Lesson Plan Format

Class: 4 A Date: Tuesday 10 March 2015 Time: Start: 9:00 Finish: 10:00

Key Learning Area: English Lesson Topic: The Vanilla Fudge Room – creative writing

Recent Prior Experience: - Ss have completed homework task of reading 21 chapters of the main text Charlie and the Chocolate Factory by Roald Dahl, writing a

double entry in their reading journals and noting specific vocabulary they are unfamiliar with and/or wish to explore further. - Ss have engaged in word study activities to develop vocabulary related to Charlie and the Chocolate Factory. - Ss have been explicitly taught the features of the writing process. - Ss have previous experience writing narratives.

Syllabus Outcome(s): EN2-7B Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts

EN2-10C Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

Indicators of Learning for this lesson: By the end of this lesson, the students will:

1. Ss respond to the text and make connections beyond the written content.

2. Ss will be able to discuss and explore word meaning collaboratively using a range of examples to support their definition.

3. Ss will be able to name and describe the features of the writing process.

4. Ss are able to express and describe their predictions, inferences, and creative thinking verbally and through written work.

5. Ss will be able to engage in think alouds to demonstrate their use of comprehension strategies.

6. Ss are able to identify links, similarities and differences between their own thoughts and writing to an existing piece of writing.

Assessment: Observation and on-the-spot conferences – T listens to small group discussion on reading log reflections and monitor their understanding of the text so far (Indicator 1 and 2). Anecdotal records – T will note what additional support may be required in addressing words (Indicator 2). Observation – T will listen to Ss’ responses and their participation (Indicator 3, 5 and 6). Planning conferences and On-the-spot conferences – T can engage in discussion with individual Ss to assist and assess their creating thinking process and writing (Indicator 4). Rubric and Student work – T will read Ss’ work and use a rubric to mark (Indicator 4).

Any safety issues to be considered: Movement of Ss must be monitored.

Resources: - Ss’ copies of Charlie and the Chocolate Factory - Ss’ reading logs - 5x Word map Template - Images of The Vanilla Fudge Room - Ss’ workbooks and pens - The Vanilla Fudge Room displayed on Interactive Whiteboard

References

Board of Studies NSW. (2012). NSW syllabus for the Australian curriculum English K-10. Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/ Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st Century: A balanced approach (5th ed.). Frenchs Forest: Pearson Australia.

LESSON SEQUENCE

Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning.

Timing (mins)

Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do.

Resources and Organisation:

INTRODUCTION Discussion on homework readings and vocabulary within the readings.

10 min

In mixed-ability table groups (of 6), Ss will discuss their reading log reflections, which were completed for homework. Ss will share a quote they have selected from Charlie and the Chocolate Factory and read their reflection of this quote. These reflections can be connections to previous personal experiences, connections to ideas presented earlier in the text, predictions about the story, etc. Ss will then each share 2 words that they were unfamiliar with and/or wish to explore further. Table groups discuss these words, referring to a dictionary if required. Ss will choose a word and create a word map of this word, using

- Ss’ reading logs - 5x Word map Template

Revision of the writing process and connecting it to Roald Dahl’s Charlie and the Chocolate Factory

5 min

the word map template (see Resources). Word maps will be shared with the class and displayed in the classroom. T lead discussion to revise the writing process. T will ask Ss what the features of the writing process are and to give a brief description of each feature. Features include: prewriting, drafting, revising, editing and publishing. T will notify Ss that like all authors Roald Dahl wrote many drafts before publishing the Charlie and the Chocolate Factory story that they are reading. In one draft, there was an additional chapter called The Vanilla Fudge Room.

DEVELOPMENT Prewriting discussion Ss write draft Ss share drafts

10 min 15 min 5 min

In ability literacy groups, Ss will engage in prewriting discussion of what incidents might have happened in this room, who would be involved, and what each of the other characters would be thinking. Differentiation: For struggling Ss, images of The Vanilla Fudge Room by Quentin Blake will be provided as an additional stimulus. T will inform Ss that they are going to write their own version of The Vanilla Fudge Room chapter (about 3 A4 pages in their workbooks) drawing on the ideas that were discussed and using words from the word maps. Ss write drafts independently. Differentiation: For struggling Ss, sentence starters will be provided. For fast-finishers Ss can draw an image to accompany their chapter. Once writing is complete, Ss can volunteer to read their work aloud to share with their classmates.

- Images of The Vanilla

Fudge Room - Ss’ workbooks and pens

CLOSURE Reading of The Vanilla Fudge Room Comparison of ideas and writing

10 min 5 min

T will display The Vanilla Fudge Room by Roald Dahl on the IWB and read aloud it to the students to model fluent and expressive reading. When appropriate, T will pause to engage in think alouds, modeling the use of comprehension strategies, encouraging Ss to elaborate and participate in the think alouds. Comprehension strategies to be included in the think aloud include: monitoring, questioning, connecting, predicting, activating background knowledge, inferring and summarising. Once reading is complete, Ss will engage in whole class discussion to compare their ideas and writing to Roald Dahl’s chapter.

- The Vanilla Fudge

Room displayed on IWB