LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary Time: 12:20 Date: 27/6/2019 Students’ Prior Knowledge:

Learning Area: GUIDED WRITING - Knowledge of the concepts of print i.e. capital
letters, full stops (Pandas need reminding).
- Blending skills to read words.
- Phoneme knowledge
- Students are consolidating the understanding
of the difference between a word and a letter.
- Students can recognise some phase 2 H.F.W.
- Students know correct posture and how the
pencil is held.

Strand/Topic from the Australian Curriculum

Produce some lower case and upper case letters using
learned letter formations (ACELY1653).
Know how to read and write some high-frequency words
and other familiar words (ACELA1817).
Segment sentences into individual words and orally blend
and segment onset and rime in single syllable spoken
words, and isolate, blend and manipulate phonemes in
single syllable words (ACELA1819).

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Identify the 4 components of writing (Capital letter, finger spaces, full stop, does our sentence make sense?).
 Demonstrate the 4 components of writing correctly.
 Identify the errors in the simple sentence PowerPoint.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- Magnetic writing strips for students to have 1
between 2 or one for independent use.
- Whiteboard markers
- Whiteboard
- Whiteboard eraser
- Magnetic writing strip for the teacher to use to
model to the class.
- Pen for the teacher to correct students work if
required.
- Guided writing stamp for the teacher to use to
complete one on one feedback with students after
writing their sentences (the stamp is not physically
being used, just there for a guidance).
- Lead pencils for the students to write with (Pencil
cup).
- Alphabet assistant cards for the extra support.
- 28x A3 worksheets “what I like doing at school’.
- Colour pencils for the students to use when drawing
their pictures.
- Grouping students in terms of their learning
abilities (Strongest- weakest). Groupings
include: Butterflies, Bears, Caterpillars and
Pandas.
- Modelling the task for the students with
academic difficulties using magnetic writing
strips. Then providing students with their own
individual writing strip to use for guidance
when writing.
- Providing one on one support for a more
guided lesson for those in need (I Do, We Do,
you do).

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
1. The teacher will grasp the students’ attention to commence the lesson
rotations.
2. The teacher will allocate all students to their allocated learning
groups. The teacher will choose the line leaders for the rotation, by
moving the laminated star in a clockwise direction to the next person
on the group charts.
e.g. Lily you are the line leader for the Butterflies, Igor you are the line
leader for Bears. Rhett you are the line leader for Caterpillars, and
Demi you are the line leader for Pandas.
“You can all go and collect your signs”
3. The teacher will then ask each group individually to go and stand
behind their line leaders. Once the students are standing behind their
line leaders quietly. The teacher will allocate each group to their
rotation tables.
e.g. Caterpillars to the grey table, Butterflies to be seated on the mat,
Caterpillars to the caterpillar table and Pandas to the orange table.
 4. The teacher will begin by presenting a simple sentence PowerPoint to
review the elements of a simple sentence.
“My friends we are going to be reviewing simple sentences
altogether.”
5. The teacher will then allocate the students from the mat to the writing
table to commence the writing task on ‘what students like doing at
school.

Lesson Steps:

1. The teacher will then get the students attention by saying a call
“Hands on top”. Once students are quiet and ready to learn, the
teacher will begin the guided writing lesson by orally presenting the
sentence for the writing task.
I like to…

2. The teacher will then model clapping how many words are in the
sentence to the students.
“My friends it is your turn to clap the words that are in the sentence.”

3. Students will orally present each word as well as clap at the same
time. The teacher will then ask the students how many words are in
the sentence. The teacher will model a sentence aloud to the
students for a visual as well as oral explanation.
“I like to play with all my friends in the playground”.

4. The teacher will then commence to model clapping each word in the
sentence. After she has done so, she will ask the students to clap the
amount of words in the sentence altogether.
“It is your time to shine, I want everyone at the same time to clap the
sentence that Miss Parker has demonstrated on the board.”
“We know it is very important to read and clap our sentences to help
us remember what our sentence says and so we don’t forget our
sentence.”

5. The teacher will then ask the students what are the 4 components of
a sentence.
“What are the 4 things that we need to remember when writing a
sentence?” The teacher wants students to orally present that a
sentence has a capital letter at the start of our sentence, a finger
space between the words in the sentence, that our letters all sit on the
line and our sentence ends with a full stop.

6. The teacher will then write the sentence on the board breaking down
the sentence orally, presenting each word by sound talking and
writing the sentence starter with the students’ assistance. I like to…
The teacher will orally present the line names to the students e.g.
“this is tall man, this is middle man and this is where our letters sit.”
“We know when we write a capital letter starting at tall man.”

7. The teacher will then question the students on what sight words they
can visualise in the sentence.
“What sight words can you see in the sentence? Remember if you
have something to say hands on top so that Miss Parker can let you
shine bright.”

8. Leaving the sentence starter on the whiteboard and individual writing

strips for individual students. The teacher will ask students to
commence writing independently on the paper provided. The teacher
 will remind students that this is a special writing piece because it will
be used for a portfolio piece, to write nice and neatly.
“My friends this writing piece is going to be used for our portfolio
pieces, so write neatly please.

9. The teacher will then ask the students to begin their writing.

10. Students will work independently except for the Pandas. The teacher
will scribe for each individual student in the Pandas.

11. The teacher will allocate a few students to commence their writing of
what they like to do at school, and the other students remaining will
begin their writing pieces, so that the teacher is able to be flexible and
work one on one scribing for students in need.

12. The teacher will walk around the group supporting students to
independently write their sentences, and to fill in the missing blanks,
by supporting the spelling and responses that students orally present.
If writing strips run out, then the teacher will write the missing words
that students orally present to the teacher on a piece of paper to copy
for support.

13. Once students have finished their writing, the teacher will ask the
students to draw their pictures of what they like to do at school whilst
the teacher is helping other students with their writing.

14. The teacher will then complete one on one feedback with the students
after writing their sentence using the guided writing stamp. The
teacher will not be stamping the students work due to it being a
portfolio piece but orally present the outcomes to students. The
teacher will then mark the students work using the provided marking
rubric in their own time.

PANDAS
For the pandas the teacher will scribe for each individual student on a
magnetic writing strip in which students will then copy.

Lesson Closure:
There will not be enough time to do a plenary, so students will just complete
the following in order to move to the next rotation station. If there is time at the
end of the rotations. Line leaders will do a whole class plenary of what they
did at each rotation station.

1. The teacher will grasp the student’s attention by saying “hands on

top” with students responding with “that means stop”.

2. The teacher will then tell all students to re-set their learning area
ready for the next group of students. This involves pencils back in the
pencil holders, and chairs tucked in, and standing quietly behind their
desks ready for further instructions.
Transition:
1. The teacher will then give instructions to where the students are
traveling to next.

2. Students will move independently then to their next rotation stations.

Assessment:
- Guided writing stamp.
- Attached rubric on each worksheet.