Lesson Plan

Year level Duration Focus Implementation Date Curriculum Area
1 60 Minutes Lesson 1 – First Lesson NA ACARA
Prior Knowledge LMQ1- What does the learner already know?

 What a map is and the basic layout of a map
 How to log onto a computer
 How to use apps on iPad
 How to work in groups



Learning Outcomes/Standards LMQ2 – Where does the learner need/want to be?
Declarative Knowledge Procedural Knowledge
DK1- Students know how to work collaboratively.






PK1: Students will work in groups to complete allocated activities.

LMQ3 – How does the learner best learn?
DOL1 DOL5
DoL1 Focus – Helping students Develop Positive Attitudes and Perceptions about
Classroom Climate

Help students understand that attitudes and perceptions related to classroom climate
influence learning.
By helping students feel comfortable in their own classroom it is vital that teachers
have knowledge of the major disruptions to the students learning areas. As the
students feel that the teachers are trying to help them feel a sense of comfort by
understanding the students wants and needs, if they are uncomfortable in talking
about certain topics and you believe that it will further discomfort the student try and
avoid that if possible.


DoL5 Focus – Habits of Mind

Maintain an Open Mind.
By maintaining an open mind students can become more creative with topics in class especially
linking into traditional stories and art lessons. By maintaining an open mind the students are
able to give you their own opinion what they think will happen next in the story other than
what is written on the page also with art this allows them to elaborate when given a sheet of
paper what would work together and what wouldn’t. This critical thinking topic is vital in
classrooms as it is a great developmental stage for students to touch on as creativity is
something not touched on as much in classrooms in today’s society.

Time Resources
LMQ4
Learning Procedures
LMQ5 LMQ6
Key Questions &
Assessment LMQ7
Differentiation DOL


Classroom
rules poster
Book:
Rosie’s
Walk.



White
board
Post it
notes
Pens











iPad’s




Books
Pencils


Sequence
cards
Introduction
1. Have students sitting on carpet in front of
teacher with book.
2. Remind students of classroom rules.
3. Explore the cover of the book Rosie’s walk
by Pat Hutchins, discuss the images, the
words and what they think it may be about.
4. Flip over book read the blurb on the back
before beginning.
Body
5. Read students the book Rosie’s walk,
discuss meaning of words on pages.
6. Before reading the last page, close the book
and ask students to come up with alternative
endings of what they think may happen in the
book.
7. Read students endings and ask them to
remind you of the words in the book that tell
us where something is for example under
and provide an example of something being
underneath an object.
8. Continue brainstorming words, have them
show the actions as you go.
9. Divide the class into 4 groups for rotations,
each rotation will be 10 minutes
Rotations are:
-Using the Paint app on your iPad write down
some of the key words that helped you
understand the story and what happened in the
story.
- Pick two words and draw an illustration on a
new page of the paint app, when you are done
make sure you screenshot the image. Ask the
teacher for instructions if you are unsure or have
forgotten.
- Using sequence cards match positional

Whole Class
Observation
Students on task.








Whole Class
Observation
Students on task







Whole Class
Observation
Student Participation






Whole Class
Observation
Check student
participation
Monitor student
work.

Allow extra time for
individual learners.
(ASD students)




Monitor individual
learners for questions.







Modify expectations
for individual learners,
allow extra time.














Explain terms to
individual learners
who require it.
DOL 1 – Help Students
Develop Positive Attitudes and
Perceptions about Classroom
Climate
-Help students understand
that attitudes and perceptions
related to classroom climate
influence learning





DOL 2 – Helping Students
Acquire and Integrate
Declarative Knowledge
-Help Students to construct
meaning for vocabulary terms
(rotation cards)




















Books
Pencils
Scissors
glue


Computers
language to correct picture from the story.
-Back to the book: trace words and cut and
paste the pictures to sections in the story, see if
you can remember without looking at the book
again.
Teacher monitors students during activity.
Conclusion
10. Have students go onto the website and vote
on their favourite rotation activity, once they
have voted have them discuss why it was
their favourite with a friend.








Whole class
observations
Questioning
Monitor participation






















DOL 5 – Helping Students
develop productive Habits of
Mind
-Provide positive
reinforcement to students
who exhibit the habits of mind
Making sure students are
working collaboratively.
LMQ 9.
What worked best with my students and why?
What did they enjoy most? Why?
What did students not enjoy? Why? What can I change?
Did I provide enough differentiation for struggling students? How?
Did I provide enough extension work for the gifted and talented students? How?
Did the lessons go as planned? Why/why not?
What could I have done differently? How?
What did students understand/not understand?
What went wrong and why?
What did I do well and why?
Were all students engaged and participating in activities?
Are all students ready to move forward on the topic? Do we need go over it again?