Lesson-Plan-Lesson 3

Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: Pre-Primary
Time: 9am Date: 06/04/2016
Students Prior Knowledge:

-
Learning Area: English

Strand/Topic from the Australian Curriculum:
ACELA1434 Recognise that texts are made up of words
and groups of words that make meaning
ACELY1647 Deliver short oral presentations to peers
ACELY1784 Use interaction skills including listening while
others speak, using appropriate voice levels, articulation
and body language, gestures and eye contact
General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence
phonemic awareness
alphabet knowledge
sight words
SATPIN words
basic use of the iPad
basic characteristics of a story
Ethical
behaviour
creative thinking
Personal and
Social
competence
Intercultural
understanding
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)
Asia and Australias engagement with Asia
Sustainability
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Create an audio and visual recording using iPads
Use sight words and SATPIN words to create a story, displaying appropriate interaction skills throughout
Teachers Prior Preparation/Organisation:
-
Laminated SATPIN word cards

Laminated sight word cards
Fully charged iPads
Assessment Checklist
Provision for students at educational risk:

-
one to one guidance (student teacher

shadowing)
Gabriella & Samu: ESL
guide sounding out the words
provide extra time
Toki, Leon & Ben
speech impediments
one to one guidance

LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Were students able to able to recognize the SATPIN words?
Were students able to able to recognize the sight words?
Were students able to put the words into a story effectively?
Were students able to create a story that included the appropriate characteristics?
Were students able to use the iPad effectively?
Teacher self-reflection and self-evaluation:
Were the lesson outlines and instructions clear?

Was the motivation appropriate for students?
Were the students engaged in the lesson?
Were students kept within their ZPD, were they challenged?
Was the content taught effectively and were instructions clear?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
Motivation and Introduction:
9:00
Mat session:
Resources/References
Good morning boys and girls. Today we will be using our iPads to create our
own stories.
Does anyone know what happens in a story? Wait for students to answer with
basic characteristics of stories.
9:10
Read the story: The Cat in the Hat with students. I need your help while Im
reading this. Do you think you can point out these characteristics we were
talking of when we come to them?
The Cat in the Hat

iPads
Split class into pairs and allocate each pair an iPad.

9:20
Lesson Steps:
This task will go for 20 minutes, with students swapping over with their
pair after 10 minutes.
1. One student is to select a handful of laminated cards from the
selections spread out on the tables. Students to read the words aloud
and ensure they know the word and its meaning.
2. Student to create a story using the words.
3. The other student is to record the story using the camera setting on
the iPads.
4. Students to swap roles.
Laminated sight word

cards
Laminated SATPIN
word cards
Checklist

9:40
Lesson Closure:
Students to return to the mat using 1, 2, 3 look at me cue.
Did everyone enjoy that activity?
Did anyone come up with a story that they want to share?
Listen to two stories from students and then show a video a student made.
What have we learnt about using our different types of words today? (they can
be used in sentences, they can be used to create stories).
Interactive Whiteboard
to view videos
Transition: (What needs to happen prior to the next lesson?)

Review students videos and display around the room for students to view.
Determine if any students still need assistance with understanding and using
the SATPIN and sight words.
Checklist
Assessment: (Were the lesson objectives met? How will these be judged?)
Finished video products display the students understanding of SATPIN words
and sight words.
Observation of students presentations skills during the creation of their video
and the final product (see checklist).

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Appendix 1

Time: 9am Date: 06/04/2016

Students Prior Knowledge:

Learning Area: English

General Capabilities (that may potentially be covered in the lesson)

Cross-curriculum priorities (may be addressed in the lesson)

Asia and Australias engagement with Asia

Laminated SATPIN word cards

Provision for students at educational risk:

one to one guidance (student teacher

Were the lesson outlines and instructions clear?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Motivation and Introduction:

The Cat in the Hat

Split class into pairs and allocate each pair an iPad.

Laminated sight word

Transition: (What needs to happen prior to the next lesson?)

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