Year level Duration Focus Implementation Date Curriculum Area
1 60 Minutes Lesson 1 First Lesson NA ACARA Prior Knowledge LMQ1- What does the learner already know?
What a map is and the basic layout of a map How to log onto a computer How to use apps on iPad How to work in groups
Learning Outcomes/Standards LMQ2 Where does the learner need/want to be? Declarative Knowledge Procedural Knowledge DK1- Students know how to work collaboratively.
PK1: Students will work in groups to complete allocated activities.
LMQ3 How does the learner best learn? DOL1 DOL5 DoL1 Focus Helping students Develop Positive Attitudes and Perceptions about Classroom Climate
Help students understand that attitudes and perceptions related to classroom climate influence learning. By helping students feel comfortable in their own classroom it is vital that teachers have knowledge of the major disruptions to the students learning areas. As the students feel that the teachers are trying to help them feel a sense of comfort by understanding the students wants and needs, if they are uncomfortable in talking about certain topics and you believe that it will further discomfort the student try and avoid that if possible.
DoL5 Focus Habits of Mind
Maintain an Open Mind. By maintaining an open mind students can become more creative with topics in class especially linking into traditional stories and art lessons. By maintaining an open mind the students are able to give you their own opinion what they think will happen next in the story other than what is written on the page also with art this allows them to elaborate when given a sheet of paper what would work together and what wouldnt. This critical thinking topic is vital in classrooms as it is a great developmental stage for students to touch on as creativity is something not touched on as much in classrooms in todays society.
Sequence cards Introduction 1. Have students sitting on carpet in front of teacher with book. 2. Remind students of classroom rules. 3. Explore the cover of the book Rosies walk by Pat Hutchins, discuss the images, the words and what they think it may be about. 4. Flip over book read the blurb on the back before beginning. Body 5. Read students the book Rosies walk, discuss meaning of words on pages. 6. Before reading the last page, close the book and ask students to come up with alternative endings of what they think may happen in the book. 7. Read students endings and ask them to remind you of the words in the book that tell us where something is for example under and provide an example of something being underneath an object. 8. Continue brainstorming words, have them show the actions as you go. 9. Divide the class into 4 groups for rotations, each rotation will be 10 minutes Rotations are: -Using the Paint app on your iPad write down some of the key words that helped you understand the story and what happened in the story. - Pick two words and draw an illustration on a new page of the paint app, when you are done make sure you screenshot the image. Ask the teacher for instructions if you are unsure or have forgotten. - Using sequence cards match positional
Whole Class Observation Students on task.
Whole Class Observation Students on task
Whole Class Observation Student Participation
Whole Class Observation Check student participation Monitor student work.
Allow extra time for individual learners. (ASD students)
Monitor individual learners for questions.
Modify expectations for individual learners, allow extra time.
Explain terms to individual learners who require it. DOL 1 Help Students Develop Positive Attitudes and Perceptions about Classroom Climate -Help students understand that attitudes and perceptions related to classroom climate influence learning
DOL 2 Helping Students Acquire and Integrate Declarative Knowledge -Help Students to construct meaning for vocabulary terms (rotation cards)
Books Pencils Scissors glue
Computers language to correct picture from the story. -Back to the book: trace words and cut and paste the pictures to sections in the story, see if you can remember without looking at the book again. Teacher monitors students during activity. Conclusion 10. Have students go onto the website and vote on their favourite rotation activity, once they have voted have them discuss why it was their favourite with a friend.
Whole class observations Questioning Monitor participation
DOL 5 Helping Students develop productive Habits of Mind -Provide positive reinforcement to students who exhibit the habits of mind Making sure students are working collaboratively. LMQ 9. What worked best with my students and why? What did they enjoy most? Why? What did students not enjoy? Why? What can I change? Did I provide enough differentiation for struggling students? How? Did I provide enough extension work for the gifted and talented students? How? Did the lessons go as planned? Why/why not? What could I have done differently? How? What did students understand/not understand? What went wrong and why? What did I do well and why? Were all students engaged and participating in activities? Are all students ready to move forward on the topic? Do we need go over it again?