Professional Practice 2

Lesson Plan Name writing and drawing self

Learning Development Area: Year level: Kindy
Communicating
Active learning Learning Area:
Wellbeing Literacy
Connectedness
Identity Implementation Date:
Context for learning: Monday 6th November
Routines & transitions and
Real-life engagements Tuesday 7th November
Play
Duration:
10 minutes
Does this build on prior experiences?
Students have been participating in lessons that have focused on recognising letters and their
phonemes that are in their names

Interests of the children?

Drawing a picture of themselves and writing their names will give them an opportunity to
talk about themselves and maybe their family

WA Kindergarten Curriculum:
Learning and Thinking
Develop a range of skills and processes for learning and thinking
o Make choices and organise self for learning
Communicating
Understand how symbols and pattern systems work
o Investigate symbols and pattern systems

EYLF:
Outcome 1:Childern have a strong sense of identity
Children develop knowledgeable and confident self-identities

NQS:
1 Educational program and practice
1.1.5 Every child is supported to participate in the program
1.2 Educators and co-ordinators are focused, active and reflective in designing and
delivering the program for each child
1.2.1 Each childs learning and development is assessed as part of an ongoing
cycle of planning, documenting and evaluation

What is the focus?

To assess whether students can write their own name and draw a picture of themselves
(person)

About what am I being intentional?

Assessing where the students understanding and knowledge of their own name is and if they
can draw a person (resembling)
Encouraging students to use own knowledge
Professional Practice 2

Will I observe/record information?

Observations and recording of information will be attained to see where students are at
This will be done through using an Assessment checklist
Student work will be collected and photocopied

Guiding Behaviour:
Praise and encouragement for having a go
Strategy pick out positive attributes to work I love the way you wrote your S You
tried really hard to write your name.

Resources:
Observation Assessment Checklist
Paper
Coloured/lead pencils

Differentiation strategies:
SN students will be given their name card to use if needed and encouraged to have a go
Use First and Then strategy First we write our name and draw a picture - Then we can
play
Support and encouragement to students
Praise for having a go and trying hard

Introduction: We are going to write our name and draw a picture of ourselves.
(1 minute) Please write your name on one side and draw yourself on the other
side
Body: First we need to write our name.
What do we need at the beginning of our name?
(8 minutes) Encourage and praise for effort and having a go.
Prompt if needed. How would you draw a person? Would you like
to draw your family?
*Record observations and any relevant information on Assessment
checklist

Conclusion: Well done. Give some recognition and positive feedback.

(1 minute) Collect work and photocopy for each student.

Evaluation:
All the students in the class who were at school participated. They all seemed to enjoy
drawing themselves, but seemed much happier to draw their families as well.
It was interesting to see all the different styles, approaches and abilities towards this task.
Some students who could not write their names too well, were able to draw great pictures,
and vice versa. It was a great assessment to finish off the sequence of lessons that focuse on
recognising and saying the sounds in their names.
Reflection:
This was a simple activity that covered a lot of learning areas. It also provided lots of
information about the knowledge and understanding that the students have in regards to
writing their names and drawing a person
Notes:
Resources

Writing name and drawing yourself Assessment

Group: Date:
Students name Yes Not yet Assisted