LESSON PLAN

LESSON OUTCOME:

LESSON STRUCTURE:

Time Introduction (Set): Teaching Approaches

10 mins

Read the big book ‘What did we take on our holiday?” Point out the different types of sentences – statements and questions Point out the question mark Introduce students to the objectives of the lesson

• Learning which sentences use a question mark

• Learning how to write a question mark

Students sitting on the mat, teacher reading.

Explicit teaching. (explanation)

Time Main Content: Teaching Approaches

10 mins

Inform the students that I am going on a holiday just like the people in the book we just read. It is the students’ job to pack for me. How are they going to decide what to pack? THEY WILL HAVE TO ASK QUESTIONS Start off with a couple of questions to get the ball rolling. E.g.: Are you going somewhere warm and sunny? Will you be swimming? Ask various students for questions that will help decide what items to pack for my holiday. Write each question on the whiteboard and then answer the question on the whiteboard. Continue until there are enough items in the suitcase to go on my holiday.

Students sitting on the mat, teacher writing on the whiteboard. Explicit teaching. (interactive demonstration) Whole group brainstorming.

(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.)

• ‘Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands.’ (ACELA1449).

• ‘They use capital letters, full stops and question marks correctly.’ (VELS-English Level2)

Unit/Topic: Punctuation – Question marks

Date: 29/08/12

Key Learning Area: English / Language / Text structure and organisation

Year Level: Prep/1

Outcomes: Literacy Lesson length: 45 minutes

Time Main Content (Continued) Teaching Approaches

5 mins 15 mins

Using the information on the whiteboard, point out again which sentences are questions. Show the students how only those sentences that require an answer have a question mark at the end of them. Point out common question words such as: where, who, when, why, what, will, can etc... Tell the students that you would like them to have a turn at working out if sentences need a question mark at the end of them. Hand out the ‘fill in the blank’ work sheets (worksheet 1)and work through them together as a group (those students who have grasped the concept can complete the worksheets on their own) encouraging the students to take a turn figuring out if a sentence needs a question mark. Move on to the second worksheet, (worksheet 2) telling the students that it is their job to invent a question to go with each of the pictures. Early finishers can move on to the ‘Find the hidden question marks’ (worksheet 3) worksheet.

Explicit teaching (interactive demonstration)

Students return to their tables. Explicit teaching (practise) Explicit teaching (practise)

Time Conclusion: Teaching Approaches

5 mins

Get the students to take turns reading through the questions that they have invented asking the group if each one is a question.

Students return to mat. Self assessment.

RESOURCES (Include equipment required for class and/or for teacher preparation)

SAFETY CONSIDERATIONS/MATERIALS

ASSESSMENT

Mentor Feedback

• Good use of cueing in ‘ch’ for chocolate. • All children engaged quickly to do their ‘work’. • When some had finished quickly it was good that you discussed the work with

them. • It was good the way you worked with James to get him started. • It was good that you used Jack to help Fletcher. • Your use of “Are you listening for an answer?” as a way to know if the sentence is a

question is an excellent way to explain it. Very appropriate to this level. • Excellent explanation of the spelling/sounding for ice-cream. Ea makes the ‘ee’

sound. It was good that you wrote it on the board for the children to see. • You coped VERY well with the extra children from another school. • You handled the coloured pencil incident well, acknowledging that James has colour

deficit while allowing Indi to be exact. (The instructions said use a red pencil and Indi insisted James was wrong)

Whiteboard & markers Big Book – What did we take on our holiday? Worksheets – Fill in the blank (question mark or full stop) Create your own question about the picture Find the hidden question marks

Moving around room safely.

Students to assess themselves while reading out their questions. They do this by asking themselves “does this sentence need an answer?”, “Is the sentence a question?”

Areas for improvement:

• While helping individual children make sure you position yourself so you can see and monitor all the class.

• When you were explaining your ‘ear idea’ you could have brought the children back to the mat for the explanation. That way you could make sure they were all paying attention.