ACU NSW Lesson Plan Template
Class/Grade/Stage: Date: 8/06/23 Time: Start: ____10am_____________________
Kindy Finish: _____10:50am____________________
Key Learning Area(s): Lesson Topic: Learning the letter U
NESA Australian Standard 2; Know the content and how to teach it
Professional • 2.2.1: Organize content into an effective learning and teaching sequence
Standards for Standard 3: Plan for and implement effective teaching and learning
Teachers • 3.2.1: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Identify the standard(s)
and focus areas that
align with this lesson:
Recent Prior Experience (formative assessment, summative assessment, specific relevant concepts, skills and values the school students have
experienced prior to this lesson):
Syllabus/Syllabi Indicators of Learning for this lesson- learning intentions Assessment:
Outcome(s): and success criteria: Strategies which will be used to assess learners’ attainment of
Please note the In meaningful Ss language, so Ss can monitor their learning. learning outcomes. Should be linked to each learning indicator.
syllabus reference Linked directly with the syllabus/syllabi outcome(s).
number AND write Learning intention(s): What will Ss know, understand and be • Questioning
out in full. able to do as a result of the learning and teaching: • Observation
Identifies, blends, • Students will learn how to pronounce the letter and • Use of formative assessment: monitoring students
segments and sound learning and understanding of content
manipulates • Students will learn other words starting with U
phonological units • Students will learn how to write the letter U
in spoken words • Students will learn about the character starting with
as a strategy for U
reading and
creating texts
(ENE PHOAW 01)
Uses single letter Success criteria: How students will know they have achieved
grapheme these intentions?
phoneme • Students can successfully pronounce the letter and
correspondences sound U
and common • Students can successfully understand other words
diagraphs to starting with
decode and • Students can successfully write the letter U
encode words • Students can successfully understand the character
when reading and starting with U
creating texts
(ENE PHOKW 01)
Any safety issues to Resources:
be considered (APST List resources you used in preparing the lesson AND those used in the lesson implementation.
4.4.1): • InitialLit lesson book
• Kelly Kitten character poster
15 T: Settles students down on the carpet Initial
min lit
T: shows letter-sound correspondence on the smartboard e.g. A, C, E
book
T: asks what sound to the students
S: state the sound out loud
T: goes through the letter-sounds on the smartboard until the end
Activity: Word stretching
T: We’re going to stretch out these words together, For example, snap, Stretch it out with me s/n/a/p
S: stretch it out, clapping their hands together as the teacher says the word
T: provides other words out e.g. grab, sock, sped
S: sound them out using the clapping technique
Activity: tricky words
T: let’s practice our tricky words
T: shows the students the tricky word on the smartboard and students states the word
Activity: middle sound discrimination
T: here is a picture of a train with three carriages (remind students about first, middle and last carriages)
Each carriage of this train has a sound
We’re going to play ‘What is my middle sound’. I’m going to say a word. You tell me the sound you can hear in the middle of the
word
For example, the word pin. Let’s say the word peg... /p/i/n/. I can hear the sound /e/ in the middle carriage of my train
S: repeat the word and follow along with the teacher
T: demonstrates with the other words
Pot, jet, hop. Peck. Top. Red. Dog
Development:
Students will learn how 20min Activity: Introduction to /k/
to pronounce the letter T: We are going to introduce a new sound. Listen carefully everyone, here’s a new friend for you to meet
and sound
T: places Umbrella Up Poster
Students will learn other
words starting with T: This is Kelly Kitten. She starts with the same sound /u/
Students will learn how T: Everybody say it with me; //
to write the letter
S: says the sound /u/
Students will learn
about the character T: I’m holding my Umbrella up
starting with (model for students)
S: copy teacher
Students can T: I can think of another word starting with the sound U
successfully pronounce Under. Can everyone say the word under
the letter and sound
S: state Under
Students can
successfully understand T: I can think of another word starting with U. Can you think of you. Discuss with your floor buddy
other words starting with
S: discuss with floor buddy and teachers asks what word they have
Students can
successfully write the Activity: Articulation link
letter Sight
T: Watch my mouth as I say /u/. My mouth is open /u/. Turn to your partner and see how their mouth is open
Students can when they say /u/
successfully understand
the character starting Comparing articulation
with T: now say /a/. Feel how you open your mouth more when you say /a/. Now say /u/
T: turn to your partner and say /a/ and they /u/
Independent practice
T: now lets say the sound /u/
S: state /u/
Activity: New letter:
T: here we have the new letter U
What letter
S: state u
T: watch me write the letter u. We start at the top, go down, curve up and go down again. Follow me
S: follow teacher writing the letter U
T: Let’s do it again. We start at the top, go down, curve up and go down again. Follow me
S: follow teacher writing the letter U
T: Now this is a capita U. The capital U is the same as the small letter u. They both make the same sound /u/
What sound?
S: state /u/
T: Listen carefully everyone, I am going to tell you a story about Umbrella Up
T: When the rain comes down, I run to the shed to get an umbrella to protect my head. Up, up, up goes this pretty
umbrella. Under I go to get away from the weather
T: what words start with the letter u
S: state what words start with the letter u
T: asks the following questions:
• Where do I run when the rain comes down? (shed)
• What protects my head? (umbrella)
• Show me how I put my umbrella up
• Do I sit on top of the umbrella or under the umbrella? (under the umbrella)
BREAK
Activity: Word building and reading words
T: let’s build some words with our new sound
Place letter tiles on the top of the display
T: let’s build the word ‘hug’ what word
S: repeat
T: Say the word kip with me /h/u/g hug. Repeat it with me
S: h/u/g hug
T: what is the first sound in kip? Listen h/u/g
S: state h
T; the next sound is
S: u
T: the last sound in the word kip is
S; g
T: read the word with me, /h/u/g/ hug
T; repeat with other words: hut, fun, cup
Closure:
Students will learn how 10 min Activity: Final review for u
to pronounce the letter T: shows students Umbrella Up poster
and sound What sound do the words Umbrella Up start with
Students will learn how S: letter U
to write the letter
T: let’s write the letter u in the air
S: write the letter u in the air
Students can T: what sound does the letter u make?
successfully pronounce
the letter and sound S: /u/ sound
Students can T: what’s another word that starts with the letter u?
successfully write the
letter u S: states words e.g. under, uncle
Activity: Handwriting
T: We’re now going to practice writing the letter u in our handwriting book. Remember, we start from
the top, go down, curl back up and come back all the way down
Demonstrate to students and let students practice in their book
