Lesson Plan format for beginning teachers

Student Teacher: David King Lesson Topic: Identity - Interdisciplinary. Year Level: 2 Class size: 23 School: Malvern Primary Date: 07/02/2013 Time of Lesson: 1.30-2.10 Duration of Lesson: 1 hour

Teaching Focus: Continuation of concept of identity. Having students begin to

think critically about themselves.

Student Learning Focus: Thinking about how our experiences are also part of the make-up of our own identity. AusVELS:
Working towards Level 2 Interpersonal Development - Learning Focus As students work towards the achievement of Level 4 standards in Thinking Processes, they explore the community and environment around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and wondering are encouraged, recorded and shared, and become the basis for further learning.

Background knowledge:
Ongoing from previous identity lesson. Reinforce thought of themselves and the attributes that make up them as a person.

Student differences: Due to its subjective nature, student academic ability is inconsequential to this strand.

Resources:
A3 sheets showing templates of empty photo frames.

Stage of lesson
Intro TEACH new skill Body APPLY new skill taught Closure ASSESS new skill

Classroom organisation and duration: Whole class? Small group? High Achievers? Struggling Students?

Activities and tasks:

Student action: What will students be doing?

Teacher action: What will you be doing? What will you be saying?

Lesson Introduction and elaboration:

How will I:
engage and interest students? explain the purpose and aim of the lesson? explain/model/ demonstrate new content knowledge? connect the lesson to previous learning?

All class on floor.

Teacher to recap last lesson. What were some of the words we used as 'attributes'? What were some of the pictures we drew of what we love to do? Henry: Boat. Holly: Playing Basketball

Listening and participating.

Leading discussion in lesson recap and explanation of task. Will show A3 sheets and explain activity. Teacher to model using my own experiences on the board. Becoming a Dad - Can't just think of myself anymore. Travelling for the first time Realising that the world is far more complicated and diverse than it is in only Australia. Learning to ride my bike for the first time - first real sense of accomplishment.

Body of the Lesson:

Practising and applying new knowledge
What learning tasks or learning centres will I have? What instructions will I give to students? Will I lead a small group? How will I conference with individual students?

Completing drawing task. Individually at desks.

Students will draw and colour in pictures in 'photo frames' that depict happy memories that they feel may help define who they are.

Walk around and monitor.

Lesson Closure
Review and sharing time
How will I select students to share? How will I encourage students to articulate what they have learned? How will I celebrate student achievements?

Class group on floor.

Students to come back to the floor and discuss, if they wish, some of the pictures they have drawn and what they mean to them.

Listening and participation.

Facilitate discussion. Amplify pertinent points made by individual students for benefit of whole class.

Assessment:
What assessment methods will I use to determine whether my aims for the lesson have been achieved? How does the assessment criteria relate to VELS progression points?

Self Evaluation:
What did I observe about student learning? What did I do well in teaching this lesson? What problems occurred in teaching the lesson? What would I do differently if I taught the lesson again? How successful was I in working on my teaching focus?

Supervisor evaluation:

Initial lesson introduction could have been improved with more discussion and more connection between the physical task and the meaning of the task. Firmer voice when dealing with louder students. There was some connection with the students when talking about my own experiences, could be good approach in future lessons.