the position of that letter in the alphabet and see which first
letter of the words comes first. However if the first letter is the same then we need to look
at the second letter to be able to put them in order. Again if the word has then same first
and second letter, we need to look at the third letter.
Show students an example of the aforementioned using a few words from one of the word
packs. This will aid what you have said verbally and allow the students to visualise this
process.
2.
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?)
15mins
After this remove the 12 words from the packet you think is most suitable for the members
of your group. Ask one of the members of the group to hand out 2 words to every student
in the group.
Go around the table and ask each student to pronounce their words. Ensure that if you can
see a student struggling to pronounce their word, ask the other students if they can help
their team member out before helping the student yourself. This allows the other students
an opportunity to test their knowledge.
After having each student read their word aloud, explain that you now want them to put
their word into a sentence. Using one of the words from the same bag that you used as the
example in third step, put the word in a sentence. This way students will be able to
comprehend what has been asked of them.
Give each student the chance to put their word in a sentence. Again if the student is
struggling ask the other students if they can assist and if not personally help the student.
Make sure that you are giving praise when needed and correcting students if necessary.
Explain to students that we are now going to use our knowledge of the alphabet, to put
their words in alphabetical order.
Ask students to identify the first letter of their word. Because they all begin with the letter
A. the students should realise that we are now going to have to use the second letter of
their words to be able to put them in order. Explain to the students that we are now going
to look at the second letter of their words.
Begin the next step by going through the letters of the alphabet (a, b, c, d, e, f, g...) asking if
any students has the second letter being B for instance. When the student notifies you that
they have the second letter being one of the ones that you have just asked about, ask if
anyone else’s word also has the same second letter (which for at least 2 words will). In this
case discuss with the students that for this pair of words they will need to look at the third
letter. Ask the students which third letter of each word comes first in the alphabet. Ask the
students then if they all agree. After the students all agree put the word that comes first at
the top and the other word following it. Make sure the words are put in the correct order
and in the middle of the table, so that everyone can see. Continue this step until all words
have been put in order. Make sure to ask students why they have decided to put the word
next. This ensures that all students understand why each word is in the position that it is in.
2mins
3.
Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)
Ask students if they think the final product is correct/wrong? And if so why/ why not?
Finish they lesson by explaining how the activity they just completed relates to the
dictionary. Explain that to find words in the dictionary they will need to understand how to
put words into alphabetical order, so that they know where to look for them in the
dictionary.