SNOWMAN PUPPETS LESSON PLAN

Pre-service Teacher name: Date:

Lauren Brine 21/06/19

Year level/ age range & number of students: Highlight planning process:
Reception and Year 1, with 26 students Planned collaboratively with Supervising Teacher
Estimated duration of activity: Planned collaboratively with peer
Planned independently based on ST lessons
1 hour 30 mins Planned Independently
Deconstruction of Supervising Teacher’s lesson
Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies and
Languages)

Visual Arts

Specific Topic: (including Australian Curriculum content descriptor)

- 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)

Learning intentions: (Descriptions of what learners should understand and be able to do by the end of a learning period, the
‘what and why’ of the learning task: ‘We are learning to …. (learning intention ‘what) so that we can …… (learning intention
‘why’))

The students will draw circles, rectangles and will utilise fine motor skills so that they can create snowman
puppets.

Success criteria for students: (clear and specific measures of how students have met the learning intentions, i.e. how they
are going with the task, this can include both learning content and strategies; ‘I know that I can do this when I have ……)

Students will draw/trace and name circles and rectangles on their snowman puppets. The students can
further name some aspects of cold weather.

Preparation/ organisation/ resources:

(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)

White paper, buttons, coloured paper, googly eyes, popsticks

Differentiation: (Are there any students that I need to personalise the activity for)

Using the relief teacher to support Ama in cutting out the paper. I will sit near Oscar to implement
behavioural management strategies to ensure that the class doesn’t get too rowdy just before lunch.

Supervising Teacher feedback:

Lesson running schedule: Time frames
What will I do? What will the students do? (Approximate time frames
What range of teaching strategies will I use? will need to be flexible
What skills and strategies will be used by students? and tweak these in
How will I support inclusion of all students? response to context)
Transition: (physical shift/ mind shift: how will I transition students from previous activity to this 2-3 minutes
activity in an orderly and time efficient manner? How will I gain and focus their attention?)

The students will sit onto the mat facing the teacher.

Introduction: (hook/ tuning in: how will I gain the interest of the students in the topic?) 3 minutes

The teacher will discuss with the students what the weather has been like during the
week. The students brainstorm some results of cold weather and what are some things
that they could do in freezing weather.

Pre-service Teacher facilitated mini-lesson: (explicit teaching & modelling of topic content, 7 minutes
strategies and learning focus, explanation of learning intentions) Adapt to less time for
younger children)
The teacher will show the students the example snowman and ask the students what
shapes they can see on the snowman puppet.

Student focussed work period: (Students collaborative or independent student work period; 10-15 minutes
how will students engage with the topic, how will I check all students understand the activity, how
will I use proximity to determine their understanding and give specific feedback relating to success
criteria)

The students will build their individual snowman puppets, using their fine motor skills to
draw and cut their snowman.

The teacher will sit near Oscar and Ama to provide extra support as they create their
snowman’s. Further utilising the Year 1 students as mentors to scaffold the type of fine
motor techniques that they could use to create their own snowman’s.

Conclusion WWW reflection: (How will I transition students to the close of the activity? How 5 minutes
will I determine if they fulfilled the success criteria and learning intentions? How will I include
student voice and my feedback on what worked well ‘WWW’ in relation to learning and the
learning strategies they used?)

To close the activity the teacher will bring the students back into a circle with their
puppets to discuss what they used on their snowman’s and if their believe the could build
a snowman like the one they created in real snow.

Evaluation:
Did the lesson go as planned? Did I organise and manage the activity well?
Did I use effective communication? Did I provide clear directions?
Did the students achieve the specific learning intentions? Were there any students that I needed to differentiate the activity for?
How would I improve in my next planned activity?
Pre-service teacher sign: Date:

Supervising Teacher sign: Date: