LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: PP

Time: 9.15am

Date: Term One

Students Prior Knowledge:

Learning Area: English

Strand/Topic from the Australian Curriculum
ACELY 1817 - Know how to read and write some high-

Knowledge of Sight and SATPIN words

Phonemic Awareness
Alphabet Knowledge
Basic use of the iPad
How to write letters and words

frequency words and other familiar words.

ACTDIK 001 - Recognise and explore digital systems
(hardware and software components) for a purpose
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

Ethical
behaviour

creative thinking

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 the connection between a SATPIN word and its corresponding image.
Use ICT tools to create a final consolidation of SATPIN word knowledge.
Recognise Sight Words and utilise them in a basic sentence.
Teachers Prior Preparation/Organisation:

Fully charged iPads

Laminated SATPIN word cards
Laminated SATPIN Pictures
Laminated Sight Word cards
Assessment checklist
Real SATPIN objects (ball, hat)
Salt Trays

Provision for students at educational risk:

One to one guidance
(Student teacher shadowing)
Extra time
Words that are less challenging (within their
ZPD)

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Were students able to recognize the SATPIN words?

Were students able to match the word to the corresponding picture?
Were students able to use the iPad effectively?
Was story creator a suitable application for this activity?
Were students confident in the material being taught and consolidated?


Teacher self-reflection and self-evaluation:

Were the lesson outlines and instructions clear?

Was the motivation appropriate for students?
Were the students engaged in the lesson?
Were students kept within their ZPD, were they challenged?
Was the content taught effectively and were instructions clear?

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

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

Time

Motivation and Introduction:

Have all students come and sit on the mat, gather their attention by
saying 1, 2, 3, look at me or by clapping hands.

Ask them what they remember from past lessons using the iPads.
What have you been learning when we have been working with the
iPads?

This should inspire a conversation on words such as sight and

SATPIN words, also allow students to explain the learning that has
occurred in using certain ICT applications.

Bring out one real object at a time and ask students what it is.

What might this object be? The children should answer ball, but then
ask them questions such as Is that a SATPIN or a sight word?

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

How could we describe the ball? How do we spell and sound out
ball?

Do this with three or four objects from a bank of SATPIN words so

that students have a clear understanding of the links being made
between the word, its description and how to say and spell it.

Explain to the students that they will be split into three groups and
that the groups will be rotating around to different activities.

Tell students that they are all activities using applications they have
already used so they should have prior knowledge of how to use such
apps on the iPad.
Each rotation can be 15 minutes in length, depending on
student involvement it can be decreased to 10 - 12 minutes.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Activity One (Matching):

This activity involves each student using an iPad.

Using laminated cards in the centre of the table, students have to
match the SATPIN word to its corresponding picture.

Once they have made a match, they need to use the iPad to take a
picture of the matching cards.
Once they have done this with the 8 matching cards, they will use
story creator and make a book showing their matching words and
pictures.
This will create a book of SATPIN words that students will be able to
add to as the year progresses, with words becoming more
challenging.
On each page of the book, students need to record the link that they
have made between the word and the image. E.g. The word ball
links to the picture of a red bouncy ball

Activity Two (Sight Words):

This activity also uses the iPads as children walk around the room in
search of the 25 sight words they have been focusing on.
Each word they find, they need to take a picture of.
Once they think they have found all the words, they can use the
application Pic Collage to use all their sight words to make a collage.
As the sight words are hidden around the classroom, there can be an
allocated number to how many students need to find, if they are not
being challenged, they can be asked to find all 25.
As an extending prompt for students who are confident with the sight
words, they can be asked to record (on the iPad) sentences using
sight words.

Activity Three (Salt Trays):

This activity is not for assessment but to have students better their
writing and spelling abilities.
The salt trays are a great tool for students to practice writing their
letters correctly.
In the middle of the table, is a laminated A3 card with the alphabet so
students can use this to check their letters.
They can then find words around the room to write in their salt tray.
This activity is giving students ownership of their learning as they can
check to see if they have written the letters in the word correctly.

Lesson Closure:(Review lesson objectives with students)

Have all students come back and sit on the mat.

Ask questions such as:
What did you learn in todays lesson?
What activity did you enjoy the most and why?
Give me an example of a SATPIN word
What are three sight words that you found around the room?
Who would like to share their SATPIN word book in front of the
class?

Transition: (What needs to happen prior to the next lesson?)

The transition will occur on the mat as children are asked to
move in their groups to go and wash their hands.
After washing their hands they can move outside and grab


their snack for recess.
Assessment: (Were the lesson objectives met? How will these be judged?)

Assessment will occur through checklist as activity one and two are
monitored by the teacher.
This checklist will include the three lesson objectives to make sure
that students have been able to meet them after 4 ICT based lessons.