Practicum Lesson Time of Lesson
By setting up the room
ahead of time I am
attempting to control the
atmosphere and behaviour
of the students.
By moving the furniture out
of the way I am indicating
that this is a relaxed and fun
class. This was necessary in
the class as prompting
conversation and ease was
sometimes difficult.
This activity is intentionally
between students receiving
their lollies and participating in
the main activity. This order
ensured students were
receptive to receiving their
assessed work back and
discussing feedback. Students
were eager to get through this
activity to find out what the
main task for the day was.
Planning this feedback ahead
of time was also valuable to
keeping the ‘flow’ of the
lesson going and students
staying on task.
I felt it important to model correct
behaviour during the group
presentations. By sitting between
the presenters and students I was
able to see both groups, but also be
seen modelling appropriate
behaviour. By providing positive
comments and asking the audience
for positive feedback a friendly, fun
atmosphere was achieved.
Wednesday 30/03/11 Duration of lesson 75 minutes Class Size 24
Subject English Year Level 9K Supervising Teacher Jen Pringle
Learning Focus: Poetry Presentations
Grouping students in this
Key skills/Teacher
Time Resources Lesson way creates engagement
Action
right from the start. These
Set-Up Create a comfortable Room Set Up: students understood they
performance were in groups but were very
Arrive early to arrange furniture as open as possible. Students to sit on the floor this lesson.
atmosphere receptive to hearing what the
task was. No time was spent
Lollies of some kind As Students Enter:
attempting to gain students
8.30am (5 different) Give students a different lolly as they enter the room. Make sure they don’t eat it – keep it until attention as they were
later. (ensure they are given out in order to maintain correct group sizes) excited to hear about the
task. It was not required with
Return Diaries and Orals this group, but this method
Group diaries and oral together so students only collect once. could also be used to
Diaries and Oral determine group members
Sit at desk and call out students by roll to come collect.
Presentations to ahead of time to allow for
Ensure feedback is
return behaviour management
meaningful and
Provide Feedback: issues.
appropriate to task.
Diaries
1. Students lost marks due to lack of annotation/commentary
2. Some beautiful images, illustrations
3. Was looking for personal things, poetry appreciation (and demonstration of) equally
valuable
Oral Presentations
1. Some creative, original ideas. Well done.
2. Also some very thorough analysis.
3. Few found a great balance between creativity and analysis. These were rewarded
4. Some went overtime and subsequently lost marks. May have provided a great level of
analysis or use of metalanguage however they had more opportunity to, therefor lost
marks in these areas and planning.
8.40am Assign appropriate Activity By deciding which groups have which
tasks to each group. Students grouped by lolly. (if all students here 5 groups of 4, one group of 5) task once the group is formed I am
Students are not to be told they all have the same poem. They may realise but do not expressly tell able to control the difficulty of the task
Monitor group in an attempt to create a sense of
work/productivity/qu All groups to be given an identical poem to interpret in different ways. achievability, appropriate challenge
ality etc.  Dramatize (dramatic, energy) and engagement.
 Perform in multiple voices (easy)
 Mime (funny) Next time I would prepare a small task
Ensure students are for students to complete if they finish
working to the tight  Turn poem into prose (any)
early. A few groups finished before
time frame.  Speak a poem as a news report (any/funny) the others, they were encouraged to
 Change into short story. (any) lengthen or modify their performances
Choose these activities based upon who ends up in which group (as above) however planning for this in advance
Groups are to quickly work this out and be ready to present in 35 mins. would have kept all students
completing an appropriate task.
9.15- Presentations. Students welcome to sit on the floor as groups come up and present.
9.20am Attempt at casual, humorous atmosphere.
start.
Provide feedback to each group – encourage positive comments from the ‘audience’ also.
9.35am Time for Jen as requested.