Prac A

Assessment 2
Lesson Plans Melisa Edwards
.

Contents
Lesson Plan English....................................................................................................................................................................................................................... 2
Lesson Plan English Marking Rubric........................................................................................................................................................................................ 6
Lesson Plan Integrated Literacy and Numeracy............................................................................................................................................................................. 7
Lesson Plan Maths Student Self-Reflection........................................................................................................................................................................... 11
Lesson Plan Maths Marking Rubric........................................................................................................................................................................................ 12
Lesson Plan Humanities and Social Science................................................................................................................................................................................ 13
Lesson Plan Humanities and Social Science Marking Rubric................................................................................................................................................ 17

Lesson Plan English

Lesson Title:
Topic:
Links to the
Australian
Curriculum:

Experience descriptive writing (experienced learning)

Date:
26/05/2014
English
Duration of lesson: 60 mins
Learning Areas
Strands & Sub-Strands
Content Descriptors
Literacy
ACELT1611
- Interacting with others
ACELY1703
English
- Interpreting, analyzing,
ACELY1701
evaluating
ACELY1699
Literature
ACELY1705
- Examining literature

Year Level:

Lesson Rationale: What influenced your lesson choice eg; student interest, global/local event etc?
Students will be able to explain and interpret a situation using adjectives, similes, metaphors and personification to describe their experiences and senses.
Students Background Knowledge: What is your starting point What do the

Teacher Focus: What areas will you concentrate on yourself eg; classroom management, voice,

students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?

body language, student motivation etc?

Students have been exposed to images previously and have been

asked to interpret the situation, feeling and to gather information
related to the image (location etc.).
Learning Objectives: What will the students learn?
Students will understand the five (5) senses and will be able to; use
appropriate descriptive language, including adjectives, similes,
metaphors and personification to describe their experiences and
senses.

Classroom Management ensure students are on-task.

Motivate students, using visual prompts to display a feeling or sense etc. to promote
thought.
Encourage students to use dictionaries, and thesauruses to discover new words.
Learning Environment and Resources: Where will this lesson take place eg.
Indoors/Outdoors etc? What resources will you need to have prepared?

This lesson will take place in the classroom, and learners will be handed photocopies
of the specific texts to analyse.
List of what to include in their note taking worksheets written on the whiteboard how it:
looks
sounds
feels
smells and
tastes
Lemon sherbets
Dictionaries and thesauruses

Assessment Strategies: How will you identify what the students have learnt and how will you record this?
Summative Assessment: Students work will be collected and marked according to the performance rubric to indicate their level of understanding to assess if
they are able to appropriately use adjectives, similes, metaphors, verbs and personification to describe the text. This information will be used in subsequent
lessons to guide teaching practices and focus on areas of greatest concern.
Stage of lesson

Stage 1
Introduction
How will you gain the
students attention,
engage the interest
of the students and
introduce the
concept(s)?

Approx.
Time

Pre-Service Teachers Actions

Student Actions /Tasks

What will you do during this time? What prompting questions might you need
to prepare? How might you assess and record student learning? How will
you cater for individual differences?

What will the students be doing during this time?

10 mins

Explain to students what descriptive writing is and what

features they should focus on when writing their descriptions.

Ask learners; what type of words they should use when

writing a description?
Metaphors
Similes
Personification
Adjectives

Explain what a simile is, using works like and as

It glistens like a diamond in the sun.
Explain what personification is. It is when you make an object
sound like a person, for example:
it was staring at me, begging me to eat it
Explain what a metaphor is and give examples. It is when you
say that something IS something else.
the lolly was a precious gem
Examples will be written on the board for students to refer to.
Ask learners to give examples of:
Metaphors
Similes and/or
Personification.

Has anyone seen these words before?

Does anyone know what these words mean?
Simile,
Metaphor and
Personification

15 mins
Stage 2
Body of lesson
Describe each
activity and the order
in which they will be
undertaken.

Explain the task to the student. Tell them that they will be
writing a piece of descriptive text based on their experiences of
eating a sherbet lemon.

Ask learners what are the 5 senses?

Explain to the students that they must write about the 5

senses:
the way it looks,
the way it sounds when they unwrap it and when it is
in their mouth,
the way it feels, smells and tastes
Write the 5 senses on the board to remind learners what to
include in their descriptions.

Ask learners to write down their description of the lemon

sherbet.

Explain to students that they need to make sure that their

writing is descriptive enough that someone who has not had a
sherbet lemon would be able to experience the look, sound,
feel, taste and smell of it.
Explain that they should plan their writing by first creating a
brainstorm. They then will be given the lolly, and will have to
brainstorm any ideas, similes, metaphors, adjectives etc. that
they might want to use in their writing.
Remind students to write down what it looks and sounds like
before they start eating it.
Ask students to share some of their ideas with the class.
Explain to the students that they will be using their brainstorms
to create a piece of writing. Remind them to use lots of
adjectives, similes, metaphors and personification.

30 mins

Remind the students that you will also be looking at their

writing skills their spelling, sentence structure, punctuation
and that they need to edit their work before having it marked.
Throughout the lesson, walk around the room ensuring that all
students are on task and using the appropriate language
features.

What metaphors/similes/personification have you come

up with?
Write a list of these on the board

Offer ideas for struggling students and give examples of how

the words could be used in context.
Stage 3:
Conclusion
How will you draw
the lesson ideas
together so that the
students can
evaluate what they
have learnt? How will
you prepare the
students for the next
task?

mins

Discuss their experience

Ask students what words they used to describe their

experience?

What did they/didnt like about the lolly?

What other words could they have used?
Ask students to share their work
Ensure students who complete their work early; check their
work before using the computers to type their work up.

Ask students, to reflect and evaluate on their descriptive

writing.
Do they think that it would help someone who had never
had a lemon sherbet know what the experience is like?

Evaluation and Self Reflection of the Lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? E.g. Lesson flow, classroom management, resources, assessment of student learning etc.

Students were aware of, and understood how to use metaphors, similes, adjectives and personification to describe people or situations. However, some
students found it difficult using these words to create a descriptive writing piece. In future, it may be beneficial to provide more guidance around what is expected
of them. This would include a more detailed worksheet which would include space under each heading of the 5 senses.
Follow-up: Are there any areas that you feel you need to follow up with the students?
Students participated well throughout the lesson. The discussion at the end of the lesson was beneficial and consolidated their understanding of descriptive
writing. Students who struggled, and did not perform well; will be grouped for a short intensive focus session that will focus on the key concepts that they
struggled with.

Mentor Teacher Comments:

Overall, the lesson went well. At times students became chatty during the
exercise and began to be distracted with the lolly and its wrapper (making
noises).
I observed you taking control of the class to refocus them. This lesson
engaged the whole class and you guided the struggling students well with
your visual prompts.

Pre-Service Teacher Comments:

Overall, I think the lesson went well. The class became a little too noisy at times
and the lolly was distracting. Although this activity appealed to all of the students
which helped maintain their focus for most of the lesson. Allowing students to eat
their sherbet at the end of the class, was a great way to control their behaviour
throughout the class. At the beginning of the lesson, and throughout the lesson it
was reinforced that only those students who completed the activity and followed
instructions were able to eat the sherbet (the whole class wanted to eat their
sherbet so they were all very well behaved). It also worked as an incentive for
some of the slower more easily distracted students to try maintaining focus
throughout the lesson.

Lesson Plan Integrated Literacy and Numeracy

Lesson Title:
Topic:

Links to the
Australian
Curriculum:

Using units of measure and following instructions

Date:
26/05/14
Literacy, numeracy and technology
Duration of lesson: 60 mins
Learning Areas
Strands & Sub-Strands
Content Descriptors
Measurement and Geometry
- Using units of measurement
ACMMG108
- Shape
Mathematics
ACMMG111
Literacy
Cross-curricular: English
ACELY1699
- Interacting with others
ACELY1702
Language
ACELA1797
- Text and structure

Year Level:

Lesson Rationale: What influenced your lesson choice eg; student interest, global/local event etc?
Students will understand the practical use of mathematics and will be able to follow instructions (the cooking procedure for damper). Students will be able to
design and construct a solar oven to cook their damper.
Students Background Knowledge: What is your starting point What do the Teacher Focus: What areas will you concentrate on yourself eg; classroom management, voice,
students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?

Students previously have followed written procedures and have written

procedures for other activities. They have been exposed to
measurement activities and are aware of the different tools available to
measure different objects (volume, length, weight etc.). They have
created nets for 3D shapes and have made rectangular prisms from
these nets.

body language, student motivation etc?

Classroom management - ensure that the class does not become distracted or overly
noisy and that students stay on task.
Maintain class focus, particularly when moving between work areas.
Allow and encourage students to refer to their workbooks where they created nets in a
previous lesson.
Monitor students and provide feedback throughout the lesson (formative assessment).
Encourage whole group participation.

Learning Objectives: What will the students learn?

Students will understand the practical use of maths and will be able to
follow instructions. Students will be able to select the correct tools to
measure out the ingredients and will be able to measure out the correct
amount of each ingredient. Students will be given the opportunity to
create their own solar oven, drawing upon prior stereo net experience.

Learning Environment and Resources: Where will this lesson take place eg.
Indoors/Outdoors etc? What resources will you need to have prepared?

This lesson will take place in the classroom initially, then in the wet area and finally
outside to cook the damper.

Cooking procedures

Measuring tools and ingredients

Cardboard and other materials to create the solar oven

Cardboard

Plastic wrap, glue, tape

Assessment Strategies: How will you identify what the students have learnt and how will you record this?
Formative Assessment: Students ability will be assessed via their teamwork skills and ability to select the correct tools for measuring ingredients, designing their
solar oven and following instructions.
Their ability to design and create a 3D net for their solar oven will be used to assess their understanding of 3D shapes.
Students will reflect on their solar oven design and will be provided with feedback throughout the lesson to enhance their learning.

Stage of lesson

Stage 1
Introduction
How will you gain the
students attention,
engage the interest of
the students and
introduce the
concept(s)?

Approx
.
Time

Pre-Service Teachers Actions

Student Actions /Tasks

What will you do during this time? What prompting questions might
you need to prepare? How might you assess and record student
learning? How will you cater for individual differences?

What will the students be doing during this time?

10 mins

Briefly provide a recap on previous damper lessons:

What is damper?
Who makes damper?

Students will participate in the class discussion

Explain to students that they will be cooking using the

cooking procedure sheets and cardboard available to
create a solar oven to cook their damper.

Students will read the cooking procedure and highlight the key points.

Explain that they will need to reflect on their solar oven

design at the end of the lesson.
Discuss the importance of team work.

Students will listen to instructions.

40 mins
Stage 2
Body of lesson
Describe each activity
and the order in
which they will be
undertaken.

Move the class to the wet area and explain the different
tools and what they are used for:
Tablespoon
Teaspoon
Measuring cup etc.
Allow students to use the resources to make their
damper mixture.
Explain to students, that after they have made their
damper mixture, they will leave it on the bench with
their group name whilst they create their oven.

Students will move to the wet-area in their groups (desk groups).

Students will work in their groups and follow the instructions to make
their damper.
After students have made their damper mixture, they will label it and
leave it on the bench to rise while they create their group solar oven.
Students will plan as a group how they are going to construct their
solar oven, with the materials provided.

Students will ask for help if required.

Students are expected to create a plan prior to

constructing their oven.
Brainstorm
Labeled drawing etc.

10 mins
Stage 3:
Conclusion
How will you draw the
lesson ideas together
so that the students
can evaluate what
they have learnt?
How will you prepare
the students for the
next task?

Ensure students are aware that they are allocated a

certain amount of material to create their oven. They
are able to use all or part of these materials to create
their oven, but will not be given any extra.
All damper mixtures will be placed into the students
oven and left outside to cook.
Ensure all work areas are clean before moving back
into the classroom.

Students will place their damper into their oven and place it outside to
cook.
Students will clear their work area.
Students will come back into the classroom to discuss the lesson.

Students will come back into the classroom to discuss

what they found difficult about this lesson.
Did they need more material?
Did they follow their plan?
Did they approach other groups to trade
materials?

Evaluation and Self Reflection of the Lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? E.g. Lesson flow, classroom management, resources, assessment of student learning etc.
Overall, there was enough time in this lesson. The students became noisy at times, particularly with the movement between work areas (classroom>wet area, wet area>outside,
outside>classroom), but were easily set back on task (re-focussed). The students enjoyed this lesson and it helped them understand the practical use of maths. In future lessons, I will encourage
students to think out of the box more and will encourage students to challenge themselves.
This lesson focussed on a variety of teaching approaches, and I feel that it catered to the whole class.

Direct instructional teaching: explaining the damper procedure

Independent teaching: allowing students to design and create their own solar oven

Follow-up: Are there any areas that you feel you need to follow up with the students?
Consolidate students learning- in a future lesson students will write a recount of this lesson and will reflect how they performed as a group.

Mentor Teacher Comments:

Once again a very well organised and planned lesson.
Using concrete materials has helped some students, particularly T and B
understands the concept. The group activity allowed for positive
collaboration between students.
Students looked as though they enjoyed the lesson, and this followed on
nicely from your previous math lesson yesterday where you allowed
students to think of oven ideas overnight.
The class became a little noisy at times, but you re-directed and refocussed
them. The use of the point system helped keep students on task as well.

Pre-Service Teacher Comments:

Overall, the lesson went ok. All of the materials were planned for and had been
prepared.
The class became noisy whilst transitioning; between areas but the use of group
points quickly refocussed students and gave me more control over the class.
The students seemed to enjoy the activity and it was supported by the previous
days, math lesson where they were exposed to stereo nets. This lesson also,
displays a great opportunity for student self-reflection in a following lesson.
It was good to see the students work in their groups and learn how to cooperate. I
needed to intervene on occasion, but overall the groups worked well.

Lesson Plan Humanities and Social Science

Lesson Title:
Topic:

Links to the
Australian
Curriculum:

Understanding our ancestors and the life of the native

Date:
26/05/14
people.
History, literacy, and intercultural understanding
Duration of lesson: 60 mins
Learning Areas
Strands & Sub-Strands
Content Descriptors
Historical knowledge and
ACHHK093
understanding
ACHHK094
- The Australian Colonies
History
ACHHK096
Historical Skills
ACHHS104
- Perspective and interpretations
ACHHS106
- Explanation and communication

Year Level:

Lesson Rationale: What influenced your lesson choice eg; student interest, global/local event etc?
Students will understand the reasons behind the decision of the First Fleet to settle in Perth, and will understand what items are essential when migrating to a
new country.
Students Background Knowledge: What is your starting point What do the Teacher Focus: What areas will you concentrate on yourself eg; classroom management, voice,
students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?

Students understand the reasoning behind the establishment of British

colonies in Australia, and are aware of the First Fleet.
Learning Objectives: What will the students learn?
Students will understand what items are essential when migrating to a
new country. They will understand the key features that the First Fleet
were looking for, when they were trying to find a settlement site, and
will create their own opinions as to if the decision to settle in Perth was
appropriate.

body language, student motivation etc?

Monitor students and provide feedback throughout the lesson (formative assessment).
Encourage whole group participation.
Learning Environment and Resources: Where will this lesson take place eg.
Indoors/Outdoors etc? What resources will you need to have prepared?

Students will be able to work inside and outside of the classroom in their groups.

Worksheets and marking guide

First Fleet books and resources

Assessment Strategies: How will you identify what the students have learnt and how will you record this?
Formative and Summative Assessment: Students will have numerous opportunities to assess their performance against the performance of others in the class.
The class discussion, will allow groups and individuals to analyse their interpretation of information compared to their peers based on a criteria (worksheet
explaining the essential features for a settlement site).
Stage of lesson

Approx
.
Time

Pre-Service Teachers Actions

Student Actions /Tasks

What will you do during this time? What prompting questions might
you need to prepare? How might you assess and record student
learning? How will you cater for individual differences?

What will the students be doing during this time?

5 mins
Stage 1
Introduction
How will you gain the
students attention,
engage the interest of
the students and
introduce the
concept(s)?

Stage 2
Body of lesson
Describe each activity
and the order in
which they will be
undertaken.

Provide a recap of previous lesson, and the reasoning

behind the British colonies settling in Australia.

Students will participate in the class discussion and will have the
opportunity to raise any questions about the previous lesson.

Ask students questions to engage them in the class

discussion:
What did the British settlers bring to Australia?
What did they like about Australia?
What name did they originally give to Australia?
45 mins

Instruct students to get into their groups and find a

place to work (same as previous lessons).
Ask the students to fill out their worksheets as a group
and to consider:
How many people arrived during the First
Fleet?
What do you think they would have needed to
bring with them?
What do you think would be the most important
items to bring to survive in a foreign country?
What challenges do you think they faced
coming to Australia?
What do you think they were expecting to find
when they arrived?
Which groups survived, and which groups did
not?
Consider why they did/did not survive.
What are the key features they were looking for
when they were trying to find a settlement site?
Why do you think they chose Perth as a
settlement site?

Students will move into their groups and will find a place to work (inside
or outside of the classroom).
Groups will discuss the worksheets and come to an agreed group
answer.
Groups will discuss the British colonies decision to settle in Perth, and
whether they agree or disagree with their decision.

Groups will be required to provide justification for and decision

as to why they agree or disagree with the settlement site
location?

Once groups have completed their worksheets, bring

students together to discuss their answers.
Write key points on the board
Promote discussion, by asking probing questions:
Would the colony survive on just the items that
you suggested?
What items are missing?

Groups will move back into the classroom to discuss their groups
answers as a class.
Students will participate in the class discussion and will listen to others
with respect.

Discuss what was missing from the First Fleet:

They didnt bring enough clothing for the
women.
They did not bring lime which is used to make
mortar to hold bricks together.
They did not bring tools that could be used to fix
the marines muskets, and
They did not bring ammunition for the muskets.
Compare items to that of the actual list of provisions
from the First Fleet. Which group had the best list?
Bring class back together and discuss answers.
Stage 3:
Conclusion
How will you draw the
lesson ideas together
so that the students
can evaluate what
they have learnt?
How will you prepare
the students for the
next task?

10 mins

A quiz will be given to the students at the end of the

lesson to help consolidate their learnings so far. It will
highlight any areas of weakness which can be
addressed in future lessons.

Students will take part in the quiz and will swap with a partner to have it
marked.
Students will hand their quiz in for collection.

Evaluation and Self Reflection of the Lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? E.g. Lesson flow, classroom management, resources, assessment of student learning etc.
Overall, there was enough time in this lesson, although with the amount of class discussion; this lesson could have been extended. Most of the class participated well. There was a noticeable
improvement with some of the quieter students. These students were participating more within the group activities towards the end of this session.
I will try to promote these students to continue their discussions in future lessons, and will try different teaching techniques to promote the discussion of ideas between peers.

Follow-up: Are there any areas that you feel you need to follow up with the students?
Consolidate students learning- use the quiz marks to identify struggling students. Identify what areas they are struggling with and provide different teaching approaches to help them understand the
content. Suggest extra readings and other resources that they could assist struggling students.
Emphasise the importance of note taking and how the note taking strategies they have learnt in previous lessons could help them pick key points out of the text.

Mentor Teacher Comments:

Taking the students to the mat to explain the task, and the use of a
brainstorm helped them as they moved back to their desks.

Pre-Service Teacher Comments:

Overall, the lesson ran according to plan. I agree that the students were probably
sitting on the mat for too long. Some of them started to become distracted.

Students may have been sitting for too long? Thoughts?

The brainstorm helped the struggling students with their worksheets and the
conversations that came from this brainstorm helped clarify anything that the
students were confused about.

You lesson timing is improving and you covered all of the material that you
were expecting to in the given timeframe.
Getting volunteers to read out some of the information on the worksheet
and the discussion afterwards helped clarify any areas that the students
were confused about. You explained the worksheet well, and were able to
give relevant examples for them, that they were able to understand.

I am improving on my timeframes and am starting to get a better idea of what a

realistic amount of work they are able to complete in the given timeframe.
Previously, I think I was expecting that they would complete work a lot faster, and
thus, had planned a lot of material to go through.
I now have a greater understanding of the amount of work they are able to
complete, and are aware of how much work to expect from the struggling students
and the extensional students.

Appendices
Lesson Plan English Marking Rubric

Marking Rubric

Use of adjectives

Writer has not attempted to

use adjectives

Writer has attempted to use

adjectives, but has done so
incorrectly.

Writer has used some

appropriate adjectives

Writer has used appropriate

and effective adjectives
throughout

Use of metaphors

Writer has not attempted to

use metaphors

Writer has attempted to use

metaphors, but has done so
incorrectly

Writer has used some

appropriate metaphors

Writer has used appropriate

and effective metaphors
throughout

Use of similes

Writer has not attempted to

use similes

Writer has attempted to use

similes, but has done so
incorrectly

Writer has used some

appropriate similes

Writer has used appropriate

and effective similes
throughout

Use of personification

Writer has not attempted to

use personification

Writer has attempted to use

personification, but has done
so incorrectly

Writer has used some

appropriate personification

Writer has used appropriate

and effective personification
throughout

Overall writing skills (spelling,

punctuation, paragraphs,
sentence structure etc)

Poor demonstration of writing

skills

Poor demonstration of writing

skills

Appropriate demonstration of
writing skills

Excellent demonstration of
writing skills

Lesson Plan Maths Student Self-Reflection

Self-Evaluation Form
Your name: __________________________
Group members: _____________________________________________________________________________________________________

This activity was (easy, hard) to complete because

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________
What I enjoyed most about this activity was
____________________________________________________________________________________________________________

____________________________________________________________________________________________________________
What would you do differently next time?
____________________________________________________________________________________________________________

____________________________________________________________________________________________________________
What was your role in the group? ___________________________________________________________________________________

Did you work well together as a group? Why or why not

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

What did you learn from this lesson that you didnt know previously?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Understanding

Draws all shapes with a ruler.

Labels drawing using the correct unit of measure.

Demonstrates an understanding, and is able to use different tools to measure different objects.

Communication

Works well and participates in group activities.

Provides suggestions and takes part in group discussions.

Thinking

Is able to develop a plan, and create a design for the solar oven

Provides evidence to justify their plan (is able to articulate how much material they will need and how
much will be left).

Always

Often

Sometimes

Marking Rubric for Math Lesson

Never

Lesson Plan Maths Marking Rubric

Application

Is able to follow their solar oven plan

Is able to follow instruction and measure out the appropriate amount of ingredients for their damper.

Understanding

Is able to answer the worksheet questions accurately, and provide evidence where appropriate.

Demonstrates an understanding, and is able to use different resources to gather information.

Communication

Works well and participates in group activities.

Provides suggestions and takes part in group discussions.

Thinking

Is able to collaborate with others in the group.

Always

Often

Sometimes

Marking Rubric for Humanities and Social Science Lesson

Never

Lesson Plan Humanities and Social Science Marking Rubric

Provides evidence to justify their ideas to the group/class.

Quiz mark

0-25%

2550%

5075%

75-100%