SMMPS Writing lesson Plan

Year Level: Term:​ 3 Duration of lesson:​ 50 minutes Model of inquiry: ​Engage, explore, explain,
Grade 2 elaborate and evaluate.

Victorian Curriculum Learning Area: Key inquiry question:

English Capital letters at the start of sentences
Capital letters for proper nouns (people and places)
Appropriate sentence boundary punctuation
Grade 2 English achievement standard/s:
Writing
When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell words with regular spelling patterns
and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words. They use capital letters and full stops
appropriately.

Student Prior knowledge​:

● Basic spelling skills

● Can write simple sentences

Learning outcomes - By the end of the lesson the students will: (​written in language for the teacher)

Learning intentions: (​Written in language for the students to comprehend what they will know, do and understand…)
Writing that encourages students to proof read and correct their own work.

Content descriptor:​ ​Text structure and organisation

Model:​ Writing Recognise that capital letters signal proper nouns and commas are used to separate items in lists ​(VCELA225)
Strand:​ Literature
Sub-strand:​ Creating Literature
Elaborations:
talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a
dinosaur and two snakes’
 LESSON SEQUENCE
Stage of the inquiry: ​Engage, explore, explain, elaborate and evaluate.

Timing Teaching strategies and organization Learning experiences Assessment of, for Resources
(mins) What the teacher will do… What the students will do… or as learning (include
ICT/online)

INTRODUCTION

Begin the lesson with the students on the Encouraged to participate in class writing. Participation in class White board
floor. Explicitly define the learning Encouraged to participate correcting class writing. discussion Butchers paper
intention: Markers

“We are learning to proof read our work”

15
minutes Refer to the editing poster.

Model writing.
As a class write a few sentences together
that include some errors.

DEVELOPMENT
Quiet individual writing where teacher Observation
roams around assisting and prompting Students are to be seated at their tables and take out their writing Work sample
students. work books.

In the middle of writing, remind students Free writing

20 to edit their work with a red pencil,
minutes referring to the editing list on the board. Using workbooks students have free writing then encouraged to
self correct their own work with another colored pencil. Students
are encouraged to encouraged to self edit their work to pick up any
errors, particularly;
-Capital letters at the start of sentences
-Capital letters for proper nouns (people and places)
-Appropriate sentence boundary punctuation
 What will you do if the children complain that they don’t have a
favourite animal ? I would suggest that you use this question as a
prompt for the majority of the class and explain that they are
welcome to write about another topic if preferred. Reiterate you
don’t mind what they are writing about, you just want them to
write and to self edit their work.

Early finishers are to exchanged books with the person next time
them and reading and proofreading their work.
CLOSURE

This is an opportunity for students to During the lesson observe students work and select Participation
share their work and to praise good students to later share their work to the class and Work sample
work/work effort. explain to the children why this work is good.

For students who are unconfident share This is an opportunity for students to express how he
their work to the class and point out felt about the activity- did they enjoy it? Were they
15 things they did well. confident? Did they learn anything new? What
minutes activities would like suggest for next time?
Conclude the lesson with a reflection:
What did you learn? Do you need to stop them after 15 minutes perhaps
Did you enjoy this lesson? Why? and remind them to edit their work using a red
Ideas on what to do next time? pencil? And draw their attention to the editing list on
the board?
Feedback as a teacher is vital and should
be taken into great consideration in
preparation for the next lesson.
Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…
Extending
Encourage students to use a dictionary and word wall to edit their spelling. Guide children to use adjectives, verbs and synonyms to make their writing more exciting.

Enabling
Group of students with teacher
Verbally share ideas for writing with the teacher prior to writing
Teacher to scribe a few key words in the child’s book for them and provide visual prompts if required
 SMMPS Writing lesson Plan 2
Year Level: Term:​ 4 Duration of lesson: ​40 minutes Model of inquiry: Engage, explore, explain, elaborate and evaluate.
Grade 2

Victorian Curriculum Learning Area: Key inquiry question:

English What is a nonfiction text?
What is a fiction text?
What are some features of a fiction/nonfiction text?

Student Prior knowledge​:

​Ability to read

Learning intentions:​ We are exploring different ways authors present non fiction information

Success Criteria:​ I can list the differences between this text and other non fiction texts

Strands of the Content descriptor:​ ​Examining literature

learning area: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways ​(VCELT219)

Model: Reading Elaborations:

and viewing ● comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in
authors’ points of view
Strand: Content descriptor: ​Text structure and organisation
Language Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose

Sub-strand: Elaborations:
Expressing and ● identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
developing ● becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions
ideas
Content descriptor:​ ​Examining literature
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways ​(VCELT219)

Elaborations:
identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
Victorian Curriculum Capabilities
Critical and Creative Thinking: Questions and Possibilities; Reasoning; Meta-Cognition
Ethical Capability: Understanding Concepts; Decision Making and Actions
Intercultural Capability: Cultural Practices; Cultural Diversity
Personal and Social Capability: Self-Awareness and Management; Social-Awareness and Management
 LESSON SEQUENCE
Stage of the inquiry: Engage, explore, explain, elaborate and evaluate.

Timing Teaching strategies and organization Learning experiences Assessment of, for Resources (include
(mins) What the teacher will do… What the students will do… or as learning ICT/online)

INTRODUCTION

Begin the lesson with the students on the floor. ​Prompting questions:
Explicitly define the learning intention: What is non fiction? Participation in Books
What is fiction? class discussion
“We are exploring different ways authors present Can someone give me some examples of nonfiction
non fiction information” and fiction book? (if students struggle, ask them to
give examples of movies)
10 Read to the students 2 different books that are How do you know what is fiction and nonfiction?
minutes nonfiction and fiction. What features are usually in fiction/nonfiction books?
Prompts:
Discuss the difference between the two books. Tells a story
Has a problem
factual information, professional language, States facts
illustrations or photos matching the text Characters

DEVELOPMENT

Teacher works with a reading group, reading the Students are to quietly read individually. Observation Books
wetlands book. Students are then to quietly read
20 minutes with a partner.

Teacher then works with another reading group.

CLOSURE

Ask students what kind of book they read Participation

10 (fiction/nonfiction) and how did they know that it
minutes was fiction/nonfiction? what features did it have to
tell you this?
Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…

Extending

Enabling
Focus groups of students reading with the teacher
Year Level: Grade 2 Term: 3 Duration of lesson: 50 minutes Model of inquiry: Engage, explore, explain, elaborate and evaluate.

Victorian Curriculum Learning Key inquiry question:

Area: Religion

Grade 2
21 students (1 student overseas)

Student Prior knowledge​:

·​ ​Have engaged in religious education, including biblical stories
·​ ​Have participated in church as a class
·​ ​Have participated in classroom prayers

Learning outcomes - By the end of the lesson the students will: (​written in language for the teacher)

Learning intentions: (​Written in language for the students to comprehend what they will know, do and understand…)

Strands of the learning Content Descriptors (include codes):

area:

Victorian Curriculum Capabilities

Critical and Creative Thinking: Questions and Possibilities; Reasoning; Meta-Cognition
Ethical Capability: Understanding Concepts; Decision Making and Actions
Intercultural Capability: Cultural Practices; Cultural Diversity
Personal and Social Capability: Self-Awareness and Management; Social-Awareness and Management
 LESSON SEQUENCE

Timing Teaching strategies and organization Learning experiences Assessment of, for Resources (include
(mins) What the teacher will do… What the students will do… or as learning ICT/online)

INTRODUCTION

​Parable of the sower Discussion questions: Participation in class

What is a parable: Who remembers or knows the parable of the discussion
As Jesus traveled around the countryside with his disciples, large sower?
15 crowds often gathered around him to hear him teach. He often What is a parable?
minutes taught them by using parables. A parable is a story that Jesus What do you think its trying to tell us?
made up to help people understand what he wanted to teach them. What does the seed represent?
Summary:​ thorns, birds, sun What does the thrones
Video: ​https://www.youtube.com/watch?v=W6LwEW8jX9A

DEVELOPMENT

Planting seeds Observation

20 Inside classroom: instructions to plant seeds Students are working in groups and Participation
minutes Outside the classroom: planting seeds following instructions to plant seeds

CLOSURE

What do the seeds need to grow?

15 -Water Participation
minutes -Soil
-Sun

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…
Extending
Discussion of the analogy as people

Enabling
Group of students with teacher
Watching video
Class discussion