Annotated lesson plans

Annotated lesson plans to demonstrate teaching strategies used

Hook used in this lesson, to

display their favourite part of
Sleeping Beauty. The students
have been loving the little drama
additions to the lessons.

Collaborative learning can be seen

through the think pair share and
sequencing activities below were
done in pairs also.

This demonstrates the teaching

strategy of hands-on tasks.

Annotated lesson plan

demonstrating the Gradual release model.
These can be mostly seen well demonstrated in the writing lesson for example in the
Cinderella point of view lesson below.
“This is the “I do” phase.  But as the
student acquires the new
information and skills, the
responsibility of learning shifts
from teacher-directed instruction to
student processing
activities”[ CITATION Lee \l 3081 ].
This can be seen in the lesson when
I am demonstrating the point of
view and teaching this concept
including a video to help with a
different angle.
 This aspect we did a model on
whiteboard before they moved off to
fill in this worksheet on the princess
version. These worksheets are
another useful way to ensure
students have the write supporting
tools to help them with the next step.

In the I do phase I also use a strategy called

think aloud, this strategy helps to demonstrate
how one is supposed to think and complete a
task at hand, it allows students to think like the
teacher and shows them the thinking skills
necessary for this task [ CITATION Edu181 \l
3081 ][ CITATION Tam16 \l 3081 ]. When
writing a version of the princes point of view I
think aloud as I produce my text.
In the “We do” phase of learning,
the teacher continues to model,
question, prompt, and cue
students[ CITATION Lee \l 3081 ].
This can be seen within the lesson
plan where students help create a
model version on the board
together and then construct one on
their own.

As student move into the “You do”

phases, they rely more on
themselves and less on the teacher
to complete the learning task”.
Within this stage student are then
able to create their own version.

Adjustments made to help scaffold

those to be able to complete
individually their own.
 Learning area clearly Year level Clearly
Lesson focus
shown outlined.
clearly outlined

Lesson Focus Learning Area / Strand Year Implementation

Literacy – Writing and representing 1 Leve Date
Fairy Tale unit – l 02.09.21
Sleeping Beauty writing K-1-2 Duration
a recount 20 mins
Prior knowledge of learners

- Previous reading of this fairy tale, revisiting story.

- Prior knowledge of fairy tales. Learning objectives
- Prior experience of listening and responding to fairy tales. outlined
- Prior knowledge as to what makes a fairy tale.

Declarative (knowledge) objectives Procedural (skill) objectives

The learner will know: The learner will be able to:
- How to respond to a text - Identify their problem for own story
- How to identify the problem - See how the author portrays the problem
- See the structure of a story in the story
- How to write a story based off a - See the structure and how it is used to
certain character in the story plan a story. They will be able to use this
knowledge to create their own story using
Links to the Australian correct structure.
Curriculum - Write a story based on a certain character
in the story
Links to Curriculum (identify relevant Strands and Content Descriptors)
Kinder
- Create short texts to explore, record and report ideas and events using familiar words
and beginning writing knowledge (ACELY1651 - Scootle )
Listen to and respond orally to texts and to the communication of others in informal and
structured
Year 1
- Create short imaginative and informative texts that show emerging use of
appropriate text structure, sentence-level grammar, word choice, spelling, punctuation,
and appropriate multimodal elements, for example illustrations and
diagrams (ACELY1661 - Scootle )
- Discuss features of plot, character and setting in different types of literature and explore
some features of characters in different texts (ACELT1584 - Scootle )

Year 2
- Create short imaginative, informative and persuasive texts using growing knowledge
of text structures and language features for familiar and some less familiar audiences,
selecting print and multimodal elements appropriate to the audience and
purpose (ACELY1671 - Scootle )
- Discuss the characters and settings of different texts and explore how language is used
to present these features in different ways (ACELT1591 - Scootle )

Evidence of learning
- Completed story map
- Questioning
- Completed narrative sheet

Classroom Management Strategies

 Positive reinforcement i.e. – well done I really like the way you’re working K -1 -2
 Gaining students attention by using the word eyes to me
 Establish expectations
  Provide instructions
 Waiting and scanning
 Provide non- verbal cues
 Descriptive & body language encouragement
 Walking over and standing near student or holding a flash card and continue lesson.
 Rewards of dojo points
 Differentiating the groups to ensure all students understand
 Crating engaging lessons with high student involvement
 I do we do you do approach
 Red dot after one repeated behaviour
 Well organised lesson with clear outcomes.

Resources
- Hoffman, M. (2006), ‘A First Book of Fairy Tales’. A Darling Kindersley Book, Great
Britain.
- Worksheet
- Yesterdays completed storyboard.

Differentiation strategies

- Support j using teachers aid

- Support with breaking down the task explaining one concept at a time for J, O, and
kindergartens.
- Provide support for those students who may be struggling for ideas, guiding them
towards some of the complications discussed during the tuning in activity.

Timin Teaching Steps What the learner

g does
5 Introduction Listens to
Re- read sleeping beauty to the class stopping through the story sleeping beauty
to identify the begging middle and end. story

30 Body Students listen to

story.
Start recording the lesson for students at home.
Using your sheet from yesterday that you recorded beginning, Students listen to
middle and end. Write your own retelling of the sleeping beauty instructions.
use your sheet from yesterday to help you write it. write an
example on the board together Students listen to
teachers example
Once upon a time there was a king and queen who had a long- and then
awaited princess. They decided to throw a party for their construct one
daughter at the castle. Fairies came to give gifts when one evil together.
fairy turned up uninvited.
Students write
The evil fairy at present time a put a curse on the baby princess their own story.
 on her 16th birthday, she would prick her finger on a spinning
wheel and die. Lucky the youngest fairy in hiding came out and Example of adaptions,
said she will not die but fall asleep for 100 years. in my lesson plans after
reflecting on my
Sleeping beauty seen a spinning wheel and accidently touched teaching I decided to
the needle falling into a deep sleep for one hundred years. use this method of
scaffolding. I then used
Until a prince came along and kissed her. Sleeping beauty woke this method for my
up from the kiss falling madly in love and lived happily ever after. lower learners the
following week as well
Send students back to complete their own story on the paper
using the Beauty and
provided with lines ( hold sheet up) .
Beast cards.
Use the sequencing cards and get them to place them in correct order.
After they have done this, get them to place the cards in three rows to
see if they can put the story into beginning, middle and end. Once they
have done this, get them to pick the most important card out of each
section. Then use this to help them construct their retelling of Sleeping
Beauty and scribe down what they say for those who need scribing.
Make this adjustment for lower learners

5 Conclusion Students share

Share their aspects of their own story at each of the phases. their aspects of
their story with
the class.

Evaluation / Reflection
This lesson this morning was highly successful all completed. I felt using the screen to project
my story and then reading it to the class worked better this time it meant they could see it as
well. The I do, we do, you do work well for teaching the writing lessons as students can see
how you write them and then getting them to create a sample. Then they created the one on
the whiteboard hence why they used this copy. Students then started to write but ran out of
time, so we typed their work up and printed it for them to save time. While they were writing
this in the first place with my lower student J I helped her by getting her to sequence the
sleeping beauty cards in the right order. We then put them into beginning middle and end. I
then got her to pick the most important card from beginning two from the middle and two for
ending. We then used these cards as a scaffold for her to verbalise her retelling step by step
and I scribed down her response. This was helpful for j and ensured she completed the task.
The overall lesson went smoothly well.

Through the Reflections of my teaching practice, I was able to

adjust my future lessons as well as reflect on my teaching
strategies. I then adjust based of what worked well or what
didn’t .