LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 9:50 10:30 Date: 6/6/2017 Students Prior Knowledge:

Learning Area: English Students have previously worked with letter patterns
including any, alk, kle, ple
Strand/Topic from the Australian Curriculum Students have worked with strategies for breaking
Understand how to use letter-sound relationships and less down words into separate syllables, finding words in
the dictionary.
common letter patterns (tle) to spell words (ACELA1485)
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 Australias 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:

Apply knowledge of the letter pattern tle to spell familiar and unfamiliar words
Apply list words in specific contexts showing an understanding of meaning

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Spelling list of words stuck into student spelling books, on Written and verbal instructions given.
desks. Typed instruction for students who regularly need
Dictionaries, on shelf prompt to start work.
Powerpoint with lesson instructions Choice of activities to differentiate for multiple
Snakes and Ladders progress chart intelligences and pace of learning.

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:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
9:50 1. Students seated, spelling books already on desks. Instructions on screen
9:55 Spelling books with
2. Ask students to look down the list and see if there are any words they spelling list already
dont recognise or dont know the meaning of. Choose 2 3 students glued in, on desks
to share the word, ask for other students to help explain meaning if Dictionaries, on shelf.
possible.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

3. Direct students to the lesson instructions on screen,

9:55 o Write words 2x each
10:00
Then your choice of:
o Write out all of your list words in a different font eg. in bubble
writing, curly, rainbow (1point)
o Partner test your words by taking turns to read a word and
have your partner write the word out. Check if correct (2
points)
o Choose 5 list words, draw a picture of each one (3 points)
o Write down a word that rhymes with each list word (4 points)
o Place your list words into groups. Explain how you grouped
them. (5 points)
o Use all of your list words to write a story. Underline the list
words in red. (6 points)

4. Check for understanding Does anyone have any questions about

what you need to do?

5. Set behaviour expectations For this lesson you need to work quietly
9:20 and you should not be out of your seat. After you have written the
9:40 words twice and you are onto the choice options you can work with
your desk partner IF you both agree to work together and work
quietly.

6. Teacher circulation get students on task, working quietly then focus

on working with students who may struggle.
9:40
9:45
Lesson Closure:(Review lesson objectives with students)

7. Group alerting strategy from Rock and Water Ok year 3s, focus
one (clap) focus two (clap, clap). Everyone silent, in your seats and
listening to me.
8. Lets see how well we did. Raise your hand if you can spell couple.
Raise your hand if you can show us the syllables in example. Did
anyone write a conversation?
9. Instruction: You need to tally up your points, colour you snakes and
ladders chart and post your books and assemble on the mat.

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

10. Scores tallied, spelling books posted and students assembled on mat.

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

Work samples did the students complete the work without error? Did
students show signs of struggle with any particular tasks?

Observations Did students engage with the freedom of choice for activities?
Did the activities actively target different intelligences? During lesson closure
were students confident and correct in offering answers?

References:

Australian Curriculum Lessons. (2013). Spelling Matrix. Retrieved from:

http://www.australiancurriculumlessons.com.au/2013/08/15/spelling-matrix-for-years-345/

Printable Snakes and Ladders. Retrieved from:

https://www.printableboardgames.net/preview/Snakes_and_Ladders

List words:

Student instructions:

1. Words 2x (write out each word in the list twice)

2. Then choose from any of the following:

Write out all of your list words in a different font eg. in bubble
writing, curly, rainbow (1point)

Partner test your words by taking turns to read a word and have
your partner write the word out. Check if correct (2 points)

Choose 5 list words, draw a picture of each one (3 points)

Write down a word that rhymes with each list word (4 points)

Place your list words into groups. Explain how you grouped them.
(5 points)

Use all of your list words to write a story. Underline the list words in
red. (6 points)

At the end of the lesson tally up your total score: ____________

Snakes and Ladders progress chart: