Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: Year 2
Date:20/08/2012
Time:
Students’ Prior Knowledge:
9.20-10.00am
-
Have an understanding of nouns, adjectives,
verbs and adverbs
Strand/Topic from the Australian Curriculum
-
Able to read instructions
Literacy: Interpreting, analysing, evaluating
-
Write words in a list
-
Able to work with other students in a friendly
manner.
Learning Area: English
Grammar – Parts of Speech
(ACELY 1669)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy √
Numeracy
ICT
competence
creative thinking
√
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)
Ethical
behaviour
Personal and
Social
competence √
Intercultural
understanding
N/A
Asia and Australia’s engagement with Asia
Sustainability
N/A
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:
- 1. Recognise different parts of speech. (nouns, verbs, adjectives and adverbs)
- 2. Sort and categorise words, stating reasons for the word grouping.
- 3. Take turns in working with their peers to complete the task appropriately.
Teacher’s Prior Preparation/Organisation:

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The book series “If I was a ...” Michael Dahl
Word sort containers
Paper for students to write on.
Class pencil holders
Make sure the whiteboard is clear of any writing.
Make sure the whiteboard pen works well and will
not run out during the lesson.
Provision for students at educational risk:
Student with vision impairment requires seating close
to whiteboard and magnification equipment for viewing
task.
Student with Cerebral Palsy may require assistance to
physically manipulate words – partner with willing
student, but monitor to ensure turn taking is evident.
Use picture cues for students who are still struggling
with reading.
1
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
 Could the students recognise the different parts of speech?
 Were students able to sort the words appropriately and state why?
 Did the students take turns with each other?
 What will the students need to work on in the next lesson?
 Was the activity helpful and useful?
 What tasks did the students find difficult?
Teacher self-reflection and self-evaluation:
Anecdotal notes will be kept on:
 Were the students interested in the lesson that you presented them with?
 Did each student participate?
 Were all objectives met?
 What aspects of the lesson did the students complete?
 How can this be improved?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time
9.20am
Motivation and Introduction:
Resources
1. Students will make their way to the front of the class to sit on the mat in
order to start the lesson.
2. Review the previous lesson ( parts of speech ) by watching a You
Tube clip titled www.Grammar rocks.
3. Question class about the concept that was viewed, saying ...
Remember we were reading these books last lesson and we talked
about the different kinds of words we have in English.
We called this Grammar!
Can you think of the different terms we used to describe these words?
4. Brainstorm the topic of “Grammar” on the board. The teacher may ask
the individual students questions to see where they are at, and how
well they know the key types of words.
IWB with Youtube clip
of
www.grammar.rocks
Class texts of “If I was
a...”
Whiteboard with the
word Grammar in
centre for the
brainstorm
5. The teacher will tell the students the purpose of the lesson and what
they should be able to achieve by the end of this lesson.
Today we are going to have some fun sorting words to help us
remember these different types of words, like nouns, verbs, adjectives,
pronouns and articles. We are going to do a “Word Sort”.
9.30am
Lesson Steps (Lesson content, structure, strategies & Key Questions):
1. Teacher calls two students to come and demonstrate how they could
complete a “Word Sort”.
Envelopes with words
and headings for
sorting .
2
Teaching points:
i. All words are placed on the table facing up.
ii. Find and organise the headings for each group.
iii. Take turns to choose a word, read it aloud and then
place it in the appropriate category.
iv. Continue until all words have been sorted.
v. Make a list of the Word Sort on the A4 paper.
9.35am
2. Before allocating students to a group, teacher checks that all students
understand the task by asking a student to re-state the steps 1-5.
Tell the groups they will have 15 minutes to complete the task. Begin
by writing each name on the sheet.
3.
Teacher sends students to the group, by numbered heads.
4.
On each desk there is a “Word Sort “sleeve, A4 piece of paper and
pencils. Students begin the task.
5.
Once they have completed the task, students can play with the words
and sort in other ways. E.g. words that begin with the same sound.
A4 paper / Class
pencils
Lesson Closure:(Review lesson objectives with students)
9.55am
1. To conclude the lesson, teacher calls the students together on the mat,
after they have packed away their Word Sort.
2. Students to bring the list of words completed.
3. Teacher questions 3 students to see what they have learnt.
4. Teacher makes a statement about the importance of remembering
these parts of speech or GRAMMAR- refer to the Brainstorm
completed at the beginning of the lesson
10.00am
Transition: (What needs to happen prior to the next lesson?)
1. Students return to their desk, quietly and sit and wait for further
instructions.
Assessment: (Were the lesson objectives met? How will these be judged?)
- The teacher will assess one group using a checklist to mark those
students who could complete the task appropriately.
Checklist will include
- Knowledge of terms, nouns, verbs, adjectives, pronouns. articles.
( Objective 1)
- Sorting, classifying and reasoning terminology.
( Objective 2)
- Turn taking
( Objective 3)
- The teacher will be able to see who has and who has not understood
or grasped the concepts; this makes it easier for the teacher to see
who needs help and who is excelling in this outcome. Only one group
will be focussed on in this lesson. Other groups will be observed at
another lesson
Checklist for
assessment
3