Sample Lesson Plan (AUSVELS Levels Foundation to 10)

Practicum Lesson Number

Time of Lesson

Topic and Focus

Addition to 20

Learning Focus:

What will the students learn and how does it relate to curriculum documents?

Duration of lesson

45mins

Year Level

Supervisor

F-1

Class Size

AUSVELS Strands Level:

Domains

Dimensions

Key elements of standards to which lesson is focussed

English

Speaking and listening

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using
appropriate volume and pace

Maths

Number and algebra

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

Dimensions

Key elements of standards to which lesson is focussed

AUSVELS Strands Level:

Domains

22

English

Speaking and literacy

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using
appropriate volume and pace

Maths

Number and algebra

Represent and solve simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts

Assessment Criteria and Method of Evaluation

How will you identify what they have learnt and how will you record or note this

Standards

Assessment Criteria (Ability to: )

Evidence How will you identify what they have learnt and how will you record or note this

F writing numbers to 10

Ability to accurately identify numbers to 10

Completed apple worksheet with numbers up to 10 written

1 addition sums to 20

Ability to accurately add sums to 20

Completed worksheet with addition sums correctly filled in

Students Background Knowledge

What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?

F revision and expanding on knowledge of numbers and their place value to 10, use of materials such as dice and counting objects
1- revision and expanding on knowledge of numbers and their place value to 20, use of materials such as dice and counting objects, knowledge of addition sign

Resources and Materials

What materials and resources will you need to have prepared?

Laminated tree diagram (refer to appendix 3), small cut-out green and red apples(refer to appendix 3), numbers on small paper up to 20(refer to appendix 3), dice,
worksheets (refer to appendix 1 & 2)

Student Teacher Focus

What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?

Dice, apples, tree pictures, worksheets (F counting to 10/1 refer to appendix. 1 addition to 20 refer to appendix 2)

Stage of lesson

Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible questions
that you may choose to use
Demonstrations etc
Stage 2 Body of lesson
Describe each distinct task
in the order to be
undertaken. Start a new task
each time the teacher or
students behave in a
different manner. State an
estimated length of time for
each task.
Ensure that there is some
form of prompt or
reinforcement available for
students

Tasks

Time

Discuss addition to 20
Introduce tree and apple game

Play bingo each student gets a number and if

they sum is their number, they get to stand up
and say bingo, to revisit addition sums

Play apple game - rolling dice and adding apples

on the tree

5mins

10 mins

10mins

15mins

Get grade 1 students to pair off and begin

playing apple game with trees, apples, dice and

Student action

Teacher action

What will students be doing?

Explain how the students are
expected to work.

What will you do during this time? What prompting questions may you
need to prepare? How will you monitor student progress and needs?
What preparations have you made for early finishers so that they will
be extended in a relevant and interesting way?

Group work

Explaining to group
Ensure understanding

Maintain focus of students by making sure each

student is included/gets a turn

Maintain focus of students by making sure each

student is included/gets a turn

Supervise class offering guidance/help where

needed

.group work

Group work

Pair work

What preparations have you

made for early finishers of
each task so that they will
be extended in a relevant
and interesting way?

worksheets
Get Foundation students set up with their trees,
apples, dice and worksheets

Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the students
can evaluate what they have
learnt?
Stage 5: Closure
Do you need to prepare the
students for handing over to
another teacher, or another
subject

Pack away games/books and get ready for

morning tea

2mins

Reflection on Student Learning

What did you observe about student learning?

Students responded well to the game performing either addition sums or number recognition.
Comments on Future Lesson Directions

Are there areas you need to go over or move beyond?

Further direction regarding what to do with the apples and how these help confirm the total sum would be helpful
Reflection on Lesson

How was the timing or the flow of the lesson? What other observations did you make?

The students responded well to the game of bingo, remaining involved whilst the group game of apples on the tree did tend to lose their attention would be beneficial to keep
this to partner work with just a brief
description of the game.
Reflection on Student Teacher Outcomes

Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the future? What were the positive points of
your lesson?

I would improve on the explanation of the game, going into more detail regarding using the combination of the green and red apples being the total sum
I would also reinforce the learning intentions of the games at the end of the session
Supervisor Evaluation

Revisit learning intentions so that students are clear on why the activity occurred. A good idea would be to have the learning pairs come together and share how the
activity went and what strategies they used such as counting all the dots on the dice or counting on.
Great self reflection realising that students had been on the floor for long enough and needed to move on to the next activity.