Fremantle Primary School Lesson Presentation

 
Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary (Fremantle Primary School)
Time: 9:00-10:10 am
Date: 19/03/2015
Learning Area: English
Strand/Topic from the Australian Curriculum:

Language Strand- Sound and Letter Knowledge
o

Recognise the letters of the alphabet and
know there are lower and upper case
letters. (ACELA1440)

General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

Students’ Prior Knowledge:
 Students have knowledge that English is one
of many languages spoken in Australia and
that different languages may be spoken by
family, classmates and the community.
 Students can demonstrate that language can
be a way to express needs, likes and dislikes.
 Students have knowledge that capital letters
are used for names.
 Students can demonstrate that a capital letter
and full stop begin and end a sentence.
 Students can demonstrate how to write upper
and lower case letters.
 Students have general knowledge about the
alphabet.
 Students have general knowledge about
letters and words.
 Students can write a simple sentence.
 Students have some knowledge about
handwriting.
 Students can demonstrate pencil grip.
 Students are stating to be able to recognise
the sounds and letters in their names.
 Students have had some experience with
using technology in the classroom.
 Students have used mobile devices.
o Students know how to use iPads.
 Students able to work with others students in a
friendly manner.

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson) NA
Aboriginal and Torres Strait Islander
histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Proficiencies:(Mathematics only) NA
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 name and sound in each letter of the letter focus group. (m/r/h/e/d/c).

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Fremantle Primary School Lesson Presentation
 

Demonstrate appropriate use of ICT. i.e. using iPads appropriately and staying on task.
Illustrate working cooperatively with peers in small groups.

Teacher’s Prior Preparation/Organisation:
General
 Interactive white board.
 White board.
 White board marker.
 Desk and chairs. (Floor designed in small groups.)
 Timer.
Activity 1: Play Dough
 Homemade play dough.
 Laminated Letter mats
o Create, print, laminate:
-Upper and Lowercase letters.
-Simple words.
-Pictures.
Activity 2: Metal Detectors
 Metal Detectors (Important to make sure they are
changed and student know how to use them
appropriately.)
 Laminated Letter Cards with magnets. (Mrhedc)
 Laminated Cards Upper and Lower case letter with
magnets. (Mrhedc)
 Laminated easy word cards with magnets.
(Mrhedc)
 Magnets/paper clips
 Large laminated Letter Cards (Magnets)
 6x Letter Tray
 Sand pit or large tray filled with sand or dirt.

Provision for students at educational risk:
 Students with learning disabilities may require
extra assistance. They may need help
explaining and reading their worksheets,
writing sentence and spelling. Students may
also need to ask questions again to
understand the topic. Partner with willing
students who understand the concept. A class
EA may be needed to help the students.

Students are only young and many students
will still be learning to read. Teacher should
use written and picture cues for students who
are struggling with reading.

Ensure that there is one on one support for
students who need the extra assistance, either
from the teacher or the educational assistant.

Activity 3: QR Hunt
 Computer access.
 Internet access to design QR codes.
 Printed and laminated QR codes.
 Create, print, laminate:
o Upper and Lowercase letters.
o Simple words.
o Pictures.
 Velcro
 iPads (Important that all iPads are fully charged.)
 QR scanner app.
Activity 4: BeeBots

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Charged BeeBots
BeeBot board game mat.
Large space or desk for students to play at.

Activity 5: Microscope and Mystery Bag
 Laptop.
 Microscope.
 Photo Booth downloaded and opened on the
laptop.
 Created and printed:
o Fairy garden word search.
 Mystery Bag.
 Objects for mystery bag. (Example: Cup for C.)

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

Motivation and Introduction:
1. Arrive at the Fremantle Pre Primary classroom; students are to be
sitting on the mat with their class teacher. Notre dame students to
walk in quietly. Before being introduced to the class, students have
time to set up their activities.

Resources/Reference
s
Align these with the
segment where they will
be introduced.

2. Once Notre dame students have set up and organised their activities,
Notre Dame students join the pre-primary class on the mat, waiting for
class teach to introduce the students and explain the rules and
expectations of todays lesson.
3. After class teacher explains to students, the class teacher introduces
Notre Dame students began their ICT lesson.
4. Gabby, Adriana and Ellice introduce the Notre Dame students to the
pre-primary students by telling them our names and explaining in a
very enthusiastic voice, that we have planned lots of very fun and
exciting activities, so we need every one to put their learning hats on
and turn their lessoning on.
o

“Good morning pre-primary, we are so excited to be
welcomed into your classroom today and we have planed
lots of exciting activities for you. Are you all excited?
(Students reply yes.)”

o

“My name is Gabby, Adriana, Ellice, Harriet, Georgia and
Ellie and because we have so many fun activities, I need
everyone to put their think hats on and turn their lessoning
ears up high. Are they turned all the way up? (Students reply
yes in a loud voice.)”

o

“We are going to be playing lots of different games and
activities with you today.”

5. To introduce the main focus of the lesson, Notre Dame students will

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play the alphabet song to get students excited about letter and to
refresh their letter names and sounds. Because this lesson has been
designed around a focus good of letters (M, R, H, E, D, C) the
teachers need to point out the focus letters in todays lesson. It is
important that the Notre Dame Students go over the focus letter name
and sounds and also if possible the upper and Lower case letters,
This will be done using the interactive whiteboard.

9:10am

o

“So the ‘letter fairy’ told us that you are all amazing at knowing
the letters in the alphabet. So I have found an alphabet song
that we can try and read or sing along with. Do you think we
can give it a go? (Some students reply yes and others are a
littler unsure.)”

o

“Do everyone enjoy the alphabet song, you all did such a
amazing job at saying the letter names (And if included in the
YouTube sounds.) You guys are so cleaver.”

o

“Because there are so many different letters in the alphabet,
we have choose our favourites letters to share with you today.
So do you want to know what our special letters of the day
are? (Students reply yes.)”

6. When telling students what the focus letters of the day, the teacher
need to stop after showing the letter and ask students to repeat the
letter name and sound. It is also important that the teacher shows how
the letter is written in upper and lower case letters and ask students
question about the letter. (Example questions: Does any one’s name
start with this letter? or Do you know a word that starts with this letter?
o

“Our first letters is the letter ‘M’. Does any one know what the
name of the letter is? And what sound does the letter ‘M’
makes? (Teacher helps students to answer the question and
says the sound the letter makes.) What is a word that starts
with ‘M’ (Students reply mat, monkey, money.) (Does any one
name start with M? (There might be a student named
Madeline or Matt.)

o

“The second letter is, the letter ‘R’. Does any one know what
the name of the letter is? And what sound does the letter ‘R’
makes? (Teacher helps students to answer the question and
says the sound the letter makes.) The letter ‘R’ can be written
in two different ways. (Teacher puts example upper and lower
case ‘R’ and ‘r’ on the white board.) Does any one know a
word that starts with the letter ‘R’? (Example are rat, rainbow,
red.)”

o

“The third magic letter is, the letter ‘H’. Does any one know
what the name of the letter is? And what sound does the letter
‘H’ makes? (Teacher helps students to answer the question
and says the sound the letter makes.) You guys are so
amazing at this. Does any one know a body part that starts

Interactive white board.
White board.
White board marker.
Desk and chairs. (Floor
designed in small
groups.)
Timer.

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with the letter ‘H’? (Example: Head and Hand.) Good job
everyone/”
o

“The fourth fantastic letter of the day is, the letter ‘E’. Does
any one know what the name of the letter is? And what sound
does the letter ‘E’ makes? (Teacher helps students to answer
the question and says the sound the letter makes.) Does
anyone know a animal that starts with the letter ‘E’?
(Example- Emu, Elephant, Eagle and Eel.”

o

“The fifth magic letter of the day is the amazing letter ‘D’.
Does any one know what the name of the letter is? And what
sound does the letter ‘D’ makes? (Teacher helps students to
answer the question and says the sound the letter makes.)
Does any one have a dog at home? (Students are excited to
say yes and share their dog names. Teacher can listen to a
couple but then will have to move on.)”

o

“The last very lucky letter of the day is the letter ‘C’. Does any
one know what the name of the letter is? And what sound
does the letter ‘C’ makes? (Teacher helps students to answer
the question and says the sound the letter makes.) What are
some words that start with the letter ‘C’? (Example- Cat,
Cake, Cupboard and cup.) Amazing Job everyone the letter
fairy was right you are amazing at you letter names and
sounds.”

7. Teacher explains to the students the different types of ICT devices that
students will be using in todays lesson. When the Notre Dame student
is explaining the digital devices they will also show students the digital
device, so students can get excited about the lesson and familiarise
themselves with the digital devices.
o

“We have planned some very special activities and we are
going to do something a bit different today. Instead of just
using pencils and paper you will be able to use lots of fun
electronic devices.”

o

“The electronic devices we are going to learning with today
are iPads (Teacher shows students the iPad and ask students
if they have a iPad? - Example question- Does any one have
a iPad at home?) Beebots (Teacher shows students the
BeeBot.) Metal Detectors (Teacher shows students the metal
detectors and the sound they make when the touch metal.
Teacher ask students if they know what a metal detector is
and shows students how it works.) The last electronic devices
is a microscope (Teacher shows students the microscope.
Teacher asks students a question. Example question- Does
any one know what a microscope does?) Is every one excited
for today’s activities? (Students reply yes.)”

8. After the Notre Dame student explains the different ICT devices that

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students will be exploring in todays activities, the teacher will use the
interactive white board and show students the Alphabet town song,
this should get students excited for todays lesson. (Teacher needs to
promote students reading or singing along to the song.)
o

“Before we start today’s lesson, I am going to play the
alphabet song and because I know you are all so cleaver
cats, I would like to try and say the letter with the song. Do
you think you can do it? (Teacher asks student a question
and students reply yes.) Lets see how we go.”

9. After the Notre Dame students play the Alphabet song for pre-primary
students the teacher will explain the five group activities and break
students into groups. (Hopefully class teacher will have list of class
groups or will help us put students together, if not the teacher will
number or group students together. Because each group has a
teacher, the teacher will take the group of students to where the
activity is being held and give students detailed instructions.
o

“We have five different activities that you all get to do today,
the first activity is with the happy Harriet (The teacher
explaining the activities points to Harriet and ask her to wave
to students) and the activity is making letter and words out of
play dough, so you have use your muscle to roll out all the
play dough.”

o

“The second activity is with the excellent Ellie (The teacher
explaining the activities points to Harriet and ask her to wave
to students) and the activity is using the metal detectors to
find the letters hidden in the sand. You will all have to put
your treasure hunting hats on.”

o

“The third activity is with the gorgeous Georgia (The teacher
explaining the activities points to Harriet and ask her to wave
to students) and the activity is using the iPads to find special
codes,”

o

“The Fourth amazing activity is with the elegant Ellice (The
teacher explaining the activities points to Harriet and ask her
to wave to students) and the activity is play a board game
using the buzzing BeeBots.”

o

“And the lucky last activity is with the giggling Gabby (The
teacher explaining the activities points to Harriet and ask her
to wave to students) and the activity is find hidden words
using the microscope”

o

“Is every one excited (Students reply yes) Group one please
stand and go with Harriet (Teacher waits for all students to
stand and mover to group one table before asking the next
group to stand.) Group two, please stand and go with Ellie
(Teacher waits for all students to stand and mover to group

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one table before asking the next group to stand.) Group 3
please stand and go with Georgia (Teacher waits for all
students to stand and mover to group one table before
asking the next group to stand.) Group four, please stand
and go with Ellice (Teacher waits for all students to stand and
mover to group one table before asking the next group to
stand.) And lucky last but not least group five can you please
stand and go with Gabby.”

9:15am

Lesson Steps (Lesson content, structure, strategies & Key Questions):
1. This lesson plan is aimed at a class of pre-primary’s because student
are young and loose concentration and focus easily, this lesson is
broken into five activities, students are broken into groups and will
rotate to a different activity every seven to ten minutes.
Activity 1: Play dough
1. Activity one is making letters (Upper and lower case letters), words
and pictures out of play dough.
2. Students will use letter, word and picture templates to help students
to create letters out of the play dough.
3. Once student has complete one of the focus letters (M, R, H, E, D,
C), the teacher will ask question about the letter, such as it’s name
and what sound it makes.
4. Early finishes can begin to make the objects (printed and laminated)
beginning with the letter group (m/r/h/e/d/c) out of the play dough.
E.g. moon, cat, hat, rat, house, egg, dog, duck etc.
o

“In this activity, you can choose a letter in the middle of the
table and make it out of play dough, once you have done that
you can try and write a word or make a object that starts with
the letter. So if I choose the letter ‘C’ I will try and make the
letter and then when I am finish I might try and make a cat.”

Activity 2: Metal detector game
5. Students will take turns using the metal detectors to find letters
hidden in the sand.
6. The letters hidden will be letters that students are learning in class
(M/R/H/E/D/C.)
7. There will be different letters of difficulty. (Such as pictures, upper and
lowercase letters and small words. (This allows the activity to cater to
all students.)
8. The cards will have magnets and when the students put their metal
detectors over the sand the devices will beep.
9. When students find a card, the teacher will ask the student to say the
name and sound of the letter and then put it in the container with the
same letter on it.
o

-Homemade play
dough.
-Laminated Letter mats
Create, print, laminate:
-Upper and Lowercase
letters.
-Simple words.
-Pictures.

-Metal Detectors
-Laminated Letter
Cards with magnets.
(Mrhedc)
-Laminated Cards
Upper and Lower case
letter with magnets.
(Mrhedc)
-Laminated easy word
cards with (Mrhedc)
-6x Letter Tray
-Sand pit

“So I have these magical devices when you put it on metal it

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Fremantle Primary School Lesson Presentation
 
beeps. (It is important to allow student to play with the
device) So I have hidden different cards in the sand (teacher
shows a example of all three cards) when you find a card you
have to say the name of the letter, such as I found a picture
of a cat, I would say that this picture starts with the letter ‘C’
and then go and put it in the correct container and find
another card.”
Activity 3: QR codes
1. The students will be seated on a group table of approximately 5
students, where they will be provided with a set of 5 QR Codes each
and a matching set of laminated photos, letters and words.
2. The teacher will explain to the students that in this group activity they
will have to scan the QR Code using an app on the iPad. The QR
Code will provide a question or a statement and the students will
have to find the matching photo, letter or word. Once they have found
the matching photo, letter or word, the student will need to stick it
onto the QR Code using a Velcro dot.
3. Early finishers are asked to take photographs of things around the
room starting with the focus letters.
o

“So in front of you, you have a funny looking square and
some card with letters, words and picture on them. Your
mission is to use the iPad and using a special app on the
iPad, if you point the camera on that square it will magically
appear on you iPad screen and will ask you a question. (The
teacher will open scanner app on all iPads. So if I get my
iPad and hold the camera to the square it will appear with a
question. (The teacher will help students to read the
question.) So this question asks me to find a picture that
starts with the letter ‘R’ (Example- Rabbit).

-Printed and laminated
QR codes.
-Create, print, laminate:
-Upper and Lowercase
letters.
-Simple words.
-Pictures.
-iPads
-QR scanner app.

-Charged BeeBots
-BeeBot board game
mat.

Activity 4: Beebots worker bee
1. Students will all be gathered on either the mat or at desks.
2. Students choose a starting position on the board for their Beebot.
3. Students will take turns at rolling the die and moving their Beebot to
the number of space the dice reads.
4. The aim of the game is for the worker Beebot to collect all the
different letters and sort them into upper and lower case letters.
5. As the Beebot passes over or lands on a letter the student may pick it
up and place it on their board. The board is divided into two sides but
the students have to label, which side is upper and which is lower
case. If they have already collected that version of the letter they
must leave it on the board.
6. The Beebots cannot go diagonal or over water (blue squares.).
7. Once the student has collected and sorted all their letters they may
make their way to the finish block for their worker bee to get some
rest.
o

“We are going to be playing a very fun game, so I need

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everyone to make sure you have your listening ears on. In
this game we are going to use the BeeBots to collect letters
on the board game. Has any one seen a BeeBot before
(Most students reply no) so a Beetbot is a bee robot and if
we press the buttons on its back and then go it will go in what
every order we pressed the buttons. (Teacher will be showing
what the Beebot does while explaining to students). So what
you to do is use your muscle to role the dice and then press
the buttons on the back in what way you want you BeeBot to
move (Teacher will play with students and go first to show
students what to do, teacher may need to explain instruction
over and over to help students to understand the game).
Once you have got your letters you have to try and get your
Beebot to their hive, so they can have a rest. Are we ready to
play? (Students are excited and reply yes)”
Activity 5: Microscopes
1. Students will be stationed at a table, the teacher will have their laptop
set up on the desk with the microscope plugged in and opened in
photo booth.
2. At this table, there will be one major activity and a smaller activity.
The major activity incorporates the use of the microscope. A
laminated picture of a fairy garden with hidden letters will be placed
on the table. Using the microscope, each student will be given the
chance to find three letters. They must tell the teacher what the letter
is, what sound it makes and a word that starts with that letter.
3. The second activity involves a ‘mystery bag’. Inside the mystery bag,
there will be a variety of objects. Student’s must choose an object
and name the letter that object starts with. For example “cup” starts
with the letter “c”.
o

9:55am

-Laptop.
-Microscope.
-Photo Booth
downloaded and
opened on the laptop.
-Created and printed:
o Fairy garden
word search.
-Mystery Bag.
o Objects for
mystery bag.

“Hello everyone, I have a problem and I was hoping that you
will be able to help me with it, do you think you can help?
(Students reply yes). I have this piece of paper, with letters
hidden in the picture but they are just too small to read. I
need you to find the letters using the microscope and then
tell me, what letters you find. Do you think you can do it?
(Students reply yes) Does any one know what a microscope
is? (Important that the teacher shows students the
microscope and allows students to explore and play with the
microscope). Once you have found the letters then I have
another mission for you, I have the ‘mystery bag’ and I do not
know what’s inside it. I need you to pull out an object and
then tell me what letter does the object start with. (Teacher
gives example and pulls out a cup. I pulled out a cup; I know
that cup starts with ‘C’).

Lesson Closure:(Review lesson objectives with students)
1. Once every group has completed every activity. Teacher will get class

-Laminated Letter
Cards.
-Laminated Cards

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Fremantle Primary School Lesson Presentation
 
attention and bring the class back together. Teacher will ask students
to help pack up their activities and then go and sit on the carpet in
front of the whiteboard.
o

“Pre-primary (teacher claps to get class attention, students
clap back) I would like everyone ears and eyes looking and
listening to me... Can you all please help the teachers clean
up their activities and then come and sit quietly on the mat.

o

“Did everyone enjoy the activities (Students reply yes) what
was your favourite activity? (Students put up their hands and
answer the question, if students do not answer the question,
the teacher could go through all activity and ask if they liked
the BeeBot activity for example.

Upper and Lower case.
-Laminated easy word
cars.
-6x Letter Tray

2. The lesson closure activity is aimed to regain focus on the focus
letters (M, R, H, E, D, C). Their will be six different contains at the front
of the class and the Notre Dame students will ask students together
and individually to help us sort the letters, words and pictures into the
correct basket. If there is any extra time at the end, teacher will replay
the alphabet song.
o

10:05a
m

“We have one last task for you, because you are so cleaver
we need your help putting these cards into the correct tray.
(The teacher will pull out a picture of a cat and ask students
what does this picture starts with? Students will reply with ‘C’).
Do you think you can help? (Students reply yes).”

3. Once students have finished sorting the cards, all Notre Dame
students will thank pre-primary class for all their hard work today and
thank the class for welcoming us into your classroom.
Transition: (What needs to happen prior to the next lesson?)
1. Students will be already seated on the mat ready for the next
instruction and lesson from the class teacher.

Gabbi, Adriana and Ellice
Harriet, Georgia and Ellie

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