Lesson Plan
Lesson Name: I like to play at school - Date: 30th March, 2017 Time: 25 minutes approx.
Writing
KLA/s: English
Rationale:
This lesson aims to extend on the ideas represented in students weekly shared reading of School Days. The
lesson will also help consolidate students knowledge of existing sight words, build on students vocabulary and
writing.
Outcomes and Content Descriptors: Adaptations:
- composes simple texts to convey an idea or message ENe-2A Emergent learners:
o knows that spoken sounds and words can be written - Template of sentence (fill-
down using letters of the alphabet and how to write some in)
high-frequency sight words and known words - Phonics chart is given to
o identifies and uses words around the classroom and in students
books during writing - Words in sentences are
o composes texts using some sight words and known words provided for students to
o composes texts on familiar topics using pictures and reorder
graphics to support their choice of words
- demonstrates developing skills in using letters, simple sound Advanced learners:
blends and some sight words to represent known words when - Model writing of longer
spelling ENe-5A sentences
o spells unknown words phonetically with closer
approximations
o understands that initial approximations can lead to
correct formal spelling
o uses and writes beginning and ending sounds of spoken
words
o knows that letters are used to represent sounds when
writing words
Teaching/ Learning Strategies: Resources:
- Stretch it out (chewing gum) - IWB (phonics chart)
- Visual prompts (phonics chart) - Whiteboards/markers
- Partial echoic prompts - Workbooks
- Questions - Coloured pencils
- Modelling - Lead pencils
- Glue
- Scissors
- Phonics chart
Introduction: (10 minutes) Teaching notes:
Whole class phonic awareness/letter identification on IWB. Identification - Eight students (front two
of sight words on IWB and within environment (posters). tables) emergent
learners.
Yesterday, we wrote I like to read at school. - Advanced: Henry, Kacie
Rewrite sentence with class. Have students point at familiar sight words (longer sentences)
(on IWB/around the room on wall phonics chart).
Body: (10 minutes) Assessment Strategies:
Today, well be writing I like to play at school. - Were students able to
PST models the writing of the sentence on the whiteboard. stretch out the words in
What letter does play start with? What sound does that letter make? order to hear sounds/spell
What sounds can you hear? How do I start/end my sentence? words?
- Things to consider: Capital letter, full stop, have a go circle, - Did students depend on
spaces phonics chart to spell sight
words?
Activity: - Were students able to spell
Students rewrite the sentence in their workbooks. Students then draw a words correctly?
picture of what they have drawn in their workbooks. - Were students able to use
various methods to spell
Emergent learners: Have a jumbled-up sentence copy of the sentence. out new word/s?
Children are to cut up the sentence and reassemble the sentence in - Did the image reflect the
order for it to make sense. Children are to then copy the sentence and sentence written?
then draw their picture. - Did students use correct
Advanced learners: Children do activity; however, children can write sentence structure.
additional sentences:
Additional sentences:
- I like to play with my friends (List names of friends in class)
- I like to play at the (location of place in school) because ____.
Have books on the floor for children to read (if they finish early).
Conclusion: (5 minutes)
Summarise students achievements/what they have done/whole class
sharing. Read through sentence on board again and ask questions in
relation to the words and punctuation. (Listener and responding
receptive and echoic).
- Capital letter
- Full stop
- Read and school (sounds/letters)
- Sight words (I like to at)
Lesson Evaluation
- How can childrens understanding and recognition of letters and phonics be extended?
- How was the organisation of the activity and grouping of children? What aspects worked/didnt work?
Did they promote learning?
- How were behaviour management practices used?
- Were the students engaged with the activity? Were the students on task?
- Were students supported in their learning (through various teaching and learning strategies)?
- Were the adaptations appropriate for students? What other options could also be used?
- Did the lesson address the outcomes presented?