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

Learning Development Area:

Communicating
Active learning
Wellbeing
Connectedness
Identity

Routines & transitions

Real-life engagements
Play

Implementation Date
19/10/16
Duration
30-60mins

Context for learning:

Does this build on prior experiences/interests of the children?

This builds on the children's prior activities of numbers. Some children will know their
numbers and find this task easy for up to 5 but others will need a little guidance.
What is the focus? About what am I being intentional? Will I observe/record information?

Children being able to count up to 10

Teaching the children to point and count 1 to 1.
Observe their understanding of counting.

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

When completing this activity with the children I will use the modelling when the children
may need to be guided to the correct behaviour.
Resources:
Matching game
Differentiation strategies: This might be consideration of an individual child and the strategies required
to support that child.

When a child is struggling I will use intentional teaching strategies of Questioning to help
this child complete the task.
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

Introduction:

We express,
share, and
honour
values,
beliefs and
transitions.
Understandi
ng of their
own living
environment
s.
Listen to
everyone's
input.
We create,
represent
and
communicat
e our
understandin
g in many
ways.
We connect
with and
build upon
what we
know.

How will you

transition to this
section of your
day/next
activity/lesson

Introducing the topic

and settling children

Body:

Conclusion:

Transition to next
activity

The children will transition from morning tea to

activities this will be when they children can
choose what they would like to do my activity will
be set out on the table for the students to
participate in if they would like I will encourage
them to come and have a turn.
When the children are sitting at the table I will then
explain to them what they will be needing to do.
example; In this activity you will need to match the
numbers to the circles with the correct amount of
dots on it.
I will model to the children what has to be done for
this task then the children will continue to
complete the task with little guidance from myself
if they are struggling.

When the child has finished I will get them to go

through with me by counting the numbers of dots
in the circles and see if the number beside it is
correct or if they have mixed it up. This will be
done for every child.
When the child is finished they will undo their work
and place them back in the container for the next
child to be able to come along and have a go.

Evaluation / Reflection:
The students did well with this activity and it helped to understand knew their numbers and
counting and why didnt.
Notes:
Make the activity more exciting to get all of them involved.