MASTER OF TEACHING (PRIMARY) LESSON PLANNER

Teacher Candidate name: School:

Date: Year level: Lesson duration (minutes):
Broad title Title of lesson:
indicating the
content. Acting out your daily plan

Learning Intention(s):
Describe the - I’m learning to use my voice, facial expression, and movement to tell my story
purpose(s) of the
lesson in your - I’m learning to understand the daily routine
own words. Be
specific.

How will you assess Assessment of Student Learning:

student learning?
(Ensure assessment records/samples are documented/annotated and uploaded to your ePortfolio)
What will students
do/say/make/write to
give you evidence of
learning? The Learning Intention will be evidenced by:
Identify the - Can be able to use multiple ways to communicate, including both verbal and
assessment tools you
will use to collect
non-verbal
data and how you will - Can be able to cooperate with peers
record it. (Attach
copies of any
documentation)

Link learning to Links to Curriculum: Learning Areas and Capabilities

the Victorian
Curriculum Learning Area/Capability: Drama
Level: Foundation
Include both
Strand: Drama Practices
Learning Areas
AND Capabilities Substrand:
Content Descriptor(s):
Include mutiple
Use voice, facial expression, movement and/or space to express ideas and feelings
curriculum levels
to demonstrate about their world
differentiation
Learning Area/Capability: Drama
Level: Foundation
Strand: present and perform
Substrand:
Content Descriptor(s):present drama that communicates major elements of stories
and/or experiences

How will you Grouping/s and Physical Space:

group your
students? Drama room
Whole class,
small groups,
individual?

What classroom
spaces or
learning centres
will students
occupy? How
will classroom
resources be
arranged or
utililised?

Detailed list of all Equipment/Resources required:

equipment and
resources n/a
needed
throughout entire
lesson.

What will you do to Lesson Introduction:

introduce the lesson?
What modelling might - The use of story book/picture book Today We Have No Plans
you undertake? What -
are your students
doing? Record the
questions you will ask
to facilitate
discussion.

Describe what you Main Component of Lesson:

will do as a teacher
and what you want - Firstly the students should be organised into a bigger group
students to do. - Open ended questions should be asked to attract students’ attention and
Provide brief details interest: “how do your daily plans vary day to day?”
of the learning
activities and think
-
carefully about the
purpose when
designing these
activities.
If students are
grouped, describe
each group’s activity
separately.
Provide examples
and questions that
you will use to prompt
thinking and scaffold
your learners as they
are working.
Give an estimate of
the duration of each
activity.
What scaffolding and
strategic steps have
you included for ALL
students to develop
in their learning
throughout the
lesson?

How will you draw Lesson conclusion – Reflecting on learning

together the ideas of
the lesson and reflect - Students make connections with peers
on the learning - Oral skills developed
intention(s)?
- Learn to organise and give out a drama
How will you gather
evidence as a
- Exchange their daily routines
teacher at this stage
to inform your
assessment of
student learning and
the lesson
evaluation?
The process may
include whole class
sharing, teacher-
directed or student-
led discussion,
reflective journal
writing/sharing, a
summary, a scene
setter for the next
lesson, etc.
Record the questions
you will ask to
facilitate discussion.

In your own words, Personal Reflection on the Lesson

provide your personal
reflection on the
lesson.
What went well?
How do you know?
(Evidence)
What could be
improved?
How could you
improve this?

Share your reflective My reflective notes on the feedback from my MT/ CTS
notes with your
MT/CTS and seek
feedback.
Record similarities
and differences
between the two
here.
Agree on a goal(s) for
the next step for your
teaching

Consider all of the Evaluate the overall effectiveness of the lesson (based on evidence)
data sources from
your lesson (work
samples, student
feedback,
observations,
conversations
reflection and Mentor
feedback).
How effective was
this lesson? What
evidence tells you
this?
What do you need to Next step(s):
do next for yourself
as a clinical
practitioner, AND for
your learners? What What is next for my learners:
further learning could
you engage in to
support your What is next for me as a Clinical Practitioner:
practice?