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Gabriella Michalski

100637822

Lesson Plan (Primary)


Lesson title:

Learning Time- Half Hour Bingo- Interactive Whiteboard

Date: -

Topic:

Mathematics - Measurement

Duration of lesson:

Links to the

Learning areas

Australian

Measurement and Geometry

Curriculum:

Year level:

Foundation 3

40 mins

Strands & sub-strands

Content descriptors

Using Units of Measurement

Tell time to the half hour ( ACMMG020) (ACARA, 2015)

Lesson rationale: Students are expected to identify, and utilise time in their everyday life. Therefore, it is important that they learn the basic concept of half-to
and half past. They must learn and understand the placement of the hands on the clock in order to gain a greater understanding of time in the future. Additionally,
it is important that students are exposed to both digital and analog time as these are the two most common forms of time. Finally it is important to implement
technological based education for students as this is more engaging then paper based learning for students.
Students background knowledge:

Teacher focus:

Students will have and a few basic lessons on time. They will know and

Ensure children are engaged and taking in the lesson objectives

understand both digital and analog half-past and half-to. They will use

Voice projection must be adequate

this knowledge to partake in a bingo style lesson that consolidates their

Ensure classroom management is too a high standard

knowledge.
Learning objectives:

Learning environment and resources:

Identify and understand analog and digital time (ACARA, 2015)

Bingo Cards Appendix One

Successfully identify the correct clock stated by the educator (ACARA,

Clocks (Analogue and Digital)

2015)

Interactive whiteboard

Successfully identify and explain how they decided on the clock


(ACARA, 2015)

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Assessment strategies:
(An assessment of precision time and time interval science and technology, 2002)
Observation - Can students select the correct clock? Do students work alone or do they ask others? How do students work out which is the correct clock?
Discussion- Identify key language, Identify students understandings.
Open ended questioning- Why did you choose this clock? Why couldn't it be .... clock? What if I moved the hour hand to the 3, would it still be correct?

Stage of lesson

Approx. Pre-service teachers actions

Student actions/tasks

time

What will the students be doing during this time?

What will you do during this time?


What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?

5mins

Children are introduced the to game and rules are

Stage 1

explained.

Introduction

Any questions are answered and students are able to see

Rules Time!

the Bingo board.

Students will be listening and asking questions.

Gabriella Michalski
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25mins
Stage 2

Educator will be handing out the Bingo Boards.

1. Students will be given several different Bingo Clock Boards.

Body of lesson

Educator will call out different times- eg 5.30 analog,

2. They will use their prior knowledge to mark of their Bingo

Describe each

6.30 digital, further showing students the images on the

activity and the

interactive white board at the front of the room.

board.

order in which it
will be

Educator will use questioning to assess students

undertaken.

learning (Nyroos, 2008).


1. How do you know this is the correct clock?
2. Can you show me what this would look like if it
were digital/analog?
3. Can you come up and show me, draw the hands
on the interactive whiteboard.

Students who are advanced will have more complicated


times in which the educator will call these out
separately.
10mins

(Nyroos, 2008)

Stage 3:

What did we learn today?

Conclusion

What is something you didn't know before today?

Students will answer questions and further explain anything they wish

What have we

What makes more sense today than it did yesterday?

to about the lesson today.

learnt?

Gabriella Michalski
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Evaluation and self reflection of the lesson:


I think the lesson went well. It was hard to cater for all students as there are some extremely high students and then some very low students. This causes issues in
that some children have BINGO, but don't call it as they are unsure. In future I will ensure that I do a refresher lesson on time. Further I could cater the games so
that they are conducted by higher-grade students and have several mini games playing (Mercieca & White, 2013). Objectives were met in the sense that students
were able to identify different times on both digital and analogue clocks (ACARA, 2015). Students were able to identify O'clock, Half Past and Quarter Past and
Two, which is where they are meant to be according to ACARA (ACARA, 2015). Some students where able to identify more acute times on an analogue clock,
which is a higher progression point according to ACARA (ACARA, 2015).
By incorporating a technological element, students are able to identify with the lesson as this relates more to their style of learning. Additionally students are able
to actively participate in the activities as the students are invited to come up and draw on the interactive whiteboard to show their learning (Mercieca & White,
2013).

Children who struggle with the concept of time will be given extra assistance, from the educator (Pratt, 2006). Further implementing hands on materials such as
clocks allow children to physically move the hands, gaining a better understanding of how the clock moves and works (Pratt, 2006). In order to extend the concept
of time, it is important to open the concept up to include to the minute time (Mercieca & White, 2013). This is more complicated then the simple elements.
Additionally incorporating some 24-hour and digital time will further extend students learning.

Educators are able to asses students understanding through the use of observation of the game of Bingo (Pratt, 2006). This is an informal assessment strategy in
which allows educators insight without being overbearing (An assessment of precision time and time interval science and technology, 2002). Additionally by
adding in discussion, students are able to express their concerns and achievements. Educators are able to assess the students informally without students
understanding they are being assessed (An assessment of precision time and time interval science and technology, 2002).

Gabriella Michalski
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Follow up:

Introduce small refresher lesson

Apply peer learning

Adapt game to cater for all students

Mentor teacher comments:

This was a really great first lesson. Your voice kept students

Pre-service teacher comments:

engaged, showing you had control of the classroom. Students


understood your instructions as they were clear and direct. Great
control of the students testing you- this always happens with new
teachers.

Ensure you adapt lessons for all students in the classroom. This is a
hard concept and takes time to know and understand each student.

I think the lesson was a success. I have taken on board the comments from
my mentor and will apply these on my next lesson.

My main aim is to engage students and educate them on what I am


teaching.

Gabriella Michalski
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Appendix One:
Bingo Card

Digital

Analogue

Analogue

Digital

Digital

Analogue

Analogue

Digital

Digital

Analogue

Analogue

Digital

Gabriella Michalski
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Digital

Analogue

Analogue

Digital

Lesson Plan (Primary)


Lesson title:

Grammar Time

Date:

Topic:

English- Grammar/ Punctuation

Duration of lesson:

Learning areas

Strands & sub-strands

Links to the
Australian
Curriculum:

Year level:

40 mins

Content descriptors
Recognise that different types of punctuation, including full

English

Writing

stops, question marks and exclamation marks, signal sentences


that make statements, ask questions, express emotion or give
commands (ACELA1449) (ACARA, 2015)

Lesson rationale:
When writing students must use and implement grammar in order to ensure their writing is readable and easily understood. It is important that students are
engaged and interested in their lesson, therefore by introducing technology students are able find an interest in grammar. Thus their knowledge is built upon
while enjoying and retaining information. It is important to both learn and understand grammar as this is a concept in which will be needed for the rest of ones

Gabriella Michalski
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life. When understanding the main concept of grammar students are able to build upon their understanding as they grow and progress through school. By
understanding grammar students will improve their reading and writing as a whole.

Students background knowledge:

Teacher focus:

Students have been writing and reading and understand the basic

Ensure students understand and gain a greater knowledge of grammar.

concept of grammar (ACARA, 2015).

Ensure I spread myself around the room enough for all students.

Students need to practice their grammar to ensure their writing is


progressing (ACARA, 2015).

Learning objectives:

Learning environment and resources:

Understanding the correct placement of grammar.

http://www.funenglishgames.com/grammargames/punctuation.html

Understanding the correct piece of grammar needed.

White board

Understanding why the grammar is needed.

Computer
Laptops
Interactive whiteboard

Gabriella Michalski
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Assessment strategies:
Identify what the students know based on their correct and incorrect responses on the online grammar tool (ACARA, 2015).
Discussion- Language used, Explanation of what the students know and do not know (ACARA, 2015).
Identify where students are struggling based on their body language and reactions to the task (ACARA, 2015).

Stage of lesson

Approx. Pre-service teachers actions

Student actions/tasks

time

What will the students be doing during this time?

What will you do during this time?


What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?
1. Show students the program to the students

Stage 1

10mins

(http://www.funenglishgames.com/grammargames/pun

Introduction

ctuation.html)
2.

Use the program with the students- Do 2-3 examples.

3. Ask students to explain why they choose each piece of


grammar, or why they thought this was correct or not
correct.
The program has different levels, therefore all students are
able to participate and have sentences and structures in which,
are aimed at their own level of education and needs (Nyroos,
2008).

1. Students are encouraged to watch the program and engage


in the sentences.
2. Students are able to see how the program is used and have
an educated guess on what goes where.
3. Any questions students have should be answered here.

Gabriella Michalski
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Stage 2

25mins

Body of lesson

The Educator will roam the classroom helping students with

Students are taking part in their grammar tool online. They will be

their work (Nyroos, 2008).

answering their questions and asking for help when they need it.

Asking questions:

Stage 3:
Conclusion

5mins

Why did you choose this?

What would make more sense?

Why do you think we need this?

Educator will open up a discussion circle (Safford, 2016)


putting fourth 3 statements:

Students will answer 3 statements:


1. Something I learnt today is...

1. Something I learnt today is...

2. Something I need to practice is...

2. Something I need to practice is...

3. Something I want to know more about is...

3. Something I want to know more about is...

Evaluation and self reflection of the lesson:


Students were able to meet the lesson objectives in that they were able to test themselves and apply the correct grammar in the correct places. Students were
engaged and interested in the task as it appeals to their interests in technology (ACARA, 2015). It is important to engage students in tasks, as this heightens their
learning experience and grows their knowledge (Guzman & Nussbaum, 2009). By implementing tasks in which they enjoy, they are more likely to participate and
continue to work constantly without distraction. Thus, the incorporation of technology is extremely important in educating students, as the regular notion of paper
based learning for grammar becomes dry and boring. Students tend to lose interest and they limit their learning drastically (Guzman & Nussbaum, 2009).

As this program has many different levels, students who are lower in English are still able to participate without feeling overwhelmed or pushed to hard (Hart,
2004). Alternatively, those who are those who are high English achievers are considered to be catered for when completing this computer task as this goes up to

Gabriella Michalski
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higher level grammar lessons (Hart, 2004).

The program allows educators to set up the lesson as either a refresher in grammar or as an independent lesson aimed solely on testing (Weaver, 1996). This
program would fit in well with station style English groups (Weaver, 1996). By incorporating the technology and grammar, students are not partaking in the
regular reading online that most English group stations would conduct.

The program allows for educators to assess the student's level of understanding in the concept of grammar (Aitken, 2013). By completing different levels within
the program allows the educator is able to see where the students understanding lies, and where they fall in regards to the Australian Curriculum/ AUSVELS
progression points (Safford, 2016). This then transfers into report marking allowing Educators to back up their progression points and comments with hard
evidence.

Follow up:

Different grammar elements students got did not understand

Adapt lessons to incorporate grammar in which still needs improving.

Introduce new and more complicated grammar structures.

Reflect on what students have learnt and what they still need to learn.

Mentor teacher comments:

Interesting use of technology, the students really enjoyed this as it

Pre-service teacher comments:

This lesson was very enjoyable as students were all engaged and interested

Gabriella Michalski
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catered to their interests. Would be good if you had different

in the lesson they were learning. This allowed me to test the students on

programs for the students to work on separately. This could be set up

their grammar and where they sit in terms of their understanding of

as different work stations moving students through their different

grammar. Some students where instructed to achieve easier levels of

needs. This program is great for students who are considered to be in

grammar online tasks, such as applying commas, fully stops and capital

the middle to high range in English.

letters. Whereas others were applying question marks, talking marks and
apostrophises.

References
Australiancurriculum.edu.au, (2015). Mathematics and English- The Australian Curriculum v7.3 Retrieved from:
http://www.austaliancurriculum.edu.au/crosscurriculumpriorities
Aitken, E. (2013). Writing grammar into the bigger picture. Primary Teacher Update, 2013(26), 26-27. http://dx.doi.org/10.12968/prtu.2013.1.26.26
An assessment of precision time and time interval science and technology. (2002). Washington, D.C.

Gabriella Michalski
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Guzman, A. & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal Of Computer Assisted Learning, 25(5), 453469. http://dx.doi.org/10.1111/j.1365-2729.2009.00322.x
Hart, S. (2004). Learning without limits. Maidenhead, Berkshire, England: Open University Press.
Mercieca, Y. & White, L. (2013). Nelson maths Australian curriculum. South Melbourne, Vic.: Nelson Cengage Learning.
Nyroos, M. (2008). Where does time go? Teaching and time use from the perspective of teachers. Teachers And Teaching, 14(1), 17-33.
http://dx.doi.org/10.1080/13540600701837616
Pratt, N. (2006). Interactive maths teaching in the primary school. London: Paul Chapman.
Safford, K. (2016). Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element
of the Statutory Test in Spelling, Punctuation and Grammar (SPaG). Changing English, 23(1), 3-21. http://dx.doi.org/10.1080/1358684x.2015.1133766
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Boynton/Cook Publishers.

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