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): Write silly sentences 05/09/2018 Understand that punctuation is a feature of written text different
from letters and recognise how capital letters are used for names,
and that capital letters and full stops signal the beginning and end of
sentences(VCELA156)

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)
Knowledge of how to sound out words
Use THRASS chart
Which letters are consonants and which are vowels

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 sentence  Listening
 I can count the words in my sentence  Recalling the letter and sound to make the word
 I can find the THRASS pictures
 I can write the words
 Sounding out words
 Using pictures from the THRASS chart to prompt students

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.)  Modelling activity
 Visual display – THRASS chart  Prompting throughout discussions and activity
 Auditory learners – listen to THRASS chart CD  Extension activities
 Making connections  Flexibility to students abilities
 Hands on approach
Time Learning experience Teaching Resources Assessment & Feedback
What is the journey of the experience? For example, how will the experience be introduced and unpacked with What teaching strategies will be What resources will be used? How will this be managed, by and to whom?
students, who will do what and how, how will the experience be managed, how will content delivery be managed, how used, when and 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 as a group  THRASS chart  Whole group time with
 Discuss WALT and success criteria to unpack the word HAND student teacher (me)
 CD for THRASS
 Play THRASS cd and revisit phoneme boxes on the THRASS chart. having discussions about
chart
 Model using THRASS pictures to make up silly sentences.  Scaffolding the structure silly sentences
of the experience  Whiteboard to
unpack and model  Extending higher
Phase 2 Develop skills & knowledge, build, practice, acquire, integrate, extend, refine
silly sentences
 Model using THRASS pictures to make up silly sentences.  Modelling to provide an achievers with making
 Model what good writers do (model writing strategies) example for students in more silly sentences
 Students to write silly sentences. regards to the activity by
 Students are given 2- 3 THRASS pictures to use to write a sentence. drawing my hand on the 
 board and how I can lend
Phase 3 Conclude, culminate, draw together, review & summarise key learning, checks for learning, consolidation, a helping hand
homework/review tasks
 Discussion about the different silly sentences the students have come up with  Reinforcing the learning
as well as the steps
involved in the activity

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

By the end of the lesson, the students were able to write silly sentences with cards to prompt them. However, I was under the impression to give the students different cards for them to form a sentence and
copy. The lesson should have been made up of a demonstration which occurred, then discussing the activity for the students to complete and then sending them off and assisting when needed. For next time, I
will be aware and ask the teacher if in doubt. Students were able to create their own sentences with the prompt cards. I was able to cater for the diverse learning abilities and learning styles by providing
opportunity for extension or having additional teachers to support students and their learning.
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