Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Students Prior Knowledge:
Knowledge of the alphabet
Phonemic awareness
Basic knowledge on how to use iPads
Knowledge on how to use the app Story
Creator
Letter writing

Year Level: Pre-Primary Time:9am Date:04.04.16

Learning Area: English

Strand/Topic from the Australian Curriculum

ACELY1654 Construct text using software including
word processing programs
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:
Make connections and display an understanding between initial sounds and items in their classroom
Display the ability to correctly use ICT in the classroom in various ways
Cooperate with peers and work effectively in a number of formats

Teachers Prior Preparation/Organisation:

Charge iPads and ensure all iPads have the Story
Creator app downloaded onto them
Create checklist
Consolidate the curriculum
Make sure there are plenty of items around the
classroom that students will easily be able to
identify and use throughout the activity

Provision for students at educational risk:

Ensure that ESL students and those with
speech impairments are guided with correctly
sounding out the words and are given extra
time to complete the activity if needed
Make sure there are items around the
classroom that are suitable for students at
educational risk that are easily insight

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Were the students able to effectively use the iPads?
Was the chosen app suitable and easy enough for the students to use?
Was the classroom set up in a way that allowed students to easily find items that suited their given initial
sound?

Could the students recognize the different parts of my lesson?

Has there been any learning?
What would I do differently next time?
What did students find the most challenging? What can I do to resolve this?
What did students find the most enjoyable? Why? Could I incorporate this into other lessons to ensure my
students are having fun whilst learning?
Did I ensure all students needs were met and understanding was achieved?
Were students able to work effectively in pairs?

Teacher self-reflection and self-evaluation:

How well did I teach my lesson? Were the outlines and instructions clear?
Were all students engaged in my lesson?
Have I taught this lesson in a way that allows all children to have a broad understanding of this topic?
Have I referred to the curriculum allowing all children to be taught appropriate content?
How could I improve this lesson and my teaching strategies?
Did I treat all students equally and ensure none were left behind?
What could I do better next time?

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

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

Time

Motivation and Introduction:

9.00

Reflection: Todays lesson will begin with a reflection allowing students to

consolidate their learning and engage in a class discussion about what was
learnt in the previous lesson. Teacher feedback and input will be provided.

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

Introduction: Teacher introduction and explanation of the up and coming

lesson will inform students of the content of todays lesson. This will inform
students that the lesson will be based around initial sounds through the use of
taking photos on the iPads an app called Story Creator.
The educator will additionally show examples of previously made story books
on the iPads and remind students how to use the app, further instructing them
of what is required for todays lesson. Teacher tone of voice whilst explaining
the importance of todays lessons in a way that will inspire children to learn
and efficiently work throughout the lesson will also play a vital part in the
motivation of students.

9:10

1 iPad between
two

Transition: Once the mat session has concluded the educator pair students
up based on strengths, weaknesses and previous knowledge on students who
work well together. The educator will then slowly transition students from the
mat area to their working stations through asking students with specific
characteristics such as if your partner has blonde hair go to your desks and
wait for further instructions.

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

9:35

Each pair will be given two initial sounds and instructed to walk
around the classroom taking photos on their iPads of as many things
as they can find that begin with that letter.
After 10 minutes of doing so the students must then use the Story
Creator app on their iPads to import the photos they have taken.
Once the students have imported the photos they must record
themselves saying what the photo is of, for example if they were
given the initial sounds P they could have taken a photo of a pen.
Students are also encouraged to write the word of what the picture is
next to the image if it is fitting to their current spelling abilities.
This will continue for 15 minutes or until all students have completed
the task. At the end of this activity students will be instructed to watch
their story book creations and listen to the audio.

Lesson Closure:(Review lesson objectives with students)

Once students have completed this activity students will be instructed
to place the iPads back in their carriers
Upon completion of this the class will return to the mat to engage in a
discussion, allowing the teacher to review the lesson objectives.
During the class discussion the educator will ask students questions
such as, What did you find the most difficult? What did you enjoy
the most about this lesson? and What did you learn?
By doing so the teacher will become aware of the main areas in which their
students struggled, the activities and learning styles they enjoyed the most
and if their lesson was successful. This is a useful finding for the teacher and
can be referred back to when planning future lessons to ensure students have
a developed understanding of problem areas and are being taught in ways in
which they enjoy thus inspiring them to learn
Transition: (What needs to happen prior to the next lesson?)
The teacher will slowly move students from the mat area to begin the next
lesson by saying things such as if you have black shoes on go and get your
English books and sit at your desk. This process will continue until there are
no students left on the mat.
Assessment: (Were the lesson objectives met? How will these be judged?)
Students will be assessed through teacher observation throughout the lesson.
Once the teacher has adequate information, observations will be recorded on
a checklist stating whether or not each child met the objective. Space will be
provided next to each childs name for further teacher comments for future
reference and to allow those who did not meet the objectives to be helped
accordingly.

Checklist

The teacher will record findings throughout the lesson, for example during the
activity students will be asked questions about what they are doing and what
things start with the sound they were given that they cannot see in the
classroom, student answers will be recorded and will help to determine
whether or not they have met the objective. During the assessment the


teacher will also make reference and refer back to the curriculum as a
reminder for what the child should be able to achieve.