Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary Time: 11-12:30pm Students’ Prior Knowledge:
Date: 11th and 18th of September 2018
-Students have already been exposed to consonant
Learning Area: English vowel consonant words.
-Students have been exposed to the concept of rhyme.
Strand/Topic from the Australian Curriculum: Language
Recognise and generate rhyming words, alliteration
patterns, syllables and sounds (phonemes) in spoken
words (ACELA1439).

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:

 Identify the initial sound in spoken words.
 Match rhyming word mats.
 Identify the common sound between two words that makes them rhyme.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Create word/picture mats. For students that do not understand what a rhyming
 Laminate word/picture mats. word is, the teachers must explicitly explain to the
 Charge the Bee-Bots. students what it is and how to identify whether or not
 Create and print off assessment checklist. two words rhyme.
 Have a pen.
 Have post it notes ready to use. Enabling: Exaggerate the initial sound in a word and
exaggerate the rhyming part in words.

Extending: Ask students if they know any other words

that begin with the selected initial sound.
Ask students to name other words that rhyme with the
selected word.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

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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:
11:00am 1. Gather students on the mat in front of the teachers. Mystery Bag with Bee-bot.
2. Introduce the mystery bag and ask the students what might be in the
bag. Give them some clues for example, “I’ve got something in my
bag, it is yellow with black strips, it’s an insect and it makes a buzz
sound, can anyone tell me what is in my bag?”

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

1. Ask the students if they have ever seen a Bee Bot before (if they
have ask the students if they know what it does).
2. Explain to the students how to use the Bee Bots and what each
button means, as well as demonstrate the use of the Bee Bot.
3. Give the students 5 minutes to use the Bee Bots and allow them to
Bee-Bots, laminated word/
explore how they work.
picture mats post it notes
4. Once the students have explored how the Bee Bots work, explain the
and assessment checklist
activity to the children (depending on the student's prior knowledge
with pen.
the teacher will have to explain rhyming to the students).
 Around the area there are scattered picture/word mats which the
students must program their Bee Bot to land on one of the mats.
 Once the Bee Bot is at the desired mat, the teacher will ask the
student “What is the word?”, “What is the first sound you can hear in
the word ___?” and “Can you make your Bee Bot go to the matching
rhyming word?”
5. Each student will have their own Bee Bot and as the students are
conducting the activity the teacher will be asking the students the
above questions whilst checking off the lesson objectives on the
assessment checklist.
6. Conduct the activity for around 15 to 20 minutes.

Lesson Closure:(Review lesson objectives with students)

1. Gather students on the mat again and recap the lesson objectives.
2. Hold up one of the word/picture mats and ask the students the
following questions “What is the word?”, “What is the first sound you
can hear in the word ___?” and “What is a word that rhymes with Laminated word/ picture
___?”. The teachers should select one mat that the students found mats and Bee-Bots.
easy and one mat that the students found difficult.
3. If there is remaining time at the end of the activity the students will be
able to race the Bee Bots.

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

1. The Bee Bots need to be put back on charge.

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 2. The word/ picture mats need to be packed away (Last group).
3. The teachers must ensure that they have collected all necessary
assessment data on each student in the group.

Assessment: (Were the lesson objectives met? How will these be judged?)
The what component of our assessment in this lesson plan are our three
objectives listed below.
-Objective One: Identify initial sounds in spoken words.
-Objective Two: Match rhyming words.
-Objective Three: Identify the common sound between two words that makes
them rhyme.
To assess the achieve of these objectives by the students, the teachers will
be walking around with the students whilst they are completing the activity.
The teachers will be assessing the students during the activity by observing
the students and recording their observations of a student onto post it notes.

Once the activity is complete the teachers will collect their post it notes on
each student and record them against an assessment checklist on the
outlined objectives. The checklist will consist of three columns: excellent, able
to complete on their own, required assistance sounding out the words and
could not identify any words at all.

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 Key:
-Objective One: Identify the initial sound in spoken words.
-Objective Two: Match rhyming word mats.
-Objective Three: Identify the common sound between two words that makes them rhyme. 
Excellent. Able to Required Could not
complete on assistance. identify any
their own. words at all.
Student’s Names:

Initial Sound and Rhyming Mat Assessment Checklist