LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary Time: 9:15 am – 11:00 am Date: Students’ Prior Knowledge:
11/06/19
 Classroom rules and routines
Learning Area: English and Mathematics  Correct reading behaviour
 Students are familiar with routines.
Stand: Literature and Literacy / Measurement and
Geometry

Substrand: Responding to Literature and Interacting with

others / Using units of measurement

Strand/Topic from the Australian Curriculum:

Share feelings and thoughts about the events
and characters in texts (ACELT1783)

Identify some features of texts including events

and characters and retell events from
a text (ACELT1578)

Listen to and respond orally to texts and to the

communication of others in informal and
structured classroom situations (ACELY1646)

Use direct and indirect comparisons to decide which is

longer, heavier or holds more, and explain reasoning in
everyday language (ACMMG006)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
competence
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
 Students Develop an understanding of measurement.
 Students are able to interpret key information from a story.
 Students are able to share their feelings and thought on events and characters.

1
  

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

B:
 25 Rocketship templates and comparing activity.
 Print of students photos
 Cut out 25 small pieces of white paper.
 Create an example – completed Rocketship
 Set up station with color pencils, pencils, scissors,
glue and black paper.
 Explain activities to EA (Special Needs) and parent E
helper.
 Collect Angus thought he was big by A. Graham
and W. Wood.
 Use prompts with B to encourage him to focus
– Lightning McQueen cars.
 Focus on behaviour – take car away if he is
non-compliant.
 Breaks – sensory breaks.
 Encourage
 Give positive feedback as encouragement.
 First and then chart – first we do our work then
you can choose an activity.
 Watch where his eyes are – E gets distracted.

Both students require frequent reminders and

corrections to stay on task.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources
Time Motivation and Introduction:
 Once students are sitting on the mat, Grace is to introduce the book
“Angus though he was big” for literacy block. -Introduce author and
illustrator.
 Grace will commence reading book to the class.
 Grace will introduce activities to the class whilst they are sitting on the
mat – activity to be discussed in greater depth when students are
seated at the station.
o Parent Helper and EA will run one group each (4 students per
group)
o Grace and Teacher will run Reading groups
o The other group activity will be the independent activity.

2
 

 Grace will separate students into groups of four and assign their
stations.

Lesson Steps (Lesson content, structure, strategies & Key Questions)

Parent Helper
 Students are given a blank piece of black paper, white pencil and a
small white square of white paper.
 Students are required to decorate the black piece of paper using the
white pencil in a space theme (shooting stars, stars, meteors, etc). The
white piece of paper is to draw either a moon or planet.
 Parent helper is to remind students to put their name on the back of
the page as they commence work.
 Work is to be completed quietly so as not to interrupt learning of other
groups and to complete task in the required time period.

EA
 Students are given a worksheet of comparisons where they will be
asked to circle the positional and situational information. Students will
also be asked to create their own example.
 EA is to remind students to put their name at the top of the page as
they commence work.
 Students are to complete the questions before colouring in.
 EA has the book and white board on the table to help prompt the
students.
 Work is to be completed quietly so as not to interrupt learning of other
groups and to complete task in the required time period.

Independent
 Students are given a Rocketship template and asked decorated.
 Students will be required to work independently, raising their hands if
they need assistance. Work is to be completed quietly so as not to
interrupt learning of other groups and to complete task in the required
time period.

Lesson Closure
 Grace will ring bell to signal the end of the rotation and students will be
asked to tidy their area and hand their work in for marking. – leaves,
map of garden and writing about their favourite part of the story are to
be placed by students in a tray situated on the activity tables.
 Students sit in a line on the floor ready to move to next station.

Transition
 After a full rotation of all students on all stations, students pack away,
wash hands and line up at the door to be dismissed to recess.

Assessment: (Were the lesson objectives met? How will these be judged?)

Photos will be taken for assessment purposes as each student completes the
activity.