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Lesson Plan Format (hypothetical)

Class: year 10 History Date: 8

April 2014 Time: tart: !!8:"0am!!
Finish: !!#:"0am!!
$ey Learnin% Area: &o'ern History Lesson Topic: A(stralia an' )orl' )ar *ne+
,ecent Prior -.perience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
As this is the beginning of a new topic, students may be limited on their prior knowledge in relation to this topic.
ylla/(s *(tcome(s):
0 5:2 Assess the impact of international
events and relationships on Australias
- 5:5 dentifies, comprehends and
evaluates historical sources.
1n'icators o2 Learnin% 2or this lesson:
By the end of this lesson, the students will:
- dentifies the relationships between Australia and !ritain during
- %escribe the reasons for the involvement of Australia during
&orld &ar ".
- 'ist the countries in which Australia fought against during &orld
&ar "
- (se appropriate historical sources to provide further information.
- ) assesses prior knowledge through class
discussion and a mind-map activity.
- *s are to form groups and work together to
complete a presentation answering set
+uestions and presenting information.
- ,o formal assessment, *s are to email
finished presentation to teacher in order to
receive feedback and allowing the teacher to
self-evaluate the class.
Any sa2ety iss(es to /e consi'ere':
- -nsure that all electrical cables are not an
- !ags are to be placed under desks.
!oard of studies ,*& .2//01. 2istory years 3-"/: syllabus. *ydney: !4*
*tudents e5ercise book and writing material
*tudent laptops
6re7i and muryal.ly .web resources- used for in-class activities1
*tudent te5tbook- 89 :ason, -xperience of Nationhood: Modern Australia Since 1!1 (Mc"#raw" $ill
Australia %ty &td, '!!()
*mart board
L-*3 -45-3C-
Lesson Content 6 1n'icators o2
Learnin% (What is Ta(%ht):
Timin% Teachin% trate%ies 6 Learnin% -.periences:
(How it is ta(%ht)
,eso(rces an' *r%anisation:
1ntro'(cin% the ne7 topic:
;. when did world war " start<
A. in "#"$
;. where did Australians fight during
world war "<
A. =ermany, Austria-2ungary, )urkey
;. what was the main reason for
Australias involvement in world war
A. a key reason was because of
Australias alliance with !ritain and that
!ritain was >the mother country?
). asks students to +uietly move to their desks and get
their te5tbooks and laptops out.
). welcomes students, praises settled behaviour.
). prior to lesson beginning, the mind-map will be set up
on the smart board ready.
). asks introduction +uestions in order to assess prior
knowledge and to create a class discussion
). reminds students to raise their hand when asking or
answering any +uestions, teacher addresses students by
their name.
*mart board
:ural.ly website
Assess the impact o2 international
relationships on A(stralia9s History
;. have you ever used a 6re7i as a
form of presenting information before<
A. *s raise hand if they have
;. were Australians enthusiastic about
entering the war< f so, why<
) shows a +uick demonstration on how to use a pre7i
). asks *s to read pages 53, 5#, A2-AA .they are not full
pages of writing and includes short historical sources1
from the te5t book individually and +uietly.
) asks *s to form groups of 0-$ and to write main points
from the reading into a pre7i presentation
&riting book
*mart board
A. yes becauseB the sense of
patriotism, intrigued by the pay,
believed it was a form of travelling.
;. who was Australia allies with during
the war and why<
A. !ritain, Crance and Dussia- part of
the triple -ntente
1'enti2y: comprehen's an'
e;al(ates historical so(rces+
;. where can you find some useful
historical sources<
A. )he te5tbook
;. can the sources be used in your
presentation is so how<
A. yes, to show useful evidence.
*s are to write the information in their own words and
place information under the following headings:
- )he relationship between !ritain and Australia
- Deasons for AustraliaEs involvement
- Fountries involved
- &here Australians for or against the war< &hy<
- (seful historical sources
*s continue to work on their presentations
). reminds students to incorporate relevant historical
sources and include an evaluation of the source.
6re7i web source
). moves around classroom to
ensure *s are on task. )his
allows for *s to ask any
Assess: through group work.
;. is there any other information we
can include in our mind map<
A. yes, students give answers as to
what they have learnt from the lesson.
). asks *s to finish their work and allows for the first "/
minutes of the ne5t class to finish their presentations.
). asks students whether there is more information that
could be put on the mind map
). reminds students to raise their hand and addresses *s
by name
*s raise their hand and gives points to put in the class
mind map
). asks students to save their work and +uietly pack up
Flass is then dismissed when all *s are +uite.
)eacher laptop
:ural.ly website
,o formal assessment, )
assesses class through class

t('ent Teacher9s -;al(ation Gear # Ancient 2istory .observed lesson1
Assessment of Learning Outcomes
To 7hat e.tent 'i' the learners achie;e the inten'e' learnin% o(tcomes<
)he learners were somewhat able to achieve the intended learning outcome 5."/B selects and
uses appropriate oral, written and other forms including F), to communicate effectively about
the past of different audiences. As the teacher outlined an appropriate scaffold, the students
were then able to answer a +uestion in a short essay format, using the scaffold in which the
teacher provided. After students were given time to answer the +uestion in class, students
were then asked to rotate their answers with the student sitting ne5t to them.
Descri/e the e;i'ence yo( ha;e 2or this+
)he evidence that have is a sample from one of the students answer, as the student was
able to answer the +uestionB >why were the =reeks victorious in the 6ersian wars<?
effectively. 6lease see appendi5 " for a sample answer from a student.
*(tline the 2ollo70(p to this lesson 2or the learners+
)he follow up lesson for the learners will be to continue their assessment as the lesson was in
preparation of what they are asked to do. )his allows for students to be able to ask any
+uestions about the assessment before they go on school holidays.
Evaluation of Teaching
1'enti2y the teachin% strate%ies 6 learnin% e.periences that 7ere most e22ecti;e+ -.plain
)he teaching strategyI learning e5periences that were most effective was the use of Jpeer
marking as the students were able to mark another students work and also as some students
we asked to read their answer out to the class, the teacher was able to assess whether they
are on the right track. )his teaching strategy was most effect as maKority of the students in the
class were engaged and focused on the task at hand.
1'enti2y the teachin% strate%ies 6 learnin% e.periences that 7ere least e22ecti;e+ -.plain
)he teaching strategyI learning e5periences that were least effective was that some students
.only a couple1 were disengaged as the information that was needed for the class task was on
their individual laptops, this meant some students were preoccupied with other activities and
werent participating in what they were asked to do.
Ho7 appropriate 7as the timin% thro(%ho(t the ;ario(s sections o2 the lesson< )hy<
)he timing throughout the various sections of the lesson was very organised and well planned
out. )he e5planation section, the introduction of the lesson, was given enough time effectively
e5plain to the students the 6--' .6oint, -5plain, -5ample, 'ink1 structure to follow. )his then
lead to the students to the second section of the lesson, the development stage, where the
students were then asked to answer a +uestion as well as peer mark. )his activity was
completed in appro5imately 2/ minutes as there was group discussion throughout this time.
)he final section of the lesson, the conclusion, was also given appro5imately 2/ minutes. )his
section consisted if students reading out their answers to the class, and the teacher then
provided positive as well as constructive criticism that would help to improve their writing
skills. )he timing throughout this lesson was appropriate as it gave the students enough time
to complete their work as well as allowing time for feedback, discussion and to ask any
+uestions they may need clarification on.
Descri/e ho7 the selection an' (se o2 reso(rces s(pporte' learnin% in the lesson+
)he section and uses of resources greatly supported the learning of this lesson as the
document given to students helped to support the answer to their +uestion that was assigned
to the class. )he section of the document in which students had to look at, the information
was in dot points, which therefore allowed students to demonstrate their knowledge as they
had to elaborate on the points that were provided. )his therefore provided the teacher to
assess how effective the lesson was without a formal assessment.
1'enti2y 7hat moti;ate' the st('ents+ -.plain 7hy+
)he main influence that helped to motivate the students was that the lesson would directly
help with their soon to be due assessment. )his was a key motivator as it would provide step-
by-step information on how to answer a +uestion more effectively. Also another key motivator
was that it was a practical lesson compared to reading from the te5tbook only. )his helped to
motivate the students as they were able to work together and do something somewhat more
1'enti2y the classroom mana%ement strate%ies that 7ere most e22ecti;e+ -.plain 7hy+
)he most effective classroom management strategy would be the teacher walking around the
classroom when students were doing individual workB this was the most effective, as it made
sure that students were on task and doing what they were asked to do, as well as providing
an opportunity to ask +uestions. Also another effective classroom management strategy was
when the teacher would address any students, by name, that were misbehaving. )his was
effective as the students would then be +uite and continue on their with their work.
)hat 7as most satis2yin% a/o(t the lesson<
)he most satisfying aspect of this lesson was seeing students wanting to read their answers
and being focused on the task at hand. )his was the most satisfying because being an
observer was able to see that students were enKoying the class and being interactive and
=ase' on these re2lections: o(tline the steps yo( sho(l' no7 ta>e to impro;e yo(r
teachin% in 2(t(re lessons+
!ased on these reflections, the steps in which would take in order to improve future teaching
lessons, would be to have the document ready on the smart board compared to having
students open the document on their individual laptops. )his would minimise the distractions
to the students and allow for greater focus.
Collea%(e teacher9s comments: (,e2erence co(l' /e ma'e: 2or e.ample: to plannin%
an' preparation: >no7le'%e o2 c(rric(l(m: or%anisation: moti;ation o2 p(pils:
strate%ies (se': interaction 7ith st('ents: classroom mana%ement: caterin% 2or
in'i;i'(al nee's: (se o2 reso(rces: etc+)
Although have not yet taught a class yet, was asked to assist pupils with their work during
the lesson. )he teacher provided positive feedback as was effective able to assist students.

!oard of studies ,*& .2//01. 2istory years 3-"/: syllabus. *ydney: !4*