Lesson Plan

Day: M T W T F Date: 28/03/2018 Time: Ongoing Year: 1.2

Lesson number 2 of 3 (if the lesson is one in a sequence of lessons)

Learning Area: Literacy - Phonics

Topic: Phonics – Impact Cycle

Australian Curriculum Content Description: (see ACARA or SCASA) (Year 3)

Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words
(ACELA1822)

Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455

Aboriginal and Torres Strait Islander Asia and Australia’s engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Intercultural
Critical and Ethical Personal and
General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability
understandin
g

Students’ prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

These students have been learning how to segment and blend CVC, CVCC and CCVC words. Oral blending and segmenting is
a part of every school day and is practiced and modelled throughout the day by both the students and the teacher. When
getting students to write words, this is used as a tool to work out the correct spelling (Phonetic).

These students have been benchmark tested on their oral blending and segmenting at the beginning of the year and this is
leading on from these results.

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching – and why?)
The purpose of this lesson is to take a small group of students away from the whole group aspect and practice new teaching
methods to improve and develop their oral blending and segmenting of sounds in CVC, CVCC and CCVC words. These
students will then be tested on the same words that were previously assessed (benchmark) to see if the methods used to
improve their oral blending and segmenting have been affective.

Learning objectives: (What will students know and be able
to do at the completion of the lesson – specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able
to:
 Orally blend CVC, CVCC and CCVC words.
 Orally segment CVC, CVCC and CCVC words.
Assessment: (For each learning objective, state how you
will assess the degree to which the objective has been
achieved. What will be the evidence of the learning?
Consider formative and, if appropriate, summative
assessment strategies)
 Informal Observation (discussion and whiteboards)
 Formative Assessment of re-test.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)

Puppet

List of words

Pencils

Whiteboards

Whiteboard markers

Students benchmark results

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
The group being assessed have been selected based on their capability, measured from the benchmark testing. Therefore,
diversity will be less of a concern in this lesson. However, as in all cases, students learn differently, and this will need to be
assessed and teaching will need to be adjusted to the individual students. As this is a small group, there will be more ability
to differentiate teaching and make modifications to the way things are being taught and the speed at which the learning
happens.

Timing Learning experiences

Introduction: (How will you engage the learners and set the scene for the lesson?)

10 mins Take the group of students (pre-selected) into the back multi-use area.
Explain that we will be working together today on their oral blending and segmenting of words.
Introduce them to Sally the puppet.
Explain that Sally can only speak in “sound-talk”
Get Sally to whisper in your ear
Say to the group, Sally says h-i… (look puzzled), then say oh… Hi!
Ask Sally, “What would you like for lunch today?”
“Ch-ee-se”, look confused, say with relief “Cheese!”
Ask the students if they can try and speak like Sally? Say ch-ee-se” (Children repeat)
“What else would you like Sally?”
40 mins (f-i-sh, p-ie, s-ou-p)
Ask Sally “What do you like to do at lunch time?”
(r-u-n, h-o-p, s-k-i-p, j-u-m-p)
Ask Sally “What is your favourite colour?”
(b-l-ue)
Ask the students to tell me what their favourite colour is in sound-talk. (r-e-d, g-r-ee-n, p-ur-p-le, y-e-ll-o-w)

Sequence of learning experiences: (What learning experiences will help the students achieve the learning
objectives? What instruction will be used?)

Explain to the students that I would like them to clap out phonemes in words:
Using ‘s,a,t,p,i,n’ start with words: sat, pin, nip, pat, tap, pit.
Clap with the students in unison.
Then blend the words immediately after you have clapped out the phoneme.

Bring out objects (leaf, fish, sock, rock, rope, cup, boat, ball, hat)
Explain to the students that they will need to say the word that Sally is trying to say.
10 mins Get Sally to say the segmented words and ask the students to say the word and identify the object.

Hand out a whiteboard and marker to each student

Explain that you will be saying a word and they will need to segment it on their whiteboard.
Model an example of what you are asking.
Segment the word: boat b-oa-t (dot below b and t and curve under oa)
Give another example: b-u-sh (dot below b and u and curve under sh)

Use the following words:

CVC – man, van, tip, sip, lip, set, vet, ham, ram, pet, fog, log
CVCC – hint, lint, land, hand
CCVC – bran, stack, trash, press

(These words have been selected as they are similar to the words that will be re-tested in the final assessment)

Conclusion:
End the lesson by getting the students to sound-talk to Sally.
Say “Sally would like to know what your favourite food is”; “Sally would like to know what you like to do at
lunch”
Sally says “th-a-n-k y-ou a-n-d g-oo-d-b-ye”