Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary

Time: 9am Date: 31/03/2016

Students Prior Knowledge:

-

Learning Area: English

Strand/Topic from the Australian Curriculum:
ACELY1654 Construct text using software including word

phonemic awareness
alphabet knowledge
basic use of the iPad
how to write letters

processing programs
ACELY1817 Know how to read and write some highfrequency words and other familiar words
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

Ethical
behaviour

creative thinking

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 a written and audio text outlining basic sight words using story creator
Recognise SATPIN words through the use of ICT audio tools
Teachers Prior Preparation/Organisation:
-

List of specifically chosen sight words

List of specifically chosen SATPIN words
Prerecorded butterflies
7 fully charged iPads that contain story creator
Laminated sight word cards
Laminated SATPIN word cards
Prerecorded audio pegs
Create checklists
Provide student teachers with checklists &
instructions for activities

Provision for students at educational risk:

-

one to one guidance (student teacher

shadowing)
Gabriella & Samu: ESL
guide sounding out the words
provide extra time
Toki, Leon & Ben
speech impediments
one to one guidance
ensure the student teacher is aware

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Did students recognize SATPIN words?
Were students able to write basic sight words?
Were students able to use the iPad effectively?
Was story creator a suitable application to use?
Were the audio tools in teaching SATPIN words?


Teacher self-reflection and self-evaluation:
Was the lesson outlines and instructions clear?
Were students engaged in the lesson?
Did students enjoy the lesson?
Did we teach effectively? Were we clear in our instructions?
[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

Mat session:

Resources/References

Nikki to introduce herself, Caroline & Amy

-

name

fun fact

University students from Notre Dame

Amy to introduce activities:

Motivator: sparkly mystery bag with magnetic letters (w, o, r, d, s)
- choose children to pick a letter out of the bag & stick it on the board
- What words could these letters make?
- What sound does this make?
- Spell out words on the board with magnetic letters
- Today we are learning different words. Explain activities
Butterflies
iPads (use story creator example on iPad 2)
- split class into two groups & explain rotations

Mystery bag with

magnetic letters

Group Formations
Gabriella (ESL) = Maddy
Samu (ESL) = Ellie
Toki (Speech) = Allanah
Leon (Speech) = Lydia
Ben (Speech) = Ebony
Sight Words = Caroline & Katie
Butterflies = Amy & Nikki
Lesson Steps (Lesson content, structure, strategies & Key Questions):
9:25
Students will be rotating through two activities: Butterfly Recordings and iPad
Stories.
iPad Stories
Students to sit at a table, sharing an iPad between two.
If required, teach students how to use the iPads and the app.
Laminated sight word cards to be laid out in the middle of the table, upside

iPads with story creator

Laminated sight word


down.
Students to create a book cover using story creator
- picture of the students
- their names
One student in each pair to pick up one card and read the sight word on it,
sounding out the letters if needed.
Same student to write the word on a new page in story creator and then
record themself saying it aloud.
Switch, and next partner repeats the process with a new card.
Continue in this fashion until at least five words have been completed or time
is up.

Butterfly Recordings
Students to go outside (or into another appropriate area) and split into six
teams.
Students to be given a butterfly with a word recorded on it. They are to listen
to the word, repeat it aloud and then go and find the SATPIN word card with
the picture and word on it.
Students to bring the card back to the leader and point to the letters as they
say the word, and put the word in a sentence. If correct, students get another
butterfly with a different word and repeat the process.
One student teacher to redistribute the cards found.
This continues until all students have found all twelve words.

9:45
10:05

cards
Checklist

Butterfly recorders
Laminated SATPIN word
cards
Checklist

Rotate groups
Peg recorders
Lesson Closure:(Review lesson objectives with students)

Laminated Sight Word

Cards

Caroline to close the lesson with a mat session to consolidate learning by

asking children not observed directly.
Students to sit in a circle with sight word cards in the middle.
Use the recording pegs, with different sight words recorded onto them. Pass
the pegs round the circle and when Caroline says stop, the child has to listen
to it and find the matching card.
Caroline to close and pass over to the teacher.
Transition: (What needs to happen prior to the next lesson?)
Can you come sit nicely on the mat to listen to Miss Correia.
Assessment: (Were the lesson objectives met? How will these be judged?)
iPad Stories
- assessment through checklist and anecdotal notes (appendix a)
- iPads provide evidence of learning as students work and recording
are saved
- observation

extending and enabling prompts and questions can be asked

consolidated in closing mat session

Butterflies Recordings
- assessment through checklist and observation
- primarily through observation as asking questions to reinforce
learning