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Sample Lesson Plan (AUSVELS Levels Foundation to 10)

Practicum Lesson Number 2 Time of Lesson 11.10am Duration of lesson 100 minutes (x2) Class Size 23
Topic and Focus Integrated Unit. School Values Confidence Year Level Middle Supervisor Emily Benson

Learning Focus: What will the students learn and how does it relate to curriculum documents?
AUSVELS Strands Level: 3 Domains Dimensions Key elements of standards to which lesson is focussed
Physical, Personal and Social
Learning
Interpersonal
Development
Building Social Relations
Students are encouraged to discuss the expectations they have of friendship and relationship groups and acknowledge
the expectations that others have of them.

Students are encouraged to think about their values and how these affect their feelings and behaviour. They are
supported to develop relationships based on respect and the valuing of individual differences; for example, speaking
respectfully about others, listening and responding appropriately and encouraging others contributions.

Students begin to explore the link between their feelings and their behaviour. They learn about empathy and use this to
begin to respond to the needs of others.

Assessment Criteria and Method of Evaluation How will you identify what they have learnt and how will you record or note this
Standards Assessment Criteria (Ability to: ) Evidence How will you identify what they have learnt and how will you record or note this
At level 3, students are working
towards the Level 4 standards.
Express, recognise and acknowledge confidence. Students have the ability to say, do or make.


Students Background Knowledge What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?
- Students are aware that a focus of Term 1 is the school values.
- Respect and Perseverance have been covered in previous weeks.
- Little work done on confidence this year public speaking may be seen as the prime representation.
- Confidence could be linked to perseverance activity last week. The idea that you must be confident in your ability to complete something.

Starting Point: Briefly revisit perseverance and some of the main ideas we learnt tailoring conversation towards some of the linking elements.
Resources and Materials What materials and resources will you need to have prepared?

Activity Materials
- Scan ish and create photo story.
- Create a list of words that can use for their drawings.
- Create a personal drawing as an example.
- Ensure there are textas and pencils available ask Emily if students are allowed pencil cases.

Rooms and ICT
- Charge Laptop.
- Projector turned on.
- Download confidence song.
- No room alterations.

Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?
- Clear introduction and subsequent instructions.
- Be firms with class management. E.g. sitting correctly, paying attention when asked, following instructions.
- Allow time for questions.


Stage of lesson Tasks Time Student action
What will students be doing?
Explain how the students are
expected to work.
Teacher action
What will you do during this time? What prompting questions may you
need to prepare? How will you monitor student progress and needs?
What preparations have you made for early finishers so that they will
be extended in a relevant and interesting way?
Start of Day n/a n/a n/a n/a
Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible questions
that you may choose to use
Demonstrations etc

Start the lesson in similar fashion to previous:
- Reintroduce the idea that as a class we will be
looking at a school value every week.
- Ask the class what the value was from last week and
what some of the key ideas were.

Rather than showing pictures, read the ish story with the
accompaniment of the slide show to ensure the students can
see the illustrations.

- There may be challenges figuring out the value for
the week. If so, guide discussion towards the
protagonist of the story students may be able to
pinpoint confidence as the value if their attention is
drawn to how this character feels over the course of
the book.
- Definition of confidence establish what students
believe it to be.
- Prompt thinking about how others and the
environment can impact on someones confidence.

Explain that for todays activities we must have our confidence
hats on because what I have planned requires confidence in
oneself.

Discuss characteristics of someone who appears confident.
11.10 11.20 Seated on the floor in front of
the projector.
Who can tell me which value we looked at last week?

What were some of the main things we learnt about perseverance?

Today we will be looking a tricky value as it can be seen in lots of
different forms.

We are going to play another guessing game similar to last week, I
am going to read the following book and I want you to think about
which value you think it is representing.

The feeling or belief that one can rely of someone or something.
Self-Assurance
Backing oneself.
Believing you can do something.

Im sure everyone has a story where they think they have shown
confidence I need to show confidence every day.

What things do people do that show that they are confident?

Can other people in certain environment affect someones
confidence? If so, how? How does this link to another value that we
have already looked at? (hopefully make connections to respect).



Stage 2 Body of lesson
Describe each distinct task
in the order to be
undertaken. Start a new task
each time the teacher or
students behave in a
different manner. State an
estimated length of time for
each task.
Ensure that there is some
form of prompt or
reinforcement available for
students
What preparations have you
made for early finishers of
each task so that they will be
extended in a relevant and
interesting way?
Confidence Activity Rotations

Explain that today we will be working individually. At each seat
of every table there is a little piece of paper that has either a
place, object or animal written on it.

Each student must confidently draw like Ramon from the
book what is written. There are no rules other than you must
fill the page with any representation of that word.

Show the students what I have created so they get an
understanding.

15 minutes will be given to them to complete the task and at the
end they will be confident telling everyone what they have
drawn.

After 15minutes like previous lesson when music is played
they must:
- pack up where they have been working.
- put piece of paper back on the chair.
- sit on the floor with their picture ready to present.
11.20 11.35


Student will be individually at
their desks.




Monitoring constantly move throughout the room. Ensure that
students are on task.

Allow for independent work. I am not anticipating many questions.

Try to keep noise at a quiet working level.

Positive reinforcement to those who are struggling to fully embrace the
meaning of the activity (i.e. anxious to draw anything).






Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the students
can evaluate what they have
learnt?
Play music to get student attention.

Bring class together in a circle on the floor. Ask students to put
their pictures on the group face down.

Demonstrate a presentation of the picture both confidently and
not confidently. Ask students which they think represent
confidence. Reiterate ideas about environment and how to
support fellow classmates.
11.35 11.55 Circle on the floor. Say the same sentence with the different approaches.

My word was GARDEN and this is my picture


What are some things that we can do as classmates to ensure that
everyone feels comfortable confidently sharing their picture?
Stage 4: Closure
Do you need to prepare the
students for handing over to
another teacher, or another
subject
MB will be going to French.

MS will need to be taken to French classroom to have their
lunch.

11.55 12.00



























Interpersonal Development

Learning focus
As students work towards the achievement of Level 4 standards in Interpersonal Development, they interact with their peers, older and younger students, and adults
in both informal and formal contexts. They develop their skills and strategies for getting to know and understand others within increasingly complex situations. With
teacher support, they identify different types of friendships and relationships. They discuss the expectations they have of friendship and relationship groups and
acknowledge the expectations that others have of them. They recognise that relationships change and that positive relationshi ps do not depend on always agreeing
with one another.
Students are encouraged to think about their values and how these affect their feelings and behaviour. They are supported to develop relationships based on
respect and the valuing of individual differences; for example, speaking respectfully about others, listening and responding appropriately and encouraging others
contributions. They learn to respect other students belongings and, when appropriate, to share their own.
Students begin to explore the link between their feelings and their behaviour. They learn about empathy and use this to begin to respond to the needs of others.
Using prompts and questions, they develop skills in giving and accepting constructive feedback; for example, praising or making suggestions for improvement.
Students are introduced to a variety of strategies for dealing with conflict and bullying. By articulating the conflict to be resolved, they discuss options and outcomes
and work with others to develop plans and procedures to reduce the possibility of conflict, avoid or resolve conflict.
In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team
and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided
criteria, they reflect on the effectiveness of the teams in which they participate.
Standards
At Level 3, students are working toward the Level 4 standards.