Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1/2 Time: 9:30-10:30 Date: 20/6/17 Students’ Prior Knowledge:

Learning Area: Language Support Students have limited knowledge of before and after in
terms of following instructions.
Strand/Topic from the Australian Curriculum:
Understand the use of vocabulary in familiar contexts
related to everyday experiences, personal interests and
topics taught at school (ACELA1437)
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:

 Generate before/after sentences
 Follow instructions to perform and action before/after
 Use the terminology before and after
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
Assessment sheets and resources are provided for this Enabling: Prompt students with logical answers (e.g. it
session by the Speech Pathologist. doesn’t make sense to get dressed before I have a
shower. Also prompt with initial sounds.

Extending: Students create their own sentences and

think of actions to share with the class.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
Align these with the
9:30 Tell students that today we are looking at two special words: before and after. segment where they will
be introduced.
Let’s practice using these words. I’m going to tell you about what I did before I
came to school.
- I put my glasses on before I eat breakfast
- After I eat breakfast, I brush my teeth
- I brush my teeth before I have a shower
- I make my lunch before I pack my bag
Trick sentence: I brush my teeth before I eat breakfast, after I get dressed I
have a shower.
“Now it’s your turn. Who would like to tell me about something they did this
morning before school? Remember to use our special words.
9:45 “Now we are going to look at some pictures and decide which happens after
the picture.”
Picture cards
Show students picture cards, leave some face up on the ground for them to
choose from.
Introduce rotations:
- Following instructions: before and after
- Generating sentences
- Speech Therapist rotation

Lesson Steps (Lesson content, structure, strategies & Key Questions): Picture string
9:50 Rotation One: sentences Flaps page
- Show students one picture (the others are hidden by flaps) Assessment sheet
- Ask them “what they think happened before the picture?”
- Generate a full sentence e.g. he put toothpaste on the brush before
he brushed his teeth.

10:00 Rotation Two: following instructions

- Students are asked to close their eyes and choose two pictures from Pictures
the bag Before/after template
- They put the pictures in order of before/after Assessment sheet
- They generate a sentence about the pictures. Repeat that sentence.
- They then do the actions on the cards.
- E.g. Put your hands in the air before you cover your face.
10:10
Rotation Three:
- Speech Therapist

Lesson Closure:(Review lesson objectives with students)

10:20 Students are called to the mat.

They are asked to perform an action (e.g. Pat your head).

Then perform an action in order (e.g. Pat your head before you stomp your

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 feet).
Ask one students to generate a sentence.
Repeat with different actions.

Transition: (What needs to happen prior to the next lesson?)

10:30 Ask students what they do after/before recess. Pack away ready for recess.

Assessment: (Were the lesson objectives met? How will these be judged?)
Assessment sheet provided by Speech Pathologist.