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    Template 1 Literacy

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    api-298917883
    This two-week teaching plan focuses on developing students' comprehension, vocabulary, and fluency skills through activities centered around the book "One Small Island". In Week 1, students make predictions about the book, learn new vocabulary words, and investigate word meanings. They practice reading fluency by recording themselves. In Week 2, students continue developing comprehension through group reading and writing a book review. They practice vocabulary and writing through a quick write activity and create a readers' theater script about sustainability themes in the book.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Template 1 Literacy

    Uploaded by

    api-298917883
    23 views5 pages
    This two-week teaching plan focuses on developing students' comprehension, vocabulary, and fluency skills through activities centered around the book "One Small Island". In Week 1, students make predictions about the book, learn new vocabulary words, and investigate word meanings. They practice reading fluency by recording themselves. In Week 2, students continue developing comprehension through group reading and writing a book review. They practice vocabulary and writing through a quick write activity and create a readers' theater script about sustainability themes in the book.

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    template 1 literacy

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    This two-week teaching plan focuses on developing students' comprehension, vocabulary, and fluency skills through activities centered around the book "One Small Island". In Week 1, students make predictions about the book, learn new vocabulary words, and investigate word meanings. They practice reading fluency by recording themselves. In Week 2, students continue developing comprehension through group reading and writing a book review. They practice vocabulary and writing through a quick write activity and create a readers' theater script about sustainability themes in the book.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    23 views5 pages

    Template 1 Literacy

    Uploaded by

    api-298917883
    This two-week teaching plan focuses on developing students' comprehension, vocabulary, and fluency skills through activities centered around the book "One Small Island". In Week 1, students make predictions about the book, learn new vocabulary words, and investigate word meanings. They practice reading fluency by recording themselves. In Week 2, students continue developing comprehension through group reading and writing a book review. They practice vocabulary and writing through a quick write activity and create a readers' theater script about sustainability themes in the book.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    EDLA 519 Assessment 2 .

    Template 1: Teaching Plan Outline for 2 weeks


    Week 1
    1
    .

    Outcomes
    EN3-8D
    EN3-5B

    2
    .

    (60 mins:
    Comprehension,
    fluency)

    Designing, Selecting and Sequencing Activities


    T opens image of the book cover on interactive white board.
    Looking at the front cover, ss needs to write 6 prediction points in
    their workbook. Ss will pair share their points. Later T chooses few
    ss on the floor to state their predictions (Wallpaper of ideas).
    Some questions ss need to answer while predicting:
    What is the book about?
    What information do you gather from the illustration and text or
    the way is organised?
    What can we tell about the author and illustrator?

    Resources
    One Small
    Island book,
    ss workbook,
    interactive
    white board,
    See/Think/W
    onder
    activity
    sheet

    Assessment
    Listening to ss
    responses
    Marking ss
    See/Think/Won
    der chart using
    the activity
    sheet.
    Listening to ss
    making
    Connection
    between own
    experiences
    and those of
    characters and
    events
    represented in
    texts.

    Ipads, One
    Small Island
    book,
    workbook

    Listening to ss
    recording.
    Observing ss
    cooperation.
    Listening to ss
    while they

    T explains where the story is located (Macquarie Island) and shows


    ss a map of the island. T reads non-fiction text One Small Island
    by Alison Lester and Coral Tulloch. T models fluent reading.
    T gets ss to discuss in pair one thing that they learnt, what was
    interesting and who would like to read this book. T will choose few
    ss to share their ideas.
    T discusses the structure of the text.

    3
    .

    EN3-3A
    (30 mins: Fluency
    and vocabulary)

    Each pair will receive One Small Island book. Ss then individually
    create a what I notice, what I wonder and this reminds me of
    chart (activity sheet).
    T explains the task, Ss are to read the text independently for 10
    minutes and record words that they found are new to them,
    difficult to pronounce, understand and spell (for next days lesson).
    Ss will record themselves on an iPad while reading the book One
    Small Island. Ss are required to read the book with expression,

    EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

    4
    .
    5
    .

    EN3-2A
    EN3-3A
    (60 mins:
    Vocabulary
    Fluency)

    clear voice, confidence and fluency. While they read, the partner
    records a video on the iPad and writes number of error ss made
    when reading the text. Pairs will exchange roles and explore the
    video. This is in terms of where they made the errors and what
    words were difficult. Ss do not have to read the whole text, just
    within the time limit (20 minutes).
    T discuss the structure of text and introduces 5 words from the
    text to expand ss vocabulary. Words are: sustainability,
    perspective, and environment. T gets ss to try and explain the
    meaning of the chosen words. T explains the activity of Word
    Investigation.

    record

    Interactive
    white board,
    smart
    notebook,
    activity
    sheets

    T models the activity, using word Growth. Ss are to investigate


    words, through writing its segmentation, root word, related words,
    definition, sentence and what part of speech is it (noun, verb,
    adjective) for the chosen words.
    Ss are to choose 2 words from their list (from yesterdays lesson).
    In groups of 3 ss will investigate the words. Ss need to write the
    words neatly, as it will be hanged around the classroom. Ss can
    use dictionary and iPads to research the words. Ss will then pair
    share their investigation.

    Marking ss
    Word
    Investigation
    activity.
    Observi
    ng ss
    responsible
    use of digital
    technologies
    and
    questioning
    the
    importance.

    Week 2
    Outcomes
    1 EN3-1A
    . EN3-6B
    (30 mins: Fluency,

    Designing, Selecting and Sequencing Activities


    Ss join their reading groups and read the book in reciprocal
    manner. T will move around the classroom and monitor ss read.
    This reading session would include group discussion. Ss need to
    summarise, clarify what they read, and question each other

    Resources
    One Small
    Island book,
    workbook

    Assessment
    Listening to ss
    read, marking
    errors, areas
    they need to

    EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


    comprehension)

    2 EN3-2A
    . EN3-4A
    (30 mins:
    Comprehension
    Vocabulary,
    Fluency)

    regarding the book.


    T models structure of book review and writes ss points on the
    board
    Ss will then write a summary/review of the book.
    The focus of the task is on grammar and
    presentation (neat writing).

    Ss can use a topic/aspect from the text One Small Island and
    complete a quick write activity. Ss need to write non-stop for
    10 minutes and include at least 4 words from their investigation
    task in their writing. T goes over the writing process with ss.
    Once they finish writing, ss are required to edit their work, proof
    read it, grammatical errors, circle words that they misspelt and
    fix spelling through using their phonemic understanding. Ss
    need to fix their spelling through attempting to spell the words
    correctly. They need to try to spell the words 3 times and show it
    to the T. T needs to tick the correct word. If the word is not
    ticked, ss need to use a dictionary to fix their spelling (before
    using dictionary they need to show the t).

    improve (on a
    roll with list of ss
    names).
    Marking
    ss grammar and
    respond to
    and compose te
    xts. Observing
    positive peer
    interaction.
    Listening to ss
    understand and
    apply
    knowledge
    of language
    forms and
    features.
    Workbook,
    dictionary

    Marking ss work
    based on
    criteria:
    grammar,
    sentence
    structure and
    spelling.
    - ideas,
    language form
    and features in
    the text, ability
    to include
    contextual

    EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


    knowledge.
    Then in pairs, ss will read their writing in reciprocal manner.

    identify
    and explore
    underlying
    themes
    compose
    imaginative/info
    rmative texts
    that show
    evidence of
    developed ideas

    3 EN3-2A
    . EN3-7C
    (30 mins:
    Comprehension
    Vocabulary,
    Fluency)

    4 EN3-2A
    . EN3-7C

    T explains the task. In groups of 4, ss are to write a readers


    theatre text based on the book. Ss need to include characters
    such as the animals, narrator and tree. Ss need to explore the
    characters feeling and experiences in their script. This will be
    regarding the environmental challenges.
    When writing the script, ss need to remember that animals on
    the island rarely experiences human interaction. Island is
    degraded, firstly by seals, penguin hunters, later by introduced
    animals (cats, rabbits and etc. Vegetation is racked, rabbits
    were such a big problems. In the script, ss need to send a
    message to the audience. The message will be regarding the
    island, sustainability and themes explored in the text. The script
    needs to be short (5 minutes long). Ss will brainstorm about
    their characters, how they feel and a message. Ss needs to
    reread the book, in order to write their script.
    Ss to continue on working on their scripts. Once they have
    completed with scripts, in their groups, ss need to practice

    One Small
    Island book,
    script booklet,
    workbook

    Marking ss
    work: grammar,
    sentence
    structure and
    spelling.
    Listening to ss
    discussion

    One Small
    Island book,
    script booklet

    Marking ss
    work: grammar,
    sentence

    EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks


    (30 mins:
    Comprehension
    Vocabulary,
    Fluency)
    5 EN3-3A
    .
    (30 mins:
    Comprehension
    Vocabulary,
    Fluency)

    and workbook
    reading.

    Ss to practice reading their scripts in groups. Each group will


    then present their readers theatre act. Other ss are to explain
    the message that they received and understood after every
    group presents.

    Script booklet

    structure and
    spelling.
    Listening to ss
    discussion
    Listening and
    marking to ss
    fluency skills.

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