SOUTHERN CROSS UNIVERSITY - SECOND YEAR LESSON PLAN TEMPLATE

KLA: Mathematics

Date:
Time:
Stage: ES1
Class: KR
12/05/2014
1pm
Outcome / Standard: SGES1.3 Uses everyday language to describe position and give and follow simple directions.
Objective / Learning Intention: Use positional language to describe the location of objects.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
3.3 Knowledge integration:

HSIE

ENGLISH

MATHS

School: Lismore South Public School

PDHPE

SCIENCE & TECH

3.4 Inclusivity
1.1 Deep knowledge
1.4 Higher order thinking
2.1 Explicit quality criteria
3.5 Connectedness
1.2 Deep understanding
1.5 Metalanguage
2.2 Engagement
3.6 Narrative
1.3 Problematic knowledge
1.6 Substantive communication
2.3 High expectations
Timing
Procedure
Considerations
Assessment - students
INTRODUCTION (O):
Ensure B, B & E arent
Lesson criteria:
5 mins
1. Have students form a line.
standing next to each other.
2. Ask students questions such as who is in front of them? Behind them? Next
Can the students use
to them? Etc.3.4
Create enough space in the
positional language to
3. Ask individuals to describe where they are standing, e.g. I am standing next
classroom for a line.
determine who is placed
to John.
3.4 Including all students in
around them?
demonstrations builds
confidence.
BODY (G):
1.Take students for a walk around the school, point out various buildings using
3.6 by relating components
Can students identify
language of position e.g. KRs classroom is across from KCs classroom. The
of the lesson to real life, it is where classrooms are in
20 mins
Library is next to the office. 3.6
encouraging and engaging
the school?
2. Walk back to the classroom and discuss the journey around the school.
students as well as making
3. Draw a plan of the school. Ask students to place buildings where they are in
it relevant.
Are they able to use
the school. For example, paste KRs classroom across from KCs classroom.
positional language?
4. Display the plan of the school and discuss and ask questions such as where
Ensure each child have
is the play equipment, encourage students to answer using positional language. scissors, glue and colouring
pencils.
BODY (E):
20 mins
Ensure M and T are on track Can students use outside
5. Provide students with a background and a set of pictures.
and focused.
knowledge to determine
6. Ask students to cut out and paste objects on the background to make a
where to place the pictures
picture. 2.5
on the background? E.g. a
7. Walk around the classroom and select a few students, sit and discuss with
2.5 allow students to place
duck belongs in a pond?
them why they pasted that particular object in that particular spot and ask them
objects on the background
to describe where it is positioned.
at their own accord.
5 mins
CONCLUSION (R):
1. Select a few students to identify who is sitting behind them, beside them, in
Ask individual students
front of them.
about the particular work
Have students shown their
2. Select one students work and discuss positions of the object in the picture.
you chose and initiate a
knowledge of position?
discussion.

Supervising teacher:

Date:

CA
2.4 Social support
2.5 Student self regulation
2.6 Student direction
Evaluation - teacher
Have I gained students
attention quickly?
Are my instructions clear and
concise?
Have I explained the activity
clearly so students understand
what is being asked of them?
Am I in a position where I can
observe the children and
ensure they can see the task?
Has my teaching allowed
students to demonstrate their
understanding of the task
soundly?
Has my teaching allowed
students to demonstrate their
understanding of the task
soundly?
Has the lesson so far abled
opportunities for students to
explore their own learning?
Have I given enough
instruction or guidance for
them to achieve the
outcomes?

WEEK: 1 2 3

DAY:

Monday

REFLECTION TEMPLATE

Reflection on student achievement against the outcome, indicator or objective based on

Reflection on your delivery of the lesson, effectiveness of resources, strategies,
information / evidence provided by the assessment strategies within the lesson.
questioning, inclusion of QT elements etc. May include a statement about future
May also include anecdotal notes about individual student progress.
modifications or action if required.
LESSON 1: Mathematics - Position

Students achieved the desired outcome to a high standard.

They were able to use positional language to describe the location of
objects.
Tyrese worked exceptionally well and completed his work to an
outstanding level. All the other children displayed sound understanding
of what was being asked of them and delivered quality work. Their
knowledge on position was quite well developed and showed
extensively throughout their work.

The delivery of this lesson was probably one of the best Ive
taught so far in my experience.
The students were engaged from the very start and
participated fully in the lesson. The way I conducted the
lesson proved to be very successfully as all children achieved
the outcome quite quickly.
The use of classroom management strategies helped with the
behaviour of the children during the walk and kept them quite
engaged.

Matil needed a little extra help and guidance in the activities but
completed the activities to the best of her ability.
Supervising teacher:

Date: