EDFD220:

Assessment Task 2
(Part A)
Lesson Plan and
Report

Katherine Chapman S00167275

Tutorial: Friday, 12pm – Vicki Thorpe
LESSON PLAN
Year Level: 3 Term: 3 Duration of lesson: 40 minutes Model of inquiry: 5 E’s Model

Learning Area: English Key inquiry question: What are topic sentences and how do we write them?

Year level description: (highlight the specific section)

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and
integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking,
writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as
needed.
In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact
with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary
purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books,
various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used
by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and
about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages
and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about
topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures,
some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation
conventions, as well as illustrations and diagrams that support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and
expositions (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016).
Year level achievement standard/s: (highlight the specific section)

Receptive modes (listening, reading and viewing)

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They
understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and
word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text.
They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using
interaction skills.
Productive modes (speaking, writing and creating)
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and
opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing
useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose
and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words
accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are
accurately formed and consistent in size (ACARA, 2016).
Student Prior knowledge: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Students have prior knowledge of what paragraphs are; they understand that paragraphs have certain structures to help it serve its purpose (ACARA, 2016).

Learning objectives: (What will the students know do and understand):

By the end of this lesson, students will be able to write topic sentences and will understand that topic sentences are an organizational feature of written texts.

Learning intentions: (Written in language for the students to comprehend what they will know, do and understand…)

In this lesson we are learning about topic sentences and how to write them.

Strands of the learning area: Content Descriptors (include codes):

Language Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

 Noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener
which predicts how the paragraph will develop and is then elaborated in various ways (ACARA, 2016).

Cross-Curriculum Priorities and General Capabilities (only highlight the pertinent ones):
Literacy
Aboriginal and Torres Strait Islander histories and cultures
Numeracy
Asia and Australia’s engagement with Asia
ICT Capability
Sustainability
Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding
Lesson Sequence
Stage of the inquiry: Elaborate and Evaluate
The students have previously learnt about topic sentences and have had some practice writing them. The students are now working on writing a report for their
unit ‘Then and Now’ and will be required to practice writing topic sentences on this subject as practice for their ‘Then and Now’ report.

Timing Teaching strategies and organization Learning experiences Assessment of, for or as Resources (include
(mins) What the teacher will do… What the students will do… learning ICT/online)

INTRODUCTION

10mins Organisation: Students seated at desks.
Question students on prior knowledge
of topic sentences.
Learning intention: By the end of this lesson, I Assessment as learning 16 cut-outs of four
will be able to write topic sentences. (students reflecting on paragraphs.
WILF: active listening and focused learning. prior knowledge).
16 cut-outs of four topic
Students remember and understand what topic sentences to match the
sentences are. paragraphs.

Re-state what students have said for

the whole class to hear.

Give direct instruction on what
students must do; model activity in
front of class.
Desk-groups are given four paragraphs and four
topic sentences; students must match the topic
sentence to the paragraph.
Students actively participate in group work.
Students discuss ideas with their peers.

Ask each desk-group to provide an

answer after activity is complete.
DEVELOPMENT

5mins Organisation: Students seated at desks. Topic sentence ‘graphic

Think pair share between peers.
Recap what topic sentences are.
organizer’ – two options to
Students discuss with peers why we need topic Assessment as learning be available.
sentences. (students reflect on their
Students analyse the paragraphs at their desks learning; drawing on the Literacy books.
to determine what makes up a topic sentence. activity to demonstrate
understanding).
Students share their ideas with the class.

15mins Direct instruction: students are to
choose a topic to write a topic sentence
for and must complete their Topic
Sentence Graphic Organizer
worksheet.
Students must choose a topic question (link to
report on ‘ Then and Now’)
Students must complete the Topic Sentence
Graphic Organizer worksheet.

Extension: Students to write out their Students must write a short paragraph based on Assessment of learning
topic sentence into literacy books their topic sentence they have constructed. (Graphic organizer to be
followed by a short paragraph. Students must underline their topic and their handed in, literacy books
main point. to be checked).

CLOSURE

10mins Organisation: Students share iPad or Students to open Nearpod and enter a PIN to Assessment as learning iPads/laptops
laptop between two. complete quiz on topic sentences and to give(reflecting on learning). https://nearpod.com/
feedback on lesson. Assessment for learning
Give direct instruction on how to log Students will demonstrate their understanding
(working with peers).
on to laptops and Nearpod. of topic sentences and evaluate the lesson and
Assessment of learning
their learning (completing and
submitting the quiz).
Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…

Two different Topic Sentence Graphic Organizers will be available – students who struggle with reading and writing to receive simplified option.
Group work for inclusive, social learning.
Hands-on activities included for bodily-kinesthetic learners.
ICT activity for engaging those who are normally disengaged, and for students who struggle with writing or sharing ideas.
Report on the Lesson (Assessment ‘as’ learning)

Name: Katherine Chapman Year Level: 3 Learning area: English

Inquiry question: What are topic sentences and how do we write them?

Your Effectiveness of planning (comments) Effectiveness of teaching Student engagement Effectiveness of resources
reflections strategies and organisation (comments) (comments)
(comments)
Give yourself an Implementing the ‘backward design’ approach to I noted that the teaching The students appeared I noticed that all resources
overall rating planning allowed me to successfully identify and strategies implemented in the to be engaged successfully catered for the variety
(1-5 – highest
being 1) teach for a clear learning outcome. lesson were highly effective as throughout the lesson; of learners in the classroom and
1 long as the instructions given however I noticed some kept students engaged.
One element of the lesson that I did not plan for were clear and concise. loss of focus between
2 included allowing some of the students to share activities. The group activity was engaging for
their topic sentence with the class. This allowed The lesson started well; I all students and allowed them to
3 students to showcase their work to the rest of the observed that using modeling to Through reflection, I can collaborate and discuss their ideas
class. I chose to include this on the day as it explain the group activity was see that classroom together to reach a conclusion. It
4 provided a recap to that component of the lesson. beneficial to the students. management is vital for appeared challenging for some and
After each student had read their sentence, we maintaining student easy for others; consequently, I
5 would identify, as a class, the topic and the main I can see that I must be clearer engagement and observed that students were able
point of that particular sentence, remembering the when giving instructions as the control when making to successfully build knowledge
learning intention of the lesson. I reflect that this students showed some confusion transitions. with one-another.
was an effective strategy to implement. during the activity involving the
worksheet – many students were I reflect that the ICT The worksheets were used as an
I believe that the planning of the lesson was raising their hands to ask the activity was very assessment tool to determine the
effective; however the aspect of time was difficult same question. Upon receiving engaging for all students’ progress. I believe it
to take into account when planning. The ICT feedback from my teacher, I students. The quiz was would have been more effective
component of the lesson was planned to ensure the realize that it would have been conducted as a whole had I used a single worksheet or
students understood the task (the quiz) with acceptable at that time to stop class and allowed explained both.
minimal instruction, however, the time it took to the lesson briefly to address the students to have a
log-on to laptops and the Nearpod site was question with the whole class. personal learning The use of the Nearpod quiz proved
extensive. For future use of laptops, I believe it experience. to be a very effective and enjoyable
 would be beneficial to have laptops logged on to the learning resource for the students.
site prior to starting the lesson, or conduct a lesson This is reflected in the student
on the use of laptops before incorporating them in feedback survey they completed.
class.
I believe that using ICT as a
Providing students with different worksheets caused resource in this lesson enabled
some confusion as I did not explain both of them, student centered learning. It
only one. To prevent this in the future, I reflect that ensured that students were
I would need to address how to complete both applying their knowledge, analysing
worksheets and explain that students may receive questions, and evaluating their
one or the other. Another option is to plan to have learning.
only one worksheet.

Teacher comments:
The following comments are from the supervising classroom teacher:

“Lesson Feedback from Supervising Teacher 7/9/16

 Good preparation- All resources prepared before the start of the lesson
 A good, clear voice and clear instructions
 She asked a student to recap the instructions, however asking more than one student would be beneficial
 Katie was aware of the student’s engagement and used well known strategies known by the class to gain their attention
 Rephrased students answer using the correct vocab for the lesson – ‘Subject and Main point.’ And ask students to think deeper about their answer by asking why?
 Used the student’s names which will establish a good rapport with the students
 Called on students who has their hand up as well as students who weren’t participating for answers
 Good positive reinforcing e.g ‘excellent, yes that’s right’
 Good clear notes on the board for the visual learners
 Great job in linking the current topic of learning
 Great use of student examples
 Excellent use of technology
Points for improvement
 Make sure all the students understand before getting them to do it individually
 Wait until all students are ready before you start to explain the task
 Try not to react to calling out from students
 Model the task on the board to ensure the students are clear on the task”

Figure 1 - Authenticity of Teacher Comments

Student evaluation/comments:

The following images show the results from the Nearpod activity that was completed by the students. The students’ names have been covered to protect their identity.

The results show both their learning and their feedback on the lesson.
References

Australian Curriculum, Assessment and Reporting Authority. (2016). English. Retrieved

from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1

Nearpod. (2016). Nearpod - Tools for the most important job in the world. Retrieved from

https://nearpod.com/