Lesson Plan 9 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date

Communicating Thursday 19/10/17
Active learning Duration
Wellbeing Focus lesson take
Connectedness approximately 10 mins x 3
Identity children
Context for learning: 20 children 3 children in the
Routines & transitions
activity =6.6 groups of 3
Real-life engagements
students
Play
6.6 groups x 10 mins = around
66 mins just over an hour.
Does this build on prior experiences/interests of the children?

Built from prior interests of children. The book The Rainbow serpent by Dick Roughsey and When the snake bites the sun by Pamela
Lofts.

What is the focus? About what am I being intentional? Will I observe/record information?
Formative
Observing students express their interpretation of a rainbow serpent.
Fine motor skills for the dot painting

Linked to Australian Curriculum Foundation to Year 2 Content Descriptions, the Arts, Visual Arts:

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in
artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106 - Scootle )

Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107 - Scootle )

Guiding Behaviour Consider what you need to put in place to support children:

Expectations of childrens behaviour: Children are to use 5 stars listening (Your eyes are looking at the person talking, your ears are
listening lips are together, hands are folded in your lap and legs are crossed or keeping feet quiet).

Preventative strategy Sensory regulation for high, moderate and low learning ability students.

Emily and Harper may need extra support from Supporting Teacher. Small groups outside and rotational activities for others.

Resources:
The Rainbow serpent book
Fabric paints
Brushes
aprons
Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.
Engagement strategies foe Emily, Harper and Om.

You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think though how you will engage with the
children, the language you will use, the questions you might ask etc.

Transition Goals Derived from QKLG

How will you After reading the book The Rainbow serpent,
Standard:2.2
transition to this selecting 3 students to join me in the art room
section of your Standard: 5.1 top start creating our kindy shirts.
day/next
Then allowing boys to go first then girls.
activity/lesson?
 Small groups of friends can self-select this
activity.
Introduction: Intro.: Show the students the equipment. While
Introducing the Standard 2.2 I hold the shirts still, getting students to draw a
topic and settling rainbow serpent.
children The book will be nearby for student to be
inspired by it

Body: Body:
Standard: 4.3
Dot painting show students how to dot paint.
Standard 2.2 Get students to demonstrate the method on
scrape piece of paper.

Conclusion: Conclusion:
Standard: 1.3
Leave to dry over morning tea break then
continue the back on the shirt and place two
hand prints.

Transition to Students will move to another activity once

Standard: 1.2
next activity finished painting front of shirt. The students
will the select another friend to join me in the
art room to create their Rainbow serpent Kindy
Shirts.
Evaluation / Reflection:
It was very stressful drawing the snakes on the front of the shirts. After the first group, I decided to get them to practice drawing their
rainbow serpent before drawing on their shirts. I prompted the students to remember to draw a head, long thin body and pointy tail.
About way through the dot painting I noticed the dots were not defined. So, I decided to scaffold dot painting by only making three
dots, then re-dip.

Notes: