Lesson Plan Template Written by;_______________________
Lesson Plan Template Written by;_______________________
Date:
Lesson Title: KLA(s)/subjects:
Mathematics Year level(s): Duration of lesson:
This page is just an overview and should remain A4 in size. This page does not make part of the word count; it just sets the scene for the lesson
Identify Classroom Learning Context and Curriculum Content
Lesson Purpose Catering for diversity
This lesson purpose provides a big picture overview of how/where this lesson fits in the unit, sequence of learning and the overall purpose.
In your lesson plan, tick if you have you considered and planned for diversity within the;
FORMCHECKBOX Mathematical Environment?
FORMCHECKBOX Mathematical Content?
FORMCHECKBOX Mathematical Processes?
NCCD: Nothing for you to action, however preliminary awareness of NCCD planning will support how you plan in schools. For more information, click this link-6350872545-635022051340 Australian Curriculum: Mathematics Content Descriptor - & elaborations General Capabilities & Cross Curriculum Priorities
Cut and paste the content descriptor and elaborations from the curriculum documents. For this lesson, we suggest you pick only one content descriptor. Remember it takes more than one lesson to teach, practice and assess the content. Use the Content Descriptor Elaborations to help you understand the content. It will also provide ideas on how it can be taught. (This will really help you with your understanding of what it is you should be teaching). Use your lesson goals (below) as a means of achieving the Content Descriptors.
Does your lesson address any Cross Curriculum Priorities and/or General Capabilities? Consider Numeracy and ICT. Include those that are appropriate. Do not put them in if they do not align.
General Capabilities:
Cross Curriculum Priorities:
Lesson Learning Goals - the maths content in student friendly language Resources
Lesson learning goals need to be specific, clear and precise for students. These goals should be written in student friendly language something you could write on the board. The goals should be achievable in the lesson. Numbering your goals helps when you evaluate them at the end of the lesson.
This is sometimes referred to as WALT what are we learning today?
1.
2.
3. List the resources, websites links and materials you are going to need to have ready to teach this lesson.
Lesson Objectives - links the Learning Goals to the Proficiencies How will the content be assessed?
Lesson Objectives should link to the goals above to the language of the mathematics proficiencies. What will children do to successfully demonstrate that they have mastered the concept? Only use proficiencies that link to the lesson. These should also be written in student friendly language.
This is sometimes referred to as WILF what I am looking for?
1.
2.
3.
For assessment ideas refer to the textbook page 107-108.
For this lesson, you will be doing formative assessment; write a statement on how you will assess the students mathematical knowledge (content) & procedural knowledge (proficiencies). Write how you going to gather the evidence? Some examples of evidence gathering include:
observations
anecdotal evidence
collect work and mark
peer marking and feedback tests
1000 words within the below lesson sequence
LESSON SEQUENCE
ORIENTATION PHASE - INTRODUCTION
Time allocated How the teacher introduces and teaches the mathematical content of the lesson What the students do with the mathematical content Considerations made for diverse learners
It is recommended that you include the time allocated to each section of your teaching.
The orientation/ introduction is a very important part of a lesson plan.
In this section be sure to
hook the learners
outline the lesson learning goals with the students. Introduce the mathematical knowledge (declarative Knowledge what they need to learn) and the proficiencies (procedural knowledge what skill and strategies the students will learn).
Consider the types of prompting questions the teacher would ask to introduce the content (see pg 93-94 of textbook)
explicitly teach the mathematical content. Consider a step by step approach.
For ideas refer to the textbook page 89. Based on what the teacher is doing, demonstrate what the students will do to participate, engage and demonstrate understanding. This can be done through discussions, brainstorming, creation of graphic organisers, questioning etc.
This should link to your above overview;
Environment
Content
Processes
Be explicit and show where it is done practically within the lesson.
ENHANCING PHASE MAIN BODY
Time allocated How the teacher reinforces the mathematical content of the lesson How the students engage with the mathematical content This is the bulk of your lesson. For ideas refer to the textbook page 90. What teaching strategies will the teacher use to teach the concept, engage students and promote mathematical knowledge development and extension? Some examples;
Cooperative groups
Whole class
Questioning
Discussion
Explanation
Demonstrating
Consider the types of prompting questions the teacher would ask during this phase of the lesson (see pg 93-94 of textbook) This is where the students are busy! Highlight the activities the students are going to engage with to practise and extend their mathematical knowledge (activities should allow students to achieve the learning goals set).
Look at what you are doing with the lesson content and consider those with diverse needs is the task open ended?
SYNTHESISING PHASE - CONCLUSION
Time allocated How the teacher summarises mathematical content and concludes the lesson What the students do to summarise content The lesson conclusion should not be about tiding desks, waiting for the bell to go out to lunch etc. It should be about:
highlighting the mathematical knowledge gained to achieve the learning goals
highlighting how the activities have allowed students to practise and extend knowledge. Have students reiterate the knowledge practised/knowledge extended from this lesson. This will help them to remember the purpose of the lesson. This also helps the learning become prior knowledge for the follow-on lesson.
EVALUATIONS OF YOUR LEARNING SEQUENCE (once taught)
What were three strengths of your teaching and the learning sequence?
How do you know? (You can leave this blank for task one)
1.
2.
3. Where do you improve your teaching and learning sequence?
How do you know?
What would you do if you were teaching and you identified where you need to improve? (You can leave this blank for task one)
