LESSON PLANNING

LEARNING AREA: Mathematics

YEAR LEVEL: 2
LESSON TOPIC: Mapping (Using a book)
TIME: Tuesday L1 & L2 (double lesson)
AIM:
- Interpret simple maps of familiar locations and identify the relative
positions of key features (ACMMG045)
LESSON OUTCOMES:
- Students will be able to regenerate a map (including key features and
locations) based on a fictional short story
REFERENCES & RESOURCES:
- Interactive Smart board (numeracy warm up)
- Our mob going to the beach story book
- Photocopied pages of each location
STUDENT ASSESSMENT:
Students will be assessed by undertaking the group activity of examining the
story book. Anecdotal notes and observations will also be undertaken during
the lesson as a form of assessment.
SELF ASSESSMENT:
A self-assessment will be undertaken at the end of the double lesson by asking
the following questions and making note of this in my diary.
- Did they learn the concept, if so, what evidence do I have?
- Did the students enjoy the lesson?
- Were the students engaged, if not, how could I make it more engaging?
- Did I provide enough assistance for the students who need extra
support?
TEACHING PROCEDURE:
TIME
9:05am
9:15am

STEPS
1 INTRODUCTION (whole class)
-

Introduce students to the lesson aims

Direct students to the interactive
whiteboard using listening prompts,
eg. One , two, three eyes on me

Warm up:
- As a class, undertake the numeracy
warm-up on the interactive whiteboard

COMMENTS
-

Ask selected students

questions throughout
the introduction to
ensure concentration
Check for
understanding

which includes students chanting, and

automatizing number facts. The warm
up is previously taught content and
aims to activate memory and transfer
knowledge from short term to long
term

9:15am9:40am

2.

EXPLICIT TEACHING (whole class)

and/or
GUIDED DISCOVERY (whole class)
- Verbally introduce the concept of
mapping
- Change the lesson tracker to I do
(Clearly outline and demonstrate the
skill to be taught, step-by-step (eg.
Drag the answer into the correct box
for the first two questions)
- Begin reading the story book/deconstruct
the text
- Provide students with the opportunity for
clarification before undertaking the
task as a class
- Change the lesson tracker to we do
- We do Undertake devised activity as
a group to ensure every student
understands the concept which is
undertaken as whole (eg. Teacher
selects students to answer verbal
questions and undertake tasks on the
floor)

9:4010:10am

3 EXPLORATION/PRACTICE(group/indivi
dual)
-

Provide the class with

a verbal, written and
illustrated example of
the concept
Ask individual students
to undertake parts of
the activity
Constantly check for
understanding
Utilise the direct
method of teaching (I
do, we do, you do)
through-out the lesson

Provide explanation to
those students who
need extra assistance

Explain the instructions for undertaking

the task as a class
Extra assistance will
You do Students are to return to their include:
work space and apply their
understanding through the
Zakeah
independent task
- Sitting down and
Students will undertake the task as a
explaining the
class, which will include placing the
instructions
photocopied pages from the book in
- Provide hands on
the correct order
equipment where
applicable
- Assist in the usage of
the table card
resource
- Always repeat
instructions into the

right ear
Provide 1 or 2 step
instructions

Tremaine
- Check on through-out
the lesson to ensure
concentration
- Check for the correct
use of terminology
- Provide visual cues to
support auditory
instructions
- Promoting thinking
time prior to
undertaking task
Lynacia
- Provide positive praise
and feedback
Dru
10:10am10:35am4 CONCLUSION (whole class share/reflect)
- Plough back
- Review concepts of the book and
mapping by placing a copy of the map
onto the board and comparing it to the
students completed task on the floor
- Ask questions to ensure comprehension

Ensure concentration
and application of task
- Provide visual cues
Model where
applicable
Promote thinking time
prior to undertaking
task
Check for correct use
of terminology use
Collect the students
work with their name
on the top
Provide praise to
students who have
successfully attempted
the task