Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Students Prior Knowledge:
Students will have completed activities
associated with the letters SATPIN. This is a
review lesson

Year Level: Pre-Primary

Time:

8.30

Date: 26 / 03 / 2015
Learning Area: English

Students will be familiar with the letters of

their name (or at least the first letter of their
name)

Have a beginning understanding of lettersound relationships

The classroom has an Interactive

Whiteboard, so children have an
understanding of how one works

Strand/Topic from the Australian Curriculum

Recognise the letters of the alphabet and know there are
lower and upper case letters (ACELA1440)
Produce some lowercase and uppercase letters using
learned letter formations (ACELY1653)

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

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 reproduce the letters S A T P I N
Demonstrate effective use of ICT resources
Teachers Prior Preparation/Organisation:
Book: Jeepers Creepers: A monstrous ABC by
Laura Leuck, illustrated by David Parkins
Make book into a power-point for up on the
whiteboard
Make sure all the iPads have Pic-Collage loaded
Make sure all the Bee-Bots are working
Masking tape
Lego
Make cards to demonstrate Lego letters
Paper and pens for monster letters
Play-dough and Letter templates
Feathers, pom poms, googly eyes
Phoneme Pop
(http://www.ictgames.com/phonemePopLS_v2.html)

Provision for students at educational risk:

- Students who are being disruptive will be
seated closer to an educator

Bell for transition/rotation

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:

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

Time

Motivation and Introduction:

Gather all students on the mat ready to start lesson

Introduce selves; who we are, why we are here, and todays topic

Were from Notre Dame University! Im Kelly, and this is Emily, Tess and Mary.
Weve planned lots of fun activities for you to do today, all about monsters and
letters. First were going to read a story about monsters, called Jeepers
Creepers: A monstrous ABC by Laura Leuck. Books have lots of letters
inside! Letters make words. See if you can see any letters while were
reading, then well share!!

Teacher reads monster story book Jeepers Creepers: A monstrous

ABC by Laura Leuck

Resources/References
Align these with the
segment where they will
be introduced.

Book: Jeepers Creepers:

A monstrous ABC by
Laura Leuck

Key Questions: Did you notice any letters in the story book? What were the
monsters doing? What else are letters used for? Where do you see letters in
the classroom? At home? Outside?

Teacher explains the letters of focus for todays activities, these letters
are; S A T P I N

There are lots of letters everywhere in the world!! Today were just going to be
looking at 6 of the letters. Mrs L told us that you know these letters very well
already!! They are: S A T P I N

Have a flashcard with each letter on (upper and lower case) and
pictures of things starting with the letter on. Maybe the letters could
be in the shape of monsters, to continue the monster theme.

Ask the children what the letters/pictures are

S A T P I N flashcards


Eg. This is the letter S, ss (say letter name, and then the letter sound) What
things do you know that start with Ss?

Repeat with each letter.

Teacher tells students about the different activities that will be

occurring in the lesson:
-Play Dough
-Monster letters
-Beebots
-Lego and iPads (Pic-Collage)
-Interactive Whiteboard
With each activity have monster letters SATPIN on display to help
the children remember them.

Alright! You know lots of words starting with the letters SATPIN. Weve got five
fun activities for you all to do. With Mary youll be making letter monsters with
play-dough. With Tess, youll drawing monster letters. With Kelly youll be
making letters with Lego, taking pictures on the iPads of things around the
room, and making a picture collage! With Emily, youll be using the Bee-Bots
in a letter race, and with HELPER youll be popping letter bubbles on the
interactive whiteboard.
These are all the fun things were doing today. When you hear the bell ring,
your group will go to the next activity. Dont worry, youll get a turn at each of
the activities!!
Lesson Steps (Lesson content, structure, strategies & Key Questions):

Students will be split into groups of 4 students. The groups will either
be randomly selected, or will follow the teachers current grouping
system if there is one in place
Name the groups Red Monsters, Yellow Monsters, Blue Monsters,
Green Monsters and Purple Monsters. The students will have a
monster bag with the corresponding colour of their group.

Bell ringer

When you hear us clap/ring the bell, that means its time to change stations!!
You need to put your listening ears on, and well tell you where you are going
next
For each transition, teacher says Pretend youre a
quiet/angry/dancing etc monster as you move to your next activity!
Teaching notes:
- Groups will be on rotation so all students get to complete a range of
activities (ICT and non-ICT)
- Activities will be explained thoroughly when students are in small
groups making this easier for students to understand activities
- Each group will have a teacher or assistant helping them and guiding
them through the activity, as well as other teachers walking around
observing the activities.
Play Dough Activity:
Students will have example cards of uppercase letters (SATPIN) and they will

Play dough and

instruction cards
Pom Poms


create a letter using the play dough. Once the students have created the play
dough letter they can turn it into a monster using googly eyes, feathers or pom
poms.
Bee-Bots Activity:
The Beebots will be set up outside between the front door and the grassed
area (width of path). There will me a start and finish line set up and a specific
path for each Beebot. There will be two dice, one with numbers 1-3 and one
with the letters S A T P I N. The children have to role both the dice and then
depeding on what they land on, say a number of words starting with the letter
they land on (eg. Landed on 3 and S, a possible response could be Snake,
Seagull and Sand)
Once the have named the number of items starting with their letter they can
move forward that amount of spaces.
The first Beebot to get to the end gets to ring the bell for the next activity.
Lego and iPad(Pic-Collage) Activity:
This is an activity involving ICT. Lego letter instruction cards will be shown to
the students. Students must create letters out of Lego, following the
instruction cards. They will then take a photo of their Lego letter using the
iPad, and then go and find something in the room starting with the Lego letter
they have created. They will take a picture of this too. The photos will be used
to create a collage on the iPads, using the app Pic-Collage. The letters
created will be the focus letters of SATPIN. Once they have taken the photos
of all the objects they have found, students will put their pictures into a collage
using the app.
Instructions:
Make a lego letter
Take a photo
Find 5 things in the room that start with that letter
Make a pic collage
Interactive Whiteboard Activity:
The IWB will be used to play phoneme pop
(http://www.ictgames.com/phonemePopLS_v2.html )
Students can take turns to pop the presented letter. As the focus letter
changes, students will rotate.
Teacher can motivate students by saying Lets see how many points we can
get!
Monster Letters Activity:
Students will use the first letter of their name, and make it into a monster.
Some examples will be given for children who have trouble imagining what a
monster letter may look like. This is an imaginative drawing activity, with the
aim of familiarising students with the letters of their name.

Feathers
Googly Eyes

Bee-bots
Masking Tape
Letter and Number Dice

Lego, instruction cards,

iPads

IWB
Phoneme Pop Website

Paper and pens

Students will be given 10 minutes for each activity

Selected student from Bee-Bot activity will ring bell to tell rest of class
it is time to change groups

Lesson Closure:(Review lesson objectives with students)

Students gather back on the mat
Teachers reflect on what was learned
We did lots of activities today!! Can you remember what we were looking at?


Key Questions: What were we looking at today? (letters!!) Which letters did
you look at? (hopefully some remember the letters of their first name, and also
the letters S A T P I N)
Ask students to reflect on their favourite activity.
Share a few scary monster letter pictures
Letters can be used to do lots of things, and letters are found everywhere!
Transition: (What needs to happen prior to the next lesson?)

Teacher rings the bell and calls children to gather back on the mat

Pretend youre a super quiet monster and come creep down to the mat
Students sit quietly to await their teachers instructions.
Assessment: (Were the lesson objectives met? How will these be judged?)
The objectives for this lesson were that the students would be able to:
1. Recognise and reproduce the letters S A T P I N
2. Demonstrate effective use of ICT resources
3. Identify between uppercase and lowercase letters
To assess objective one, Recognise and reproduce the letters S A T P I N
teachers would use anecdotal notes to observe the childrens progress in
recognising the letters SATPIN
To assess objective two, Demonstrate effective use of ICT resources we
would observe the children interact with ICT in the various activities they do,
and have a checklist. Example check points would be:
- Plays with ICT resources in a safe manner
- Shares ICT, taking turns (with the iPads)
- Students use ICT as a way to assist with learning