Lesson Plan - Explanations

Following is one of my typical lesson plans constructed for classroom implementation. The most important features are highlighted for their correlations to particular aspects of the graduate standards, but as a whole demonstrates my ability to plan and implement purposeful and engaging lessons.


Outcomes - Each lesson plan must have at least one selected outcome, from the relevant NSW BOS syllabus document. This ensures that the lesson has a meaningful aim, and that learning is applicable to the curriculum.
Links with Previous Learning- It is important that lessons are sequenced, so that students are best able to see the relevance of each lesson to their learning. Building upon prior knowledge is essential fort he success of a lesson.
Jenny Eather website- The use of such a website demonstrates the capacity to use technology and more specifically the Internet to produce meaningful and interactive lessons.
Specific Indicators/Assessment Strategies-Every lesson must utilise a number of assessment strategies to detail student's obtainment of particular outcomes. These levels of obtainment is demonstrated with the comparsion of student's understadning to specific indicators.
Questioning-Is an essential element of lesson planning. Questions allow for students to seek greater understanding and meaning within their learning, but also allow for teh teacher to gauge student's levels of comprehension. This means that teachers are able to better promote student learning, as they can explain a point with more detail, clarify knowledge or check understanding.
Variation/Scaffolding- Designing a lesson with some levels of scaffolding or variation, ensure that all student's learning needs can be meet. For students who need challenging, extension activities can be provided and for student who need a little more assistance, scaffolds can be put in place who give some extra clues. It is essential that all students experince success and are promoted to extend their learning. Therefore this is an essential element of planning.
SMART board-Using a SMART board in the classroom is a fantastic way to integrate technology. Students are able to freely interact with their learning, and the teacher able to produce more engaging lesson for their students.

KLA: English
Unit: Explanation Writing
Grade: 3
Date: Wednesday, 5th November
Duration: 40mins
Number in Lesson Sequence: 2

Lesson Focus
Independent writing – Explanation text type. Own selection of topic or using the provided How to Make Chocolate presentation.

Stage: 2
Strand: Learning to Write
 WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.

Links with Previous Learning
Students have been introduced to the Explanation text type, have jointly constructed an explanation on Butterflies, used a fact file to construct an explanation on spiders and written an independent text on their own topic. 
Preparation Before the Lesson
Jenny Eather website accessed and SMART board ready to go. How to make Chocolate slide show also ready. A scafolded text type sheet created and reproduced for students needing additional support.

Specific Indicators 

1) Uses other texts as models for aspects of writing such as text organisation, grouping of information under headings
2) Identifies key words and phrases

3) Writes simple sequential explanations
4) Uses present tense in factual writing 

Assessment Strategies 

1) Uses knowledge from previously constructed texts, and the provided scaffold to follow the correct structure.
2)Includes in their writing key words and phrases related to the topic of spider’s webs
3)Follows the simple explanation structure
4) Uses correct present tense in their explanation writing












Teaching Sequence

Resources, Organisation and Questioning




Teacher shows the text type scaffold and re-caps the different components, asking for student’s responses. 

Loads and talks through the process of making chocolate on the SMART board

Responds to questions to re-cap purpose and features.   Watch and respond to questions.

Students are sitting on the floor facing the SMART board.   

What do you think will happen next?
What happened before this?
What does that mean?

Main Body

Asks students to move to desks and for someone to hand out books. 

Monitors student’s progress as they work on constructing an explanation.  

Students move to their desks, and receive their writing books.  

Students use their writing books to construct a simple explanations text, using the provided fact bank on their worksheet.

At their desks, using their writing books. 

Variation- Scaffolded text type sheet provided for  student who need additonal assistance, rather than writing in their books.


Teacher calls the students back to the floor, asking for someone to collect the work. 

Re-cap of some of the main points students were writing about, and how they were structuring their responses.

Students hand in their books and return to the floor.   

Discuss the main features of their explanation- structure and content.  

Students move to the floor