Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:Multi Age Group Time: 9:00-9:20 Date: 2016 Students’ Prior Knowledge:

Learning Area: English (Reading) Can sit with feet on floor and back straight.
Can sit still for the duration of the book

Strand/Topic from ABLEWA – Stage B:

Recognise familiar objects and images in stories and
informative texts (ACELA1786b)
Recognise an object when named, signed or shown in an
image (ACELA1434b)
Looks carefully at the pictures in the book and point out
details when asked e.g. “point to the horse” or “who is
sitting in the chair”
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:

 Participates in the sequencing of objects relating to a story (Group 1)
 Repeats, copies or imitates words/symbols/signs/phrases (Group 2)
 Repeats vocalisations/actions in a repetitive game (Group 3)
 Anticipates familiar phrases (Group 4)
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

“The Very Hungry Caterpillar” by Eric Carle Ask students to point to certain aspects of the book
Devices charged (eg. Colours, objects)
Students A & B sit with feet on floor and back straight
with assistance.
Students A & C use devices to vocalises

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

1
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:
Align these with the
Introduce the book “The Very Hungry Caterpillar” by Eric Carle
1:10 segment where they will
be introduced.
Use think aloud: “I wonder who is snoring”
1:14 Book: “The Very Hungry
Lesson Steps (Lesson content, structure, strategies & Key Questions):
Caterpillar” by Eric
Read the book “The Very Hungry Caterpillar” by Eric Carle to the class:
Carle
- Stop on every second page and get students point out either a colour
or an animal
- Ask either “What colour?” or “Point to blue”
- Share anecdotes
Colour sheet
Lesson Closure:(Review lesson objectives with students)
Animal sheet
Look at front cover and ask “what can you see” or “where is the caterpillar?”
1:18 Blow whistle (signal to end)
Whistle
Transition: (What needs to happen prior to the next lesson?)
Ask students (in twos) to take their chair back to their table and sit down.
1:20
Assessment: (Were the lesson objectives met? How will these be judged?)
Objectives Variation Achieved?
Participates in the sequencing Points to objects in
of objects relating to a story order (with
assistance)
Repeats, copies or imitates Repeats words (with
words/symbols/signs/phrases verbal/visual
prompting) Checklist for
assessment
Repeats vocalisations/actions Repeats actions
in a repetitive game (with assistance)
Anticipates familiar phrases Shows excitement at
familiar phrases