Name of Project: Learning about story telling



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Assignment 2


Investigative project

Name of Project:




Learning about story telling

Age :




6 -7 years old – year 1

Outcome:




ACARA English /Language/Literature/Literacy


ACARA Maths

ACARA Arts/Drama


Rationale:




This lesson plan is based on ACARA English, Maths and Arts/Drama. It is a four lesson planning which is designed for the grade 1 students. It is enriched with literacy that helps the children learn easily with the story. Also, furthers their learning in reading, writing, listening and speaking skills.

Learning Links:








  1. Students will learn how to write a story

  2. Building confidence for their mini presentation

  3. Knowing the moral of the lesson

  4. Creating more vocabulary words

Learning Objectives:






  1. To be able to do the story telling

  2. To learn how to write a story from the picture

  3. To understand the parts of the story : beginning, middle and last part

  4. To understand the meaning of sequential

  5. To learn how to use the capital and small letters

  6. It helps them learn the punctuation of full stop, comma and question mark

  7. To learn to count

  8. To build confidence in the presentation

Assessments:








  1. Discussion with the students about the lessons

  2. Can act out the characters of the story

  3. Knows to write a simple sentence

  4. Story telling story in their own words

Learning Experiences:


(Please see the detailed lesson plans)





  1. Story Telling ( narrative story)

  2. Acting it out/ sequencing of the story

  3. Writing a story

  4. Mini presentation in the class

Appendix A

The tables and chairs in the classroom can be rearranged to suit the needs of the teacher.




R. B. Solis, personal communication, October 1, 2014

R. B. Solis, personal communication, August 12, 2014

Lesson Plan 1 Story telling (narrative story)


Date: 13 October 2014

Key Learning Areas :English, The Arts

Year Level : Year 1

OUTCOMES:

English


Content Descriptors:

Strand: Literature

Responding to literature



  • Express preferences for specific texts and authors and listen to the opinion of others (ACELT1583)

    • Elaborations:

  • sharing favourite texts and authors and some reasons for preferences

  • discussing different texts and considering what is entertaining or appealing and why

  • identifying who is telling the story in different texts

Creating Literature

  • Recreate text imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

    • Elaborations:

Strand: Literacy

Interacting with others



  • Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

    • Elaborations:

    • Listening for details in spoken informative texts

Interpreting, analysing, evaluating

  • Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)


    • Elaborations

  • making predictions from the cover, from illustrations and at points in the text before reading on

The Arts

Strand: Visual Arts

  • Create and display artworks to communicate ideas to an audience (ACAVAM108)

  • Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)




Lesson Outcome: (objective) To be able to do the story telling based on the book. To understand parts of a book and what makes a book engaging, and how to make predictions.

Lesson Structure : please see below




Time :




Teaching Approaches

Resources

10 mins


5 mins


Ask the children to sit on the floor with legs crossed, hands on the lap, sitting quietly, eyes looking at the teacher

English/Literacy





  1. Students are given some time to show the class their favourite story that they chose from the library.



  1. The educator will show and share with the class her favourite story.




  1. Further discussion about the book with children. This will assist the educator to determine children’s prior knowledge of the story. Review with students, parts of the book the title, author and blog.


  1. Inform the children we will be using the book “Goldilocks and the Three Bears” for the week.

Before commencing this lesson, the students visited the school library and each borrowed their favourite book to display in the classroom.
Students explain to the teacher/class what they like about their favourite story.
Share with students, what I like about the story including-

illustrations; the language used in the story; the style or way the story is written).

Students are encouraged to contribute in discussions through teacher questioning while exploring the book.
Discuss the illustrator/illustrations; the way font is written; how easy it is to read with large font


Book – Goldilocks and the Three bears cd and story book by Igloo Books




http://www.englishlibros.com/en/book/goldilocks-and-the-three-bears/325/

8 mins

7 mins

5 mins

8 mins


2 mins

  1. Before reading the story to children, ask the children to make predictions about what they think is happening on each page, by examining the pictures.


  1. Read the story of “Goldilocks and the Three Bears”. Ask the children to participate in repeating phrases like too hot, too cold.





  1. Question time for the story. Ask the children some questions from the story




  • Who are the characters of the story?

  • What is the name of the story?

  • What did Goldilocks do with the porridge?

  • What happened to Goldilocks at the end of the story?

  • Who had the biggest bed?

  • Why did the baby bear cried?




  1. Watch the video clip of “Goldilocks and the Three Bears” from YouTube :




  1. Activity time: Arts

Distribute to the children, template masks of the characters (the 3 bears and goldilocks) (see appendix A for the mask)


  • Ask the children to colour the mask

  • Put paddle pop stick at the back for easy handling




  1. Students help to pack all the art supplies away.




  1. At the conclusion of the lesson, students put their finish mask for picture taking.




  1. Students then place all masks in their trays to be used in following lessons

All students have equal opportunity to contribute ideas

Participate in reading aloud.

This is a recount about what they have learnt throughout the lesson

Children use their visual and listening skills.

Provide assistance to the children


Shared reading






http://www.youtube.com/watch?v=Oaw-d3r_glc

Music playing while the children do their colouring of the mask.

Display picture cards of the story in the classroom to help them with their colouring
Mask template for Goldilocks and the three bears- see Appendix A.


Resources:

  • Goldilocks book

  • Characters mask templates (A4) Goldilocks; Daddy Bear; Mummy Bear and Baby Bear- 10 each character

  • Scissor,

  • Elastic

  • Glue

  • Crayons, Coloured pencils/textas

  • Staplers

  • Paddle pop stick

Safety Consideration:

  • All materials are safe to use

  • Students observe rules of safety when using scissors

Assessment:

  • Student workbook – mask ( where they put their mask)

  • Student discussion

  • Students ability to follow instructions/direction

Reflection:

  1. Did the children enjoy the story?

  2. Did the children engage in the activity?

  3. Is my lesson easy to follow?

  4. Is there enough help for students who struggle?

  5. Did the lessons meet the desired outcomes?

  6. What needs changing from this lesson, before the next lesson?







Lesson Plan 2 Acting it out - Sequencing the story

Date: 15 October 2014

Key Learning Area: English, Maths


Year Level : Year 1

OUTCOMES:

English


Content Descriptors:

Strand: Language

Language for interaction



  • Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

    • Elaborations:

    • Recognising the effect of words, symbols, gestures and body language on the way communications are received by others

  • Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

    • Elaborations:

    • extending students’ vocabularies for the expression of feelings and emotions

Text and structure organization

  • Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)

    • Elaborations:

    • becoming familiar with the typical stages of types of text including recount and procedure


Strand: Literature

Responding to literature



  • Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)

    • Elaborations:

    • discussing characters from books and films and whether these are lifelike or imaginary (for example talking animals)

Examining literature


  • Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)




  • Elaborations :

  • discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)


Strand: Literacy

Interacting with others



  • Make short presentations using some introduced text structures and language, for example opening statements

(ACELY1657)

  • Elaborations

  • giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words

Maths


Strand : Number and Algebra

  • Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)

    • Elaborations:

    • identifying numbers that are represented on a number line and placing numbers on a prepared number line




Lesson Outcome: (objective) To learn the parts of the story and how sequencing works. Knowing the parts of the story beginning, middle and last part

Lesson Structure : please see below




Time :




Teaching Approaches

Resources


2 mins
8 mins



  1. Gather the children to form a circle and sit comfortably on the floor.




  1. Advise children that in today’s lesson, they will be wearing the masks they made in the previous lesson, to use for acting out the story.




  1. Children explore how different situations the story characters are faced with, may affect the voice tone and facial expressions, and feelings characters may experience. Students have the opportunity to practice these.



  1. Children prepare to act out the story characters using their completed masks, as the teacher re-reads the story




  1. Children stand up when the mask they are wearing, matches the character being read out, in the story

Children are seated quietly on the floor at the front of the class, observing classroom behaviour rules, waiting for teacher instruction.

Students encouraged to use a voice variation to repeat what their character is saying in the story e.g. Baby bear – “Can you show me?” (Children show facial expressions). “How might baby bear feel to see his favourite chair has been broken? His porridge had been eaten? Someone sleeping in his bed?

-The teacher will vary her voice according to the character of the story.
Teacher to give an example before students engage in this activity.

Shared reading with the teacher.

Ask the children to participate in reading the book

Goldilocks book


http://www.englishlibros.com/en/book/goldilocks-and-the-three-bears/325/


7 mins


5 mins


  1. Mins

10 mins



  1. mins



  1. Students to learn about the parts within a fiction story – the beginning, middle and ending.

Teacher to begin by asking students:



  • “What do we mean when we say “the beginning?”

  • “Can you give an example of something that is at the beginning?”

  • “Can you think of other words that mean the beginning?”

(e.g. the start; first part)

  • “What do we mean when we say something is “in the middle”?

  • Can you give an example of something that is in the middle?”

  • “Can you think of other words that mean the middle?” (e.g. centre, in between,

  • “What do we mean when we say something is “at the end?”

  • “Can you give an example of something that is at the end?”

  • “Can you think of other words that mean “at the end?” (e.g. ending, finish, last part)




  1. Teacher discusses with students the parts within a story - the beginning (orientation), middle (problem/complication) and the ending (resolution).

Using the teaching resource “Goldilocks and the Three Bears”, ask the students the following questions:

  • What happened in the beginning of the story? (What was the orientation)?

  • What happened in the middle part of the story? (What was the problem/complication)

  • What happened in the last part of the story? (What was the solution/resolution)?

Extension of questioning:

  • Who do you remember seeing the beginning of the story?
  • What were they doing?

Incorporate Maths :


The teacher will ask the following questions:

  • How many bowls were there in the story?

  • What did Goldilocks find in the bowls?

  • How many chairs were there in the story?

  • How many chairs did Goldilocks sit on?

  • “How many bowls of porridge did Goldilocks try to eat?”

  • “How many beds in the story, did Goldilocks see?”

  • “What size were the beds?”

Activity time:



  1. Students use the Goldilocks and the Three Bears Maths worksheet to record on a number line, how many bears; bowls of porridge; chairs and beds were in the Three Bears House. (see Appendix B)

Students then cut out, order, and glue on worksheets, objects that were in the Three Bears House, from smallest to largest.



  1. Students will learn how to correctly sequence the story Goldilocks and the Three Bears




  1. Using a “Goldilocks and the Three Bears Picture Sequencing” Template shown on the IWB, and pictures from the story, students discuss what is happening in the pictures, and where they think their place/position in the story should be. (see Resources column)

Extra questions:

  • Which picture do you think is the beginning (orientation) of the story?

  • Which picture do you think is the problem (complication) in the story?

  • How was the problem, solved (resolution)?




  1. Students quietly return to their desks, using a worksheet to sequence images from the story (See Goldilocks and the Three Bears Picture Sequence) (Resources column)



  1. Students finish off activity by colouring in their individual picture sequence, and gluing it in their English workbooks.

Using the graphic organiser, demonstrate something that is at the beginning of the story, after discussion.

The teacher will guide the students by giving some clues from the story, if students require scaffolding.


All students are encouraged to participate in questions, answers and discussions

Students further develop vocabulary knowledge relating to beginning, middle and ending within stories.
Students also learn that a story has a plot, characters, and a setting. Students to determine what these are in “Goldilocks and the Three Bears

Teacher to record answers to questions on the IWB, using pictures to show the topics e.g.

How many chairs?

3

Whole class return to the floor, seated quietly, ready for activity time.


Teacher shows the template through the IWB

Teacher to have picture templates from the story, displayed out of order on the IWB

Students paste the pictures into the correct boxes, according to the sequence of the story.

The teacher will give the template to the children.

Have some music playing while students are working on the activity


Graphic organiser

Pictures of story




Goldilocks and the Three Bears Picture Sequencing

1.

2.

3.

4.









Resources:

  • Goldilocks book

  • Pictures of the story

  • Goldilocks and the Three Bears Sequencing Templates + pictures – for IWB

  • Goldilocks and the Three Bears Sequencing Templates + pictures – for students to colour in

  • Scissors

  • Glue

  • Coloured pencils/texta

  • Story masks




Safety Consideration: All materials are safe to use; Children observe safe use of scissors


Assessment:

  • Student workbook- math worksheets

  • Student discussion

  • Students ability to understand sequencing

Reflection:

  1. Did the children enjoy acting out the story? What other ways could this has been achieved?

  2. Did the children enjoy the math activity? Did children understand the concepts of this area of maths?

  3. Did the children understand the meaning of sequencing the story?

  4. Is my lesson easy to follow?

  5. Were students always engaged in their learning?

  6. Is there enough help for students who struggle?

  7. Did the lessons meet the desired outcomes?
  8. What could have been included/modified to make learning better?




Lesson Plan 3 Writing a story

Date: 17 October 2014

Key Learning Area: English; The Arts

Year Level : Year 1

English

Content Descriptors:



Strand: Language

Language for interaction



  • Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

    • Elaborations:

    • Recognising the effect of words, symbols, gestures and body language on the way communications are received by others

Text structure and organization



  • Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

    • Elaborations:

    • using intonation and pauses in response to punctuation when reading

Sound and letter knowledge



  • Recognise sound—letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)

  • Elaborations:
    • saying words with the same onset as a given word (for example words that begin like 'd/og', 'bl/ue')



Strand: Literature

Responding to literature



  • Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)

    • Elaborations:

    • discussing characters from books and films and whether these are lifelike or imaginary (for example talking animals)

Examining literature



  • Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)

    • Elaborations:

    • discussing how plots develop including: beginnings(orientation), how the problem (complication) is introduced and solved (resolution)

Creating Literature



  • Recreate text imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

    • Elaborations:

    • writing character descriptions drawn from illustrations in stories


Strand: Literacy

Interacting with others



  • Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

    • Elaborations:

    • listening for details in spoken informative texts




  • Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

    • Elaborations:
    • Reporting the results of group discussions

Creating texts



  • 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)

    • Elaborations:

  • applying new vocabulary appropriately in creating text


The Arts

Create and display artworks to communicate ideas to an audience (ACAVAM108)




Lesson Outcome: (objective) To be able to recognize the use of small and capital letters. To know the use of full stops. Learning vocabulary words.

Lesson Structure : please see below




Time :




Teaching Approaches

Resources

5 mins


3 mins

  1. Sing a song of “Days of the Week Song 2: Youtube

Explain to the children the use of capital letters in naming the days of the week.


The teacher will ask the students to spell out the days of the week, while the children look on the board to follow.

  1. The teacher reads the story of Goldilocks and the three bears. Ask students if they can pinpoint the capital letters and small letters in the story. The teacher shows the words through the IWB so students can follow along. Introduce the full stop punctuation that used in the sentence.




To be able them to identify the use of capital letters

Provide the children with magnetic boards with magnetic capital letters and small letters


Teacher types further sentences onto the IWB from the story for further student exploration.
Throughout the lesson, students will learn about consonant digraphs, identifying words from the story including “th/ere”, “sh/e”, “th/is”, “ch/air”, and consonant blends including “br/oken”, “sl/eeping”, “still” “thr/ee”.


“Days of the Week Song 2


http://www.youtube.com/watch?v=mmKFEqw-MkE

10 mins


10 mins

17 mins


  1. Children are seated at their respective desk

Tell the children they are going to learn the punctuation. Ask the children the following questions.



  • Does anyone know what a comma is?

  • Why do we use a comma?

  • Show them on the IWB some of the text from the story where there is a comma and ask “why do you think the author has used a comma here?”

Tell the children you will read the sentence with a comma, and they need to listen and think about what they hear. Then read the sentence to the children and then ask them,



  • “What sorts of sounds could you hear in the sentence?” “Did you hear a difference in expression when I read the sentence?”

  • Reread the same sentence without the comma – see if students pick up on the difference in expression. Ask students the same question as previously



  • Draw a question mark on the IWB & then ask “does anyone know what this means?”


Whole Class shared story making



  1. Show some vocabulary words from the story of Goldilocks to be used in writing their sentences.

Introduce the punctuation, full stop for completing a sentence.

Children then work in pairs to make their own sentences using vocabulary words from the Goldilocks story.


Students who require extended learning, can design their own stories using pictures; words; and worksheets (See Appendix D)


  1. The children are asked to gather and form a circle and sits on the floor. Everyone is asked to read their story of Goldilocks.



Teacher to write the word “comma”, and draws the punctuation mark on the IWB


The teacher will ask two or three students to pin point the word.

Students may not at first pick up on the expression a comma represents.

Teacher may need to read sentences more than once for students to comprehend the difference a comma can make.

The teacher will give starter words to be used in making simple sentences. Examples such us “Once upon a time”… “Long time ago.....” “On the weekend......”
The teacher displays the sentence on the classroom display board. Students as a whole class, discuss the use of punctuation in/at the end of the sentences made.
Students choose various linking/connecting words from the classroom box containing these words, such as “and” “it” “because” “there” “was” “to”, etc.
The teacher will provide some smart games if time is available at the end of the lesson.

Activity :

Goldilocks word mat list (please see below Appendix C)


Resources:

  • Goldilocks book
  • Word mat list


  • Coloured pencils/texta

  • Various activity

  • Story template




Safety Consideration: All materials are safe to use




Assessment:

  • Student workbook

  • Student discussion




Reflection:

  1. Did the children enjoy writing the story?

  2. Did the children understand the use of capital, small letters?

  3. Did the children understand the full stop, comma, question mark punctuations?

  4. Did the children understand consonant digraphs and consonant blends easily? How can further learning help them in this learning?

  5. Did the children enjoy the activity?

  6. Were students engaged in their learning?

  7. Is there enough help for students who struggle?

  8. Did the lessons meet the desired outcomes?






Lesson Plan 4 Mini presentation in the class

Date: 20 October 2014

Key Learning Area

Year Level : Year 1

English

Content Descriptors:

Strand: Literacy

Interacting with others


  • Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

    • Elaborations:

  • giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words




  • Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

    • Elaborations:

    • experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems


The Arts: drama

  • Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028)

  • Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027)

  • Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029)




Lesson Outcome: (objective) To present a little re-enactment of the fairy tale stories.

Lesson Structure : please see below




Time :




Teaching Approaches

Resources

5 mins


  1. Advise students we will be acting out, the characters from the story.




  1. Ask the children to help in arranging the room. The children will get their mask for the characters of the story.




  1. Prepare the beds using the big foams, table, chairs, and bowls and make believe porridge.

The teacher will guide in arranging the classroom.

This is a whole class activity. All students will be involved in telling the story.





5 mins


15 mins

15 mins

5 mins





  1. Ask the students to sit on the floor




  1. Children group into 4 groups

(5 characters – goldilocks, 3 bears, narrator)



  1. The teacher will guide the students to say their own script. The teacher will help the students if they struggle. Students, who are more able than some students to read, can also be asked to help students who struggle with reading.




  1. The students will perform their mini presentation in small groups.




  1. The first set of the students will do the mini presentation, while the other students listen and wait for their turn. The presentation continues until all the children are given the chance to do the acting.


  1. Open discussion with the students about the story.




  1. Activity:

  2. Post all their work in the display board and pictures from their mini presentation.




  1. To finish off the sequence of lessons, students complete a self assessment sheet with questions about their learning experience.







Picture of a happy face

Picture of a sad face

I liked learning about Goldilocks and the Three Bears







I worked well as a group







I can explain what the beginning of a story is







I can explain what the middle of a story is







I can explain what the ending of a story is






Free time/games



The teacher will hand out the script to the children to read.

The teacher will guide the students in reading the script if there is a difficulty.

Students are encouraged to use facial/voice expressions as they do their presentation.

The teacher will ask if they liked this story and what they learnt from the story.


  • Is there anything they didn’t like about the story?

  • Do you think it is its okay to go into someone else’s house without asking permission? Why or why not?

  • Is it okay to eat someone else’s food without asking? Why or why not?



Play script of the goldilocks story. The participants are as follows: goldilocks, 3 bears and the narrator of the story

The teacher will take pictures to be displayed on the bulletin board/school newsletter.


Resources:

  • Goldilocks book

  • Big foams, table, chairs, bowls, spoon and make believe porridge

  • Colored pencils/texta

  • Various activity




Safety Consideration: All materials are safe to use.


Assessment:

  • Self- assessment sheet

  • Student workbook

  • Student discussion

Reflection:

  1. Did the children enjoy the play?

  2. Did the children learn moral values in the story?

  3. Did the children enjoy the activity?

  4. Is my lesson easy to follow?

  5. Is there enough help for students who struggle?

  6. Did the lessons meet the desired outcomes?


NEXT LESSON: MINI PRESENTATION TO BE PRESENTED TO THE PARENTS

Reflection:

The lesson plan I made is designed for young children where play is being used to grasp the ideas for my lessons. Each lesson is designed to be engaging and fun to maximize children’s learning of literacy. There is a cross curriculum involved where they learn Maths, Drama and The Arts in the given lessons. The whole series of lessons is based on the book Goldilocks and the Three Bears. First, the children learn the story of the book, and as it progresses, it teaches them how to act out the story and the sequencing of the story. It also teaches the parts of the story and how to write the story. This introduces the learning’s of capital, small letters and the punctuations comma, full stop and question mark. Finally, students have a mini presentation of the story.

As I reflect with my lesson plan, oral language had been given importance in developing literacy with the children. The child’s language development is one of the most important preconditions of literacy (Snow, Burns, Griffin, 1998). In my activities, the children are given the opportunity to use skills in speaking, listening, reading and writing. It is well provided with rich literacy resources that cater for all children in the class. The teacher uses modern technology through the use of smart board for easy access of activities. Support will be given to those students who are struggling in the lesson and student diversity will be acknowledged in my classroom. Again, there is a link between play and literacy development, supporting the theory for planning literacy-rich environments (Marsh and Hallett, 1999; Marsh and Millard 2000; Roskos and Christie, 2000). Play integrates speaking, listening, reading and writing, combined with hands on activities, and provides context for meaningful literacy practices. It is even guided by Vygotsky (1978) that symbolic play, drawing and writing can be combined in the process for the development of written language. Literacy is also linked to social play and The Arts (Dyson, 1992). It is understood the young children’s writing relates to exploratory play where it uses symbolic representation.
At the end of each lesson, I use an assessment in order to help me understand if the children have grasped the concept before considering the next step. The following questions will help the teachers focus and gain more knowledge and can make the lesson plan more flexible. As based on (Owocki & Goodman, 2002) the questions used in the assessment include: is the child successful in getting tasks done? Does the child need further support? Does the child appear comfortable? Is the child confused? Does the child work alone? Does the child prefer to work with others?

In conclusion, I would like to impart my knowledge from the learning’s I have learnt from this unit to the children. I will continue to grow professionally and update my skills to become an effective educator in the 21st century.

APPENDIX A: (Goldilocks and Mama bear)


APPENDIX A: (Baby bear and Papa bear) continuation



APPENDIX B: Goldilocks and the Three Bears Maths worksheet



APPENDIX C: Goldilocks word mat list:






















Punctuation marks

APPENDIX D: Story writing/Drawing Activity Sheet

My Story

My Name____________________ Title_________________________



APPENDIX E: Classroom layout (There is also a bulletin board, on top from children’s drawer to bookshelf and reading area).




R. B. Solis, personal communication, October 1, 2014

REFERENCES:



ACARA see Australian Curriculum, Assessment and Reporting Authority.

Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum v7.1: English. Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F-10?y=1&s=LA&s=LT&s=LY&layout=1

Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum v7.1: The Arts: Visual Arts. Retrieved from http://www.australiancurriculum.edu.au/the-arts/visual-arts/Curriculum/F-10?layout=1

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Appendix:

APPENDIX A: (Goldilocks and Mama bear)

APPENDIX A: (Baby bear and Papa bear) continuation

APPENDIX B: Goldilocks and the Three Bears Maths worksheet

APPENDIX C: Goldilocks word mat list

APPENDIX D: Story writing/Drawing Activity Sheet

APPENDIX E: Classroom layout



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