Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary Time:9-9:40am Date: 01-04-15

Students Prior Knowledge:

Learning Area: English

Knowledge of the alphabet

Phonemic awareness
Basic knowledge on how to use iPads
Letter writing

Strand/Topic from the Australian Curriculum

ACELY1654 Construct text using software including
word processing programs
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Create an audio text using Story Creator based around initial sounds
Work efficiently and be able to cooperate with peers, displaying sharing characteristics and the ability to take
turns

Teachers Prior Preparation/Organisation:

Download story creator onto the iPads and ensure
all iPads are fully charged
Create and laminate initial sound flash cards
Create checklist
Consolidate the curriculum

Provision for students at educational risk:

Ensure that ESL students and those with
speech impairments are guided with correctly
sounding out the words and are given extra
time to complete the activity if needed

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Were the students able to effectively use the iPads?
Was the chosen app suitable and easy enough for the students to use?
Could the students recognize the different parts of my lesson?
Has there been any learning?
What would I do differently next time?
What did students find the most challenging? What can I do to resolve this?

What did students find the most enjoyable? Why? Could I incorporate this into other lessons to ensure my
students are having fun whilst learning?
Did I ensure all students needs were met and understanding was achieved?

Teacher self-reflection and self-evaluation:

How well did I teach my lesson? Were the outlines and instructions clear?
Were all students engaged in my lesson?
Have I taught this lesson in a way that allows all children to have a broad understanding of this topic?
Have I referred to the curriculum allowing all children to be taught appropriate content?
How could I improve this lesson and my teaching strategies?
Did I treat all students equally and ensure none were left behind?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Time

Motivation and Introduction:

9:00

Reflection: Todays lesson will begin with a reflection allowing students to

consolidate their learning and engage in a class discussion about what was
learnt in the previous lesson. Teacher feedback and input will be provided.

Resources/References
Align these with the
segment where they will
be introduced.

Introduction: Teacher introduction and explanation of the up and coming

lesson will inform students of the content of todays lesson. This will inform
students that the lesson will be based around initial sounds through the use of
an app on the iPads called Story Creator. This allows students to be verbally
motivated and further engaged as the resources shown are not always used
in an English lesson.
The educator will additionally show examples of previously made story books
on the iPads and walk students through how they are going to make their own
to act as further motivation. Teacher tone of voice whilst explaining the
importance of todays lessons in a way that will inspire children to learn and
efficiently work throughout the lesson will also play a vital part in the
motivation of students.

1 iPad between
each pair

Transition: Once the mat session has concluded the educator pair students
up based on strengths, weaknesses and previous knowledge on students who
work well together. The educator will then slowly transition students from the
mat area to their working stations through asking students with specific
characteristics such as if your partner has blue eyes to both quietly go to
their desks and wait for further instructions.

9:10

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

Students are to sit at their designated table and share one iPad
between two and open up the Story Creator app
The laminated initial sound cards will be placed on the table face
down with students being instructed to pick one card at a time, draw
the chosen letter in their story book and then record themselves
saying the letters sound.
Students are to take turns doing so, with this continuing until there are

no cards left of the allocated time is over

Once all cards have been recorded or the end of the lesson is near
students will be instructed to watch their story book over, listening to
the sounds and how the letters are writte

9:30
Lesson Closure:(Review lesson objectives with students)
Once students have completed this activity students will be instructed
to place the iPads back in their correct location.
Upon completion of this the class will engage in a discussion, allowing
the teacher to review the lesson objectives. Students will be asked
questions such as, What did you find the most difficult? AND What did
you enjoy the most about this lesson?
By doing so the teacher will become aware of the main areas in which their
students struggled and the activities and learning styles they enjoyed the
most. This is a useful finding for the teacher and can be referred back to when
planning future lessons to ensure students have a developed understanding
of problem areas and are being taught in ways in which they enjoy thus
inspiring them to learn
9:40
Transition: (What needs to happen prior to the next lesson?)
The teacher will slowly move students from the mat area to begin the next
lesson by saying things such as if you were born in February go and quietly
wash your hands and get ready for recess. This process will continue until
there are no students left on the mat.
Assessment: (Were the lesson objectives met? How will these be judged?)
Students will be assessed through teacher observation. Once the teacher has
adequate information, observations will be recorded on a checklist stating
whether or not each child met the objective. Space will be provided next to
each childs name for further teacher comments for future reference and to
allow those who did not meet the objectives to be helped accordingly.

Checklist

The teacher will record findings throughout the lesson, for example during the
activity students will be asked questions about what they are doing and what
sounds specific letters make, student answers will be recorded and will help to
determine whether or not they have met the objective. During the assessment
the teacher will also make reference and refer back to the curriculum as a
reminder for what the child should be able to achieve.