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Lesson Plan

Day: Wednesday Date: 27.08.15 Time: AM Year: Split Year 1/2 class
Learning Area: English Topic: Handwriting
Curriculum content description: (from ACARA)
Year 1: Write using unjoined lower case and upper case letters.
Year 2: Write legibly and with growing fluency using unjoined upper case and lower case
letters.

Students prior knowledge and experience:


(Outline what the students already know about this topic)

Produce some lower case and upper case letters using learned letter formations.
adopting correct posture and pencil grip
learning to produce simple handwriting movements
following clear demonstrations of how to construct each letter (for example where
to start; which direction to write)
learning to construct lower case letters and to combine these into words
learning to construct some upper case letters

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Year 1:
Using correct posture and pencil grip
Learning how each letter is constructed including where to start and the direction to
follow
Writing words legibly using unjoined print script of consistent size
Year 2:
Using correct pencil grip and posture
Writing sentences legibly and fluently using unjoined print script of consistent size

Learning objectives:

Evaluation:

On completion of this lesson, students will be


able to:

(Explain how you will know that lesson objective have


been achieved / monitor student learning)

(What will students know and be able to do at the


completion of the lesson specific, concise and
attainable objectives)

There will be two learning objectives in this


particular lesson. The first objective is that the
students will be able to write the letter B in
both uppercase and lowercase legibly. The

There will be three main evaluation


techniques used within this lesson. When
setting the task that the students will have to
complete I will ask if everyone understands
the task by using thumbs up (understand),
thumbs sideways (semi understand) and
thumbs down (not understanding) this way I

second objective will be that the students will


be able to write on their dotted thirds a
handwriting pattern and a sentence with
specific words beginning with the letter B.

will be able to monitor who needs further


instructions in understanding the task.
Walking around the room and observing that
the students are writing will allow me to
evaluate how my lesson is going and if anyone
is having troubles. Going around the room and
marking the students work will also allow me
to evaluate how they are going and helping
them if they are having any difficulties. I will
also highlight down the bottom of the page
the letter for the student to trace if they are
having trouble writing the letter B.

Preparation and Resources:


(Detail what resources will be used and what other preparation of the learning environment will be required)

Students will get their handwriting books and I will stick the dotted thirds poster on the white
board to show examples on how it should be done.
Students handwriting books
Whiteboard
Whiteboard marker
Dotted thirds
Pencils
Stickers (for students that are listening and working well)

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
Mayank has only just started at Riverside Primary School at the start of the term. Mayank
originates from India and his handwriting skills are not as advanced as the other students. He
has a different handwriting book which just focuses on uppercase letters, lowercase letter, and
upper and lowercase.

Timing: Learning Experiences:


1.

5-10
Min.

I will ask all students to come and sit down on the mat and let them know we will be
practicing their handwriting skills. I will explain to them that I have some extra
special learning stickers to give out to the best listeners and learners. To gain their
full attention and to prevent any behaviour mishaps I will go over the classroom
rules with them. To engage the learners I will then ask what words they know that
start with the letter B. I will then ask them to talk to their buddy to expand the
words that they know. I will then ask the students to stop look and listen and draw
students names from the lolly sticks (already provided in the classroom). The
students chosen will be able to share what words they came up with their buddy
and I will write them up onto the whiteboard for them to see.

2.

5 Min.

Introduction: (How will I engage the learners?)

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

After the word buddy activity I will then explain they will be writing in their writing
books and give them an example of each section on the dotted thirds poster. When
writing the letter B on the dotted thirds I will ask them all if they get write the letter
B in the air (to engage the students). Whilst writing on the board I will remind the
students about keeping their pencil sharp and making sure they have nice straight
lines.
Name and Date
Handwriting pattern
2xBBBBBB
2xbbbbbb
2 x Bb Bb Bb
20 20 20 20 20

3 B words
B words in a sentence

20
Min.

When I have finished writing on the dotted thirds on the board I will then go
through some hand exercises to engage the students and get them ready for
writing. I will then hand out their books and tell them to go to their desks and start
to recite their handwriting rhyme. ( 1 2 3 4 are my feet flat on the floor? 5 6 7 8 My
chair is in. My back in straight. 9 10 11 12 This is how my pencil is held 13 14 15 16
Now I am ready for my very best writing!) Whilst they are writing in their
handwriting books I will go around the room evaluating the students work by
marking and letting them know I have stickers for extra neat and beautiful work.
Whilst walking around the room I will be checking that all students are forming their
Bs correctly and have correct posture. If a letter is not formed correctly I will ask
them to rub it out and correct it. If the student is having noticeable trouble I will
highlight the letter down the bottom for them to trace.

3.

5 Min.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

If the students start to get restless I will tell them to put their pencils down and to
have a hand rest which will include hand exercises. This will allow them to carry on.
When students finish their work they will be allowed to go and choose a book and
sit on the mat or the reading corner. When it is coming up 5 minutes to recess I will
ask all students to finish forming their last letter and to pack up and sit down quietly
on the mat.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I believe my lesson went extremely well. I went over the class rules which worked really well
for good behaviour. I also used stickers as an incentive for those students who were learning
and listening beautifully. There was no misbehaviour which helped my lesson run smoothly.
The following worked well in my lesson
Focus questions. What words to they know that start with the letter B?
Lolly sticks when choosing students to answer questions
Praise
To make my lesson even better the next time I would try to avoid hands up and make sure I
include hand exercises as I completely forgot to include them as I got carried away with helping
students.