Guideline how to write this lesson Learning objectives:

Published: 2019-06-10 08:00:00
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Learning context of lesson Teacher- and learner-centred activities to achieve objective/s Links to AUSVels, readings, and literacy frameworks Evaluation of learning objectives

1st To Become familiar with the course and each other.

To discover what students know about parts of speech.

To discover students areas of weaknesses.

To learn the basic structure of narrative composition

To be able to construct a simple introduction for a narrative composition

Learn to interpret the picture and contextualize.

Students will learn how to create literary texts that explore students own experiences.

Students will learn how to construct simple and complex sentences from the pictorial.

In the previous few weeks students have learnt how to make short sentences. For example;

Meet Tom and I met while riding bicycle.

Racing They started racing.

Accident Tom knocked a passer-by down.

Quarrel-The stranger quarrelled Tom

Apology- Tom apologized to the stranger.

Students will learn how to interpret pictures and be able make conclusion Using the Genre Cycle the teacher will first build the field by engaging the students through a series of brain storming so as to gather as much information as possible from the picture.

This is done by prompting students through a series of question.

Show the students the picture and ask what they can adduce from the picture.

Some of the guiding questions are:

What can you see in the first picture?

Who are they? Do they know each other?

How did they meet? Or How do they know each other?

When did they meet?

Where did they meet? Or Where are they?

What did they do?

What happen? Who was involved?

Discuss with the students the type of scenario that is happening.

Secondly, once students has provided the information. Then the teacher and students will engage in a series of joint construct to form a sentence by using:

Verbs To race

Adverb They were very happy to see each other

Lastly Students will then work in pairs and try to construct their own sentences for the introduction by combining the words that has been discussed and written on the board.

Teacher will help the weaker students to form sentences by modelling for them.

For example:

Teacher will also need to encourage students effort as they try to make sentences and provide constructive feedback.

Average learner will combine with the fast learner so as they can learn from one another to construct sentences. In accordance to Ausvel curriculum students need to use language features which they have learnt to create coherent sentences. This is done by allowing student to write, using clearly-formed letters and create the story while adding detail to their imagination as they see fit.

This in turn will develop students fluency in words structure as they try to make sentences.

As the students give their ideas about the picture, the teacher will be in a position to identify proper sentence constructions by the students and correct where necessary.

The teacher will prompt a discussion with the students with them whether the word choices are applicable. Teacher needs to be aware as to not criticize the students suggestion but instead provide constructive criticism and encouragement.

Students will be able to understand how images and detail can be used to extend key ideas based on information provided in the picture.

Students will be asked to form short sentences to recall what they learnt last week.

Students will be asked to draw conclusions based on the sentences.

2. To help students comprehend meaningful written visual and spoken textual data and also basing drawings on existing schemas.

Students will be able to search for the relevant meaning of the sentences they construct.

Students will all participate in learning meaning.

Paraphrasing the sentences is an aspect of reinforcing the meaning of the sentences constructed.

Students will independently write the text in narrative form so it can be read without the pictures and aimed at a primary school audience.

Incorporate new vocabulary from the range sources. This includes vocabulary encountered in research.

Comprehend that the meaning of simple sentences can be enriched by use of noun phrases. Discuss: How would we need to change the facts to use them in an imagined conversation between Tom and the stranger to suit a narrative text?

How do you think a conversation between them would look? (Tom knocking the woman down, then the woman full of wrath sternly warns Tom.

Ask the students what appropriate punctuations are used for the conversations.(quotation marks, questions, exclamation marks)

Diagnosis will be based on what they already leaned.

Formative assessment entails observation and questioning during the actual lesson.

Summary assessment is necessary for ascertaining each students entry according to structure, tense, punctuation, use of facts, punctuation and grammar. Inclusion and identifying of prepositional phrases will also be assessed.

3. To create a conclusion and identify the moral of the story if there is any.

To help students understand the morals of the story.

Help students apply the moral of the story in their daily lives.

Engaging the students come up with possible conclusions of possible ending of the story. Is there agreement between the stranger and Tom?

Did the woman forgive Tom for reckless riding?

Did the woman get hurt to an extent of taking actions against Tom? Ask if there is a moral to the story.

Is there other safety procedure that is neglected by the riders? E.g. Helmets. Bells.

Ask student what could they do to prevent such accidents from happening again?

What happen next?

Ask students to draw a fifth picture as to what happens next and ask them to construct a sentence for it. Asking students to draw what is the possible scenario

Create literary texts by developing storylines, characters and settings Asking students to draw a story board of what happens next and to construct a story line.

To make their own sentences through independent writing.

Appendix A

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sheldon

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