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Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 11am-12pm Date: 30th May 2018 Students’ Prior Knowledge:

Learning Area: Mathematics – Measurement and Geometry  Students have been introduced to the order
of months and seasons in each year

Strand/Topic from the Australian Curriculum

Use a calendar to identify the date and determine the number
of days in each month (ACMMG041)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
✓ ✓ competence creative thinking behaviour Social understanding
competence

Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Understanding, fluency
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:

1. Date a calendar
2. Determine the number of days in each month

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

 Create class calendar  Work one on one with Ellie to get her started
 Poem poster on the activity
 June templates
 Month, season, days in month cards
 Index cards for exit ticket

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
I think that my objectives were measurable however of course will be ongoing and perhaps I could have made the
objectives more specific to this lesson rather than the topic. Many students are still unsure of how many days are in
each month – though they can determine that 1) not all months have the same amount of days and 2) February is
different to the other months as it only has 29 days or 28 in a leap year.

Teacher self-reflection and self-evaluation:

After feeling quite down on myself after my Monday Maths lesson, this lesson felt like a breath of fresh air. I thought
the kids were engaged and interested in what they were doing but also clearly taking in what I was teaching them!
Even the kids who did not complete the Exit Ticket with correct answers I noticed were getting involved in the
calendar activity and asking each other questions about the different days in the month. I tried to ask some key

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questions to get students to think about the task as not only something to learn at school but a concept they will use
throughout their whole lives. In our calendar filling activity, many of the students asked to take their calendar they
made home to put on their wall, which to me felt like an accomplishment because it shows that they were interested in
continuing to learn more about the topic. I am still trying to decide the most effective “attention grabbing” technique
and after this lesson I am thinking Stop Look and Listen gets their attention best.

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

Resources/References
Time Motivation and Introduction:
 Tell students that the WALT for this lesson is to date a calendar and
11am
determine the number of days in each month.

 Bring students onto the front mat and ask a series of quick questions
to revise what we did in our last lesson on months and seasons.
1. What is the first month of the year?
2. What is the order of the seasons? (Remind them of SAWS)
3. Which three months are in Summer?
4. Which three months are in Autumn?
5. Which three months are in Winter?
6. Which three months are in Spring?

 Introduce the new concept by asking if anyone has a calendar they

look at every day at home (If not, suggest that that mum/dad might
have a calendar in the living room/kitchen.)

 Explain that a good way to keep up with different things happening in

the month is to use a calendar.
“Can anyone explain to the class what a calendar is?”

 Tell students that a calendar is a chart with twelve pages, with one
page being dedicated to each month of the year. On a calendar we
can see days, weeks and months of a particular year and we can fill it
in with different events, celebrations or seasons.

 Show students the video that explains calendars, days, months and YouTube Video
(Pause at 3:25)

 Present the “Class Calendar” to students and tell them that from Class Calendar
today, a new job will be added to the list of daily jobs. The job will be
to change the day, date and weather for each day of the week.

 Look at the calendar with students and explain the purpose of each
box: months, days, season, weather and why it is important for us to
have a daily calendar in our classroom.
11:15am
 Ask individual students to stick the correct day, date, month, weather

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and season on the calendar for today.

Poem poster
 Explain to students their task for this lesson. They will each be given
a calendar template for the month June (which begins in two days).
The first task is to think about their commitments for the month of
June and fill them in, in appropriate days. Prompt them by asking
what their daily commitments are (afterschool sport, cocurricular
activities, afterschool care, playdates) Then tell them to fill in more
11:20am formal plans (such as weekend plans, birthdays, parties). If they have
no plans ask them to make pretend plans with other students in the June calendar template
class.
Questions sheet
 Give students ten minutes to do this, then hand out a sheet with
questions related to the month of June. Have them glue this sheet
into their maths book and answer the questions on the opposite page
with the June calendar as their guide.

 If students finish early give them jumbled month cards, season cards
and cards signalling number of days in a month. Have them order the
months, then add the season then match the month with the number
of days in that month (refer to the poem poster if need be)
Month, seasons and
number of days cards
 Call students back to the front mat to teach them the poem about
11:40am months in a year. Show them the poster and read along together.

Lesson Closure:(Review lesson objectives with students)

 To wrap up the lesson and review objectives, students will complete
their exit tickets. First have them write their name on the back, then
11:45am 1. Do all months have the same amount of days?
2. Which month has 28 days?
3. How many months of the year?
4. Why do we use a calendar?
11:50am Index cards for exit
Transition: (What needs to happen prior to the next lesson?) ticket
 Call students up to hand in their exit ticket then instruct them to wait
patiently on the mat for further instruction from Mrs C.

Assessment: (Were the lesson objectives met? How will these be judged?)
 Collect exit tickets at the end of the lesson to see whether or not
objectives have been met. Copy answers into table below:

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30th May 2018 Do all months Which month How many Why do we
NAMES have the has 28 days? months are use a
same amount there in a year? calendar?
of days?
Chloe ✓ ✓ ✓ ✓
Hunter X ✓ ✓ ✓
Rebecca ✓ X X ✓
Hudson ✓ X X X
Jordi ✓ ✓ X ✓
Carla ✓ ✓ ✓ ✓
Bella ✓ ✓ ✓ ✓
Shiloh X ✓ ✓ ✓
Maya ✓ X ✓ ✓
Eva ✓ ✓ ✓ ✓
Millie ✓ ✓ ✓ ½
Izzy ✓ ✓ ✓ ✓
Taylan ✓ X ✓ X
Brodie ✓ ✓ ✓ ✓
Lawrence ✓ ✓ ✓ ✓
Hayley ✓ ✓ ✓ ✓
Mia ✓ ✓ X ✓
Cohen ✓ ✓ ✓ ✓
Ellie ✓ X X X
Skye ✓ ✓ ✓ ✓
Casey ✓ ✓ ✓ ✓