Story Time

Assessable Day 1 Lesson Plan 1 Guide for how you might plan for a whole group or small group.
Learning Development Area: Implementation Date
Communicating Thursday 07/09/17
Active learning Duration
Wellbeing
Connectedness Focus lesson take
Identity approximately 15 - 25 mins in
Context for learning: session.
Routines & transitions
Real-life engagements
Including show and share time
Play

Does this build on prior experiences/interests of the children?

Built from childrens prior knowledge and experience of routine and then transitioning from mat time to activity time.

What is the focus? About what am I being intentional? Will I observe/record information?
Inform assessing
Questioning student about then book and story? (seeking deeper understanding and
participating in posing questions).
Diagnostic assessing
Observe the behaviour of children at mat time.
Observe the students participating and interacting as well as the students not participating and
interacting.
Observing students way of responding and taking turn in conversation.

Linked to Australian Curriculum - Foundation Year Content Descriptions, Literature, Responding to literature.

Share feelings and thoughts about the events and characters in texts (ACELT1783 - Scootle )

Guiding Behaviour Consider what you need to put in place to support children:

Expectations of childrens behaviour: Children are to use 5 stars listening (Your eyes are looking at the person talking, your ears are
listening lips are together, hands are folded in your lap and legs are crossed or keeping feet quiet).

Preventative strategy Sensory regulation for high, moderate and low learning ability students. Explaining or clarifying questions and
answers.

Emily may need extra support from Supporting Teacher or Emily may need to be sitting at the front near me, so she can get engaged with
story and questions and have her full attention on me and the story and not get distracted.

Resources:
Book - The last tree in the city by Peter Carnavas
Marking roll
Pencil

Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.

Engagement strategy engaging Emily and Om in the learning experience. Emily may need extra support from Supporting Teacher, but
just encouragement Emily and Om to participate and sit them near flexible/neutral peer or at the front near me, so they dont get
distracted.

You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think though how you will engage with the
children, the language you will use, the questions you might ask etc.
Transition Goals Derived from QKLG Transitioning from outside to mat time in the
How will you morning.
Standard: 1.2
transition to this Saying good byes to their parents and
section of your Standard: 3.2 caregivers.
day/next
Putting water bottles on water bottle
activity/lesson?
station/shelf.
Introduction: Intro.:
Introducing the Standard: 1.2 Cue: I sit on Teachers chair.
topic and settling (students know it is time to start the day)
children I say Good morning to all students then we
start with the morning greeting song.

Hey good morning, hoe good morning,

what a lovely day.

Hey good morning, hoe good morning,

wont you come and play.

Hey good morning, hoe good morning,

clap your hands in time.

Hey good morning, hoe good morning,

fold them just like mine.

Show and Share, then story time. I introduce

book. Reading title of book.
Body: Body:
Standard: 1.2
I read book and posing questions throughout
Standard: 3.1 the story.
How do you think the boy is feeling?
Standard: 4.2 (direct question to Om and Emily)
Standard: 5.1
Why do you think he is feeling that
way?
Standard: 5.2 Link to show and share and lady bug activities.

Conclusion: Conclusion:
Standard: 1.3
Tell students the activities and challenges that
Standard: 4.1 are set up. (e.g. laptop set up with lady bug
information clip from you tube that links to
yesterdays lesson).
https://www.youtube.com/watch?v=e-
FCVldDhQI
Play doh station, painting stations etc
Transition to Move to students off to another activity.
Standard: 1.2
next activity I would select students to choose an activity.

Evaluation / Reflection:

Students responded well to the posing questions.

Om was a bit quiet and needed a little time to respond and Emily was not sure (shy).
Toby and Jessica responded well to the questions. Nasa brought in lady bugs yesterday and Nev brought some in today for show and
share.
So, it did link to the clip I set up for one of the activities and it inspired a challenge to paint lady bugs.

Notes:

Om does not talk in full sentences. Im not sure if it is a cultural and language barrier or if he is shy and not use to me yet?