LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: KINDERGARTEN Time: Monday & Tuesday Students’ Prior Knowledge:
Date: Term 2, week 4
The students are subconsciously using simple
Learning Area: English positional words in their everyday communications with
peers during their play times.
Strand & Content Description(s) from the Australian
Curriculum:
o ACELA1434 Recognise that texts are made up of
words and groups of words that make meaning.

o ACELA1786 Explore the different contribution of

words and images to meaning in stories and
informative texts.

General Capabilities ( areas that are covered in the lesson)

Personal and
Literacy Numeracy ICT Critical and Ethical
Social
Intercultural
competence creative thinking behaviour understanding
Competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 Be able to recognize simple positional words found in texts to complete a drawing.

Teacher’s Prior Preparation/Organisation: Provision for Students:

o Bells Students with vision impairments may be provided with
o “Where is Uni Hiding?” Adapted Book larger text sheets or further assistance in retrieving the
o Velco for the word cards. correct materials for the activity.
o Coloured Pencils
o Coloured Textas For early finishers, they are to transition to the free play
o Lead Pencils for name writing. centres around the classroom.
o Anecdotal Notes templates
o Checklist for name checking Students who struggle to keep focused on the task at hand
o Activity Sheet will be provided with other alternatives (for example, if you
finish this work you will be able to go and play with the
blocks).

Students who are not fully developed in their literacy skills,

the adapted booklet will be used to assist the students in
completing the table top activity for gathering an
understanding of the positional words.
 LESSON DELIVERY Resources/References
Time
11:20am Motivation and Lesson Introduction:
1. The bells are rung to signal the end of recess, the students are to put
their hats away in their bags and their drink bottles back into the water
bottle tub and line up in a straight line at the door.

2. The students are then moved to the mat for a positional word mat Bells
session.
Where is Uni Hiding?
3. The educator will explain what positional words are to the students. Adapted Book
o Positional words are words used to explain the position of an
object, person or animal. It can also be where something is Matching Cards for
placed. the Adapted Book
4. The educator will use positional words with objects around the
classroom as examples to be demonstrated to the students.

5. Next, the educator will show the word cards to the students by
reading them aloud and requesting the students to say the words
back.
o The educator must make it known that these cards will be
used for the interactive story book on the adventure of finding
out where Uni is hiding.

6. The book will be read to the students, with the specific students
displaying good listening skills, can be chosen to pick a card and
place it in the book. After this is complete, as a group the page will be
read together using a pointer to follow the words.
o The educator may also wish to use the prompts of “Where do
I start reading, from the left or right?”

7. Once this is complete, the educator will explain to the students that
they will be partaking in a drawing table activity about our positional
words.

During the mat session, if the students become off topic or distracted, the
educator is to implement the behaviour management strategy of “are your
eyes watching (pointing to eyes), are your ears listening (pointing to ears), are
you voices quiet and are your bodies still.

Lesson Development:
The table top activity is set up with the appropriate writing and drawing
materials before instructing students to come to the table to complete their
activity.
11:40am
1. The students are called up to the drawing table activity, two at a time
to complete their activity. Coloured Pencils
The students are chosen based on their level of concentration within
Coloured Textas
their play scenarios.
Lead Pencils for name
2. “Today, you are going to be drawing me a really cool picture”. The writing.
educator is to focus the students’ attention towards the expectations
of the activity written at the top of the sheet by reading it aloud. Activity Sheet
“Draw a house with two trees beside the house and one dog in front
of the house”.
The students are free to use whatever drawing materials provided on
the table to complete their drawing.
 3. To evaluate the students understanding, the educator may use the
prompt of “What are you going to draw?”.

4. The students will complete their drawing.

As lunch takes place at 1:05pm if some students have not completed the
activity they will do so after lunch or in the next session on another day.

Lesson Closure:
At the closure of the table top activity, invite the students to share their
thoughts on their drawing through scaffolding questioning.
What have you drawn on your page?
1:05pm The closure of the lesson is completed when the students have completed
their drawing activity as the classroom is very play based. Questioning

Assessment:
The students are observed during their play activity and this is recorded in the
form of anecdotal notes.
The anecdotal notes are recorded in terms of their enjoyment, what they take
from the activity through their discussions and whether or not the students are Checklist for Ticking
able to draw the picture correctly as well as verbally explain it. names

Anecdotal Notes

Early Years Learning Framework Outcomes

o Outcome Two
- 2.4 Children are connected with and contribute to their world where they
become socially responsible and show respect for their environment.

o Outcome Five – Children are effective communicators

- 5.1 Children interact verbally and non-verbally with others for a range of
purposes.
- 5.2 Children engage with a range of texts and gain meaning from these
texts.

o Outcome One
Children have a strong sense of self through creatively expressing ideas and
responding to the ideas of others.

o Outcome Four
Children are confident and involved learners.