Teaching Gifted Students: English Lesson Plans

This assignment provides detailed lesson plans for teaching gifted students in English. It includes the syllabus elements, teaching methods, and assessment techniques used to enhance their learning. The lesson plans cover topics such as transitive and intransitive verbs, conjunctions, and presentation skills. Regular tests are conducted to monitor performance and make improvements. The assignment also mentions the use of laptops and internet applications for enhanced learning.

Develop four (4) lessons
utilising any teaching model
and/or strategy

TABLE OF CONTENTS
DEVELOPMENT OF LESSONS...................................................................................................1
Stage, year and topic overview...............................................................................................1
Pre-test....................................................................................................................................1
Analysis of Pre-test.................................................................................................................1
Lesson Plans...........................................................................................................................2
Justification.............................................................................................................................5
REFERENCES................................................................................................................................7

DEVELOPMENT OF LESSONS
Stage, year and topic overview
Lessons on English grammar will be prepared for Stage 2, Year 4 students. They will be
based on NSW syllabus.
The first lesson will consist of direct and indirect speech with punctuation, adjectival and
adverbial phrases, transitive and intransitive verbs (Syllabus elements, 2018).
The second lesson will consist of subordinating conjunctions for building complex
sentences.
Overall, these lessons will help gifted students to understand English grammar of Year 6
and will be provided with tests that have to be attempted by them (Sweet, 2014).
Pre-test
Pre-test for both lessons included a 5 question multiple choice quiz. It was an offline quiz
and it took the students 3 minutes to answer 5 questions. It was observed that there was
efficiency and effectiveness in students' understanding. It shows that they had the required
knowledge to attempt the given questions , well before teaching them.
Analysis of Pre-test
Gifted Students
4 out of 35 students were able to score full marks in the pre-test that was conducted. They
have been identified as gifted in English and they have managed to regularly attain excellent
results in this area of study. They attend enrichment classes once a week and analysis of these
classes depict that they are always present in the top 5.
Core Students
6 students attained 4 out of 5 marks, 10 students scored 3 out of 5 marks. While 10
students out of 35 achieved 2 out of 5 marks. Finally, 3 students managed to get 1 out of 5 marks
. They showed minimum understanding of topics which include direct and indirect speech (West,
2017).
Learning Support
2 students did not possess the ability of understanding questions asked in the quiz. They
will attend withdrawal lessons from learning support teachers for 4 different lessons each week
while working with class teacher on remaining lessons (Watkins, 2014).
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Conclusion
Pre-tests show that there are gifted students present in the class, that have capabilities of
understanding English Grammar. 4 students will require more challenging lessons, while
majority students will require to enhance their skills. 2 students will have be given lessons and
training so that they will be able to build understanding and create proper sentences.
Lesson Plans
The lesson plans are 60 minutes long and have been created with accordance to school
timetable. These plans do not consist of objectives for learning support students because they
will have a different timetable that will be provided by their learning support teacher (Suryati,
2015). Lessons for gifted students will be given topics so that there is utilisation of various
applications.
Day 1
Core Gifted Assessment
Warm up  Students will be given
sentences that have to be
analysed and
ascertainment of type of
sentence has to be done.
 Discussion of different
types of sentences that
have been ascertained will
be done.
 Question 1:
Create direct
and indirect
sentences.
 Question 2:
Make
sentences using
conjunctions.
 Students will
use Microsoft
word to
complete these
questions.
Discussions, responses
and observations for
core students
Proper formation of
sentences for gifted
students
Body  Students will individually
work on punctuation.
---
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 Students will create
sentences using
punctuations.
Plenary  Discussions will be done
to assess each student's
work.
--- Worksheets for core
students
Assessment for gifted
students
Resources  Worksheets
 Blackboard teaching
 Tablets for students
 Laptops for
students
 Microsoft word
Day 2
Core Gifted Assessment
Warm up  Students will learn about
adjectival phrases.
 Students will create
adjectival phrases
 Students will discuss
phrases that they have
made
 Students will
create
sentences using
adjectival
phrases
 Students will
be given a
topic on which
they have to
write about
 Students will
upload their
work on a blog
Discussions, responses
and observations for
core students
Proper formation of
sentences for gifted
students
Body  Students will discuss their
phrases with class teacher
 Students will learn how to
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use Microsoft word
Plenary  Students will understand
how to use Microsoft word
Worksheets for core
students
Guidance for gifted
students
Resources  Worksheets
 Blackboard teaching
 Tablets for students
 Laptops for
students
 Microsoft word
 Blog website
Day 3
Core Gifted Assessment
Warm up  Students will understand
adverbial phrases
 Students will create
adverbial phrases
 Students will discuss
phrases that have been
created
 Students will
use adverbial
phrases in
topics for the
blog
 Students will
create a
differences
table between
transitive and
intransitive
verbs
Discussions, responses
and observations for
core students
Proper formation of
sentences for gifted
students
Body  Students will be given role
play task
 Students will have utilise
phrases that they have
created in the play
Plenary  Students will learn how to Group activities for
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work in a group core students
Assessment for gifted
students
Resources  Worksheets
 Blackboard teaching
 Tablets for students
 Laptops for
students
 Microsoft word
Day 4
Core Gifted Assessment
Warm up  Students will learn about
transitive and intransitive
verbs
 Students will utilise both
types of verbs
 Students will give test on
all lessons learnt
 Students will
write about
conjunctions
and their usage
 Students will
post their work
on blog
Discussions, responses
and observations for
core students
Assessment of website
usage for gifted
students
Body  Students will work in
groups and create a project
on types of verbs
 Students will present the
prepared project
Plenary  Students will enhance their
presentation skills
Microsoft word for
core students
Uploading of blogs for
gifted students
Resources  Worksheets
 Blackboard teaching
 Laptops for
students
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 Tablets for students
 Microsoft Word
 Microsoft word
 Blog website
Justification
These lesson plans will help in teaching gifted students in such a way that they are able to
enhance their learning through challenging tasks. The level of which tasks have been provided is
advanced and it will give some pressure on these students. The process will allow them to learn
how to use laptops and various applications with the help of internet (Symons, 2015). They have
an opportunity to crucially think as they have to write essays on certain topics. Assessment will
be done various methods which include their ability to use imagination. Tests will be conducted
regularly, so that there is monitoring of performance and analysis for making improvements or
modifications. These lessons will be taught in an environment where students are given
opportunities to use their capabilities and brainstorm through many ideas (Yuen and et.al., 2018).
They will be able to use their gifts,which will enable them to learn many things well before time.
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REFERENCES
Books and Journals
Suryati, N., 2015. Classroom interaction strategies employed by English teachers at lower
secondary schools. TEFLIN Journal. 26(2). pp.247-264.
Sweet, H., 2014. A new English grammar (Vol. 1). Cambridge University Press.
Symons, C., 2015. Investigating Functional Grammar Analysis as an Instructional Tool for
Meaning-Making with Fourth-Grade English Learners.
Watkins, P., 2014. Learning to teach English. Delta publishing.
West, A.S., 2017. The elements of English grammar. Cambridge University Press.
Yuen, M. and et.al., 2018. Differentiation in key learning areas for gifted students in regular
classes: A project for primary school teachers in Hong Kong. Gifted Education
International. 34(1). pp.36-46.
Online
Syllabus elements. 2018. [Online]. Available
through:<https://syllabus.nesa.nsw.edu.au/english/english-k10/syllabus-elements/>
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