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
25/10/16 (Tuesday))
Duration

Context for learning:

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

Morning Session is a routine that is completed every single morning and is a known routine within
the day. Looking at the front covers of stories yesterday today will be looking at actually creating a
story (with the aid of puzzle stories)
What is the focus? About what am I being intentional? Will I observe/record information?
Books Creating stories
Guiding Behaviour Consider what you need to put in place to support children:
Kareese Remind her of expectations and give her warnings. Evan and Oliver can be involved and
participate in the activity if he would like otherwise he can do another activity quietly somewhere
else. Leo helped to remain on task. Jarrod and Oscar may next emotional support, need to be told
that its okay we dont need to cry
Resources:
Paper, books, pens, clipboards, story puzzles
Differentiation strategies: This might be consideration of an individual child and the strategies required
to support that child.

The 3 year olds can participate in different activity (reading book) with Sarah.
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

How will you

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

Goals Derived
from QKLG

Introduction:

Clapping sticks (known expectations). Sing Heads

shoulders knees and Toes to get students attention and get
them engaged. Use parallel acknowledgment to set the
expectations of quiet, listening and sitting on bottoms with
legs crossed and hands on lap. Also explicitly state
expectations I want everyone to show me their best
listening and only talk when I choose you. Show and Tell if
any. Working towards students facing audience, making
eye contact using their voice and getting the audience to
sit quietly and listen as well as correctly form questions.
Who remembers what we did yesterday? Recap on how the
front cover of a book informs us about what the story will
be about. Today we will be looking a story and then later on
you will get to create your own picture book (who, what,
when, where).

Introducing the topic

and settling children

COMMUNICATING:
Exploring text
purposes and
meanings.

Body:

Active learning:
Making choices and
organising
resources for
learning

Ask questions about the front cover. Read a picture book.

Bring in sentence puzzles for students to get ideas from by
looking at the pictures and making up a story to go along
with the pictures. Remind students to be careful with the
pieces.

Conclusion:

ACTIVE
LEARNING:
Applying and
reflecting on
learning

Students are invited to then create their own story (have

clipboards ready and pens ready), they will draw the
pictures and the teachers can write a little caption to
accompany the picture and help tell the story. Students can
then share their books with a friend. Students will finish
this activity at different times so prepare to have an
activity ready that they can change over to when they are
finished.
Have an activity ready for students to transition to, make
sure students write their name on their names on their
books. (good practice for going into prep)

Transition to next
activity
Evaluation / Reflection:

Notes:
- In morning session take more notice of students if theyve brought in any toys,
anything has happened to them (casts, broken bones?). Take the opportunity to
talk about anything exciting that has been happening around kindy or anything
coming up.
- Ended up breaking into 2 small groups to complete the stories (one group with me
one group with Linda). It was the first time these students had done group work
so Linda informed me this was the best option to allow for successful contribution
within a smaller group, allowing everyone to have a go. (Think about this for any
future group activities with this group. It was also the better option than
individual as it allowed for these students to be exposed to collaborating for a
group task.
- Because it changed from individual to group students worked on one big piece of
paper together, each student having their own square to draw their part of the
picture.
- DIFFERENTIATION - By working in the small groups it allows students to work
together, share their ideas and it allows for the advanced level students to help
the lower level students and for everyone to be influence by one another.