This lesson plan outlines a 30-minute English lesson for a Year 3 class focused on creating an imaginative narrative through shared writing. The objectives are for students to create a narrative as a class, contribute ideas to shared writing, and listen to peers' ideas. During the lesson, the teacher will lead a brainstorming session to generate a theme for the class narrative. Students will then contribute line-by-line to the story using the chosen theme. The teacher will provide guidance on narrative structure and language. At the end, students will print and glue the completed narrative into their writing books.
This lesson plan outlines a 30-minute English lesson for a Year 3 class focused on creating an imaginative narrative through shared writing. The objectives are for students to create a narrative as a class, contribute ideas to shared writing, and listen to peers' ideas. During the lesson, the teacher will lead a brainstorming session to generate a theme for the class narrative. Students will then contribute line-by-line to the story using the chosen theme. The teacher will provide guidance on narrative structure and language. At the end, students will print and glue the completed narrative into their writing books.
This lesson plan outlines a 30-minute English lesson for a Year 3 class focused on creating an imaginative narrative through shared writing. The objectives are for students to create a narrative as a class, contribute ideas to shared writing, and listen to peers' ideas. During the lesson, the teacher will lead a brainstorming session to generate a theme for the class narrative. Students will then contribute line-by-line to the story using the chosen theme. The teacher will provide guidance on narrative structure and language. At the end, students will print and glue the completed narrative into their writing books.
This lesson plan outlines a 30-minute English lesson for a Year 3 class focused on creating an imaginative narrative through shared writing. The objectives are for students to create a narrative as a class, contribute ideas to shared writing, and listen to peers' ideas. During the lesson, the teacher will lead a brainstorming session to generate a theme for the class narrative. Students will then contribute line-by-line to the story using the chosen theme. The teacher will provide guidance on narrative structure and language. At the end, students will print and glue the completed narrative into their writing books.
Learning Area: English – Creating Literature Students are aware of the narrative structure and language conventions. They have written their own narratives before as well as together as a class in shares writing sessions. Strand/Topic from the Australian Curriculum Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural competence creative thinking behaviour Social understanding competence Cross-curriculum priorities (may be addressed in the lesson) Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability histories and cultures Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Create an imaginative narrative as a class Contribute ideas to a shared piece of writing Listen to peers’ ideas
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
Have key questions and expected answers Ask non-volunteers to share ideas to ensure that prepared all students contribute Back up writing paper in case of technical issues with Microsoft Word
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
The students were all very attentive and engaged throughout the lesson, particularly as they were given the opportunity to come up with their own theme, characters, plot etc.
Teacher self-reflection and self-evaluation:
As this was a very on the spot lesson that took place on my first day of prac, there are many elements of the lesson I would change in order to make it more successful and increase the learning opportunities for students. Next time I would do a thorough planning process, or at least brainstorm ideas on the board, then put it into a draft. I would also get the students to go back to their desks and come up with their own ideas. However as a shared writing activity this was successful and the students were engaged in the structure and language conventions of a narrative.
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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References Time Motivation and Introduction:
Prompt prior knowledge by asking students what they remember about
9:45am writing a narrative.
Is it fact or fiction? What are the main elements we must include? How do we split up our ideas? What kind of WOW words should we be including in our narrative?
Ask students to think of an idea we could write our class narrative on. 9:50am Brainstorm on the board the different ideas then vote.
Begin by typing up the title of the narrative on the document.
Computer/Microsoft Line by line, have students contribute to the narrative based on the Word accessibility chosen theme. If students give simple ideas, ask another student to expand on this idea or put it into a full sentence.
As the writing takes place, continue to remind students of the structure of
a narrative and what must be included:
an appropriate setting, e.g. a forest, an abandoned house, a
dark alley
at least two characters Whiteboard markers for
brainstorming orientation
complication
sequence of events
resolution
After each paragraph, reread the sentences and have students add more WOW words such as adjectives and more complex punctuation. 10:10am As students complete the shared writing activity, call upon students to read a line each. Then read all together as a class. WOW word reference Throughout the lesson ensure that discussion takes place to reinforce sheet students intercultural understanding and ethical behaviour such as the use of different characters coming together regardless of their ‘obvious’ differences.
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Lesson Closure:(Review lesson objectives with students)
Writing books 10:15am Print a copy of the narrative for each student and have them glue it into their writing book.
Transition: (What needs to happen prior to the next lesson?)
Students will need to ensure that their work is glued into their writing books and placed back in their desks ready for Spelling.
Assessment: (Were the lesson objectives met? How will these be judged?)
Keep anecdotal notes on students that contribute during the shared Student checklist for writing task anecdotal notes Also take note of students who are not actively contributing
