Lesson Plan Template

This template may be used for key lessons, however, it is not expected that when taking full control pre-service teachers will complete full detailed lesson plans for every planned
experience. Daily plans including experiences and key questions are more relevant and manageable.

Student Year Duration Focus Implementation date(s) Curriculum area(s)

level(s)
Foundation 60 minutes WALT (We are learning to): Identify the ending sound in words 05/09/2018 Blend sounds associated with letters when
reading consonant-vowel-consonant words
(VCELA147)

Prior knowledge: What does the learner already know? (Links to prior knowledge & interests including your discussion with teacher about previous learning experiences and student competence and skill. Link to AusVELS and classroom
program)
The students are able to identify different sounds from different letters.

Learning outcomes/standards: Where does the learner need/want to be? What is aim of experience in this regard?
(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from school documentation and AusVELS to inform what you know of the specific outcomes/standards for the learning experience. Mention achievement aims that will
inform assessment).
Knowledge & understanding: Skills:
 I can say the word  Documenting
 I can segment the word  Modelling
 I can hear the sound at the end of the word  Scaffolding
 I can say the last sound I can hear  Reinforcing
 I can find the last sound on the THRASS chart

Learning processes: In what ways does the learner best learn?

What Attitudes and Perceptions will you use to support individual learners? (Including differentiated What will individual learners need from you to support their learning in this regard?
teaching for student diversity.)  Unpacking ending sound in words
 Visual display – THRASS chart  Group discussions of different ending sounds
 Making connections to the book read – ‘My Cat Maisie by Pamela Allen’  Modelling
 Auditory – class discussions  Visual displays prompting and guiding individual students
 Time Learning experience Teaching Resources Assessment & Feedback
What is the journey of the experience? For example, how will the experience be introduced and What teaching strategies will be used, What resources will be used? How will this be managed, by and to whom?
unpacked with students, who will do what and how, how will the experience be managed, how will when and how?
content delivery be managed, how will adjustments be made to accommodate individual differences
in learning, etc?

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, ‘hook’  Discussions to hear students  ‘My Cat Maisie by  Whole group time with student
 Discuss the WALT and success criteria views Pamela Allen’ teacher (me) having discussions
 Read the book ‘My Cat Maisie by Pamela Allen’  Modelling to provide an  THRASS charts about ending sound words found in
example for students  Visual photo of how the book
 your mouth should 
Phase 2 Develop skills & knowledge, build, practice, acquire, integrate, extend, refine Scaffolding the structure of Discussions of reading rotations.
*Prior to lesson teacher to plan the high frequency words from the book. the experience  Wandering around and listening out
 Pick out words for the students to THRASS out. look when saying
 Reinforcing the learning as the sound.
throughout reading rotations,
 Choose some words from the big book to THRASS out together. well as the steps involved in ensuing students are on track
the activity  Guide students through sharing
 Unpack reading rotations and dismiss children group by group ensuring the time, allowing for all children to be
leader of each group gets the tub with the activities included. heard and able to share.
Phase 3 Conclude, culminate, draw together, review & summarise key learning, checks for learning,
consolidation, homework/review tasks
 Reading group rotation sharing

Evaluation of learning: What has been achieved by the learner? What else was/was not possible? Why/why not? What comes next?

The students were able to identify and THRASS out different high frequency words found within the text through following along and discussion. The lesson also allowed for the students to make connections to
other texts, personal experiences or world experiences. From this, the high frequency words identified and unpacked in regards to ending sounds was identified and comprehended by students. I was conscious of
time so I did limit the examples from the text on the board. However, if to repeat this experience again, I would provide more examples of ending sounds to showcase different words.
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