Lesson Plan

Day: Wednesday
Primary

Date: 26/8/15 Time:10am Year: Pre-

Learning Area: Literacy Topic: Responding to text

Curriculum content description:

(from ACARA) Respond to texts,

identify favourite dories, authors or illustrators.

Students prior knowledge and experience:

(Outline what the students already know about this topic) Students have already read many
stories, and are able to identify favourite characters and authors.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here) Engaging with humour, favourite ideas, characters, jokes or lines.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
(What will students know and be able to do at student learning) The students will tell me or
the completion of the lesson specific,
a friend their favourite stories and
concise and attainable objectives) Improving characters. Students will write or draw their
the students knowledge of the oxford work
favourite character form the story.
list, being able to identify favourite
characters and stories and respond to the
ideas in text using pictures, words or writing.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required) -Loan out a book from the library (Jonah and the whale)
-Have whiteboard with pre-written question/sentences
-Colouring/drawing implementes, i.e pens, pencils and windups
-Paper to write and draw on

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments) Students who are able to identify their favourite
characters or stories verbally and draw it will then be able to write a sentence about them
(high achievers).
Students who struggle to draw and write will identify their favourite character orally and
then try draw a picture. The student will then choose a sentence and I will scribe for them.

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Timin Learning Experiences:

g:
1.

Introduction: (How will I engage the learners?) Get the students

attention, (hands on head, hands on shoulders, ears, etc until focused).
Ask students if they have any favourite books from home, and why are
these their favourite books?

2.

Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)
After asking the introductory questions and having all learners engaged,
read the selected pages from my book, stop and ask questions whilst
reading to keep the learners engaged.

5
Minute
s

2
Minute
s

Why do you think the whale swallowed Jonah?

What would you do if you were swallowed?

2
Minute
s

Finish reading the raining pages until Jonah is spat back out by the whale,
Why do you think the whale spat out Jonah?
Get students to draw their favourite characters on the piece of paper and
write names on the top. If students finish early they will write who their
favourite character is and colour in their picture.

2
Minute
s
5
Minute
s

3.

4
Minute

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Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?) Get students to share what they have written
down and drawn with the rest of the group, and explain why they have
done this. Reaffirm that we read the story and responded by choosing or
favourite characters, lines or scenes.

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Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
I would change some of my questions and allow them more time to answer (wait
time) to allow a more diverse range of answers. The book was a good choice as
the story and pictures were engaged and age appropriate. Some of the questions
didnt work as they may have been too complicated for the students.

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Lesson Plan
Day: Thursday Date: 27/8/15 Time: 12pm Year: PrePrimary
Learning Area: Mathematics Topic: Sequencing and
comparing
Curriculum content description:

(from ACARA) Use direct and indirect

comparison to decide which is longer or heavier.

Students prior knowledge and experience:

(Outline what the students already know about this topic) Basic knowledge of sequencing in
regards to sizes of contrasting objects. For example, students know a dog is bigger than a
mouse.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here) Putting objects side by side and comparing, then sequencing.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
(What will students know and be able to do at student learning) Students will complete a
the completion of the lesson specific,
worksheet that will display their level of
concise and attainable objectives) Students
understanding in regards to sequencing, this
will be able to successfully order objects in
will then be assessed by the teacher.
terms of height, weight and general size
through comparison.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required) -Print out the worksheets for students to cut out
-Glue
-Spare paper to glue on to
-Colouring implements, pens, pencils etc
-Balls of different sizes

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Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
Students who finish early will be able to colour in all of their cut outs on the art paper and
then there will be free time.
Students who are struggling will be offered extra help and given hints to send them in the
right direction without giving away the answer. Students will be assisted with cutting out the
objects if they are struggling.

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Learning Experiences:
1.

Introduction: (How will I engage the learners?) Ask the students

engaging questions and allow everyone to get involved by putting
hands up for voting or asking questions. I have two balls in my hand,
which one is bigger? Is an elephant bigger than an ant? Who here
has seen an elephant? (only allow two answers). (6-7 Minutes Max)

2.

Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities
will the students be involved in to help achieve the learning
objectives?)
The students will do a whole class sequencing activity, by ordering
the students from tallest to shortest it will allow a visual
representation of sequencing.
After this sequencing activity the students will break off into smaller
groups. Each student will receive a piece of paper with three bears,
chairs, and beds of varying sizes, and a spare piece of paper to glue
them on to in size order. (Biggest bear, chair and bed from top to
bottom in descending order). If the students finish this cutting and
gluing activity early they will colour in the cutouts and move on to
the next activity. (10-12 Minutes)

3.
4.

3.

Lesson conclusion: (How will you summarise the learning and

relate it to the lesson objectives?) Ask students why they put them in
the order that they did, the answer should reiterate the idea of
sequencing, biggest and the top smallest at the bottom. Get the
students to share with each other before they leave for the next
activity. (5 Minutes)

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Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change?
Why?) The activity worked as it was very age appropriate and kept the students
engaged and on task. It was difficult to keep everyone on track whilst on the mat. If i
could change the lesson I would move the students off of the mat and into groups
sooner as they lose interest sitting for too long, or I would use a prop (puppet).

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