Lesson plan- whole class- Story

Learning Development Area:

Implementation
Date
Communicating
20/10/16
o Exploring and expanding ways to use language
- Significant learning- skills for listening and taking turns in
conversations
o Exploring and engaging with numeracy in personally
meaningful ways
- Confidence and interest in counting and exploring patterns
and relationships
Active learning
o Building positive dispositions and approaches toward
Duration
learning
10 minutes
- Significant learning: Enthusiasm for learning and curiosity
o Increasing confidence and involvement in learning
- Significant learning: Confidence, interest and involvement in
learning
Wellbeing
Connectedness
Identity
o Building a confident self-identity
- Significant learning: Confidence in themselves as learners
Context for learning:
Routines & transitions
Real-life engagements
Play
Does this build on prior experiences/interests of the children?
Prior experiences:
o Children have been completing activities themed under the sea.
o Children have previously read I spy books.
o Children have been practicing to count backwards 10-1.
o Children have read books (as a class) that require them to count.
o Children have an under the sea themed learning environment and provocation
space in the classroom.
Interests of the children:
o Children enjoy reading books.
o Children are interested in animals that live in the sea.
o Children engage when counting aloud as a class.
What is the focus? About what am I being intentional? Will I observe/record
information?
Focus:
o Children will count while reading a story they are interested in.
Intentional:
o Incorporating numeracy into the lesson.
What will I observe?
o Children counting aloud.
o Children identifying the animals.
How will I record information? Formative assessment
o Checklist- On this checklist will be:
All childrens names.
Childrens contribution to lesson while counting (unsure, capable and confident)

from numbers 10-1.

Comments for future planning (about each childs contribution).
Guiding Behaviour Consider what you need to put in place to support children:
Establish expectations- before and during lesson.
Wait and scan- if children are off task (N).
Cue with parallel acknowledgement- look at __ sitting nicely with his legs crossed
and hands in his lap (encouraging N.B. and T.B to sit nicely and keep their hands to
themselves).
Redirecting to the learning- when necessary (N).
Roly poly song (Roly poly roly poly up up up, roly poly roly poly out out out, roly poly
roly poly hands in your lap).
Resources:
Book- I spy Under the sea
Checklist
Learning environment:
Carpet- under the under the sea themed learning environment
Differentiation strategies:
Catering for visual learners.
Catering for audial learners.
To ensure P feels valued during this group time encourage him to contribute to
conversations by asking him challenging questions (such as which is the biggest
and smallest animal on the page? And what number is this (written)?) and questions
that interest him (such as whats your favourite animal? Why is this your
favourite?).
Ask N clear questions- to ensure he doesnt become off task and discuss irrelevant
things.
Dont force H, R and D to contribute to conversations, as they arent confident or
comfortable in Katrynas classroom yet.
Give M, A, I, C and T attention during the lesson to ensure they dont lose interest or
disengage with the activity.
Transition:
Transition from outside to inside play. This is a daily transition.
Establish expectations
Its time to line up at the door (children are aware of this expectation
and know once this is said, this mean two lines).
Go to the toilet, wash your hands and get a drink.
Hats in your bags and sit on the carpet with your legs crossed.
Cue with parallel acknowledgement- look at __ sitting nicely with his
legs crossed and hands in his lap
Sing roly poly song to get childrens attention.
Roly poly roly poly up up up, roly poly roly poly out out out, roly poly
roly poly hands in your lap (children are aware of the expectations
after singing this song, sit nicely (with your legs crossed and hands in
your lap) encouraging children to keep their hands to themselves and
concentrate on the story being told).
Can everyone click their listening ears on (children are aware this
means no more talking and they need to listen).
Introduction:
Redirecting to the learning when necessary
Wait and scan when necessary
Introducing the
Today Im going to read you a story about animals that live in the sea.
topic and
settling children Its called I spy under the sea. Does anyone remember what you
do with I spy books?
Thats right, you try to guess what the book is describing.

Body:

Conclusion:

Transition:

In this story we will need to guess the sea animal in the book.
If you know what the animal is, you can say.
Establish expectations
But remember, no yelling.
Before we start reading, what animals do you think might be in this
book?
Lets find out.
Redirecting to the learning when necessary
Wait and scan when necessary
Enthusiasm for learning and curiosity
Confidence, interest and involvement in learning
Confidence in themselves as learners
I spy with my little eye read describing features.
What animal do you think this is?
Thats right, I am a clown fish. There are seven clownfish, can you
count them?
Confidence and interest in counting and exploring patterns and
relationships
Lets count together (point to clownfish while counting) 1, 2, 3, 4, 5, 6
and 7.
Skills for listening and taking turns in conversations
What (animal) is the biggest? What (animal) is the smallest? Ask P, N,
S-L, S-J and E-K (and anyone else who is willing to have a turn)Confidence in themselves as learners
What colour is this (animal)?
(Count the octopuss tentacles)
Repeat for all animals.
Skills for listening and taking turns in conversations.
Redirecting to the learning when necessary
Wait and scan when necessary
What was your favourite animal in the book? Why?
Establish expectations
Only one person talking at a time please.
Ask specific children- P, N, A, M, I, C and T.
Now its time to go to the bathroom to wash your hands and get your
lunchboxes for morning tea.
Redirecting to the learning when necessary
Wait and scan when necessary
Cue with parallel acknowledgement
If your name starts with _ stand up, you can walk to the bathroom like
a crab.
Repeat for all children, using different animals in the book.

Checklist:
Names

Unsure

Capabl
e

Confide
nt

Comments
-

Confident throughout the

activity.
Identified written numbers.
Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.
Not confident.

S-J

E-K

Capable of answering questions.

Able to identify numbers,
colours, biggest and smallest.
Confident throughout the
activity.
Identified written numbers.
Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.
Confident throughout the
activity.
Identified written numbers.
Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.
Confident throughout the
activity.
Identified written numbers.
Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.
Not confident.
Capable of answering questions.
Able to identify numbers,
colours, biggest and smallest.
Confident throughout the
activity.
Identified written numbers.
Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.
Confident throughout the
activity.
Identified written numbers.
Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.
Answered questions quietly.
Unsure counting.
Able to identify colours.
Answered questions quietly.
Unsure counting.
Able to identify colours.
Answered questions quietly.
Unsure counting.
Able to identify colours.
Confident throughout the
activity.

S-L

Identified written numbers.

Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.
Confident throughout the
activity.
Identified written numbers.
Identified the biggest and
smallest animals.
Identified colours.
Answered immediately.

Evaluation / Reflection:
This was a successful lesson and children were engaged throughout. All children were on
task, contributed to conversations, answered questions and counted aloud (numeracy). I
chose the book intentionally, as children have enjoyed and connected to our under the sea
themed learning environment and provocation space. Throughout the reading of the story,
children commented we have a crab and a dolphin in our sea, which enhanced their
engagement with the story. Children were able to guess the animals based on the brief
description given in the book, this guessing element excited their curiosity and
imagination. This was the only time children needed to be redirected, as the children were
yelling out and needed to be reminded only one voice at a time. Children understood the
expectations from the beginning of the lesson and singing roly poly got their attention; this
was an effective teaching strategy to manage the classroom. All children counted
throughout the activity, however some were more confident than others. I took note of this
on the formative assessment checklist and will use this to future plan; focussing on
developing childrens numeracy skills. The children who werent confident are new to
Katrynas room and were catered for in the planning. They responded well to not being
forced to participate, rather observe others until they felt comfortable. N (my behaviour
focus child) participated confidently and as the questions were clear and direct, he didnt
become off task. S, however, lost interest during the activity and tried to distract others
from the learning. To manage this he was asked to move- which he didnt respond well to,
however he was quiet for the rest of the lesson. After a discussion with my supervisor she
said I handled the situation without needing to raise my voice and moving him was the
right choice to avoid distracting the whole class. Children were confident identifying the
colours and showed me the sign language for blue, orange and purple (without being
asked) as they have been learning I can sing a rainbow with sign language for their
kindergarten graduation. I felt confident while teaching and had really positive feedback
from my supervising teacher, such as excellent use of counting, great questioning,
held childrens interest and a great experience. I asked her whether there was
anything that couldve been improved on (for future development) and she couldnt think
of anything. This positive feedback boosted my confidence in my own teaching abilities
and proved I can manage a whole class activity without input from my supervising teacher.

Lesson plan- small group- Jellyfish threading

Learning Development Area:
Implementation Date
21/10/16
Communicating
o Exploring and engaging with numeracy in
personally meaningful ways
- Significant learning: Confidence and interest in
Duration
counting and exploring patterns and relationships
15 minutes
Active learning
o Building positive dispositions and approaches
toward learning
- Enthusiasm for learning and curiosity
o Increasing confidence and involvement in learning
- Confidence, interest and involvement in learning
Wellbeing
o Exploring ways to promote physical wellbeing
- Control and strength for manipulating objects, tools
and equipment
Connectedness
Identity
o Acting with increasing independence and
perseverance
- Willingness to keep trying
- Organising self and belongings and managing
routines
o Building a confident self-identity
- Confidence in themselves as learners
Context for learning:
Routines & transitions
Real-life engagements
Play
Does this build on prior experiences/interests of the children?

Prior experiences:
Children have been completing activities that involve counting and are themed
under the sea.
o Children read a book on the 20/10/16 I spy under the sea which involved counting
(including an octopuss tentacles).
o Children have an under the sea themed learning environment and provocation
space.
o Children have previously completed threading activities (which require them to tie
knots).
Interests of the children:
o Childrens favourite animal in the under the sea themed learning environment is the
jellyfish.
o Children enjoy threading.
o Children enjoy counting.
What is the focus? About what am I being intentional? Will I observe/record
information?
Focus:
o Children will thread the beads onto the tentacles 1-8.
Intentional:
o Incorporating numeracy (counting out the beads).
o Children using fine motor skills (to thread and tie knots at the end of the string).
What will I observe?
o Children counting the beads on the tentacles 1-8.
How will I record information? Formative assessment
o Childrens jellyfish will be the formative assessment:
Shows their counting abilities.
Comprehension with the activity.
Guiding Behaviour Consider what you need to put in place to support children:
Give clear instructions- to ensure children know what is required of them (N).
Cue with parallel acknowledgement- good counting _! (N)
Descriptive encouraging- to give M, A, N, P, I, C and T the attention they need.
Selective attending- St, N, P and T.
Redirecting to the learning- when necessary (N).
Positively encourage P and Ta, as they are capable however not confident as noted
on the checklist in lesson plan 20/10/16.
Resources:
Jellyfish (cardboard, string (tentacles))
Beads
Name cards
Pen
Learning environment:
Table with five chairs.
Differentiation strategies:
Catering for visual learners- hand.
Giving support to D, H and R- as they had difficulty counting during the 20/10/16
lesson (noted on the checklist).
Encourage children to tie their own knots- however help children who have difficulty.
Only expect D, H, R and Kal to count 1 to 5 (as they are new to Katrynas room).
Write D, H, R, Kal, T and Ps names on their jellyfish and ask them to copy (with
teacher directions).

Transition:

Introduction:
Introducing the
topic and
settling
children

Body:

Children are aware after morning tea, it is rotation activities. This give
children time to have free play and use materials provided by the
teacher to prompt thinking.
After you have finished eating you can put your lunchboxes back in the
fridge and go play. Remember, dont move any of the materials away
from the design area because we dont want to lose them.
After children have finished eating, wipe down the tables and use the
broom to sweep any food from the floor.
Set up materials onto the table (jellyfish, beads and name cards).
Redirecting to the learning- when necessary.
Choose four children at a time (as it may be difficult to manage the
activity- as some children will need more teacher support than others).
The learning environment is thoughtfully used, as children know if all the
seats at this table are taken they need to wait for someone to leave
before they can have a turn.
Who wants to thread a jellyfish?
Enthusiasm for learning and curiosity.
The first four children to the table will get to complete the activity first.
Give clear instructions.
I need everyone to sit at the table and turn your listening ears on so you
know what to do.
Confidence and interest in counting and exploring patterns and
relationships.
Lets count altogether how many jellyfish tentacles there are 1, 2, 3, 4, 5,
6, 7, 8.
Thats right, there are 8 jellyfish tentacles.
Now, what I need you to do is put one bead on the 1 st tentacle, two beads
on the 2nd tentacle and three beads on the 3rd tentacle. So how many
beads do you think will go on the fourth tentacle? (give children time to
count)- You can count it out on your hands if you need to.
Thats right.
Now I need you to do this on each tentacle counting up to 8.
Confidence in themselves as learners.
If you need help, just ask.
Confidence, interest and involvement in learning.
Redirecting to the learning- when necessary.
Before I hand out your jellyfish, I need everyone to make sure they show
me their jellyfish tentacles after threading it to make sure it is right.
Give clear instructions.
Then you can tie a knot at the end. You need to tie a knot at the end
otherwise the beads will fall off.
Hand out jellyfish (children will be able to choose their own coloured
jellyfish to personalise it).
Giving support to D, H and R.
Give support to any child that is struggling. Use own hand and ask
children to count how many fingers I am holding up.
Catering for visual learners.
Confidence and interest in counting and exploring patterns and
relationships.
How many fingers am I holding up? Lets count together.
Expect D, H, R and Kal to count 1 to 5.
Then ask children to grab 1, 2, 3, 4, 5, 6, 7 or 8 beads depending on what
tentacle they are up to. Encourage children to count the beads aloud so
they know when to stop.

Conclusion:

Transition:

Can you grab (amount) of beads? Count out loud.

Children will then thread that amount of beads onto their jellyfish.
Fine motor skills.
Control and strength for manipulating objects, tools and equipment.
You can now thread them onto your jellyfishs tentacle.
Children will then show a teacher to ensure it is right.
Positively encourage P and Ta.
Cue with parallel acknowledgement.
Descriptive encouraging- M, A, N, P, I, C and T.
Confidence in themselves as learners.
Good counting_!
Or
Willingness to keep trying.
Nice try _, how about you count the beads on your tentacles again.
(Too many beads) eg. Stop, you have 10 beads and you only need 7. How
about we count together up to 7- Catering for visual learners.
Put your finger on the beads as you go. Thats right, thats 7 so you can
take the other beads off.
or
(Not enough beads) eg. If you counted 4 beads and you need five, how
many more do you need? Hold up 5 fingers, then take away 4 and the
child will be required to count the fingers left up- 1.
Fine motor skills.
Tie your jellyfish tentacles.
Repeat if necessary, however encourage children who are capable to
complete the activity independently.
Selective attending- St, N, P and T when necessary.
Give children a 5 min warning for pack up time.
You have 5 minutes until pack up time. Dont pull anything else out.
When children have finished their jellyfish.
Redirecting to the learning- when necessary.
Confidence and interest in counting and exploring patterns and
relationships.
Lets count your tentacles- 1, 2, 3, 4, 5, 6, 7, 8.
Write D, H, R and Kals names on their jellyfish and ask them to copy.
Descriptive encouraging.
Now its time to write your name on your jellyfish. You need to find your
name card, then write your name on the back of your jellyfish.
Redirecting to the learning- when necessary.
Selective attending- St, N, P and T when necessary.
After you have finished writing your name, hand your name card and
jellyfish to me and help pack away the materials left out.
Organising self and belongings and managing routines
After children have packed away the materials (from all areas of the
room), can everyone sit on the carpet.
Before we move on to the next activity, hands up if you created a
jellyfish? (Everyone should have their hands up). I think everyone did
such a good job, I am going to hang your jellyfish in our sea (above
carpet area).
This will personalise the learning environment.

Formative
assessment

Evaluation / Reflection:
This was a successful lesson as children were excited about using the jellyfish, which
meant they were engaged with the activity. Children enjoyed counting out the beads and
threading the jellyfish tentacles, however some children needed more support than others.
H and D needed constant direction and help counting out the beads and more people than
expected needed help tying the knots. This wasnt accounted for (time wise) during the
planning, which made it difficult to give each child the full attention they needed. It was a
good decision making this activity a small group (my supervisor agreed), as it was difficult
checking all childrens work and tying the knots at the same time. Some children who I
thought would struggle were confident and completed the activity individually (M, P, St
and N). This gave me insight into the children who are confident and capable counting. All
children were able to thread the beads onto the string, using their fine motor skills. All
children were also capable writing their names- however still need practice as some
children wrote letters backwards. This will be something to take into consideration when
planning future lessons.
After a discussion with my supervising teacher, she had positive feedback about how I
managed the group and my clear instructions however her constructive criticism was to
make less work for myself by having less children at the table and use pipe cleaners
instead of string so children can twist the ends themselves (instead of knots).
I felt confident while teaching this lesson, however became flustered when helping every
child at the same time.

Lesson plan- small group- Shells

Learning Development Area:
Implementation
Date
Communicating
24/10/16
o Exploring and engaging with numeracy in personally
meaningful ways
- Significant learning: Confidence and interest in counting and
exploring patterns and relationships
Duration
Active learning
10 minutes
o Increasing confidence and involvement in learning
- Significant learning: Making choices and organising
resources for learning, confidence, interest and involvement
in learning
o Building positive dispositions and approaches toward
learning
- Significant learning: Applying and reflecting on learning
Wellbeing
Connectedness
Identity
Context for learning:
Routines & transitions
Real-life engagements
Play
Does this build on prior experiences/interests of the children?
Prior experiences:
o Children have an under the sea themed learning environment and provocation
space.
o Children have been completing activities themed under the sea.
o Children have been using the materials from the provocation space- using
magnifying glasses and their senses (sight, sound and touch) to recognise features.
o Children have read I spy under the sea which encouraged them to recognise
features (of animals).
Interests of the children:
o Children enjoy sorting objects based on their features.
o Children enjoy making patterns.
What is the focus? About what am I being intentional? Will I observe/record
information?
Focus:
o Children will sort the shells based on their features and then create a pattern.
Intentional:
o Recognising features.
o Using their senses.
o Creating a pattern (numeracy).
What will I observe?
o Children sorting shells.
o Children creating a pattern- comprehending what a pattern is.
o Children reflecting on their pattern- explaining how it is a pattern.

 How will I record information? Formative assessment

o Checklist Childrens abilities to sort shells based on their features.
Confident, unsure.
Senses used.
o Comments A sentence based on each childs reflection of their pattern.
Guiding Behaviour Consider what you need to put in place to support children:
Give instructions- before activity.
Cue with parallel acknowledgement great pattern! (N).
Redirecting to the learning- when necessary (N).
Resources:
Shells.
Rocks.
Coral.
Learning environment:
Carpet- under the under the sea themed learning environment.
Differentiation strategies:
Simple patterns for H, D, R and T.
Encourage S-L, S-J, E-K, C, Tr and I to create complex patterns.
Prompt H, D, R and Ts thinking by giving them ideas on how to sort the objects.
Transition:
After you have finished morning tea, put your lunchboxes away and
you can go play.
If you would like to sort the shells and create a pattern sit on the
carpet.
Use materials from the under the sea themed provocation space.
Introduction:
Give instructions
Today you are going to sort the shells and then create a pattern.
Introducing the
You can sort the shells into groups on the carpet. What type of groups
topic and
settling children do you think we could make?
Prompt H, D, R and Ts thinking by giving them ideas on how to sort
the objects.
(Spiral, coral, rough, smooth, round, crab shells, colour etc).
Great ideas!
Body:
Redirecting to the learning- when necessary.
Checklist.
Confidence and interest in counting and exploring patterns and
relationships
Making choices and organising resources for learning, confidence,
interest and involvement in learning
You can choose how youd like to sort the shells.
Give children time to sort the shells.
Simple patterns for H, D, R and T.
Encourage S-L, S-J, E-K, C, Tr and I to create complex patterns.
Cue with parallel acknowledgement great pattern!
Now that we have sorted the shells, you can create your own pattern.
Can anyone show me a pattern as an example? (Ask S-L).
Now its your turn.
Give children time to create a pattern (more than one if they wish).
This will be more student led- rather than teacher directed.
Conclusion:
Applying and reflecting on learning
Can you all look at and think about your pattern. Im going to come

Transition:

Formative
assessment

around to each of you and you need to tell me what pattern you
created (showing children comprehending what a pattern is).
Comments.
Now its time to pack away your materials. Remember, the shells and
coral need to go back onto the table and the rocks need to go in the
design corner.
After everything is packed away, sit on the carpet quietly with your
legs crossed.
Checklist:
Name
Sorting
N
- Confident
- Sorted based on visual
features and texture.
- Senses: Sight and touch.
P

Capable, however wasnt

confident.
Kept checking with
teacher.
Sorted based on features
and colour.
Senses: Sight.
Confident, however didnt
sort the shells properly.
Had to be redirected.
Sorted based on size.
Unsure.
Needed consistent
teacher direction.
Was given prompting
questions, however still
had difficulty.
Only sorted the coral and
rocks, separate to the
shells.
Senses: Sight.
Had difficulty.
Was given prompting
questions.
Was positively
encouraged, however he
was very unsure of
himself and lacked
confidence.
Sorted- based on visual
features.
Senses: Sight.
Capable, however only
observed (didnt want to
participate) as he lacks
confidence.
Confident and capable.
Sorted- based on visual
features and discussed

S-L

S-J

E-K

Comments:
Name

Simple or complex
pattern

Complex

Simple

Simple

Simple

Simple

how you could also sort

the shells based on what
you can hear (when
listening to the shells).
Senses: Sight, sound.
Confident and capable.
Recognised features and
textures about shells.
Senses: Sight, touch.
Confident and capable.
Recognised features and
textures about shells.
Senses: Sight, touch.
Confident and capable.
Recognised features and
textures about shells.
Senses: Sight, touch.
Confident and capable.
Sorted based on visual
features.
Senses: Sight.

Childrens
reflection
comment
I created a pattern
using
- Two rocks,
one coral,
two rocks,
one swirly
shell
(repeated).
I created a pattern
using
- Shell, rock
(repeated).
I created a pattern
using
- One coral,
one rock, one
shell
(repeated).
I created a pattern
using
- Shells
(repeated).
I created a pattern
using
- Rock, shell
(repeated).
-

Complex

S-L

Complex

S-J

Complex

E-K

Complex

Complex

I created a pattern
using
- One small
shell, two
rocks, one
big shell, two
rocks, one
small shell
(repeated).
I created a pattern
using
- One big
shell, one
coral, one
rock, one
small shell
(repeated).
- (Another
created using
textures)
smooth,
rough
(repeated).
I created a pattern
using
- Two rocks,
one big shell,
one coral,
two small
shells
(repeated).
I created a pattern
using
- One rock,
one big shell,
one rock, one
small shell,
one coral
(repeated).
I created a pattern
using
- One coral,
one big shell,
one coral,
one small
shell, one
rock
(repeated).

Evaluation / Reflection:
This was a successful activity, as all children were interested and able to sort objects and
create a pattern using the materials provided (whether that be simple or complex).
Children felt more relaxed and comfortable throughout the activity as it was more student
led, with teacher guidance what to do with the materials; this made the lesson more
enjoyable. As children have sorted objects/ materials and created patterns before they

didnt need explicit instructions; this meant not as many guiding behaviour strategies
were needed or used throughout the lesson. St needed to be redirected on task
throughout the activity, as he kept taking away other childrens materials. To avoid
disrupting other children, he was asked to sit next to me; which made him stay on task for
the rest of the activity. My teacher had positive feedback and encouraged me to
implement another activity with less explicit instructions as it was enjoyable and inclusive
for all children.