Sample Lesson Plan .pdf

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Sample Lesson Plan
Learning area
Learning focus
Year Level
Literacy (Spelling)
‘sh’ graphemes
45 minutes
Specific learning goals
Curriculum link
At the conclusion of this learning experience each student should be able to:
Understand how to use strategies for spelling words, including spelling rules,
knowledge of morphemic word families, spelling generalisations, and letter
 List the different graphemes that make the ‘sh’ sound
combinations including double letters. (ACELA1779)
 Group ‘sh’ words according to the grapheme within
Every students spelling book is to be checked by the teacher to ensure they have recorded their list words correctly. They must receive a teacher signature on
their list by then end of the lesson to signify this.
Students’ prior knowledge
This is the first in a series of three spelling lessons occurring over the week on the ‘sh’ sound. No prior work has been done this year on the sound, but many
students will be familiar with this sound through spelling in previous years.
Teaching and learning strategies
Focus questions
Preparation & resources Explicit teaching stage
Which ‘sh’ words were  Interactive whiteboard
1 – introduce topic
10 mins *Inform class that today we will be looking at words with the ‘sh’
used in the video?
2 – information and
sound in them.
 YouTube clip
*Play short clip showing examples of words with sh sound:
Can you think of any
 Spelling list words (see
other words with the
List the ways we can make the ‘sh’ sound: ci, s, ss, ti, c and sh. List
‘sh’ sound?
a few examples of each as a class, using think alouds while writing.
Inform class that they will be breaking up into spelling groups to
How do you think we
work on tasks today.
could make the ‘sh’
New spelling list words projected on whiteboard for students to
sound in this word?
copy into spelling books.
3 - demonstrate
4 – student practice
Purple group (within-word patterns): *Teacher focus group
Which category do we  IWB
25 mins Students join teacher on the mat for focus group.
think this word belongs  Dragging activity for IWB
A list of 20 words is put on the IWB and has to be dragged into
 Spelling books
grapheme categories. *Teacher moves a few words to
 Newspapers/magazines
demonstrate – explaining difference between graphemes, *whole- Do you have any
 Glue, scissors etc.
group decides a few, individual students chosen to drag the rest of questions about words  Laptops
the list words.
with the ‘sh’ sound?
Teacher asks if there are any questions, answers accordingly.
* Record new spelling words and do LSCWC.

Gemma Clarkdon - 2014

10 mins

*Students do newspaper spelling activity (cut letters for spelling
words out from newspapers/magazines and glue into book). If they
finish this they can continue with non-list words with the ‘sh’
*Early finishers can go on Spellodrome on class laptops.
Green group (syllables & affixes):
Record new spelling words and do LSCWC.
Students do syllable sort activity.
*Teacher joins group to go through spelling rules for adding the
suffix ‘ly’. Explains difference between ‘ly’ and ‘lly’.
Teacher asks if there are any questions, answers accordingly.
*Students record this rule in their spelling books, and categorise
their list words based on this rule.
*Students write 5 riddles for a partner to solve based on spelling
*Early finishers can go on Spellodrome on class laptops.
*Each student to have spelling list checked by the teacher/EA by
this point.
*Each student to record one thing that learnt in this lesson in their
spelling books. They then share it with a partner, and then each set
of partners share with the class.

Which suffix does this
list word have?

 Spelling books
 Laptops

What is the most
common suffix among
your list words?
Do you have any
questions about the ‘ly’
What was one thing you  Spelling books
and your partner learnt
in today’s lesson?

Spelling list words

Gemma Clarkdon - 2014





4x own words from errors
Focus: different ways of making the ‘sh’ sound

4x own words from errors
Focus: different spelling rules for adding suffix ‘ed’

5 – monitor students

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