Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary Time: 9:00am – 9:55am Students’ Prior Knowledge:
Date: Monday 29th April 2019 Exposure to capital letters in proper nouns through
literature and other literacy resources in kindergarten
Learning Area: English but no formal introduction to them.

Strand/Topic from the Australian Curriculum

Text structure and organisation ACELA1432
Understand that punctuation is a feature of
written text different from letters; recognise how capital
letters are used for names, and that capital letters and full
stops signal the beginning and end of sentences.

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:

 Recognize capital letters, independently, within the chosen children’s literature book, by verbally identifying
them.
 Describe the two times capital letters are used within text by verbally stating to the teacher, independently.
 Distinguish the difference between lowercase letters and uppercase letters in the alphabet by matching each
lowercase letter to its corresponding capital letters and/or sorting letters into capital and lowercase groups,
independently.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Print assessment checklist.  Students with hearing impairments will be
 Retrieve playdough and children’s book. placed close to the front or close to whoever is
 Create playdough mats and print/laminate. speaking, be that the teacher or EA. They will
 Create lowercase letter wheel and print/laminate. also be reminded of using any equipment that
 Write capital letters on pegs. will assist them e.g. “have you got your hearing
 Create, print, cut and laminate and stick the capital aids turned up?”
and lowercase letters to pop sticks.  Students with vision impairments will also be
 Print and put together the ‘s’, triangles, eyes and placed closer to the front. Their worksheets will
tongue for the letter craft. be modified to suit the student, e.g. text may
be enlarged to make it easier to read. Students
who have vision impairments will also be
reminded of wearing their glasses if necessary.
 Students with behavioural issues will be placed
in a group in which they will be less likely to
misbehave. They will also be placed near the

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 front or back so that a teacher or EA is in close
proximity.
 Any learning disabilities will be catered for by
the teacher. For example, students with ASD
or ADHD who are struggling to focus can be
given a stress ball to fidget with or have a brain
break with the EA.
 The students are also in streamed groups for
this activity so the teacher and EA are aware
of the groups that will need more support and
the ones that are capable of independent
working.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Questions for reflection:
- Were my lesson objectives met by the students?
- Were students engaged in the tasks?
- Did students have difficulty understanding the activities?
- Was most of the class successful in the assessment tasks?
My lesson objectives were assessed easily and quickly as I was able to assess whether students had the
ability to distinguish the difference between capital letters and lowercase letters, why and when we use
capital letters by visually observing them and asking questions they could verbally answer. The class
demonstrated they understood why a capital letter is used and what they look like as they were able to
correctly identify them when asked to point to the capital letters in the book and most students were
capable of explaining when a capital letter is used, this tells me that the mat session was successful in
highlighting the lesson objectives and teaching it in a way that was comprehendible. The class was well
behaved which also shows me that the activities were engaging and set at an appropriate level for their
ability and age. To improve my lesson, I would like to add some form of writing capabilities in the activity,
this could be done by doing some tracing and letter writing of the focus letter ‘s’.

Teacher self-reflection and self-evaluation:

I believe that I used an appropriate tone and volume of voice for the class to be able to hear and easily
listen to the lesson as well as making eye contact with students when asking questions and describing
concepts. I also believe that my activities were simple and effective in conveying the use, definition and
purpose of a capital letter as well as engaging for the class to participate in. I would have like to have used
a video or some form of technology within my lesson as it is a good way to engage students and reiterate
the lesson objectives and purpose.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Resources/References
Time Motivation and Introduction:
Align these with the
9:00am Students are invited to the mat after their morning free play by the teacher segment where they will
ringing a bell (the ‘listen up’ bell) be introduced.
 Once students are seated, the teacher will read the book ‘Slinky
Malinki, Open the Door’ by Lynley Dodd (Modelled reading)
“Today we are going to read ‘Slinky Malinki, Open the Door’ to learn
what capital letters look like and when we use them.”

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  The teacher will read the book, emphasising the capital letters.
“Who can see the big ‘S’ in Slinky Malinki’s name?”
 The teacher will write the focus letter ‘s’ on the board in both capital
and lower-case form demonstrating the letter formation to the
students.
 The teacher will now read the book again, asking the students to
identify the capital letters. (Shared reading)
“Okay, I am going to read the book again, when you see a capital
letter I need you all to clap.”
 After the book has been read for a second time, the teacher will
explain the activities for this lesson.
“Table 1 will work with me, we are going to look back through Slinky
Malinki to see if you can find the capital letters and tell me when we
use them and we will also be doing some matching of capital and
lowercase letters (show wheel to students and demonstrate placing
pegs on). Table 2 will be making some letter craft for the letter ‘s’
(with EA) (show example of ‘s’ letter craft). Table 3 will be sorting
letters into their capital or lowercase groups (Demonstrate). Table 4
will be working independently and making capital letters with
playdough.”
 Students will then move to their activities. The teacher will direct
students to their activities based on their literacy groups which they
already know.
“Strawberries, can you please join me at table 1.
Blueberries, can you please join EA at table 2.
Apples, can you please start at table 3.
Oranges, can you please start at table 4.”

9:10am Lesson Steps (Lesson content, structure, strategies & Key Questions):
First rotation
Station 1 – Letter matching and identifying (Assessment station - with
teacher)
 Students will be assessed at this station by individually pointing out
the capital letters on page 4 of the book ‘Slinky Malinky, Open the
Door’.
 The second part of the assessment requires the students to verbally
state the two times capital sentences are used – names and the
start of a sentence, they must do this individually.
 The assessment will be recorded on a checklist (shown to the right).
 Students will then be provided with a wheel each that has lower
case letters all around the perimeter and 26 pegs with capital letters
on them.
 Students will have to match the capital letter pegs to the lowercase
9:20am letters on the wheel.
 Students must show the teacher their wheel when they have finished
so that the teacher can determine whether they have the ability to
independently match capital and lowercase letters.
Second rotation
Station 2 – Letter craft (with EA)
9:30am  At this station students will be creating letter craft for the letter ‘S’
with the EA.
 The students will have to cut the ‘S’, the eyes and the head, using
their fine motor skills, then glue the pieces onto the ‘S’.
Third rotation

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 Station 3 – Capital and lowercase sorting
 At this station students will have to place all the capital letters into
one cup and all the lowercase letters into the other cup
independently.
Fourth rotation
Station 4 – Playdough letters
 At this station students will be given capital and lowercase letter
9:40am
templates of the letter’s ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’ to create playdough
letters. They will do this independently.

Lesson Closure:(Review lesson objectives with students)

9:50am  Students will be invited to return to the mat to close the lesson.
 The teacher will ask the students the question;
“When are the two times we use capital letters?”
 The teacher will then hold up capital and lowercase letters (from
sorting activity), students must shout whether they are capital or
lowercase to demonstrate their recognition of capital letters.

9:55am
Transition: (What needs to happen prior to the next lesson?)
 Students will be called out to go and wash their hands, get their hats
and recess in their English groups and line up at the door ready for
their break.

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

Objective 1: Recognize capital letters, independently, within the

chosen children’s literature book, by verbally identifying them.
 This will be assessed by the students pointing to the capital
letters on page four of the chosen children’s literature.
 The results will be recorded on a checklist, it will state whether
the students are emerging, mastering or not mastering the
objective.

Objective 2: Describe the two times capital letters are used within text
by verbally stating to the teacher, independently.
 This will be assessed by the students pointing to a capital
letter used for a name and a capital letter used for the start of
a sentence within the chosen children’s literature.
 Students will also need to state the two different times a
capital letter is used verbally to the teacher.
 The results will be recorded on a checklist, it will state whether
the students are emerging, mastering or not mastering the
objective.

Objective 3: Distinguish the difference between lowercase letters and

uppercase letters in the alphabet by matching each lowercase letter
to its corresponding capital letters and/or sorting letters into capital
and lowercase groups, independently.
 This will be assessed by taking a photo of the finished wheel.
 Students results, recorded on a checklist will indicate whether
they are emerging, mastering, or not mastering the ability to

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 identify a capital letter and differentiate between a capital
letter and a lowercase letter.

References:

Dodd, L. (1993). Slinky malinki, open the door. New Zealand: Mallinson Rendel.

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