LESSON PLAN 2
Class: 6B
Date: 10th June 2011
Time: 10 am - 10:40 am (morning block)
Key Learning Area: English
Lesson Topic: Picture book study – Where the Wild things Are – visual literacy
Recent Prior Experience: Children have been working on different novel studies throughout the year on short novels.
Syllabus Outcomes:
Indicators of Learning for this lesson:
Assessment:
RS3.7 critically analyses techniques used by Students will:
Children will create a brain storm of
writers to create certain effects, to use
 Identify different emotions which the monsters emotions which the monsters displayed
language creatively, to position the reader in
within the film. Within this brainstorm,
display within different scenes in the movie.
various ways and to construct different
they will have the ways in which these are
 Identify ways in which the director displays a
interpretations of experience.
shown in the film (e.g. music, actions,
specific emotion on the screen.
facial expressions, symbols etc)
Safety Considerations:
Resources:
Make sure that children have sufficient light
White Board, White board markers, projector, laptop, video clips, English books, paper cards.
when viewing the movie and when doing
their work.
Lesson content/
indicators of learning
INTRODUCTION:
Students will brain storm
(briefly) some
characteristics of the
monsters in the book.
Time
Teaching strategies/ Learning experiences (How it is taught)
Resources/
organisation:
5 min
BEFORE PRESENTATION:
Teacher will put up some cue cards on the board to help the students think
while they are watching the film:
MUSIC, SURROUNDINGS, FACIAL EXPRESSIONS, ACTIONS OF THE
CHARACTERS, SOUNDS OR LANGUAGE OF THE CHARACTERS...
Projectors, laptop, film clip.
Cue cards
INTRODUCTION:
Ss: sitting at their desks
T: will introduce lesson:
‘Last week we looked at Max through the illustrations in the book. Today we are
going to look at the monsters of in the story through the film version of the
book.’
T: will set the mood for viewing the film:
‘When we watch the film clips I want you to think of an emotion that the
monsters display and how you think they were shown in the film’
Ss: will view the film
DEVELOPMENT:
Class will create a
brainstorm of the
different emotions that
they thought of in the
book.
10
min
Ss: will create a class brainstorm on the board of the different emotions which
they saw within the film clips. The teacher will write them down on a piece of
cardboard paper and stick them up on the board creating a brainstorm of
emotions.
Guide questions:
‘What type of actions did the monsters display?’
Paper and markers, blu
tack.
LESSON PLAN 2
‘How did they look? What were their facial expressions like?’
‘Did they remind you of anything – animal, object?’
‘Did their actions change within the film clips?’
‘What about the music and the background did they show anything?’
20
min
T: From those words on the board, the teacher will give an emotion to 3
students (forming a group).
Ss: In their groups will write down ideas of how this emotion came to life on the
screen. (using the cue cards for help)
English books
EARLY FINISHERS:
Can draw their own version of a ‘Wild thing’ and name some characteristics
which they would want this monster to have.
STRUGGLING GROUPS:
Using the cue cards ask them questions such as:
Do you think the music help to bring out this emotion?
Do you think that the monster’s facial expression was a way for this emotion to
come out? How do you know?
Could you see the emotion? (e.g. tears, smile)
Could you hear the emotion? (E.g. crying, laughing)
CONCLUSION:
10
min
Ss: some groups can have a go to share one idea about their emotion to the
rest of the class.
Students will put their books away and go to recess.
T: will ask the students to think about how different the characters of the
monsters in the film were to that of the monsters within the book.
Teacher will lead a short brief discussion on the differences that they saw.
Ss: will then put their English books in their tubs and go to recess.
English books