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Topic Four: Lesson Planning

The importance of planning for teaching and learning cannot be overstated. Planning the
learning process means that the lesson outcomes can be achieved. Effective teachers
cite planning as the most important part of the work they do.

Learning outcomes
On successful completion of this topic you will:

Understand the importance of planning in teaching and learning.


Identify appropriate learning purposes/outcomes for a lesson plan.
Attempt a lesson plan following the structure provided.

AITSL Standards
2.2

Organise content into an effective learning and teaching sequence.

Focus Questions

Why is it essential to plan your lesson?


What role does the identification of a clear teaching/learning objectives play in
determining the lesson planning process?
Why should your planned learning outcomes reflect your teaching/learning
objective?
Groundwater-Smith et al (2015) highlights seven principles of planning on pages
207-214. Consider the importance of each of these principles in the planning
process.

While there are a range of lesson planning formats the Lesson Planning notes from the
School of Education indicate the headings under which you must structure your lesson
plans while on Professional Experience. Examples of other lesson plans are in
Groundwater-Smith et al, p217-223.

Essential Reading
Groundwater-Smith, S., Ewing, R. and Le Cornu, R. (2015). Teaching: Challenges and
dilemmas. 5th Ed. South Melbourne: Cengage Learning Australia. ISBN
9780170246620 - Chapter 8

Lesson planning notes Professional Experience Part B


Barry & King (1998). Beginning Teaching & Beyond: Steve Gets It Wrong and Steve
Gets It Right.

Learning Activities/Tasks
Task 4 (External Students)
Develop a lesson plan based on one of the following. Be careful when considering your
lesson outcome(s). Remember the objective is linked to the evaluation. How will you
know the students have achieved the lesson objective? Remember questioning.
1.
2.
3.
4.
5.
6.
7.
8.

Introduce a novel to your class.


Teach a poem to your class.
Teach the class to read a basic road map.
Read a story to the class and ask questions about the story
Teach Simple Interest to your year 8 maths class.
Design a flag for a new nation.
Introduce similes to your year 7 English class.
Develop a PE lesson for young learners based on balance.

If none of these interest you, choose your own lesson activity.

Lesson Plan
Name: Tanya Senter
Day: M T W T F Date: 28/08/2015
Year: Kindy/Pre-Primary
Learning Area: Health
Parts

Time:

Topic: Human Body - Body

Curriculum content description:

(from ACARA)
1. Moving our body (ACPMP008) - responding with movement to rhythm, beat,
music and words.
2. The different parts of the body and where they are located (ACPPS002)
identifying and labelling parts of the body.

Students prior knowledge and experience:


(Outline what the students already know about this topic)

At this certain age (3,4,5), it is very difficult to tell whether or not they
know their body parts from prior knowledge or experience. However,
there is a possible chance that their parents have taught them the
heads, shoulders, knees and toes nursery song at home or even at
school.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
There are many purposes of this activity, they include:
1. To teach students what body part is what.
2. To prepare them for upper school, if they chose to do human biology or health
& PE as a subject.
3. We use body parts everyday, so this is a great way to show students what their
purposes are.
4. To improve their knowledge.
5. To strengthen their memory of different body parts.
6. If in the future, a student hurts himself or herself then theyll know exactly
what to say to the school nurse, teacher or parent what they have injured.
7. Help them improve on their cutting, gluing, pinning and writing skills.

Learning objectives:

Evaluation:

On completion of this lesson,


students will be able to:

(Explain how you will know that lesson


objective have been achieved / monitor
student learning)
I will know when the lesson objectives
have been achieved by observing all
students as they are cutting, gluing,
writing, pinning and learning. During
this progress, I will be ticking off all the
boxes from my checklist, making sure
that I havent missed any important
steps.

(What will students know and be able to do


at the completion of the lesson specific,
concise and attainable objectives)
On completion of these body part
activities, students will be identifying
what body part is what by watching a
quick video clip on the screen to give
them some knowledge and completing
two fun and easy worksheets which will
help them learn quicker and also
improve on their cutting, gluing,
writing and pinning skills.

Preparation and Resources:


(Detail what resources will be used and what other preparation of the learning environment
will be required)

Resources: Youtube video of Heads, shoulders, knees and toes, 2 different


worksheet activities for students to complete, scissors, colouring pencils (optional),
pen and notebook to evaluate students.
Preparation: (important note, make sure to tick off checklist as going)
1. Have everything organised and prepared at the moon table.
2. Ask two-teacher assistance if they would be able to help and explain the activity
so they understand.
3. Gather students to the mat, making sure they are sitting with their legs crossed.
4. Make sure they have their eyes on me, before I start.
5. Explain to students what they will be doing today watching a video and
completing two activities (show worksheets).
6. Ask students if they know the heads, shoulders, knees and toes song while
acting it out.
7. Tell students to stand up quietly and face the screen.
8. Turn on the video clip.
9. Make sure they join in and do the movements teachers can join in as well.
10. Direct them to the moon table where they will do the first activity (My
wonderful body) and ask teacher assistances if they can help students if they need
some assistance and evaluate their work if they were independent, needed hand
over hand ect.
11. Continue on with the second activity (Skeleton)
12. Towards the end, pack up equipment and show them the work they have done,
making sure you tell them they did a great job and give high fives.
13. Around the table, ask students what different body parts do. (What do you use
your eyes for? Ect)

14. At the end, direct them to another table.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

1. When questioning the students at the end of the lesson, maybe bring them back
to the mat and show them the video clip again to memorise their memory so they
can answer the questions a bit better and with confidence.
2. If this activity is taken place while other students are around, Ill have to make
sure to keep them engaged and motivated by telling them what a great job they
have done and/or give them high fives, so they dont get easily distracted.
3. If a student is misbehaving or not wanting to listen, I will ask them to be my little
assistant and fetch me some items that may be needed.
4. If a student is struggling to complete the worksheet activities, some assistance
will be there to help them improve on their skills.

Timi
ng:

Learning Experiences:
1. Introduction: (How will I engage the learners?)
1. Be extremely prepared after experiencing four days of prac in a
primary school, I have noticed that downtime is the enemy. While pausing
the lesson to find something, the learner will get suddenly side-tracked
and bored. So before class begins, I am going to make sure that I have all
of my materials ready at the moon table and the video clip is minimised
on the screen so that I can start the activity immediately.
2. Use a consistent attention-getting cue if my students do get
distracted or become silly and inappropriate, I will stop what I am doing
and say Old McDonald had a farm and wait until they say ee-i-ee-i-o. I
will be doing this every time when they are not paying attention.
3. Teach with enthusiasm/fake acting I do not what my students to
see me as the boring and unenthusiastic teacher. So the only way to
make them have fun, is to be really enthusiastic, encourage them,
support then and even reward them for doing a great job at the end.
4. Keep it short and use active verbs for a pre-schooler it is very
difficult to get them to stay on task. So instead of bombarding them with
so much information, I will be keeping things very short and limited and
asking them questions in terms of them understanding what I want them
to do.
5. Give the unmotivated student a role if there is a student that is
misbehaving or does not want to participate in the activity, I will make
them become my little assistant and ask them to do a important jobs,
such as fetching me or friends an item that is needed.

2. Sequence of learning experiences: (What will you do to help


the students achieve the learning objectives? What tasks and
activities will the students be involved in to help achieve the
learning objectives?)
Heads, shoulders, knees and toes sing-a-along:
1. If a student isnt participating or is distracted, one of the teacher
assistance will encourage them to join in, by telling them what to do
(hands on your head, hands on your shoulders ect) that is shown on the
screen or even doing it themselves so that the student copies the
movement.
2. At the end of the sing-a-long, I will tell them how great they were, so
that they feel very good about themselves.
3. I will make sure that I have my enthusiastic voice/face on at all times,
so that the students feel very excited for the next activity in the lesson.

During the worksheet activities:


1. If a student is struggling or needs some assistance or guidance on
cutting, gluing, writing or pinning, there will be some assistance to help
them to improve on their skills.

After the worksheet activities:


1. By having a group discussion after the activities, I can ensure that each
student has understood what I was trying to teach him or her and hope
that they have learnt or improved their knowledge on different body
parts.
2. Give rewards (stickers) out to students that have been fantastic all
throughout the lesson.

3. Lesson conclusion: (How will you summarise the learning and


relate it to the lesson objectives?)
By looking back at my resources, I will have a pen and some paper or a
note book with me at all times, while the students are learning with their
worksheet activities. This will help me to collect information on their
progress, what they still need to practice on and ticking off the boxes on
my checklist so I know that I have completed every little steps that are
included in my lesson plan. As Im wrapping up my lesson (if there is
time), I will bring them back to the mat and re-show the video clip to
memorise their memory and ask them simple questions such as what do
we do with our eyes? What do we do with out hands? while showing
the body part. After directing them to another station, I will gather their
work and teacher assistance evaluation (independent, hand over hand
ect) and record that with my notes.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

This was a much better activity to do. Everything that I had planned worked,
however at the very start I was very nervous and spoke very quickly. But the
students were very engaged with my activity and they did have fun, but the only
thing that I would change would be getting involved with the students when
watching the heads, shoulders, knees and toes song, I think they would have all
done the movement if they had to copy me.