ACU Lesson Plan Template: Foundation Year 2 - Piranhas Lesson Plan

This assignment provides an ACU lesson plan template designed for a Foundation Year 2 class, focusing on the book 'Piranhas Don't Eat Bananas' by Aaron Blabey. The lesson plan encompasses key learning areas, prior experience, syllabus outcomes, learning indicators, and assessment strategies. It emphasizes integrating traditional structures with modern technologies to stimulate learner engagement. The template includes sections for introduction, development, and closure, along with critical reflections on teaching philosophy, resource selection, classroom management, and assessment approaches. The lesson plan aims to cultivate artistic patterns of transforming rational accomplishments and promotes a spirited and holistic practice of learning.

ACU Lesson Plan Template
Class:
Foundation - Year 2 of initial learners’ group-
bestowing the primary kids
Date:15/04/2019-29/04/2019 Time: Start: _________________________
Finish: _________________________
Key Learning Area:
These encompass expected oral
screenplays, picture books, various
types of stories, rhyming verse, lyrics
and non-fiction, movies, as well as
multimodal works in picture hardcover,
in which the word-founded elements
and pictographic components are
systematized on distinct pages which
promote to an all-encompassing
preparation of certain sheet of paper
besides dramatic performances.
Lesson Topic: “Piranhas don’t eat bananas” transcribed and demonstrated by “Aaron
Blabey”.
This book was competent for the “Australian book of the year at 2016 as per the cataloguing of
primary childhood
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
The learner cultivates incrementally artistic patterns of transforming his otherwise her strange features of rational
accomplishments. This adaptation categorized by Vygotsky might be reflected as metacognitive enhancement. This includes
memory along with attention, the commencement of previous information, on top of the exercise of cognitive methods to clarify a
problem, or else complete a task (Nolan & Raban, 2015)
The collection of varied activities of training imposes the inspired influence of the promising reinforcement to keep youngsters'
acquaintance as well as concentration over copious enormities which take account of the vibrant roles of educator. An integrated program
of learning empowers the children heading towards guidance over a spirited and holistic practice, without constraints often enforced by
explicit ranges of focuses (Berk, 2013). .
“While educationalists create environments wherein progenies practice frequently pleasurable, self-sacrificing and well-bred stuffs through
values and the state of affairs, children react consecutively.”
.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
Assessment:
Strategies which will be used to assess learners’
attainment of learning outcomes. Should be linked to
each learning indicator.
1

-
The combined presentation in
exchanging traditional
structures with selection of age
assemblies stimulates learner’s
assertion. The orientation to
computerized devices above
and beyond strategies, audio-
visual demonstrations
fashioned on automated
methods etc. persevered to be
encouraging exceptional
formation of the material while
expanding educational
developments for learners
(Rachman, 2015).
-
By the end of this lesson, the students will:
-
-
-
-
-
-
-
-
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
LESSON SEQUENCE
2

Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
Timing
(mins) Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
Resources and Organisation:
I INTRODUCTION
DEVELOPMENT
3

CLOSURE
4

Critical Reflection (write reflections on the following):
My Teaching Philosophy (Approx 250 words)
Describe your vision of your role as teacher and your broad aims for your learners.
Ask yourself: how do I believe children learn best? How will I help my learners to achieve their potential?
Use first person, present tense.
Avoid technical jargon.
Some resources to assist you:
https://www.thebalancecareers.com/job-interview-answer-what-is-your-teaching-philosophy-2063859
https://www.thoughtco.com/teaching-philosophy-examples-2081517
My selection of resources and pedagogies (Approx 250 words)
Explain WHY you chose the resources and learning and teaching strategies that you used in your Lesson Plan.
Discuss their relevance to the identified class context and link them to relevant learning theory/theories.
5

My approach to classroom management (Approx. 300 words)
Describe how you plan to:
a) apply principles of positive communication and management in learning environments;
b) emphasise preventative strategies to develop a positive learning environment and support learner engagement.
c) apply a range of practical, non-punitive measures for responding to inappropriate behavior.
My approach to supporting consistent teacher judgements in assessment. (Approx. 200 words)
Describe how you plan to:
a) collaborate with peers and moderate your assessments.
6

7