Lesson Plan

Year: Pre-Primary Learning Area: English

Date/Time: 22.08.2014 9:15am Lesson Focus: Language & Literacy
Background Information:
The entire class has recently been tested on their phonological awareness skills,
specifically on their knowledge of what a word is, syllables, onset-rime and phonemes.
Based on these test results, the class has been split into four groups (two word, syllable,
onset-rime and phoneme) dependent on what area they need to practise/improve on. Four
different activities will be planned specifically for these groups.

Teaching/Learning Purposes (written in terms of outcomes);
By the end of the lesson the children should be able to (or have enhanced on the skill of..),
learning to ask relevant questions and to express requests and opinions in ways that suit
different contexts. They will be able to recognise that sentences are key units for
expressing ideas i.e. learning that word order in sentences is important for meaning. They
will be able to practise recognising rhymes, syllables and sounds (phonemes) in spoken
words. This will be achieved by asking the students to identify rhyme and syllables in
spoken words, identify and manipulate sounds (phonemes) in spoken words and to identify
onset and rime in one-syllable spoken words. The students will gain confidence in listening
for specific things and participating in class, group and pair discussions about shared
experiences (including shared texts) and asking and answering questions to clarify
understanding.
(ACELA1428) (ACELA1435) (ACELA1439) (ACELY1646)

Preparation:
o Rhyming Pairs Game
o Sentence Completion Strips Activity
o Compound Word Activity
o I SpyWith a Twist!

Learning Experiences:
1. How will I engage the learners?
The children will start off on the mat for a mat session, to be able to give me a chance to
explain to the entire class what we are going to do. The students have already been
separated into four groups (by the teacher) so they are already aware of who is in their
group. We will have a discussion about the previous activities our groups have completed
so that the students are able to gain an insight into what we will be doing. (Prior to this
discussions the activities will already be set up). Instead of going through and explaining
each individual activity (it will take too long and is not necessary) a general overview of
what we are going to do will be explained before the groups head to their tables. Once
there I will give instructions to all the groups with the help of the teacher and education
assistant.
Time: Five minutes.

2. Student tasks and activities (what will the students do to achieve the lesson
purposes?
o Rhyming Pairs (Onset rime) This activity will help with detection, judgement,
identification and categorisation. The cards will be laid out on the table with the
group of children having to take turns with picking out two cards that rhyme. They
will take it in turns until all of the cards are gone.
o Sentence Completion Strips Activity This activity will help with word
identification and blending sentences. The children will have to look at picture and
word cards and have to make up their own sentences that make sense, by looking at
all the cards.
o Compound Word Activity f-j This activity is pretty self-explanatory. The
children will have a variety of cards to look through from the letters F to J and have
to make up sensible words.
o I Spy With a Twist! For this game we will be playing I Spy but instead of
giving the sound of the object starts with, make the clue the number of syllables (or
claps) in its name.
Time: Ten to fifteen minutes.

3. Conclusion (how do you summarise the learning and relate it to the lesson
purposes?
Once all the groups have finished (or spent the required time) on the activity we will
regroup back to the mat. Divergent and evaluative questions will be asked to each group to
gain a sense of how each group went with their activities (whether they enjoyed it, if it was
too hard, easy etc. We will then have a guided discussion on what we have learnt as well as
sharing our observations with our peers, promoting confidence and a sense of wellbeing
between groups and individuals.
Time: Five minutes.

Assessment and Evaluation: (How do you know the students have achieved the learning
purposes? Evaluate your own performance).
Asking a variety of divergent and evaluative questions helps me with understanding if the
students have achieved the learning purposes or not. After all of the activities have been
completed we sat down for another group discussion and several children were asked to
come up to the front and explain what they had to do, this showed me if they understood
what was required of them. If they could successfully complete and explain what they had
to do, this showed me if they understood what was required of them. If they could
successfully complete and explain the activity this then shows me that they have achieved
the required learning purposes. Throughout the lesson I made sure that I was observing all
of the children to gain an insight into whether the activity was too hard or easy for them,
making notes for the teacher so that if the groups needed to be changed, she would have
help to change them. Doing this also helped with being able to tell whether the students
achieved the learning purposes or not if they were successful in participating and could
complete the activity with ease or after being explained what was required of them several
times to understand the concepts.