Week 7 Friday 15th of June 2018 Lesson 5/5

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary Students’ Prior Knowledge:
-Students’ understand what a shared reading lesson is
Time: 9:00-10:10am and the level of participation required of them during
Date: 15/6/18 these lessons.
-Students’ know what an author is and what an
Learning Area: English illustrator is.
-Students’ have a brief understanding of the physical
features of a book.
Strand/Topic from the Australian Curriculum
Literature:
-Share feelings and thoughts about the events and
characters in texts (ACELT1783)
-Replicate the rhythms and sound patterns in stories,
rhymes, songs and poems from a range of
cultures (ACELT1579)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
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:

 Sequence the little red hen’s actions from start to finish.
 Write down the missing words from the title of the story.
 Create a recipe on how to make bread (including the ingredients and method).
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
-Have the reading book The Little Red Hen by Robyn Opie -For students that are misbehaving during the lesson
ready to read. the teacher will use her one, two, three warning
-Have all of the subject tags ready to place in their correct behaviour system.
positions on the daily timetable. -The teacher can also move students down on the
-Have the weather and date website up on the computer castle behaviour chart if they are misbehaving and not
and the television turned on ready to use. making good choices.
-Have the weekly sight word cards ready to use. -The teacher must be prepared to respond to any
-Teacher Directed and EA Table: A3 sheet of paper with questions on words in the story that the children do not
title at the top, coloured and lead pencils, collage trolley, know of and ensure that she explains the words clearly
googly eyes, colour pieces of paper, glue sticks. to the students.
-Third Table: dot to dot sheets, coloured and lead pencils.
-Fourth Table: A4 animal joining worksheets, coloured and
lead pencils.
-Fifth Table: felt boards and felt pictures.
LESSON EVALUATION (to be completed AFTER the lesson)

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Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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

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

Resources/References
Time Motivation and Introduction:
Align these with the segment where
9:00am The teacher will call all students to the mat after they have they will be introduced.
cleaned up the work stations prepared for morning arrival.
The students will then be told to sit in the squares that
have been specifically chosen for each student. The
teacher will then mark the class role for attendance.
The teacher will go through the structure of the day with
the students by organising the subject tags on the board. Subject name tags
This is so the students know what to expect throughout the
day.
The teacher will then get the students to go through the
daily weather and date activity on the television. The
students must report to the teacher what the weather is for Television with the weather
the day and what day of the week it is, what the date is website open:
and what month they are in. The teacher can use prompts www.ictgames.com/dateChart.html
such as:
- “What does the sky look like today?”
- “If the date yesterday was … then the next number after
… is?”
- “Yesterday was … so that means today is?” Weekly sight word cards
- “What sound does our month start with?”
The teacher will then go through the sight words for the
week with the students on the whiteboard.

9:10am Lesson Steps (Lesson content, structure, strategies &

Key Questions): Book: The Little Red Hen by
The teacher will introduce again the book The Little Red Robyn Opie
Hen by Robyn Opie to the students by reading the title out
loud. The teacher will then ask the students the following
questions to remind them of what they had learnt in the
previous shared reading lesson:

- “What do you remember from our last shared reading

lesson?”
- “What was the sequence of events that happened in the

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story?”
- “What was the sequence of characters that were
introduced in the story?”

The teacher will then read the story to the students for the
last time and ask the students to join in on the read.

- “Today will be the last time we are reading our story, so

you can all join in if you would like to help me read.”

After reading the story with the students the teacher will
9:15am design a recipe on how to make bread with the students.
She will use the recipe template that is in the home corner
so then the students know what is on that template and
what needs to be written in a recipe. The teacher will ask
the students questions on how to make the recipe for
bread:

- “What do we find in a recipe and what do we use it for?”

- “Let’s put ourselves in the little red hen’s shoes, how do
you think we need to make bread?”
- “What ingredients do you think we need to make bread?”
- “What does yeast do if we put it into our recipe?”’
- “What are the steps we need to make so that we can
make our bread correctly?”

After designing a whole class recipe on how to make

bread, the teacher will explain to the students what table
top activities are available to complete during centre time.

Both the teacher and the EA will have the same teacher
9:20am directed table top activity. The students will be given back
their A3 sheet of paper that they did their hand print on. At
the top of the page is the sentence _____ Little Red _____ A3 sheet of paper with title at the
and the students must try to figure out what the missing top, coloured and lead pencils,
words are in the title. Once they have determined what the collage trolley, googly eyes, colour
missing words are, then they are to sound the words out pieces of paper, glue sticks.
and write them down on the lines provided. The teachers
may assist the students if they require it. After the students
have completed their title, they must decorate their hens
however they would like to using the materials provided.

At a third table, there will be a dot to dot on the little red

hen that goes from numbers one to twenty. Once the A3 sheet of paper with title at the
students have connected all the dots to make the picture top, art shirts, red paint, lead
of the hen, then they can colour in their hen dot to dot. pencils.

At a fourth table, there will be an A4 worksheet about the

story. In the centre of the page is a picture of a hen and
around the hen will be pictures of other animals. The A4 animal joining worksheets,
students must draw a line from the animals that were in coloured and lead pencils.
the story to the hen in the middle of the page. Once they
think they have drawn a line from all the animals in the
story to the hen, then they can colour in the pictures.

At a fifth table, the felt boards can be set out where the

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students can find objects or animals from the story and try Felt boards and felt pictures.
and retell the story using the felt characters and boards.

Lesson Closure:(Review lesson objectives with students)

10:10am At the end of centre time the teacher will ask the students
to stop where they are and clean up the area they are in,
then be seated back on the mat in their squares.

Transition: (What needs to happen prior to the next

lesson?)
Prior to next lesson, the teacher will ask the students the
following questions to recall the story read to them in the
previous shared reading lesson. These questions could
be:

- “What do you remember from our last shared reading

lesson?”
- “What was the sequence of events that happened in the
story?”
- “What was the sequence of characters that were
introduced in the story?”

Assessment: (Were the lesson objectives met? How will

these be judged?)
Assessment of whether or not objectives were met will be
carried out during the shared reading lesson when the
students are responding to the questions that the teacher
has designed for the lesson. It will also be assessed when
the students are writing their title on their hen pictures and
their ability to sound out the words when they are spelling
the missing words. This information will be gathered by the
teacher choosing students to answer these questions to
see whether or not they have gained the correct
understanding on the information learnt.