Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary

Time: 40-50 minutes

Date:
Learning Area: English

Students Prior Knowledge:

Students have had previous lessons on initial

sounds, and have an understanding of
phonics as well as knowledge of the general
functions of iPads.

Strand/Topic from the Australian Curriculum

Language - Phonics and word knowledge
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an
action verb)
As a result of this lesson, students will be able to:
Indicate ability to recognise initial sounds and provide examples of words that involve the
initial sound
Demonstrate the ability to tell a story in a well-sequenced manner
Explain the function and various uses for QR Codes
Teachers Prior Preparation/Organisation:
Download a QR Code reader onto student
iPads
Create, print and place QR codes around
the classroom
Print and laminate initial sound cards
Prepare paper, pencils and crayons on
students desks

Provision for students at educational risk:

Samu and Gabriella are both ESL students
thus instructions must be explicitly explained
to them to ensure they understand the
activity.
Toki, Leon and Ben all have speech
impediments so guidance when they tell their
stories is necessary.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Were the students able to recognise and sound out initial sounds?
Were students able to provide examples of words that begin with an initial sound?

Were students able to share their story with their partner in a well-sequenced manner?
Could the students explain the functions of QR codes?
Could students provide examples of what QR codes could be used for?

Teacher self-reflection and self-evaluation:

Were the instructions explicit and clear to students?

Were students constantly engaged in the lesson?
Were the set activities age-appropriate?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
10 15
minutes

25 - 30
minutes

Motivation and Introduction:

Students will commence lesson sitting on the mat

The educator will show students phonics song video on

YouTube that students have watched in previous phonics
lessons

The educator will then introduce the upcoming lesson by

explaining QR codes and how they work to students

After explicitly explaining QR Codes, the educator will

explain that students will soon be asked to collect their
iPads in small groups and to scan various QR codes
around the classroom

Students will be given a card one-by-one that has an

initial sound on it and will be asked to sound out the initial
sounds on their card to the educator. This will ensure that
students know exactly what they need to be looking for.

Resources/References
Align these with the
segment where they will
be introduced.
Video found in group
weebly under teacher
resources- resources
and references

Laminated initial sound

cards

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Student iPads

Students will be sent in small groups at a time and will be

told to collect an iPad and scan the codes around the
class until they find a QR Code that contains a picture
thats name begins with the initial sound on the card they
were given. The ER/student helpers will assist students
who appear to be struggling.

Once students have found their picture they will be sent to

the tables and instructed to draw a picture that tells a

Paper and coloured

pencils & crayons


story based around the initial sounds picture on their QR
code

5
minutes

The educator will walk around the class and

observe/assist any students struggling with the class and
ensure all students are focused and engaged with the
lesson

Students will then be paired with other students in the

class and will each be given five minutes to tell their
partner the story that their picture tells as well as what
their initial sound was.

The educator will then ask a few students around the

class to tell their peers what their partners story and initial
sound was, this will ensure student accountability.

Lesson Closure:(Review lesson objectives with students)

The educator will then bring students back to the mat and ask
them to explain what a QR code is and what it can be used for. A
few more students will be asked to share their initial sound and
the whole class will be encouraged to come up with words that
begin with that students initial sound.
Transition: (What needs to happen prior to the next lesson?)
The educator will allow every student to contribute to the lesson
conclusion and ensure each lesson objective has been reviewed
with the whole class. The educator will then send students to
recess by saying various initial sounds and letting students go
after their sound has been said.

Assessment: (Were the lesson objectives met? How will these

be judged?)
The educator will view various notes and observations that were
made throughout the lesson and compare them to the
objectives. The students ability to contribute to the concluding
mat session will indicate the successfulness of the activity.