Lesson Plan 6 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date

Communicating Monday 23/10/17
Active learning Duration
Wellbeing
Connectedness Focus lesson take
Identity approximately 15 mins for each
Context for learning: group (2 groups)
Routines & transitions
35 mins in session
Real-life engagements
Play
Group 1
Does this build on prior experiences/interests of the children?

Built from prior experience/knowledge of shapes.

What is the focus? About what am I being intentional? Will I observe/record information?
Formative assessment.
I am observing if students can identify shapes and recall their name,
Observe if they can relate the shape to the relate world around them
Observe if they can recreate the shapes we have been looking at.

Linked to Australian Curriculum - Foundation Year Content Descriptions, Shapes.

Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009 - Scootle )

For extending students learning it link to shapes year 1 standards

Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022 - Scootle )
focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'

Guiding Behaviour Consider what you need to put in place to support children:

Expectations of childrens behaviour: Children are to use 5 stars listening (Your eyes are looking at the person talking, your ears are
listening lips are together, hands are folded in your lap and legs are crossed or keeping feet quiet).

Preventative strategy Sensory regulation for high, moderate and low learning ability students.

Emily and Amy may need extra support from Supporting Teacher. Small groups outside and rotational activities for others.

Resources:
Shapes tracing and drawing laminated worksheet (Appendix 1)
Whiteboard markers
Magnet building blocks/shapes.
Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.

Engagement strategy engaging Emily and Amy in the learning experience. Emily may need extra support from Supporting Teacher, but
just encouragement Emily, Amy and Isla to participate and join in with a flexible/neutral peer.

You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think though how you will engage with the
children, the language you will use, the questions you might ask etc.

Transition Goals Derived from QKLG Transitioning children from the mat after the
How will you story. I will select student to go off to choose an
transition to this activity. I will select different colour clothing
Standard: 1.2
section of your students are wearing.
day/next Standard: 2.1 Small groups of friends can self-select this
activity/lesson?
activity.
Standard: 5.1
Introduction: Intro.: identifying shapes on the worksheet
Introducing the Standard: 5.3 (Appendix 1).
topic and settling I scaffold the names, then we recall the name
children Standard: 5.1
of the shapes all together then students
individually.
Question: can you trace them?
Then get students to complete the laminated
work sheet, tracing the shape then drawing the
shape next to it by themselves.
Implement engagement strategy with Emily to
join in with learning experience.
Body: Identify shapes from work sheet in the real
Standard: 2.3
world around them (in the class room).
Standard: 5.3
Q. I wonder if each student/friend can name on
object/thing in this classroom that is the same
shape as a circle/square/rectangle/
triangle/rhombus or diamond?
(Checking for understanding)

Conclusion: Standard: 2.3 Conclusion:

Building a square/rectangle/triangle/rhombus
Standard: 5.3
by using lots of different shaped magnet
Standard: 5.1 building blocks.
(Checking for higher thinking)
Transition to When students have finished activities, tidying
next activity Standard: 1.2 their area before moving off to another activity.

Intervention strategy for Emily closest

supporting teacher will support transition to
next activity.
Evaluation / Reflection:

Students were engaged and participated in the learning experience. Students were able to identify the shapes on the worksheet and in
their surroundings (the classroom).
I was surprised by Amy, she is very quit but with a little extra attention she opens up. After encouraging words to participate, Amy
became very confident and did well with the lesson. Emily is very clingy and needed a lot of attention.
Notes:

Extended learning experience for Jack C, Reagan, Toby, Lakyn and Jack D and it was evident to see them working out how to make a
diamond? There are different ways and shapes to use. Jack C used a square and put it on its side to make a diamond. Toby used 4 obtuse
triangles to make a square and Lakyn, Reagan and Jack D used 2 equilateral triangles.
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022 - Scootle )