Year 2 Lesson Plan: Multimodal Recount of Sports Carnival Experience

This assignment presents a detailed lesson plan designed for a Year 2 primary school class, focusing on developing a multimodal recount of a sports carnival experience. The lesson plan is structured to take approximately 2 hours, integrating various activities to enhance student learning. It begins with an introduction that captures student attention by discussing their memories of the sports carnival and displaying relevant content on the whiteboard. The body of the lesson involves discussions to unlock specific tasks and opportunities for students to edit images, culminating in selecting five to six images for their recount. The lesson utilizes technology, including interactive whiteboards, iPads, digital cameras, computers/laptops, and software like Microsoft Photo Story and Adobe Photoshop Elements. Assessment strategies include checklists, rubrics, peer feedback, and self-reflection. The objective is to enable students to understand text organization, vocabulary, communication skills, and expand their ideas through discussion, ultimately producing a multimodal recount using technology. The lesson aligns with the Australian Curriculum and emphasizes the importance of classroom management, safety considerations, and catering to individual student differences.

Lesson Plan (Primary)
Lesson title: Establishing the sports carnival in a multimodal form Date: Year level: Two
Topic: Establishing a multimodal recount Duration of lesson: 2 hours
Links to the
Australian
Curriculum:
Learning areas Strands & sub-strands Content descriptors
English
Language
- structure of text and organisation
- Expressing and developing ideas
Literature
- Literature and context
Literacy
- Interacting with others
- Creating texts
Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event.
Students have taken part in sports carnival and with a common aim to complete after such an event and write a recount for the day. Recounts are well known
to students and they enjoy elaborating the whole thing which they have experienced. The ultimate goal is to move apart from given recount and make use of
Microsoft photo story to produce multimodal things.
Students’ background knowledge: What is your starting point – what do the
students already know, what have they done before, how does this lesson connect to or build
on their existing knowledge?
Students have a basic idea or experience about simple recounts and
are familiar with the use of computers/ ipads and various software’s
which they need during the lesson.
Teacher focus: What areas will you concentrate on yourself? e.g. classroom management, voice, body
language, student motivation.
Proper management of classroom only focuses on its proper managing and dealing
with technical problems. Some of the methods are:
 Proper management and allocation of experts.
 Creating protocol for classrooms which are particularly related to ICT.
Learning objectives: What will the students learn?
At the completion of this lesson students will be able to:
 Students can have a basic idea about text organization
 Making a proper understanding of the vocabulary about the similar
topic.
 Making use of effective communication skills.
 Expanding their idea during the time of discussion.
Learning environment and resources: Where will this lesson take place? e.g. indoors/outdoors. What
resources will you need to have prepared?
Learning environment:
 Classroom and/or technology lab.
Preparation:
 Capturing of pictures during sports carnival.
 Preparing proper equipment for it.

Resources:
 Board graphic organizer.

Hardware
 Interactive whiteboard (IWB)
 iPads
 digital cameras
 computers/laptops
Software
 Microsoft Photo Story
 Adobe Photoshop Elements
 app for iPad known as keynote
 PowerPoint (Windows) or Keynote (Mac)
Safety considerations:
 ICT policy
 Keeping devices away from the place of food and drink.
Assessment strategies: How will you identify what the students have learnt and how will you record this?
 A checklist to record participation and student responses throughout the activity (see appendix).
 A rubric to assess the completed multimodal recount (see appendix).
 Peer feedback after presentation of recount (this may extend over a number of days to allow all groups to present).
 Self-reflection using a pictorial rubric (see appendix).
Stage of lesson Approx.
time
Pre-service teacher’s actions
What will you do during this time? What prompting questions might you need to
prepare? How might you assess and record student learning? How will you cater
for individual differences?
Student actions/tasks
What will the students be doing during this time?
Stage 1
Introduction
How will you gain the
students’ attention,
engage the interest of
the students and
15–20
min.
Various students are asked about the things that they can
remember about the day.
Displaying the proper content on the WB.
Making a summation of pair share discussion.
Think pair share will help the students in spotting difference
between their memories about the event and various photos
provided to it .

introduce the
concept(s)?
Stage 2
Body of lesson
Describe each activity
and the order in which
they will be undertaken.
50-60
min. Establishing a proper discussion with the students to unlock
some particular part of the specific task.
Establishment of opportunities by making an edition in the
image part and at the end of the discussion it is checked
that all the work is saved
Students to select five to six images for their recount (five-
minute time limit for selection).
Stage 3:
Conclusion
How will you draw the
lesson ideas together so
that the students can
evaluate what they
have learnt? How will
you prepare the
students for the next
task?
30-40
min.
Drawing the attention of whole class about the fact that
specific task can be achieved and success for its recounts Selected candidate is requested to respond feedback of various
question and providing particular answer to it.
Mentor teacher comments: Pre-service teacher comments: