Where The Forest Meets The Sea – An Inferential Comprehension Lesson Plan for F/1/2


Summary of Lesson Plan:

In this lesson plan, students learn to infer based on the text, ‘Where the Forest Meets the Sea’. After looking at photos and brainstorming, students create posters to push their own message (Author’s Purpose) and reflect with their peers on how effective their poster was.

Australian Curriculum Links:

Foundation English (Literacy):

  • Interpreting, analysing, evaluating – Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
  • Interacting with others – Listen to and respond orally to texts and to the communication of others (ACELY1646)
  • Use interaction skills including listening – participating in speaking and listening situations / asking questions (ACELY1784)
  • Creating texts – Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge  (ACELY1651)

Science- Biological Sciences:

  • Living things have basic needs, including food and water (ACSSU002)

General Capabilities:


Lesson Plan Sequence:

Lesson Objective:

By the end of the lesson students develop inferential understandings about the author’s message re: protecting the environment.

Big Ideas:

  • The World Around Me: Past and Present. Where do people live?
  • Students make connections to a previous science lesson and explore sustainability.

Learning Styles:

Aural, Visual, Bodily-kinesthetic, Intrapersonal, Intrapersonal, Naturalistic, Multiple ways to demonstrate learning.

Teaching and Learning Strategies:

  • Tuning In – Students discuss which rainforest photos they like and why, connecting to prior learning [investigating and sharing ideas]
  • Hook and Hold – Arouse curiosity, recall knowledge about rainforests
  • Group discussion – Students talk about text and make text-to-self and text-to-world connections [evaluating and understanding]
  • 5 e’s – students explain and elaborate on their understandings during conversation.
  • Transition – Art (Explain to students that they are creating a poster using recycled objects incl. wool, buttons etc.). They can use any materials, images and/ or text to relay their message about saving the forests. When students are asked to bring in recycled items for their poster it also involves parents in the learning process.

Lesson Guide:

  • Display rain forest photos from Science. Students discuss which rain forest photos they like and why, connecting to prior learning.
  • Grand Conversation Explore Inferential Meaning and explain that students will be looking to read “between the lines”. Ask students what they think the line means: But will the forest still be here when we come back? (p. 25). Use Blanks levels of questioning to address different cognitive stages.
  • Create a Mind Map/ talk about sustainability using the following questions as prompts: Why does the author suggest the forest might be gone? How can we look after our forests? What kind of things do we chop down trees for? Do our actions affect any animals or plants? Use Socratic questioning to address higher order thinking skills.
  • Hands-on engagement Students create a poster with the message “Save the forests” (words are on the word wall and IWB)
  • Explain to students the assessment requirements and show them an already finished exemplar poster (point out positive aspects including a title/ message, colour, materials…)
  • Encourage students to recall, name and explain their ideas about saving the rain forests/ forests using their own narrative and imagery
Students a create a short text (Some students benefit from a small writing workshop with explicit instruction from the teachers aide Appendix B) Some students are unable to write and should be encouraged to use images to express their thoughts and feelings


  • Formal Product Assessment (Poster – Appendix C – See Rubric)
  • Formative Assessment (observation – Appendix D)




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