LESSON PLANThe following is a sample of the Lesson Plan format used by the University.

Lesson Topic/Focus:Writing to instruct Date:24/11/2014

AusVELS Domain(s):EnglishYear level(s):5/6

AusVELS strand (s):Discipline Based LearningLesson duration:60 minutes

AusVELS sub-strand(s):Writing

AusVELS Dimension(s) or Religious Education Guideline:Literature- (ACELT1618)

From the previous lesson, collecting work samples and using assessment tools such as assessment grids, it became evident that students were understanding the terminology used in writing to instruct in giving directions, however, they had difficulty when it came to giving directions to one another. Evident through assessment tools in previous lesson

Learning Standard(s)/Outcome(s):For students to create literary texts that adapt or combine aspects of texts or real-life experience students have experience in innovative ways. Adapted from previous lesson to now focus explicitly on giving directions rather than both giving and receiving directions.

Learning Intention: For students to provide clear instructions when giving directions from one destination to another. Included a learning intention to provide explicit information to students on how they will be successful.

At the conclusion of this lesson, the students will know/understand that: they can incorporate or adapt aspects of real-life experiences in innovative ways, such as writing to instruct. At the conclusion of this lesson, the students will demonstrate the skills/strategies of: writing to instruct by providing directions to guide another student from one point to another on a map. Assessment: How students will be assessed

Collecting work samples Success criteria for students

Learning conversations

Assessment criteria for analysis: What students will be assessed on to inform future teaching and learning opportunities

Students can provide clear, correct and concise instructions when giving directions Directions are correct in directing from one position on a map to anotherTeaching focus: A. The pre-service teacher's teaching skill for observation by Associate Teacher: Providing clear directions and expectations Ensuring information provided to students is explicit

B. Teaching skills that the pre-service teacher would like to personally develop. Giving concise and explicit information to students

Background to the learning:A.References for teacher background knowledge Ability to use a map Map of Sunraysia Google maps

B. Identify students current knowledge Writing to instruct

Lesson resources:List the resources, materials, equipment and titles of books used in the presentation of the lesson/activity. Present a summary of your whiteboard or overhead presentation or attach to the back page of your lesson plan a sample of your handouts where appropriate.

Lesson content: A.Introduction 5 minsMotivation and tuning in strategies to revise current knowledge, to gain insights into what the students already understand, to engage the students or to introduce new learning; list the key questions to use Brainstorm words you might use to instruct: Turn left at/turn right at Go straight at/down

B.Development20 minsExplore/elaborate/restructure/develop the concepts, understandings, skills or attitudes; teaching and learning strategies that will be used to achieve this; summarise (list instructions) approaches or activities to be used; list the key questions to use As a group choose children to give the directions to get from A to B. Repeat this 3-4 times asking guiding questions such as: Use teaching strategies such as probing questions

Where do you begin? Where is your final destination? How did you get there? Can you explain your instructions to someone else How do you know that? How can you check?

C.Consolidation, practice, extension 25 minsAssign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of extending the learning of ideas/understandings; ways of scaffolding learning for students who require extra assistance Have children go off individually with a map to give destinations from A to B Have children write directions from different places Have children work in pairs and give their directions for their partner to answer. Checking if they can follow your directions to the correct destination Scaffold students learning by having them work in mixed-ability pairs Also scaffold learning by providing more examples for students to answer

D.Closure10 minsSummarise the key issues in the lesson; list the strategies employed to determine what the students have learnt; questions that will be posed to support the students reflection on learning Have students return to the floor Ask 4 students to come to the front of the classroom and share their instructions. Have other students see if they can follow the correct directions.

Lesson/activity transition:This is the activity required to terminate the first lesson/activity and to initiate the next lesson/activity. A lesson/activity transition is not to be confused with a lesson/activity conclusion.

Step 1: Pack away materials and return to original positionStep 2: Tidy the room Step 3: Put chairs up Step 4: Sitting on the floor, ready for prayer, focus children and home time