SHANGHAI LESSON PLAN

Pre-service Teacher name: Date:

Danielle Monjean 16.5.19
Year level/ age range & number of students: Highlight planning process:
P3A Planned collaboratively with Supervising Teacher
Estimated duration of activity: Planned collaboratively with peer
Planned independently based on ST lessons
40 minutes Planned Independently
Deconstruction of Supervising Teacher’s lesson
Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies
and Languages)
English
Specific Topic: (including Australian Curriculum content descriptor)
Freeze Frames

Learning intentions: (Descriptions of what learners should understand and be able to do by the end of a learning period, the
‘what and why’ of the learning task: ‘We are learning to …. (learning intention ‘what) so that we can …… (learning intention
‘why’))

We are learning to make a freeze frame drama so that we can review the story in the correct sequence.
Success criteria for students: (clear and specific measures of how students have met the learning intentions, i.e. how they
are going with the task, this can include both learning content and strategies; ‘I know that I can do this when I have ……)

I know that the students will have successfully achieved the learning intentions by correctly picking 5 key
events, sequencing these in order and acting out the freeze frames to retell the story of Antony and
Cleopatra.
Assessment: formative/ summative
Formative assessment:
- Children will show understandings of the story through their freeze frames and review of the book
- Observing interactions between children and their conversations.
- Observe the students freeze frames to assess whether they have understood the sequence of the
book
- Ensuring to go to each table group for observation.

Preparation/ organisation/ resources:

(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)
- Pre-read the end of the book
- Prepare PowerPoint
- Have the child’s version of the book ready

Key vocabulary:
- Beginning
- Build up
- Problem
- Resolution
- Ending
Differentiation: (Are there any students that I need to personalise the activity for)
Specific student needs: learning/ behaviour Adjustment and considerations

HA- Choose their 5 key moments to put into freeze Assist students of need
frames
MA- Use the 5 key moments discussed as a class
LA- Perform 3 key moments beginning, problem,
ending) discussed as a class
Lesson running schedule: Time frames
What skills and strategies will be used by students? What range of teaching strategies will I use? Approximate time frames
Transition: (physical shift/ mind shift: how will I transition students from previous activity to 2 minutes
this activity in an orderly and time efficient manner? How will I gain and focus their attention?)
Begin lesson:
Teacher: ‘Class begins’
Students: stand and say, ‘stand up’
Teacher: ‘Good morning P3B’
Students: ‘Good morning……’.
Introduction: (hook/ tuning in: how will I gain the interest of the students in the topic?) 3 minutes

- Recap on story so far by asking questions:

1) Who are the characters?
2) What is the setting of the story?
3) What has happened in the story so far?

- Teacher to get students to make predictions about what they think will
happen in the end of the story?
– ‘What do you think will happen at the end of the story?’
– Discuss with your table groups
– Share discussions with groups

Pre-service Teacher facilitated mini-lesson: (explicit teaching & modelling of topic 5 minutes
content, strategies and learning focus, explanation of learning intentions) Adapt to less time for
- Finish reading the story to the students and the children follow along younger children)
with their shoulder partners with their own book.

- Reading from page 41 to 58.

Student focussed work period: (Students collaborative or independent student work 25-30 minutes
period; how will students engage with the topic, how will I check all students understand the
activity, how will I use proximity to determine their understanding and give specific feedback
relating to success criteria)
- As a class, review the book through the story mountain (introduction, build up,
problem, resolution, ending).
- Outline 5 key moments from the book following the story mountain as a class.
- As a class, brainstorm ideas of actions that can be made for each
- Students to use their key moments or choose their own to perform freeze
frames to class in table groups
- Teacher to state the rules

- Spend 5-10 minutes in table groups discussing what they could do for their
freeze frames
 - Each group will act out the story using the 5 different freeze frames
Conclusion WWW reflection: (How will I transition students to the close of the activity? 2 minutes
How will I determine if they fulfilled the success criteria and learning intentions? How will I
include student voice and my feedback on what worked well ‘WWW’ in relation to learning and
the learning strategies they used?)

Discuss the student’s thoughts on the book. Ask:

1) Were your predictions correct?
2) What are your thoughts on the whole book?
3) Is the book fiction or non-fiction?
4) What is the purpose of the book?
– To persuade?
– To inform?
– To entertain?

Conclude lesson:
Teacher: ‘End of class’
Students: stand and say, ‘stand up’
Teacher: ‘Goodbye P3B’
Students: ‘Goodbye ……’.

EVALUATION & REFLECTION: How effective was the lesson?

Did the lesson go as planned? Did I organise and manage the activity well?
Did I use effective communication? Did I provide clear directions?
Did the students achieve the specific learning intentions? Were there any students that I needed to differentiate the activity for?
How would I improve in my next planned activity?
Students
Level of Engagement
low high
Behaviour
low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Assessment
difficult to carry out
easy to carry out
allowed for range of student
unrelated to outcomes responses

Student feedback:

Supervising Teacher feedback:

Pre-service teacher evaluation: What worked well? If you were to use this lesson again, what changes would you make?
What did the children learn in the lesson?
At the beginning of the lesson, the children were about to develop their prediction skills to predict what will
happen in the end of the book. Good responses were given. The children were able to finish reading the
book and recap on the whole story through this lesson which assisted in developing their knowledge of
sequence.
What was the children’s prior learning and how was this built upon?
The children have already read the first two chapters of the story and this was extended on through finishing
the book. The children have explored adjectives previous this week so they were able to put this into actions
when acting as the different characters though the freeze frames.
How did the children progress throughout the lesson?
Through modelling and undertaking the acting, the students progressed their knowledge of the story line.
What strategies were used to promote a good learning environment?
I ensured that throughout predicting to remind them that all answers are correct and there is no wrong
answer for predicting. While acting, the students had a free choice on what they were to act which enabled a
good learning environment.
How did children learn new vocabulary?
Exploring use of adjectives in a different way through acting assisted in developing the new vocab.
How was the lesson differentiated to suit the needs of the children?
HA- Choose their 5 key moments to put into freeze frames
MA- Use the 5 key moments discussed as a class
LA- Perform 3 key moments beginning, problem, ending) discussed as a class
As it was in groups, all children were able to work together to meet the higher ability requirement.
It was important to have a teacher working with the lower children, to help them understand what they had
to do and assist with ideas.
How was questioning used to move learning forward?
Students were asked to recap on the storyline at the beginning as well as offer ideas and actions that could
be used in their performance.
What did each adult do to support learning?
Both adults walked around the room observing conversations while planning and offering different ideas
when needed. The adults ensured that the children were on track and had ideas for each of their scenes.

What will you take from this lesson?

 Each lesson I do gives me more confidence.
 The language I use sometimes needs to be improved, use simpler language that all students will
understand.
 I received positive verbal feedback on my lesson about how I repeat the instructions and made it clear
with what they students needed to do.
What do you think could be improved in this lesson?
At the beginning of the lesson, I forgot the student’s version of the story book so my mentor teacher needed
to go and get them while I was teaching. Next time, I will need to remember his and have this organised
prior to the lesson.
I can also improve emphasising my reading and make it more theatrical when reading the dialogue in the
book.
I need ensure there is enough time for all performances to be completed as only half the class completed
their performances today.
Planning for next lesson: What information did this unit provide about the future teaching/learning needs of these
students?
Need to watch Albert from distracting other
Need to ensure that Joshua is getting involved and having input
How will I adapt for next lesson:
As this lesson was a success, I will keep the structure the same. I will allocate less time for the review and
planning, allowing 15 minutes for the performances.
I will also add pages numbers on the PowerPoint of pages where there are pictures, they can imitate or gain
ideas from for the different scenes.

P3A

Evaluation of adaption
P3A were successful in being involved in the discussions as many different students raised their hands
and offered comments about the characters, setting, storyline and their predictions for the end of the
book.
The students read along with me while reading the rest of the book and were very engaged throughout
this.
When it came to preforming the freeze frames, the students engaged in this experience really well.
Although the groups that performed undertook the freeze frames correctly, there were two groups who
were shy and did not want to perform.
At the end of the lesson, the class was involved in a class discussion about their thoughts on the book,
whether it was a non-fiction or fiction story as well as choosing and explaining their reason as to their
thoughts if the book was written to persuade, inform or entertain. This extension from last week
produced great class discussion.