EDLA

519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

Focus for Student AcDviDes: Building skills in comprehension, vocabulary, reading texts and wriDng
Week 1:
Outcomes Designing, Selec1ng and Sequencing Ac1vi1es
1.

EN2-4A

Building the eld:

- Use a graphic organiser to represent student knowledge about bears. Students are
asked What do you know about bears? (Bears are wild animals that live in caves). What
do bears need to survive? (Bears need food, water, shelter, etc.).
- Show students the video clip about Dancing Bears.

Resources

Assessment

Graphic
organiser/white
board

Teacher observation
and anecdotal notes
- class discussion,
individual responses.

- Discussion: How are the bears being treated? (They are treated badly); Why are the

- Select a scene from the video and pause. Ss individually add to the See, Think and

iPad

EN2-11D

Video clip:
https://
Work sample (chart)
www.youtube.co - do students
m/watch?
understand the text?
v=M_DVsk0SQ5
g

bears being treated this way? (The keepers of the bears want the bears to perform and
entertain the audience).
Wonder Chart using Post-it notes.

- T engages Ss to reect on the video: What is the purpose of this video clip? (To inform us
about the mistreatment of bears. To ask us to help).

Projector
Post-it notes
Poster paper for
chart

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

2.

EN2-1A

Visual Literacy
- Display the front cover of The Great Bear.
- Class discussion: What do you no?ce/stands out? Prompt Ss to discuss the print size,
text layout, illustraDons, colour, etc. Where might it be set? (A forest). What does The
Great Bear' mean? (Explain that The Great Bear refers to the constellaDon - grouping of
stars in the night sky).

EN2-2A

- Show Ss the page where the bear is being pressured to perform. In small groups Ss are

EN2-7B
EN2-11D

to discuss and record answers to the quesDons below on poster paper. When
answering, Ss consider the illustraDons (colour, posiDon of the characters, shapes, size).
- QuesDons:
1. Why do you think this illustra?on has been created this way?
2. Who are the characters looking at?
3. What eect does it have on the audience/how does it make you feel?
4. Who has the power and how is this shown? (Shapes, shading and posiDoning of the
characters reect power play).
- Posters will be presented to class.

- Direct Ss to make a wri]en predicDon about the main idea of the text.
- Read The Great Bear as a class.
Vocabulary:
- As the story is read, Ss record key words and words they don't understand on post-it
notes for a class word wall.
- Review unfamiliar words. Ss nd and record synonyms for these words using a
dicDonary/thesaurus.

The Great Bear Teacher observation

picture book
and anecdotal notes
- class discussion,
Poster paper
individual responses.
(group activity
and word wall)
Work sample (poster,
word wall, definitions
Textas
) - determine
students
Post-it notes
understanding of the
text and the words.
Dictionary/
thesaurus
Oral presentation are questions
Work books
answered correctly?
coherently?

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

3.

Summarising:
- Re-read The Great Bear. Encourage students to look for themes/features they did not
noDce previously.
EN2-11D

- As a class, summarise the text (orally).

- Students create a story board to organise main ideas and details of the text (Show
example). Students may refer to word wall.

DierenDaDon:

- Scaffolding: T will provide lower ability Ss with a story board template. T will provide
sentence starters.

4.

EN2-2A
EN2-4A

Comprehension Strategies: Literal and InferenDal QuesDons

- What musical instruments did the bear dance to? (Trumpets, drums and cymbals, p.9:
And she, too, performed). How do you know this? (It is wri]en in the text).
- Do you think that the bear enjoys performing and dancing? Use mind map to highlight
dierent reasons given by students.

- Explain that there are dierent types of quesDons. Some answers can be found in some
a small part of the wriDng in a text by idenDfying key words (literal). Other quesDons
may require you to read more than a sentence - you may have to read the whole
paragraph, or whole book. You may also have to use your brain and think about it
(inferenDal).

- Students use mind map, and answer Why do you think the circus performers use the
bear in their performance?

DierenDaDon:

- Scaffolding: T will provide lower ability Ss with a mind map template. T will provide

support and guidance where necessary. This may include providing sentence starters.

Extension:
- How did the Bear escape from the villagers? (answer using the same strategy).

The Great Bear

picture book
Word wall
Work books

Teacher observation
and anecdotal notes
- students ability to
coherently and
concisely
summarise.

Story board
template: http://
www.educationw
orld.com/
tools_templates/
template_strybrd
_8panels.doc

Work sample (story

board) - correct
sequence of events?
correct spelling and
understanding of
words?

The Great Bear

picture book

Teacher observation
and anecdotal notes
- distinguish between
question types

White board
White board
markers
Work books
Mind map
template

Work sample (mind

map and written
response) distinguish between
question types

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

5.

EN2-2A
EN2-9B

Vocabulary: Spelling rules and meaning

- Discuss language forms: Students recall what prexes and suxes are, where they are
used, provide an example. Record on poster paper.
- Ask students: What spelling rules do we need to remember? Relate this to the use of
past and present tense (adding ed, ing, etc.). Create a table, using poster paper: one
column Dtles Past, the other Present. Develop examples as a class.
- Students recall what adverbial groups/phrases are. Generate class deniDon and
instruct students to record this in their work books.
- Instruct students to work in pairs to idenDfy and record sentences where adverbial
groups/phrases have been used in the text, and specify whether they tell how,
where, when or why.

Poster paper x 2
White board
White board
markers

Teacher observation
and anecdotal notes
- students
responses.

Work sample - can

the student
Work books
recognise adverbial
phrases and
The Great Bear understands its
picture book
purpose?