Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 1/2 Time: 10:50-11:25 Date: 6/6/17 Students’ Prior Knowledge:
Learning Area: English – Letters & Sounds Students have knowledge of the phonemes th, sh, ch
and single letters.
Strand/Topic from the Australian Curriculum: Recognise
and generate rhyming words, alliteration patterns, syllables
and sounds (phonemes) in spoken words (ACELA1439)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Recognise and say the sound ‘ng’
Write and draw ‘ng’ words
Sound out unfamiliar words
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
Enabling: give students the first phoneme in a word,
Print roll n read mats from Twinkl prompt students with visually (mouth movements) and
Print word cards from Twinkl verbally (phonemes).
Print student observation sheets
Check interactive whiteboard is working and have Extending: students say each sound and then the
PowerPoint ready whole word, they draw a picture and when writing the
Ensure counters, pencils, dotted thirds, dice and mirrors are word underline the ng sound.
available
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:
1
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant )
Resources/References
Time Motivation and Introduction:
Align these with the
10:50 Go through the ‘ng’ Letters & Sounds PowerPoint with students segment where they will
be introduced.
- Sounding out words
- Saying the ‘ng’ sound Powerpoint: Phase 3-
Week 3- Day 4
- Using sound buttons (individual phonemes to sound out)
Get the mirrors out for students to see themselves saying the sound. See if it Mirrors
is an unvoiced or voiced sound with students (voiced).
11:00 Lesson Steps (Lesson content, structure, strategies & Key Questions):
Rotation One:
- Read a ‘ng’ word
- Write a ‘ng’ word on dotted thirds ‘ng’ word cards
- Draw a ‘ng’ word to match the written Dotted thirds or
whiteboard
11:15 Rotation Two:
- Roll a dice and read the word that corresponds with the number
- Put a counter on the word read
- *Encourage sounding out Dice
Read n roll mats
11:25 Lesson Closure:(Review lesson objectives with students) Counters
Sit on the mat. Sound out a ‘ng’ word as a class. Play Pictionary with ‘ng’
words, if students are having difficulty give them the first sound.
Whiteboard
11:30 Transition: (What needs to happen prior to the next lesson?)
Sit on the mat ready for news. Talk to a partner about what you did on the
long weekend.
Assessment: (Were the lesson objectives met? How will these be judged?)
Anecdotal notes on:
- Which words were read correctly/incorrectly?
- Could students draw a picture that matched the word they wrote? Student observation sheet
- Could they write ‘ng’ words? With assistance?
- Could they sound out?
