Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Students’ Prior Knowledge:

Year Level: Year 1 Time: Date: 19th Oct 2017

Learning Area: Mathematics

Strand/Topic from the Australian Curriculum -student can confidently count 1-100
Number and Algebra- chronologically
Develop confidence with number sequences to and
from 100 by ones from any starting point. Skip count -Taught/established classroom rules and
by twos, fives and tens starting from obligations include- “Letting everyone join in”-
zero (ACMNA012)
(being inclusive)
- Group work and sharing setting used often
and used well by students
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) FLUENCY and PROBLEM SOLVING
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
 Count on from any starting point up to 100
 Distinguish people have different abilities and ways of doing things
 Encompass the idea of including others and have a simple awareness of everyone’s responsibility to alter
situations to become more inclusive.
Teacher’s Prior Preparation/Organization: Provision for students at educational risk:
- 4x die (normal, giant, Visually impaired and Referred to as - LEARNING SPEEDBUMPS
Please see prompt cards for information and prompted
sensory.)
discussion between uni students but a fe
- Recycled materials Student A’s learning speedbump
- 4x snakes and ladders Is shy. Needs to be asked questions directly otherwise
- 10x packs of cards will let others answer. Can drift from learning
experience when class is working in peer groups.
- Coloured pens and textas (shared sets for
classroom) Student B learning speedbump
- Arrange the desks into groups (4) , as Derek does Needs larger font to read.

Student C learning speedbump

Needs to have movement. Cannot sit still for more than
(For purpose as uni assignment) 5 minutes at a time.
- Give all students the disability cards and make
sure they are on separate tables

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LESSON EVALUATION
Assessment of Lesson Objective and Suggestions for Improvement:

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

ASSESSMENT KEY FOR LESSON PRESENTATION

STUDENTS’ NAMES: Jason D, Peter M, Naomi Wharton

High Fail
Distinction
ASPECT ASSESSED Distinction Credit Pass

Lesson Plan

(prior knowledge, clear

objectives, sequenced
content)

Presentation skills

(delivery, eye contact,

audience engagement)

Key content from Count Us

In package utilised
(information correct,
relevant, clear
understanding)

Group activities
(meaningful, relevant, well
planned)

Time management

(appropriate)

One page handout-

referencing correct,
relevant information

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Comments:

Hello Jason, Peter and Naomi congratulations on completing your first assessment for this unit. It’s a real
achievement to get the first one finished.

Below is my feedback on your group presentation. You will see that I have provided some information
on the things you did well, as well as some specific suggestions for areas that I think you will most
benefit from concentrating on in your future assignments. Please do let me know if you have any
questions about these comments or suggestions – I am here to help!

Best wishes, Catherine

FEEDBACK:
 Your group presentation provided a range of engaging and innovative activities that were
well-placed within the maths curriculum. I really liked how you linked this idea of playing games with a
learning area other than sport.

Some strengths of your group presentation were:

• The use of a range of multimodal activities to stimulate discussion 


• The confident speaking skills demonstrated by all members of the group – you each had a very

 different presentation style and displayed varying confidence in taking on the role of teacher,
but 
 overall you presented very well. 


• Your lesson plan was very good – it showed careful consideration of each of the stages of a lesson. 
 I
was particularly pleased with your learning objectives. 


A couple of things you might like to spend some time working on for next time are:

• Instruction giving is a vital teaching skill –often we need to carefully plan all steps of an
activity and 
 think of contingency plans. This was particularly evident with the role
cards. 


• Be mindful of getting stuck up the front or hovering without purpose. It is a hard balance and

 something that will come more naturally with practise. 


Tutor: Grade: Distinction plus

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction: Snap
10.00
1. ALWAYS-Welcome students in from recess at the door,
acknowledging each individual student. Assess if any student is
in discomfort and seek cause.

2. React where appropriate.

3. Settle students to sit in allocated seating plan.

4. Introduce- GAME OF SNAP in pairs. Pairs are thoughtfully selected

by teacher.
5. Explain in detail her including why and how teacher would have
paired students together. E.g. shy and a loud/ extroverted student
together that shy person hasn’t had chance to mix with. Student not
great with number paired with student of similar ability so same pace
and simplicity (teacher positioned proximate to enable and prompt/
intervene when needed.)

 Fluency * Number snap is fast moving recognition of numbers in

random assortment. Snakes and ladders

10.10 Lesson Steps (Lesson content, structure, strategies & Key

Questions):

6. Move into snakes and ladders, start off with normal dice. Whole
table as group, one board per table.
7. Ask students how we can make it even easier for all students to
participate, get their ideas
KEY QUESTION-
-What are assumed abilities of this game? (e.g. font size, fine motor skills
-What are the limitations that students may face (use card learning
speedbumps?)
8. Introduce the new dice/pieces.

9. Once games are completed, have a class discussion about how the
working together/new materials assisted all students to participate.
Prompt students to do the talking for you. Also, TIME OF ASSESMENT
for those who answering questions. Recycled materials
Art supplies
10.30

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 * PROBLEM SOLVING * students need to work out where and what
numbers are on game. How far they are going to get numbers up to.

10. Get students to in groups to create their own games using provided
materials. E.g. Newspaper, masking tape, markers, water bottles, egg
cartons.

KEY QUESTIONS-
-What are some of the cards you have seen, how may that intervene
in everyday life
10.40
Lesson Closure:(Review lesson objectives with students)

11. Students are to leave all mess on tables join onto matt. Class
discussion on mat
12. Group presentations of game. Asking speaker from each group to
share what they ….

KEY QUESTIONS;

1. What does this entail?

2. What learning speedbumps did you think of while making it?
3. Did you change things so everyone can JOIN IN?

10.55 Teacher photographs groups game to be printed on wall below. WE

INCLUDE EVERYONE. EVERYONE DESERVES TO JOIN IN
heading.

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

Recycling bin is outside class move into doorway – games broken

down)

Clean up

Assessment: (Were the lesson objectives met? How will these be

judged?)