Lesson Plan Template Day & Date: Thursday 2 Nov Session: Maths

LESSON PLAN TEMPLATE
Day & date: Thursday 2nd Nov Session: Maths
Curriculum area & Maths – counting money in different domination

Content
Content descriptions
from the AC + specific
content.
Objectives By the end of this lesson, students will be able to:
Only 1 – 3 to cover in
a lesson. Make sure
that your planned Count money in different denominations.
assessment will help
you determine if these
objectives have been
met.
Overall duration (time) 30 mins
Student prior Students can recognise and name Australian coins and
knowledge notes and can count money in sets.
Assumed or expected
– refer to the AC
content descriptions.
Materials & Resources Coins purses with money in them.
Other than what you

would expect students
to have and you to
have access to.
Introduction (5 min) Warm up – Just Dance, Reading out the coins on the slide
show, skip counting.
One engaging and
motivating activity
related to what is
going to be taught.
Body (20 – 30 min) Look at the objective of the lesson – We are learning to
count money in different denominations because we need
Include separate to know how to count money for our daily life. To be able to
activities and teaching pay for things that we want like food.
strategies with time
allocations for each.
What key questions Talk about Boss baby and how he needs help.
are you planning on
asking?
What explicit teaching I do – Go through skip counting different denominations of

are you going to do? money – thinking aloud.
How will the class

grouping change? Go back to lesson objective.
We do – on the slides count the amounts of money

together.
Look at the purses set up and count the money in them.

They will have sets of coins and notes in them. I will model
the first one getting kids to hold them and skip counting
pointing to them as I count.
Repeat a few times
Look at lesson objective again.
Conclusion (5 – 10 Help boss baby and look at lesson objective again

min)
How will you provide

an authentic
opportunity for the
students to reflect on
their learning?
Modifications 1.2.3 magic. Cotton balls. Dojos, be firm and positive
reinforcement.
Behaviour
management /
differentiation
strategies
Assessment of student Formative through observation. Checklist will be used to

learning see who can count the money.
This must be closely

related to your
objectives. Formative
or summative? How
will the data be used?
Reflection - I have found that the kids don’t work that well in groups. I need more
structured group games and need to be strict in my decisions. I shouldn’t let the kids
dictate what we are doing at all. Be firm in my decisions. I also found that the kids
understood the content more than I thought they would. I will do one more lesson on
this and than move on to extend them.
Day & date: Thursday nov 2nd Session: Shared reading
Curriculum area &

Content
ACELA1787 -
content.
a lesson. Make sure
that your planned Complete the third column of their facts about Thailand.
assessment will help They will be able to discuss the different ways we learnt
you determine if these about Thailand and discuss the new knowledge.
met.
Overall duration (time) 20 minutes
Student prior Students have been to this book – Pig the fibber twice and
knowledge done activities relating to the book.
Assumed or expected
– refer to the AC
Materials & Resources Travel with kids YouTube video.
Other than what you

to have and you to
have access to.
Introduction (5 – 10 Talk to the students about what we have done so far this
min) week in shared reading. We have learnt about Thailand and
we have done this through fiction and non-fiction books. We
One engaging and are now going to do this through a video.
motivating activity
related to what is
going to be taught.
Body (20 – 30 min) Tell the students we are about to watch a video and they
need to listen and think about different things they learn so
Include separate they can complete their facts about Thailand sheet.
activities and teaching
strategies with time Play the video.
Talk to the students about what they have learnt, discuss
What key questions the video. Write 2 facts on the board with the help of the
are you planning on students.
asking?
Send the students back to their desks to complete the two
What explicit teaching on the board and than think of three of their own.
are you going to do?
How will the class

grouping change?
Conclusion (5 – 10 Discuss with the students the 3 different ways we found

min) information about Thailand and how we can use that in
different subjects.
an authentic
opportunity for the
their learning?
Modifications 1,2,3 magic and cotton balls.
Behaviour Early finishers – use the cards and play money on the matt
management / to make the amount of money on the cards and show their
differentiation friend to check it.
strategies
Assessment of student Formative - Looking at the work sheets and what facts the
learning students have gotten from viewing.

related to your
or summative? How
will the data be used
Reflection – Lesson went well and ran on time. There was plenty of time to get
everything done. I needed to watch the video twice with the kids, as per Casey’s
suggestion and stop and talk about facts along the way,
Day & date: Friday November 3rd Session: Maths
Curriculum area & Maths – counting money in different domination

Content
content.
Only 1 – 3 to cover in Count money in different denominations.

a lesson. Make sure
that your planned
met.
knowledge notes and can count money in sets. We have looked at
counting different denominations together.
Assumed or expected
– refer to the AC
Materials & Resources Slide show
Other than what you

to have and you to
have access to.
One engaging and
motivating activity
related to what is
going to be taught.
count money in different denominations because we need
Include separate to know how to count money for our daily life. To be able to
activities and teaching pay for things that we want like food.
allocations for each. I do – Go through skip counting different denominations of
money slides– thinking aloud.
What key questions
are you planning on Go back to lesson objective.
asking?
We do – Children to have the white boards. I will put a
What explicit teaching value of money on the board and the children are to write
are you going to do? on their boards how much money I have. They need to do
this quietly and hide their answers. On 3,2,1 they will show
How will the class their answers. I will write down who got it wrong for
grouping change? assessment. Repeat a few times
Children are to go back to their desk and we will work

through the we do books together.
The children will than work on the I do book alone.
Early finishers will go to the floor and find the values on

money working quietly together or on their own and have
their friend check their work.
Conclusion (5 – 10 Go back to the lesson objective.

min)

an authentic
opportunity for the
their learning?

reinforcement.
Behaviour
management /
differentiation
strategies

see who can count the money when showing their show me
learning board.

related to your
or summative? How
will the data be used?
Reflection – We had a relief teacher today, so the kids were harder to handle. I felt
like I handled the behaviour well. I had to talk and raise my voice and stop a lot more
than I would have liked to do. The lesson went well otherwise. I decided to stop the
counting of money with the white boards early, as the kids were getting restless. This
was a good move, to go on to something new. The kids loved the early finishers
activity and all ended up on the floor doing it and bringing me their money, half of
them getting it right and some getting it wrong. For example $75.30 they would bring
me $70.30 missing the $5. It got loud and I had to stop them twice. It’s a great
activity and the kids love doing activities like this, however I need to consider how to
do it with less noise.
Day & date: Friday 3rd November Nov Session: Spelling
Curriculum area & Spelling ou and ow sounds.

Content
content.
a lesson. Make sure
that your planned Use the OW, OU sounds appropriately by looking at what
assessment will help looks right.
met.
Student prior Students have looked at this sound twice before.

knowledge
Assumed or expected
– refer to the AC
Materials & Resources The scout worksheet.
Other than what you

to have and you to
have access to.
Introduction (5 min) Warm up – talk about the OU sound. That they have looked
at it before this week and we will be looking at it some more
One engaging and today. Although there are no rules the OW usually comes at
motivating activity the end of the word.
related to what is
going to be taught.
Body (20 – 30 min) Look at the objective of the lesson – We are learning the
OU and OW sound.
Include separate
activities and teaching The children will have their whiteboards on the matt, ask
strategies with time them to draw 5 sound lines. A few times over do the
allocations for each. following.
What key questions I want to spell – Brown, what sounds are in Brown? The
are you planning on children will give the sounds I will pull them down on the
asking? white board. I will leave behind the OW sound. Ask the kids
what one they think it is, Pull down the correct one and say
What explicit teaching the sounds again, get the class to say the sounds. The kids
are you going to do? write it them self saying the sounds, while I put the sounds
How will the class back up to start again. Chins up – wipe the board clean
grouping change? Children go back to their desks. Look at the scout story.
Read it through while the kids listen. Than explain there is
22 hidden ow words in the text. Grab out a coloured pencil
and we will find them and colour them in. They are to say
ow once when they here an ow word. Start reading.
Stopping for the ow words. Once half of the text is done get
the kids to complete the rest themselves. Once they are
finished go through it together.
Conclusion (5 – 10 Go back to lesson objective

min)

an authentic
opportunity for the
their learning?

reinforcement.
Behaviour
management /
differentiation
strategies
Assessment of student Formative through marking their worksheets.

learnin
Reflection -We had a relief teacher today, so the kids were harder to handle and
pushing their boundaries. I felt like I handled their behaviour well although I did have
to raise my voice more than I would have liked. I waited until I had all eyes on me,
which took a while sometimes and called them out for still talking ect. Overall I felt as
though I handled the situation well. During the writing on the whiteboards with the
sound lines I should have gotten the children to hold up the boards to check they all
had done it correctly. Overall I think this was a good lesson for my first spelling
lesson. I feel like I can grow in the making the lesson a little more exciting, making it
run smoother and keeping their attention.
Day & date: Monday November 6th Session: Maths
Curriculum area & Maths – making up an amount of money.

Content
content.
Only 1 – 3 to cover in Make up amounts of money in different denominations.

a lesson. Make sure
that your planned
met.
counting different denominations together.
Assumed or expected
– refer to the AC

Other than what you
to have and you to
have access to.
One engaging and
motivating activity
related to what is
going to be taught
make up an amount of money so we can pay for a
Include separate particular item when we know how much it is.
strategies with time I do – Count the amounts of money on the slides. I Do and
allocations for each. than have the kids repeat back to me.
What key questions Go back to lesson objective.

are you planning on
asking? I do/ We do – On the word document the children will see
an item and how much it is. We want to pay for the item in
What explicit teaching the correct money that we have in our purse. We need to
are you going to do? count out the correct money. I do – model to the children
how to do it, ticking the coin or note when we use it,
How will the class checking our counting again and circling how much we
grouping change? would hand to the cashier.
Children are to go back to their desk and we will work

through the we do books together. (164/165)
The children will than work on the I do book alone. (144)


min)

reinforcement.
Behaviour
management /
differentiation
strategies

learning see who can count the money when showing their show me
board.
Reflection - Todays lesson began with me feeling a little rusty being a Monday
morning. I got confused with the pages that the kids were going to be working on
compared to the WE do activity. I need to ensure that I have these lined up better in
future. I felt that I handled the behaviour well today, I’m still finding it hard to gain
respect by some of the students who just ignore me on the first and even second
time that I have to speak to them. We had time left at the end so I did some work with
putting money on the board and having them have turns coming up to help me count
it.I felt that I kept the kids engaged better than usual by using voices, and thinking out
loud about how hard I was making it for them.
Day & date: Monday November 6th Session: Spelling
Curriculum area & Spelling oo, u_e, ew, o, ue sounds.

Content
content.
a lesson. Make sure
that your planned Use the oo, u_e, ew, o, ue sounds.
met.

Student prior This is the first time looking at ew.
knowledge
Assumed or expected
– refer to the AC
Materials & Resources The sounds worksheet.
Other than what you

to have and you to
have access to.
Introduction (5 min) Warm up – talk about the Oo sound. This is the new sound
we will be looking at over the next few lessons. Some
One engaging and words with the ew sound are, food, rude, moon, flute and
motivating activity root.
related to what is
going to be taught.
Body (20 – 30 min) Look at the objective of the lesson – We are learning the oo
sound.
Include separate
activities and teaching Talk about the different ways ew can be spelt.
allocations for each. The children will have their whiteboards on the matt, ask
them to draw 5 sound lines. A few times over do the
What key questions following.
are you planning on
asking? I want to spell – food, what sounds are in food? The
children will give the sounds I will pull them down on the
What explicit teaching white board. I will leave behind the Oo sound. Ask the kids
are you going to do? what one they think it is, Pull down the correct one and say
the sounds again, get the class to say the sounds. The kids
How will the class write it them self saying the sounds, while I put the sounds
grouping change? back up to start again. Chins up – wipe the board clean
Children go back to their desks. Spelling worksheet. I will

go through the words together looking at the words and
what sounds are in them, getting the children to colour in
the oo sounds with me. The children will than need to
complete the worksheet alone writing the words in the
correct columns.
Conclusion (5 – 10 Go back to lesson objective and mark the worksheets.
min)

reinforcement. Early finishers will have a word sleuth to
Behaviour complete.
management /
differentiation
strategies
Assessment of student Formative through marking their worksheets.

learnin
Reflection
Day & date: Tuesday nov 7th Session: Cars and stars
Curriculum area & o Cars and stars – inferences and making meaning.
Content
content.
Only 1 – 3 to cover in Understand inferences in stories.

a lesson. Make sure
that your planned
met
Overall duration (time) 50 minutes.

Student prior The students have looked at inferences on a number of
knowledge lessons with their classroom teacher.
Assumed or expected
– refer to the AC
Materials & Resources The cars and stars book.
Other than what you

to have and you to
have access to.
Introduction (5 min) Talk about inferences and how writers don’t and cant
always tell you everything that happens to a character,
One engaging and however they give us inferences and clues in the way that
motivating activity they write to let us know what is happening.
related to what is
going to be taught.
Body (20 – 30 min) Open the book to page 72.
Include separate Read out the strategy, and talk about it.
strategies with time Talk about how we are going to read the next section and
allocations for each. that we need to try and figure out what happened to Carl.
What key questions Read the passage out loud, than have the kids put their
are you planning on finger on the first word and read it all out together as a
asking? class.
What explicit teaching Think allowed – what did I just read and what do i think
are you going to do? happened to carl? Read out the next section.
How will the class Read out the passage about the flag. After reading talk
grouping change? about the questions asked in the book and answer them
together.
Conclusion (5 – 10 Go back to lesson objective and mark the book before

min) putting it away.

Behaviour complete.
management /
differentiation
strategies
Assessment of student
learnin
Reflection – Overall for my first cars and stars lesson I think it went well. I probably
read a little too fast for the students and need to work on reading slower for the
students next time. I am finding trying to keep it fast paced, yet a good balance
difficult and is something I need to work on. Something I didn’t notice, but was
pointed out afterwards is the fidgeting on the matt and the girls behind me quietly
mucking around. So for next time I need to ensure I am turning around and scanning
the room of every one and making sure they are all sitting correctly and listening.
Day & date: Wednesday November 6th Session: Maths
Curriculum area & Maths – making up an amount of money.

Content
content.
Only 1 – 3 to cover in Make up amounts of money in different denominations.

a lesson. Make sure
that your planned
met.

counting different denominations together and on their own.
Assumed or expected Some of the students are able to do this and some have
– refer to the AC some difficulty.
content descriptions
Other than what you

to have and you to
have access to.
One engaging and
motivating activity
related to what is
going to be taught
make up an amount of money so we can pay for a
Include separate particular item when we know how much it is.
strategies with time I do – Count the amounts of money on the slides. I Do and
allocations for each. than have the kids repeat back to me.
What key questions Go back to lesson objective.

are you planning on
asking? I do/ We do – On the word document the children will see
an item and how much it is. We want to pay for the item in
What explicit teaching the correct money that we have in our purse. We need to
are you going to do? count out the correct money. I do – model to the children
how to do it, ticking the coin or note when we use it,
How will the class checking our counting again and circling how much we
grouping change? would hand to the cashier.
The last 4 will be done at their desks – each student will

have a piece of paper labelled 1,2,3 or 4. They will need to
work on how much to hand the cashier for their item, circle
the coins. I will than tell the students to to find their
corresponding numbers, the 1’s have to find the 2’s and the
3’s have to find the 4’s. They will need to mark each others
work and than sit down. We will than go through the 4
together.
They than need to open up their WE do workbooks to page

164and 165 to do together.
The children will than work on the I do book alone. (144)


min)

reinforcement.
Behaviour
management /
differentiation
strategies

learning see who can count the money when showing their show me
board.
Reflection I felt that behaviour management was great this lesson, I was onto it
straight away and my mentor teacher noticed this and commented on how good it
was. I needed to make sure the numbers were bigger for the kids to be able to read
on my power point, and need to make sure I position myself properly so all the kids
can see what I am doing on the white board. Being left-handed makes this difficult,
so perhaps even model twice.
Day & date: Wednesday nov 8th Session: Shared reading
Curriculum area & o Shared reading, Dreaming time stories.

Content
content.
Only 1 – 3 to cover in Complete a narrative mountain for the Pheasant and

a lesson. Make sure Kingfisher.
that your planned
met
Student prior The students are hearing these stories for the first time.
knowledge They have briefly learnt about Aboriginal dreaming times
stories through out National sorry day.
Assumed or expected
– refer to the AC
Materials & Resources PowerPoint, pheasant and kingfisher book, mountain

worksheet.
Other than what you
to have and you to
have access to.
Introduction (5 min) Talk about how aboriginals use dreaming time stories to
keep their tradition alive, to pass stories between
One engaging and generations and as a way to communicate. Today we are
motivating activity going to look at a narrative about a pheasant and kingfisher.
related to what is Show the students a picture of a pheasant and a king fisher.
going to be taught. Talk about how narratives have a beginning, a problem, a
solution and than an ending. We are going to find these
elements in the book.
Body (20 – 30 min) Read the book to the class.
Include separate Once the book has been read talk about what the problem
activities and teaching in the book was and how it was solved.
allocations for each. Complete the mountain worksheet together – drawing
pictures of the beining, the problem and solution and the
What key questions end.
are you planning on
asking? Have the students go back to their desk to complete the
sheet on their own. Once they have finished they are to
What explicit teaching share with their partners retelling of the story.
How will the class

grouping change?
Conclusion (5 – 10 Go back to lesson objective about narratives. Talk again

min) about the narrative of this story.

Behaviour complete.
management /
differentiation
strategies
learnin
Reflection – Lesson was after swimming lessons so the children were very tired and
fidgety. So I decdied to work through the worksheet with them which was a good
idea. It kept them on track and motivated. Having a colouring in at the end of the day
for them was a nice way to end a busy and tiring day for them. I read them Charlie
and the chocolate factory while they finished there worksheet off. This kept them
quiet and working.
Day & date: Thursday nov 9th Session: Cars and stars
Curriculum area & o Cars and stars – inferences and making meaning.
Content
content.
Only 1 – 3 to cover in Understand inferences in stories.

a lesson. Make sure
that your planned
met
Student prior The students have looked at inferences on a number of

knowledge lessons with their classroom teacher.
Assumed or expected
– refer to the AC
Materials & Resources The cars and stars book.
Other than what you

to have and you to
have access to.
Introduction (5 min) Talk about inferences and how writers don’t and cant
always tell you everything that happens to a character,
One engaging and however they give us inferences and clues in the way that
motivating activity they write to let us know what is happening.
related to what is
going to be taught.
Body (20 – 30 min) Open the book to page 74.
Include separate Read out the review, and talk about it.
strategies with time Talk about how we are going to read the poem and that we
allocations for each. need to try and figure out what details help us know what
the poem is about.
What key questions
are you planning on Read the passage out loud, than have the kids put their
asking? finger on the first word and read it all out together as a
class.
What explicit teaching
are you going to do? Look at the questions together as a class, discuss them and
answer them together.
How will the class
grouping change? Turn to page 76 and read the more to know. Read out the
first part of the story about Joey. Read through and work
through the questions together as a class.
Go to page 77 and read through the next part of the story.

Have the children read it out loud with me. Go through the
questions together as a class and answer them.
Conclusion (5 – 10 Go back to lesson objective and mark the book before

min) putting it away.

Behaviour complete.
management /
differentiation
strategies
learnin
Reflection The lesson went well, the kids got restless towards the end. I kept on top
of children not joining in and also walked around the desks more. I needed to be
more fast pace as we only JUST got the whole lesson done in time and had to rush
the last bit. Next time I need to pick up the pace and check the time more often.
LESSON PLAN TEMPLATE – 9 am
Day & date: Friday November 10th Session: Health
Curriculum area & Health – Practise strategies they can use when they feel
Content uncomfortable, unsafe or need help with a task, problem or
situation (ACPPS017 - Scootle )
from the AC + specific -recognising photos and locations of safe places and a network
content. of people who can help
o -describing warning signs (physical, emotional and external)
that can help them to know if they are safe or unsafe
Only 1 – 3 to cover in Recognise safe and unsafe environments through what they
a lesson. Make sure see and how they feel.
that your planned
assessment will help Understand what to do when in an unsafe environment.
met
Student prior The students have looked at many avenues of health

knowledge including, sun safe practises as well as protective
behaviours.
Assumed or expected
– refer to the AC
Materials & Resources Unsafe worksheet
Other than what you PowerPoint presentation

to have and you to
have access to.
Introduction (2 min) Tell the children what we are about to learn and why we are
learning it. Give them the definition of danger.
One engaging and
motivating activity
related to what is
going to be taught.
Body 1 minute – Tell the children about an unsafe situation I have

been in, what I did and what I should have done before
Include separate entering that environment.
strategies with time 4 minutes – go through the beginning of the presentation.
14 minutes – have a look at the interactive lesson and talk
What key questions through a few slides of the unsafe environments and what
are you planning on could be changed. Finish by about 9.20
asking?
10 minutes – the children will go back to their desks and
What explicit teaching complete the worksheet alone. They are to circle the risks
are you going to do? and it will be collected to be marked and assessed for
reporting by Casey. – Finish by about 9.30
How will the class
grouping change?
Conclusion (5 – 10 4 minutes - Go back to lesson objective and collect the work

min) sheets.
5 minutes – The children will do a just dance as a brain

break, grab a drink and be on the matt for the next lesson.

Behaviour complete.
management /
differentiation
strategies
Assessment of Summative - Mark the worksheets and make comments for

student learning Casey for reporting on health.
Reflection -
LESSON PLAN TEMPLATE – 9.40- 10.20
Day & date: Friday Nov 10th Session: Shared reading
Curriculum area & o Shared reading, Dreaming time stories. Similis.

Content
content
Only 1 – 3 to cover in Use similes to describe how the serpent looked and how it
a lesson. Make sure moved through the town and how the town looked after it
that your planned had been through.
met
Student prior The students are hearing these stories for the first time.
knowledge They have briefly learnt about Aboriginal dreaming times
stories through out National sorry day.
Assumed or expected
– refer to the AC
Materials & Resources Serpent craft sheet.
Other than what you

to have and you to
have access to.
Introduction 1 minutes. Talk about how aboriginals use dreaming time

stories to keep their tradition alive, to pass stories between
One engaging and generations and as a way to communicate. Today we are
motivating activity going to look at a story about a rainbow serpent. .
related to what is
going to be taught.
Body (20 – 30 min) 3 minutes - Look at where the story comes from and who
wrote it. Look at the town on google maps and how far it is
Include separate from here, Perth.
strategies with time 8 minutes - Read the story to the children.
6 minutes – Talk to the students about how are going to
What key questions look at similes again. They have been looking at similes and
are you planning on using them in their writing over the past few weeks. Talk
asking? about how writers use similes in their writing to let the
reader know what some one could see, hear, feel, smell
What explicit teaching ect. It gives the reader something to compare to.
Talk about what the serpent looked like and give them
How will the class examples of of a similes of how it looked, thinking allowed
grouping change? and working together. Eg – the rainbow serpent was so
colourful, it looked like a rainbow lollypop you buy from a
candy store. Repeat this with the way it went through the
town and how the town looked afterwards.
2 minutes – Explain to the students that they are now going

to go back to their desks and write their own simile on a
snake about something in the story, it can be the way the
serpent looked, how it went through the town or how the
town was left looking. Once they have completed the writing
part they are to put their hands on their heads to get it
marked before they can move onto colouring in.
start by about 10 am - 14 minutes – the children go back

to their desks and write and colour in the snakes.
Conclusion (5 – 10 5 minutes – Have some of the students read out their work
min) to the rest of the class. Talk about why we use similes in
stories.

Behaviour complete.
management /
differentiation
strategies
Assessment of student Formative - By marking their work and seeing if they have
learnin used a simile correctly.
Reflection -

Lesson Plan Template Day & Date: Thursday 2 Nov Session: Maths

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LESSON PLAN TEMPLATE

Day & date: Thursday 2nd Nov Session: Maths

Curriculum area & Maths – counting money in different domination

Objectives By the end of this lesson, students will be able to:

Overall duration (time) 30 mins

Materials & Resources Coins purses with money in them.

Other than what you

What explicit teaching I do – Go through skip counting different denominations of

How will the class

We do – on the slides count the amounts of money

Look at the purses set up and count the money in them.

Repeat a few times

Look at lesson objective again.

Conclusion (5 – 10 Help boss baby and look at lesson objective again

How will you provide

Assessment of student Formative through observation. Checklist will be used to

This must be closely

Day & date: Thursday nov 2nd Session: Shared reading

Curriculum area &

Objectives By the end of this lesson, students will be able to:

Overall duration (time) 20 minutes

Materials & Resources Travel with kids YouTube video.

Other than what you

How will the class

Conclusion (5 – 10 Discuss with the students the 3 different ways we found

Modifications 1,2,3 magic and cotton balls.

This must be closely

Day & date: Friday November 3rd Session: Maths

Curriculum area & Maths – counting money in different domination

Objectives By the end of this lesson, students will be able to:

Only 1 – 3 to cover in Count money in different denominations.

Overall duration (time) 50 mins

Materials & Resources Slide show

Other than what you

Look at lesson objective again.

Children are to go back to their desk and we will work

The children will than work on the I do book alone.

Early finishers will go to the floor and find the values on

Conclusion (5 – 10 Go back to the lesson objective.

How will you provide

Modifications 1.2.3 magic. Cotton balls. Dojos, be firm and positive

Assessment of student Formative through observation. Checklist will be used to

This must be closely

Day & date: Friday 3rd November Nov Session: Spelling

Curriculum area & Spelling ou and ow sounds.

Objectives By the end of this lesson, students will be able to:

Overall duration (time) 30 mins

Student prior Students have looked at this sound twice before.

Materials & Resources The scout worksheet.

Other than what you

Conclusion (5 – 10 Go back to lesson objective

How will you provide

Modifications 1.2.3 magic. Cotton balls. Dojos, be firm and positive

Assessment of student Formative through marking their worksheets.