SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2016)

KLA: Date: 11/11/16 Time: Class: Kindergarten School: Evans River K-

12
APST FOCUS:
Outcome: DRAES1.3 Dramatises personal experiences using movement, space and objects.
Objective / Learning Intention:
A great way to get students aware of body movement and working together.

3.1 & 3.2 Background / Cultural / Prior Knowledge:

3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE &

TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order 2.1 Explicit quality 2.4 Social support
thinking criteria
3.5 Connectedness 1.2 Deep 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
understanding
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation
students Strategies
INTRODUCTION (O):
mins Warm-up
She sells seashells on the seashore.
Unique New York
Three free throws
Red Leather, Yellow Leather
I thought a thought.
But the thought I thought wasnt the thought I thought
I thought.
Red Blood Blue Blood
Toy boat. Toy boat. Toy boat.
Betty bought butter but the butter was bitter, so Betty
bought better butter to make the bitter butter better.
 BODY (G):
Pair students up and tell them to pick an A and B. Optional: Tell
Tell As that they are looking in the mirror. B will be the them it is morning
mins leader and they are Let the leader use
Moving only from the waist up, the leader begins to getting ready for the whole body, not
make simple gestures or movements. The mirror the day. just from the waist
duplicates the leaders movements exactlyjust as a up. Add levels and
mirror would. depth. (A step
Tell them to move VERY slowly. Bs are the mirror and closer, a step
must follow A so closely that an observer would not be further back)
able to tell who is leading and who is following. The leadership can
Encourage them to mirror not only body movement shift back and forth
but also facial expression. between partners
Have them switch after a minute or so. without the teacher
Start again with As but this time tell them that they calling out
are talking to themselves in the mirror as Bs follow. change.
Again let them switch and then try it with no leader The mirrors can
move around the
and no follower.
space still mirroring
each others
actions.

5 mins CONCLUSION (R):

 Supervising teacher: Date:

WEEK: 1 2 3 DAY:________________________ REFLECTION TEMPLATE

Reflection on student achievement against the outcome, indicator or Reflection on your delivery of the lesson, effectiveness of resources, strategies, questioning,
objective based on information / evidence provided by the assessment inclusion of QT elements etc. May include a statement about future modifications or action if
strategies within the lesson. required.

May also include anecdotal notes about individual student progress.

LESSON 1:

Supervising teacher: Date: