Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Pre-primary

Time:

Date:

Students Prior Knowledge:

Learning Area: English

Students know that segmented words will

create the same word when put together

Strand/Topic from the Australian Curriculum

Phonic and word knowledge: Segment sentences into
individual words and orally blend and segment onset and
rime in single syllable spoken words, and isolate, blend and
manipulate phonemes in single syllable word.
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:
Students will correctly identify the suffixes to the words given to them
Students will work cohesively and efficiently in groups
Students will recognise letters and words and successfully put segmented words together
Students will efficiently use technologies provided
Teachers Prior Preparation/Organisation:
Prepare the butterfly clips with recorded words on
them
Laminate the sheets with the prefixes and the
suffixes
Scatter the laminated words around the students
playground

Provision for students at educational risk:

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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

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

Time

Motivation and Introduction:

Resources/References

1. Have the students on the mat to introduce the activity

9am

2. Have a few prefix and suffix cards at the board to demonstrate and
ask prompting questions
-If we add this suffix to this prefix, what word do we have?
3. Ask individual students to come up and pair up the prefixes with the
suffixes

9.15

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

1. Students and teacher go outside
2. Students are split into groups of 2-3
3. The teacher will give each group a butterfly-recording clip. Each
butterfly has pre-recorded simple CVC words, e.g. Cat, dog, peg.
4. The students will listen for the word on the butterfly clip
5. After they listen for the word, they will be given the starting letter by
the teacher, e.g. if the word from the butterfly clip was dog, the
teacher will give them the D
6. Once they have been given the starting letter, the group will have to
go on a treasure hunt to find the ending sounds. The ending sounds
will be laminated sheets which will be scattered around the
playground area.
7. Once the group has found the correct ending sound to their word,
they must bring back all the pieces- the starting sound, the ending
sounds and the butterfly clips- to the teacher
8. The students will then have to sound out the letters to the teacher
9. Once the group has successfully done this, the teacher will give them
another butterfly clip and the group will start the activity again with a
different word.

Butterfly clips

Lesson Closure:(Review lesson objectives with students)

9.45

1. Bring students back inside on the mat

2. Ask students, which words did you have? Where did you find your
card?
3. Ask students Who can tell me what its called when we separate a
word? Looking for segmenting as answer

Transition: (What needs to happen prior to the next lesson?)

1. Students have recess after class
2. Send students by pairs to get their recess and toilet break

Assessment: (Were the lesson objectives met? How will these be judged?)
1. Teacher will take photos of the students on the treasure hunt