Lesson Plan

Day: M T W T F Date: ___30th/08/17________ Time: _____10:30 AM________ Year: __3_____

Learning Area: ______English_________ Topic: _____________Spelling/ Syllables __________________

Curriculum content description: (from SCASA)
Understand that successful cooperation with others depends on shared use of social
conventions, including turn-taking patterns, and forms of address that vary according to the
degree of formality in social situations (ACELA1476)

Students prior knowledge and experience:

(Outline what the students already know about this topic)
Students are able to pronounce certain words from a Word List they have been learning
throughout the year. They are also familiar with patterns, and sounding out words with
syllables, as well as pronunciation. Working in groups and collaborating with one another is
also a strong skill that the students portray.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Identifying roles and collaborative patterns in students own groups and pair work (for example
initiating a topic, changing a topic through negotiation, affirming other speakers and building
on their comments, asking relevant questions, providing useful feedback, prompting and
checking individual and group understanding)

Learning objectives: Evaluation:

On completion of this lesson, students will be able to:
(What will students know and be able to do at the
completion of the lesson specific, concise and
attainable objectives)
Students will have memorised specific words
on a word list and be able to pronounce and
spell them correctly. Students should also be
able to sound out the syllables in these words
through clapping.
(Explain how you will know that lesson objective have
been achieved / monitor student learning)
The lesson objectives will be achieved through
the certain activities the students will be
undertaking. The activities will be providing a
way of memorizing the words e.g. using
flashcards, playing the memory game, playing
go fish, and playing snap. All of which games
are at a high-speed intensity, which allows the
students to think quickly and memorise the
words faster. This strategy will support the
lesson objectives. Questions through out, and
at the end of the activity will be asked which
will help the students learn the lesson
objectives if they have made a mistake.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)

As the lesson will be game based, the environment that will be used is the floor or carpet, with
a few pillows. This way there will be more space, preventing and injuries in an open and safe
environment. The resources will not get lost on the floor, as it is a large area and a flat surface.
The game can be a little physical, so having this environment will help majorly. The resource for
the lesson that will be used are laminated word cards.

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

The word cards are coming from a word list that goes up and down in difficulty of the words.
There will be different coloured cards used to separate the frequency of the words, so they
people who find some words more complicated to spell and pronounce, will be given words
that suit them and their level of spelling. This also works with students who are high achieving
spellers. The diversity of words is catering for educational adjustments within the classroom. If
there are students that arent capable of sitting on the ground, there can be a chair provided.
Asking the Mentor Teacher these may apply to any students:
Are there any students on an individual Education Plan? Behaviour management plan/
contract?
Are there any students with special needs?
Is there a health/ emergency plan? EG- Epipen?
Timing: Learning Experiences:

1. Introduction: (How will I engage the learners?)

5 Mins Count down from 5 to gain students attention. Ask them to sit on the floor where
their nametag is placed. Once they are sitting on the floor, I will explain the game of
memory

2. 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?)

10 Mins
Once students are sitting in a circle on the floor (nametag is placed for order) each
game will go for 4 minutes. The game memory will be introduced as first, where all
of the word cards are faced down and spread across the floor. The aim of the game
is to memorise where the cards are placed and to try and get a match. The students
will go in a clockwise direction for each turn. When they turn a card over, they are
required to say the word, spell the word, and sound it out with syllables as a group
by clapping. By doing this, it almost acts as a Look say cover write check, which is
an activity that the students are familiar with in the classroom. This activity helps
students with memorising the words that they need to know, but also
understanding how to spell them and the syllables behind them. There will be a
significant amount of cards, so the activity will be able to last over a period of time.

5 Mins

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

Concluding the lesson by finishing off the game, which ever has the most pairs, will
be the winner. Collecting the cards in an orderly manner by getting the students to
place them all in the middle of the circle. Ask the students what their favourite
words is to spell and say. Ask them which ones they struggle with the most. Send
them back to their seats.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

The lesson worked really well. The students knew they were playing a game that was a little
competitive, which encouraged the students to learn faster and memorise the words. The
game was an extremely effective tactic in getting students to understand what the words mean
and to be able to put them into a sentence. By clapping the syllables as a group, and repeating
them is helpful for being able to pronounce the word. In the middle of the game, some
students forgot that it was a learning activity and got a little carried away with their
competitiveness and started to cheat. This was fixed with stopping the game and reassuring
students that they need to be pronouncing the word properly and spelling it slowly before they
turn their next card.
 Lesson Plan

Day: M T W T F Date: ________31/8/17___ Time: __9:45AM- !0:25AM___________ Year: ___3____

Learning Area: ___Maths____________ Topic: ____Multiplication___________________________

Curriculum content description: (from ACARA)
Recall multiplication facts of two, three, five and ten and related division facts
(ACMNA056)
Recall addition facts for single-digit numbers and related subtraction facts to develop
increasingly efficient mental strategies for computation (ACMNA055)
Factors that strengthen personal identities, such as the influence of: Family, Friends,
and School (ACPPS033)

Students prior knowledge and experience:

(Outline what the students already know about this topic)
Students should know most of the multiples of 2, 5 and 10. They should be able to
understand how to multiply small numbers, and represent some multiplication as
repeated addition. Working together in groups and collaborating should also be a skill
that students should have in the classroom.

Learning purpose: (May refer to the Elaborations of the curriculum content description
here)

Students will be establishing multiplication facts using number sequences. Exploring

factors that support personal achievement and development of personal identities, such
as the influence of family, friends and school. Suggesting ways to respond positively to
challenges and failure, such as using self-talk, early help-seeking behaviors, and
optimistic thinking. Persisting with new activities and examining how success through
persistence can have positive outcomes and strengthen identities. Explaining how
meeting challenges makes them feel good about themselves and builds confidence to
try new things. Talking about how overcoming a challenge or adversity can unite a
group of diverse people

Learning objectives: Evaluation:

On completion of this lesson, students
will be able to:
(What will students know and be able to
do at the completion of the lesson
specific, concise and attainable objectives)
By the end of the lesson, students should
be able to recall most of their 5, 10 and 2
times tables. They may be able to recite
their 3 and 4 if they are ahead. The
objective is to make sure the students
understand how multiplication is used and
(Explain how you will know that lesson
objective have been achieved / monitor
student learning)
If the students are engaged with the
activity and are showing positive learning
signs, this will show that they are learning.
If the kids are also enjoying and having fun
within the activity, it shows that this
education activity is effective in student
learning. Asking questions at the end of
how two numbers are multiplied together
to create a product. They will be using dice
as a resource for their numbers. Students
should be able to work in groups and help
each other solve additions problems.
Students will collaborate efficiently with
others and group numbers effectively.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning
environment will be required)
the lesson and during the lesson may also
help with determining whether the
students understand the content that is
being taught. Most of the activities during
the lesson will be group and class based,
so the confident students and the students
who are more challenged are able to work
together to boost confidence and learning
in the classroom. If the students are
interacting with one another and the
activities in a positive way, the lesson
objective will be achieved.

Activity 1: Dead Dice- In this lesson, students will be sitting at their desks for activity 1.
The middle desk will be one group and they other two desks will be split into two
groups. Each student will need a mini whiteboard and a whiteboard marker each. Each
group will require 5 die, which will be 25 die altogether.

Activity 2: Multiplication Bingo- Activity two will be located on the floor in front of the
whiteboard. The mini white boards and whiteboard markers will also be required and be
prepared on their desks, and to be carried to the floor. There will be a specific seating
plan on the floor. Use of technology will be required in this activity, as the projector will
be projecting some digital dice, which can be rolled and stopped. Students will also
need a multiplication chart with them as well as whiteboards.
Catering for diversity (detail any adjustments considerations for educational/resource
adjustments)

Activity 1: Students who are finding the addition of numbers on the die easy, they can
be provided with a 10/12 sided die where the numbers are bigger, making it more
complex for them to add together. Students who are having difficulty can be helped with
other people within their groups. Collaborative group work can be helpful for students
who are struggling with the addition of smaller numbers on the die. Using a tally for
recording their number on their whiteboard may be easier for students to count at the
end rather then having to add several larger numbers in their heads.

Multiplication Bingo- Having the multiplication chart as a guide for students is a great
way to help students learn. If the students dont know the answer to a multiplication,
they still have to go through their chart and look for two number that multiply together to
get the product that theyre looking for. Getting students to choose their own 10
Products of numbers multiplied together, as numbers for their bingo is also a great way
of understanding their times tables.
Timing: Learning Experiences:
(5
Mins) 1. Introduction: (How will I engage the learners?)

9:45- Counting down from 5, and whole body listening to get the attention of
9:50 students who are talking and not paying attention. Ask students to put all the
AM dice in the middle of the table where it will not be touched or fiddled with.
Once attention is gained, Ask students if they have ever played the games
and explain the two activities Multiplication Bingo and Death Dice to the
class and ensure students know the rules. Explain how their groups will be
according to the desk theyre sitting at by using the whiteboard to draw
diagrams or show how to draw up a tally.
Ask girls to carefully get up and get themselves their own mini whiteboards
and markers.
Ask boys to carefully get up and get themselves their own mini whiteboards
and markers and bring back to their tables.

2. 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?)

(10 Once they have all their resources at their table, they are then to start playing
Mins) the game Death Dice. The students will be rolling the dice and adding the
numbers up. The whiteboard will be used for a tally or as a tool to help their
9:50- working out additions.
10:03 Walk around the classroom and making sure everyone is working together
AM cooperatively, and asking groups questions: What do you think will happen if
you rolled a 5 and a 6? How will you work together to solve the additions?
Are you going to solve them together or personally?

Counting down from 5 and Whole Body listening. One person from each
group collects the dice and outs it back into the buckets while the rest stay
10:03- seated. Everyone pick up their white boards and take a seat on the floor
10:05 where their name tag is placed.
AM
10:05- A multiplication table will be handed to each person and given to the person
10:15 on the end of each row to be handed down. I will ask each person to look at
AM the multiples of the numbers given on the times table sheets, and they are to
pick 10 multiples to write on their white boards. Once they have picked the
multiples, the dice on the white board will be rolled and stopped on two
numbers on each face. If the two numbers multiply together to get the
number that is on your white board, you may cross it off. The person to get all
of their numbers crossed off first is to say BINGO and they will be the
winner.

10:15- Boys go put their white boards away, put their multiplication chart in a pile on
10:20 the desk and take a seat at their desks. Girls then do the same thing.
AM

10:20- 3. Lesson conclusion: (How will you summarise the learning and relate
10:25 it to the lesson objectives?)
AM
Questions:
Asking students what game they liked the best and if they liked to work
independently? or as a group? Did their group work effectively to solve their
mathematical problems? What kind of mental strategies did they use to work
out their multiplications or additions?
Students will reflect on their experiences and use the strategies that they
found helped them learn the most in future lessons. The group work will help
everyone achieve the objectives, as communication and collaboration will
take place in the classroom amongst the students. Having a peer help the
students who are weaker at mental maths not only helps the weak, but also
challenges and reassures the stronger achieving students.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?
As the activity was carrying on, the students were showing positive engagement and
conversation, so I chose to continue with this activity rather than interrupt them as I could
see the educational value the children from the activity.