EML439/530 LESSON PLAN FORMAT for the Overt Instruction Component of the Multiliteracies Learning by Design Framework
EML439/530 LESSON PLAN FORMAT for the Overt Instruction Component of the Multiliteracies Learning by Design Framework
*Use the italicised writing to guide you. Remove all italicised sections before submitting.
Lesson title
Identify specific focus on the lesson (ensure this directly links to content point/s below). Lesson duration
minutes Stage Year. Class/Group
Rationale
Why is teaching this lesson important? Refer to new NSW English K-10 Stage statement for your selected stage. How does this unit support reconciliation, building intercultural understanding and understanding sustainability? Prior knowledge
Resources
Risk assessment
Outcomes
Select the 1outcome for either Stage 2 or Stage 3 from the English K-10 syllabus.
Content Descriptors
Select one or two content points for the outcome above from the English K-10 syllabus. ACARA Intercultural Understanding Identify specific, applicable points (Topic 11).
Time Lesson Assessment
Introduction Hook
Explain the purpose of the lesson to students. What are they doing and why?
Identify what prior knowledge is being reviewed and how this is actioned
What assessment is being used? Identify the expectations students are expected to achieve.
* Reinforce required skills linked to the content descriptor. How will you check for engagement and understanding?
Body Model
In this section, the teacher works through a model of the specific skill (content descriptor above) that students themselves will be working on later. For example, If you are focusing on specific grammar from the mentor text, the teacher would model this for students using a think aloud strategy, check for student understanding and provide explicit feedback. This process provides students with reference points to draw from in the next phases of the gradual release model below.
* Embed multiple examples of oral language (eg dialogic, peer to peer).
* Continue to reinforce the specific content you are teaching. State explicitly what you are modelling and the page text reference from the mentor text.
What types of assessment can check for student understanding?
Shared/Guided
Students practice what they have learned in the modelled section. This can be as a whole class, then in pairs or groups. The teacher provides continual explicit feedback.
*Activity 1:dot points
*Activity 2:dot points
*Activity 3: dot points
*Differentiation: dot points
* Must include a range of teaching and learning strategies, evidence of differentiation for EAL/D and First Nations students and the use of ITC.
*Continue to reinforce the specific teaching content from the modelled phase.
* Embed multiple examples of oral language.
What types of assessment can check for student understanding?
Independent
Students have opportunities to work independently (individually, paired or in small groups to practice the skill they have just learned.
* Must include evidence of differentiation for EAL/D and First Nations students and the use of ITC.
*Embed multiple examples of oral language.
* Continue to reinforce the specific content point noted above.
What types of assessment can check for student understanding?
Conclusion Teacher and students review key points focusing on content point taught.
*Teacher explicitly reinforces the specific content point/s of the lesson.
*Explain how you are engaging students in multiple examples of oral language.
*Teacher provides lead to next lesson.
What types of assessment can check for student understanding?
