Lesson Plan

School: WPS Date: 2/8/16

Curriculum Area: English

Student group: Grade 3 Size: 24

Topic: Work on words Duration: 30 mins

Pre-service Teachers Focus (what will you aim to improve on in this lesson
in your teaching? )

Mini lesson on when to drop the e and add ing.

Learning Intention (what will the children learn: be able to know and do by
the completion of this lesson?)

Help students understand when to drop the e and add ing to the end of the
word.

Success Criteria ( how will I know what they learned ) see feedback
session assessment activity(s)

If students gain an understanding of the concept and can demonstrate this in

their work.

AUSVELS reference (Links to AUSVELS and the school curriculum):

Understand how to use sound-letter relationships and knowledge of spelling

rules, compound words, prefixes, suffixes, morphemes and less common
letter combinations, for example tion. (ACELA1485).

Entering Behaviour (what do they already know about this/can already do ?

How will students prior learning and experiences be used in this lesson? )

Students prior learning of other spelling rules may help them with this.
Students will know how to spell certain words which will help them.
Preparation (what materials do I need for my lesson? How will ICT be
utilised?)
Worksheets

Procedure How will I teach it ? Plan the timing of your lesson to include
your assessment activity(s)

Introduction: (How will the lesson and ideas be introduced and made
relevant to the students? How will you engage the class? Do you have
a hook or an entry ticket activity?)

Introduce the concept of dropping the e and adding ing. If you are adding ing
you always drop the e. Show some examples and get students to
demonstrate some on the board for the others to see.

Investigation/ Exploration (What specific teaching and learning

strategies will I use for the lesson?

Relate the rule to other rules they have used, which might help them
with this rule.
Whole group focus first, then move into individual work.

Modelling/ Trialling (What will I need to model or demonstrate? Is there

teacher and peer modelling?)

Model on the board how to add ing to the end whilst dropping the e.

Activities (How will I include all learners? What Curriculum and

Pedagogy adaptations or modifications will be required? )

Worksheet with different words ending in e. Students are to use the

rule to drop the e and add ing at the end.
https://static.studyladder.com/cdn/course/65/1ddde55f7805.jpg

If students are finished, they are to find words around the room or
words they know that use this rule.

Conclusion (How will I draw ideas together and conclude the lesson?
How will I conclude the learning experience/ learning findings?)

Come together at the end to discuss what we learnt and check for
understanding amongst the students. List some words they learnt on the
board.

The conclusion must include you assessment task

Assessment: Feedback to and from students: From the worksheet I will
gain an udnerstanding of what the students learnt and how well they learnt it.

List your assessment activity(s) here:

The worksheet

Self Evaluation reflect on your pre-service teachers focus and to what

degree the learners succeeded in achieving the learning intention why ?

Three things that went well.

Two/Three things that need to be improved. (This can be a pre-service

teacher focus for a future lesson)

Mentor Teachers Comments

The following questions can be used as a guide for providing structured feedback to pre-
service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an
understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and
experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and
resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area
and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the
lesson?
Has the pre-service teacher demonstrated effective communication in explaining
tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable
goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning
environment through the use of consistent and clearly communicated behavioural
expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and
challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in
directing the learning activity?
 Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in
planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and
implementing this lesson?