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Appendix 1 LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: Year 1 Time: 10:10-10.35am Students Prior Knowledge:

Date:5/05/2017

Learning Area: English - Can identify and differentiate between

consonant and vowels
Strand/Topic from the Australian Curriculum - Know what a diagraph is
- Able to work with other students in a
Language: Phonics and word knowledge friendly manner.

Use short vowels, common long vowels, consonant

digraphs and consonant blends when writing, and
blend these to read single syllable words
(ACELA1458)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal Intercultural
competence creative behaviour and Social understandi
thinking competence ng

Cross-curriculum priorities (may be addressed in the lesson) N/A
Aboriginal and Torres Strait Asia and Australias Sustainability
Islander histories and cultures engagement with Asia
Proficiencies:
Lesson Objectives

As a result of this lesson, students will be able to:

- 1 Read a short text with different words having the long /e/ sound.
- 2 Identify the different words from the text having the long /e/ sound
- 3 Mention the different graphemes representing the long /e/ sound
- 4 Take turns to participate in discussion How? Can you use a Kagan Structure???
- 5 Classify words found on flashcards in the correct columns in terms of long /e/ sound at the
beginning, the middle or the end of a word..Is this a worksheet?

2

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Print reading text for the group
Word cards with the long /e/ sound
Word classification table
Long /e/ at the beginning, the middle and the
end
Use picture cues for students who are still
struggling with reading.
Prepare additional activity for pupils who
complete the task in advance. What will
this look like?

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
Was the text appropriate for the learners reading level and interest?
Were the learners able to identify the words with the long e in the text easily?
Could the pupils find more words with the long esound?
Were students able to sort the words appropriately?
Did the students take turns with each other?
What will the students need to work on in the next lesson?
Was the activity helpful and useful?
What tasks did the students find difficult?

Teacher self-reflection and self-evaluation:

Anecdotal notes will be kept on:
Were the students interested in the lesson that you presented them with? If not, how can I make it more
interesting?
Did each student participate?
Were all objectives met?
What aspects of the lesson did the students complete?
How can this be improved?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

relevant)
Resources
Time Motivation and Introduction:
10:15am 1. Students will make their way from the mat to the small work
group area.

2. Teacher welcomes the pupils and explain the objectives of the

group activity
At the end of this activity you should be able to
(i) Identify words having the long e sound
(ii)mention the different graphemes that represent the
long e sound,
(iii) Differentiate the place/position of the long e sound
in words.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

10:17am Text containing
1. Group discussion where teacher encourages pupils to recall words with the long
what is meant by a diagraph and to mention all the short vowels. e
2. Distribution of texts to the two pairs of pupils
3. Pupils work in pairs to read a short text which contains different
words with the long e sound through a shared reading.

You will take turns to read the text to your shoulder partner and
your partner will help you with the difficult words. Pack of word cards
10:20am
4. Class discussion related to the common sound that can be
heard from the text. Kagan Structure
5. Teacher then displays the words of the text having the long e
sound along with other long e sound words which have other
graphemes and help learners to read them.
10:25am 6. Stimulate learners observation skills by asking them to identify
the different graphemes that represent long sound e.

Observe the different words. They all have the long sound e.
(i) Are all the long e sounds written in the same way?
(ii) Can you please tell me the graphemes that have been used
to represent the long sound e?
10.28am
7. Question pupils on the different places where they can hear the
long sound e in the different words.

10.30am
8. Class activity where pupils take turn, pick cards from a packet
and sort them by placing them in the correct column of a table
showing long sound e at the beginning, in the middle and at
the end.

Assessment: (Were the lesson objectives met)

9. Activity sheet for evaluation of the program. Pupils have to

select words from a list provided on the activity paper and write Activity sheet
them in the correct column (Long e sound at the beginning, in
the middle or at the end)

10. Pupils having reading difficulties are provided with reading cards
while those who have finished first are encouraged to add two Reading cards with
more words in each column. words and pictures

11. Correction of work and provide feedback individually on strength

and weaknesses. i.e I loved how you tried hard to spell your
words correctly, You were so close with this word, but next time
you could try using a different long e grapheme, Can you see
anything wrong with this word?, What a fantastic effort. Etc

Are these the type of responses you were thinking????

Closure:(Review lesson objectives with students)

1. Teacher uses questions to remind pupils of the main objectives

of the lesson:

(i) Which sound have we learnt today?

(ii) What are the different ways of writing the long e sound?
(iii) Does the sound have the same place in all words?
(iv)Can you give me a word which has the long e sound in the
beginning?
(v) Can you give me a word which has the sound in the middle?
(vi) Can you give me a word which has the sound in the end?

2. Teacher makes a statement on the importance of knowing the

different graphemes for writing the long e sound and how it
helps us to write words correctly and help others understand
what we want to communicate.

Transition: (What needs to happen prior to the next lesson?)

Pupils are sent back to their respective places and wait for the
bell to ring.

Assessment: (Were the lesson objectives met? How will these be

judged?)
- Observation (objective 1)
- Checklist (objective 2, 3 and 4)
- Activity sheet (objective 5)