Topic Four: Lesson Planning

The importance of planning for teaching and learning cannot be overstated. Planning the
learning process means that the lesson outcomes can be achieved. Effective teachers
cite planning as the most important part of the work they do.

Learning outcomes
On successful completion of this topic you will:

Understand the importance of planning in teaching and learning.

Identify appropriate learning purposes/outcomes for a lesson plan.
Attempt a lesson plan following the structure provided.

AITSL Standards
2.2

Organise content into an effective learning and teaching sequence.

Focus Questions

Why is it essential to plan your lesson?

What role does the identification of a clear teaching/learning objectives play in
determining the lesson planning process?
Why should your planned learning outcomes reflect your teaching/learning
objective?
Groundwater-Smith et al (2015) highlights seven principles of planning on pages
207-214. Consider the importance of each of these principles in the planning
process.

While there are a range of lesson planning formats the Lesson Planning notes from the
School of Education indicate the headings under which you must structure your lesson
plans while on Professional Experience. Examples of other lesson plans are in
Groundwater-Smith et al, p217-223.

Essential Reading
Groundwater-Smith, S., Ewing, R. and Le Cornu, R. (2015). Teaching: Challenges and
dilemmas. 5th Ed. South Melbourne: Cengage Learning Australia. ISBN
9780170246620 - Chapter 8

Lesson planning notes Professional Experience Part B

Barry & King (1998). Beginning Teaching & Beyond: Steve Gets It Wrong and Steve
Gets It Right.

Learning Activities/Tasks
Task 4 (External Students)
Develop a lesson plan based on one of the following. Be careful when considering your
lesson outcome(s). Remember the objective is linked to the evaluation. How will you
know the students have achieved the lesson objective? Remember questioning.
1.
2.
3.
4.
5.
6.
7.
8.

Introduce a novel to your class.

Teach a poem to your class.
Teach the class to read a basic road map.
Read a story to the class and ask questions about the story
Teach Simple Interest to your year 8 maths class.
Design a flag for a new nation.
Introduce similes to your year 7 English class.
Develop a PE lesson for young learners based on balance.

If none of these interest you, choose your own lesson activity.

Lesson Plan
Name: Tanya Senter
(Partner and I did the same activity, as our mentor
teacher wanted us to get involved and talk to students
first before taking a big lesson.)
Day: M T W T F
Year: 7

Date: 01/09/2015

Time: 09:44- 10:48

Learning Area: Society & Environment

in the World
Curriculum content description: (from ACARA)

Topic: Water

The nature of water scarcity and ways of overcoming it, including studies drawn
from Australia and West Asia and/or North Africa. (ACHGK040)

Students prior knowledge and experience:

(Outline what the students already know about this topic)
Year 7 students have been working on the topic water in the world for the past 5
weeks and during their learning process, they have developed prior knowledge
on different water development.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
There are many learning purposes of this lesson, they include:
1. To improve and expand students previous knowledge.
2. Educate students about the main tools that people can use in order to provide them with
a better understanding of water development.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)
I will know when the lesson objectives have
been achieved by asking them questions at
the end to make sure they have learnt
something from the lesson.

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)
On the completion of this activity, students
will have developed knowledge and ideas on
different types of water systems that could
help with the water crisis in North Africa.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
Resources: Learning activity 2: Drop-By-Drop
Preparations:
1. Have everything organised and prepared.
2. Make sure to get all students attention, before starting.
3. Explain to students what they will be doing today looking at different systems and
jotting done 2 benefits and 2 challenges.
4. Give out their little sheet of a picture of a system.
5. Work amongst each other for 15 minutes.
6. Then swap partners amongst tables so that they can hare their ideas.
7. Ask to pack up quietly until the bell rings.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
1. If a student is struggling to complete the activity, some assistance will be there to help
them. I will get other teachers to walk around the tables, making sure that everyone is on
track, working well and understanding the activity.

2. If a student is misbehaving or not wanting to listen, they will either be sent or a

teacher will be sent to them to have a quick word.

Timi
ng:

Learning Experiences:
1. Introduction: (How will I engage the learners?)
1. Be extremely prepared due to not knowing much about the topic
myself, it is very important that I make sure I am very prepared with my
readings so that I can help the students as much as possible.
2. Use a consistent attention-getting cue if students do get
distracted or become silly and inappropriate, I will stop what I am doing
and quietly shhh them, until I have everyones attention before
continuing on with the lesson.
3. Keep it short even though year 7s are in high school, it is very
important to remember that they arent as intelligent as what you would
think. So instead of bombarding them with so much information, I will be
keeping things very short and limited and asking them questions in terms
of them understanding what I want them to do.
4. Give the unmotivated student a role if there is a student that is
misbehaving or does not want to participate in the activity, I will be
asking them questions and if needs be, get them to write a few things on
the bored, just so they are participating.
5. Encourage communication In order to reach students, I will need
to communicate with them and also have them communicate with each
other.
6. Establish a relationship and high expectations I will need to
show students that I expect them to succeed and that I will help them do
so, by ensuring that they understand what they learnt during the lesson.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

The only way that I can help them achieve the learning objectives is to
help them out as much as I can, without actually giving them the answer.
I want them to think for themselves.

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)

After the lesson is over, I will reflect on the lesson plan when I have the time to.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Everything worked during this lesson. I wouldnt change anything, however it was
difficult at times, because in my group I had one student who was very quiet, she
didnt talk and I had to keep asking her questions for her to actually learn and
participate. I do think I handled it very well though.