LESSON PLAN
Unit/Lesson Title: Writing letters to Santa Lesson duration: 2x 60min Lessons
Rationale Syllabus Outcomes:
Students will: Prep:
• Understand the structure of a • Understand that punctuation is a feature of
letter including name and written text different from letters; recognise
address, date, greeting, body, how capital letters are used for names, and
farewell, signature and postscript. that capital letters and full stops signal the
• Participate in a joint construction beginning and end of sentences (ACELA1432)
of a personal letter. • Create short texts to explore, record and report
ideas and events using familiar word and
beginning writing knowledge (ACELY1651)
Year 1:
• Understand that the purposes texts serve
shape their structure in predictable ways
(ACELA1447)
• Create short imaginative and informative texts
that show emerging use of appropriate text
structure, sentence-level grammar, word
choice, spelling, punctuation and appropriate
multimodal elements, for example illustrations
and diagrams (ACELY1661)
Prior Knowledge: Risk Assessment:
• Knowledge of simple punctuation, letters • Ref to classroom risk assessment
and high frequency words
• Understanding of short text structures and
using familiar words to express their ideas
and interests.
Specific Teaching Target (Identified from previous feedback, your personal goals and/or aspects identified for development in your Professional
Experience Report)
Stage: Stage 1 Year: P/1 Class/Group P/1 Tammy
Syllabus Content
• Commenting on punctuation encountered in the
everyday texts, for example ‘That’s the letter that starts
my name’, ‘The name of my family and my town has a
capital letter’ (ACELA1432)
• Using beginning concepts about print, sound–letter
and word knowledge and punctuation to create short
texts (ACELY1651)
• Becoming familiar with the typical stages of types of
text including recount and procedure (ACELA1447)
• Using different types of texts, for example procedures
(including recipes) and discussing the text structure
(ACELA1447)
• Referring to learned knowledge of text structure and
grammar when creating a new text (ACELY1661)
• Learning how to plan spoken and written
communications so that listeners and readers might
follow the sequence of ideas or events (ACELY1661)
•
Resources
• White Board
• Pencils
• Paper for letters
• Letter box
Learning Assessment Time Learning Experience (what the teacher and learners will be doing) Teaching Class
Indicators/specific & Recording Guide Strategies Organisation
content to be Strategies Grouping &
Introduction (Engagement/Motivation/Purpose)
taught what will you 30mins classroom
use to assess environment
What do we know their learning • Begin lesson with explaining and reminding students about how we Explanation
about letters? write letters. Introduction:
- Collecting • Explain to students that we are coming up to a very exciting time of Students sitting
What elements do letters as work year, Christmas. Santa is very busy in the North Pole getting things on the floor
we need in a letter? samples ready before he has to deliver presents to boys and girls all over the
world.
Who are we writing - Student self- • Explore the structure of a letter by looking at a sample letter. Discuss Body:
to and what ideas assessment familiar aspects of the letter and ask students to identify parts they Students sitting
would we use in the already know. at their assigned
letter around this Teacher • Brainstorm some questions they would like to ask Santa about the Discussion seats
person? feedback North Pole or ideas that they might talk about in their letter. Brainstorming
• Prompting template: Have you been good this year?
What would you like for Christmas?
What will you do for someone else
this Christmas?
• After brainstorm, in collaboration with students, model a template on Demonstration
the whiteboard for the students to see, discuss and refer to.

Body (Exploration/Transformation/Presentation/Practice) (Next Class)

• Students at their tables with their letter paper and pencils. Instructing Application
the students to start their letters by copying the template on the
whiteboard.
• Explain to students that this will be different for everyone as they will Explanation
all want to tell or ask Santa different things. Reinforce ideas that were
discussed at the beginning of the lesson.
• Tell students to read and edit the body of their letter to make sure Questioning
that it makes sense. Remind them check their spelling and
punctuation.
• After the body has been written we need to close the letter using a Explanation
farewell. Explain to students that just like the greeting there are lots of
ways to do this. For this letter, we are going to use the word “From”.

Conclusion (Presentation/Reflection/Review)
 • Once they have completed their letters and have shown either
supervising teacher or student teacher that they have finished,
students will put their letter in the mailbox to send to Santa.
• After two weeks, student teacher will reply to all students’ letters and
hand them out to the class.

Associate Teacher’s Signature…………………………………………………… Date………………………

NB. This must be signed before the lesson is taught
Appendix 2
EVALUATIONS
Specific Teaching Targets for this lesson

INTENDED TEACHING OUTCOMES Determine these before the lesson ASSESSMENT OF TEACHING OUTCOMES Write these after the lesson
- Experience in teaching to whole class - Felt confident in teaching to whole class and found
- Supporting students in executing lesson requirements communication techniques to have a positive effect
- Coordinating behaviour management - Learnt strategies to manage behaviour management
Lesson Evaluation

OUTCOMES RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES INTERACTION &

COMMUNICATION
Were they experienced/achieved/ Were they appropriate/utilised? Were these appropriate? Was this appropriate?
developed? Why/Why not? Why/Why not? Why/Why not?
Why/Why not? How do you know? How do you know? How do you know?
How do you know? - Using the whiteboard - Strategies used - Communication was
- Yes, the outcomes were was useful and worked throughout this lesson appropriate at times.
achieved and well for this lesson. The were effective and During the first half
experienced. I know this students used this appropriate. By of the lesson, I was
as I successfully resource to refer to presenting half of the able to engage and
completed a whole class whilst they wrote their lesson as a whole class effectively run the
lesson, as well as letter and guided their discussion and using lesson plan, but after
learning from, improving writing. It was also used prompts on the sending the students
and adjusting the lesson to brainstorm and whiteboard aided the independently, I
plan as needed demonstrate unfamiliar children’s abilities to have learnt different
throughout the class words for the students. completed the lesson strategies in terms of
and for future lessons task behaviour
management and
the methods in
which the task was
completed.

Follow-up
How is this evaluation going to impact in
future learning experiences for your
pupils?
- I think that after this
lesson plan,
communication was an
important learning step
for myself and how to
manage the students
 once sent individually to
their learning.

How will I adjust my teaching…………..?

I will be adjusting my teaching in how long or how much time I allocate to certain parts of the lesson (eg time as a whole class vs time spent individually with task) as
well as how chose to communicate and engage with the students individually.

Specific teaching targets (should be written into next lesson plan)

- Forming a relationship and a understanding with the students individually and with their abilities.
- Confidence within controlling and taking responsibility of the classroom and my expectations of the students

Associate Teacher’s Signature…………………………………………………… Date………………………

NB. This must be signed before the lesson is taught