LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: KINDERGARTEN Date: Term 2, week 8 Students’ Prior Knowledge:

Learning Area: Arts and Crafts & English

No prior knowledge.

Strand & Content Description(s) from the Australian

Curriculum:
English
o ACELY1653 produce some lower case and upper
case letters using learned letter formations.

General Capabilities ( areas that are covered in the lesson)

Personal and
Literacy Numeracy ICT Critical and Ethical
Social
Intercultural
competence creative thinking behaviour understanding
Competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 Students will be able to identify the initial sounds of simple letters (SAT PIN).

Teacher’s Prior Preparation/Organisation: Provision for Students:

o Letter U Word Cards Students with vision impairments may be provided with
o Bells larger text sheets or further assistance in retrieving the
o Name Sheets correct materials for the activity.
o Permanent Markers
o Whiteboard Erasers For early finishers, they are to transition to the free play
o Number of the Week Template centres around the classroom.
o Letter of the Week Template
o Scissors Students who struggle to keep focused on the task at hand
o Lead Pencil for name writing will be provided with other alternatives (for example, if you
o Phonics Letter Sort Activity Sheet finish this work you will be able to go and play with the
o Empty Jar blocks).
o Food Colouring
o Warm Water
o Mixing Bowl
o Pippets
o Vegetable Oil
o Interactive Whiteboard
 LESSON DELIVERY Resources/References
Time
8:30am Motivation and Lesson Introduction:
1. The students enter the classroom and place their library books in the
basket located at the front of the classroom.

2. The students are then required to locate their name set up on the
three desks. Bells
The students are to place the letters of their name in order, trace the
pre-written name provided and then write their name by themselves Name Sheets
on the line provided at the bottom of the laminated sheet.
Once the students have completed this, they are able to free play in Permanent Markers
the available play centres around the classroom until the day begins.
Whiteboard Erasers
During the above activities, the educator must walk around and praise the
students to increase their self confidence levels as well as providing support Number of the Week
where needed. This is extremely important if their parents have departed. Template
3. The educator will then ring the bells to signal to the students to Letter of the Week
transition to the mat to begin the day. Template
4. Good Morning introductions are complete as well as the timetable for Interactive Whiteboard
the day (located at the top of the whiteboard for the students).
Demonstration of the
5. The educator will explain to the students that they will be reading a Science Experiment
book and then conducting a science experiment on the mat and at the
table. Sparks in the Sky
eBook
6. The educator will read the chosen book (Twinkl “Sparks in the Sky”
eBook) to the students, posing questions to the students about
“where do we start reading from?” and “which way do I read?” to keep
the students motivated.
The educator should strive to pause at the important pages
throughout the book to extend the students learning.

7. After reading the book, the educator will prompt a discussion in terms
of introducing the science experiment.
What do you think is going to happen to the food colouring? Will it
float or sink?
The educator must ensure that they ask the students their predictions
become completing the experiment.

8. Complete the science experiment as a demonstration (will be carried

out again at the table top activity area).

During the mat session, if the students become off topic or distracted, the
educator is to implement the behaviour management strategy of “are your
eyes watching (pointing to eyes), are your ears listening (pointing to ears), are
you voices quiet and are your bodies still.

Lesson Development:
9:20am
The table top activity is set up with the appropriate writing and drawing
materials before instructing students to come to the table to complete their
activity.

1. The students are called up to this table top activity in groups of two to
make it manageable for the educator.
 2. The educator instructs the students to write their name at the top of
their page that has been handed to them.

3. The students will then grab a pair of scissors and cut out the pictures
Scissors
along the dotted line found at the bottom of their page.
The educator may wish to provide assistance to the students if they Glue Sticks
appear to be struggling with the cutting aspect.
Phonics Letter Sort
4. Once the students have cut out their pictures, they must lay them out Activity Sheet
in front of them.
Lead Pencil for name
5. Next, the students are to pronounce the letter sounds at the writing
educators prompting of pointing to the sounds.

6. Once the students are able to correctly identify the sounds, they are
then required to sort their pictures into the correct boxes by glueing.
The educator must be fully aware of where the students are placing
their pictures, ensuring that they are being glued in the correct
column.

7. The students have completed the activity when they have glued all
pictures under the correct initial sounds columns.

As recess takes place at 10:30am if some students have not completed the
activity they will do so after recess or in the next session on another day.

10:30am
Lesson Closure:
At the closure of the table top craft activity, invite the students to share their
craft by scaffolding discussion.
Questioning
What sound does this letter make? What pictures in front of you begin with
this sound? Discussion
Can you say another word that starts with this letter?
The closure of the lesson is completed when the students have completed
their activity as the classroom is very play based.

Assessment:
The students are observed by the educator during their play activity and
Work Samples
assessment will be taken in terms of the students’ work samples.
Early Years Learning Framework Outcomes
o Outcome Two – Children are connected with and contribute to their world.
- 2.4 Children are connected with and contribute to their world where they
become socially responsible and show respect for their environment.

o Outcome Five – Children are effective communicators.

- 5.1 Children interact verbally and non-verbally with others for a range of
purposes.
- 5.2 Children engage with a range of texts and gain meaning from these
texts.

o Outcome One – Children have a strong sense of identity.

- 1.3 Children have a strong sense of self through creatively expressing
ideas and responding to the ideas of others.
- 1.1 Children feel safe, secure and supported through developing their
emerging autonomy, inter-dependence, resilience and sense of agency.

o Outcome Four - Children are confident and involved learners.

- 4.1 Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm,
persistence, imagination and reflexivity.
- 4.2 Children develop a range of skills and processes such as problem
solving, enquiry, experimentation, hypothesising, researching and
investigating.