Standard 1: Lesson Plan

Note the focus area and

Note the type of

Describe the artefact / document and indicate the

Describe how the artefact /

standard descriptor/s the

artefact / document

possible impact or result on teaching and/ or

document meet the standard

student learning

descriptors you have identified.

artefact / document reflects

1.5

This artefact is a

The goal for my professional experience was to

I scanned the picture book to the

Differentiate teaching to

lesson plan for an

develop and improve my previous skills and

interactive whiteboard so all

meet the specific learning

English lesson used

practices in and out of the classroom. I wanted to

students are able to see the

needs of students across

in the second week

incorporate various information and

words and pictures. By using the

the full range of abilities

of my professional

communication technology within my lessons as I

interactive whiteboard students

Demonstrate knowledge and

experience III.

believe it engages children for longer and

are more engaged and I am able

expands many learning opportunities for

to ask students to identify various

words i.e. verbs (APST: 2.6).

understanding of strategies
for differentiating teaching to

In this lesson plan I

students. I also wanted to manage and

meet the specific learning

provided the time

differentiate all lessons and activities for every

needs of students across the

the lesson begins,

students needs.

I used the interactive whiteboard

full range of abilities.

learning intention,

I selected and used various resources to support

to support student participation

success criteria and

student engagement. Various teaching strategies

and learning for all students

1.6

the desired

and techniques were also implemented.

including ones with disabilities.

Strategies to support full

outcome.

participation of students

I provided the main

This lesson was an English lesson for a prep/one

student supported his

with disability

learning activities in

composite class. I arranged the lesson so

participation as he was willing to

Demonstrate broad

short and succinct

students could have time on the carpet as a class

do the task (APST: 1.6).

knowledge and

dot points to stay on

then send year ones off to complete their activity

understanding of legislative

track.

as it takes longer for them to write sentences. I

The use of the computer for one

By allowing a particular student

requirements and teaching

Differentiation

was then able to concentrate on explicitly

use a computer to write their

strategies that support

considerations and

explaining the preps activity. All activities used for

sentences I am differentiating my

participation and learning of

assessment for/ as

this lesson were organised at the beginning of the

lesson to suit all types of

students with disability.

learning were also

day. I was then able to write the date for the

learners. This student has

supplied.

preps and if needed cut anything needed to

difficulty sitting and writing

2.6

assist the preps in completing their activity on

sentences so to differentiate I

Information and

time. The date and heading were written on the

allow him to type his sentences

Communication

board including some steps and examples to

then glue it in his book. (APST:

Technology (ICT)

assist the year ones to successfully complete

1.5).

Implement teaching

their activity. I modelled any examples to support

strategies for using ICT to

the students comprehension which allowed

I provided extension activities to

expand curriculum learning

students to get straight on task. The outcome of

differentiate activities for the

opportunities for students.

this lesson showed that I was well organised and

diverse learners within the class

prepared as well as managing the diverse

(APST: 1.5).

learners. I was satisfied that most students

understood the objective and successfully
completed their activities.

SOUTHERN CROSS UNIVERSITY FINAL PROFESSIONAL EXPERIENCE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2016)
Stage: One
Date: 10-2-16
M Tu W Th F
Term: One Week: Three
School: Southern Cross University
Class: P/1O
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS FOCUS AREAS: Today I will focus upon these two standards:
Standard 1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Standard 2.2: Content selection and organisation
Learning Intention and
Time
Outcome

10.00a
m

Outcome:

Learning Activities

Prep & Year 1: Reflect

Prep: Recognise that

Differentiation

Assessment for/ as

considerations

Learning

Have the book

-Observations

scanned to the

Responses to
questions

sentences are key units for

Read the book Dog Love Books - Use SSP duck

computer to put on

expressing ideas (ACELA1435)

hands to read some sentences/words

the interactive

Year 1: Express preferences

for specific texts and authors
and listen to the opinions of
others (ACELT1583)

Prep Explore correct reading behaviours and

concepts of print front cover etc.
Make links between verbs used for different

whiteboard
Students can see the

-Collection of work/
activities

book and will be able

-Year 1: Did the

to circle verbs etc.

students create

characters

sentences on their

LI:

Prep Identify that sentences express ideas

Have a computer

opinion?

Prep: Today we will explore

Capital letter and full stop

ready for a student to

-Prep: Could the

type their sentences

students discuss their

Explicit Instruction: I

likes and dislikes?

reading behaviours and

understand that sentences
express ideas.
Year 1: Today we will make
links between verbs used for

Year 1 Identify words that represent

doing/happening verbs

do, We do, You do

Make links between characters and verbs

strategy

different characters.

Make spoken responses about the characters

Provide examples on

SC:

Prep likes and dislikes Examples in the story

Prep: Students will be able to

identify that sentences are

visualise what is
Year 1 Opinions Of the story

used to express ideas or

being taught
concepts of print and

thoughts. Students will be able

Focus on volume, pace, speaking clearly and

to recognise sentences begin

using appropriate vocab from the text

with a capital letter and end in

a full stop.

the board for preps to

sentences
Provide examples of

Prep & Year 1: Provide with activities

Year 1: Students will be able to

opinions and likes/

dislikes

recognise verb words and write

a sentence of their opinion.
Signature of supervising teacher:

Coral responses
Date: