Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3/4

Time: 9- 9.45

Date: 25.3.15

Learning Area: History

Students Prior Knowledge:

Students have basic knowledge of Ipads
Students have conducted research on ANZAC day and
on the following people in groups in the previous week
Jack Simpson James Martin
John William Miller
Albert Jacka Walter Christopher Saunders

Strand/Topic from the Australian Curriculum

ACHHK063
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Plan and assemble a script, following the template given to them, including a introduction, middle and end.
Conduct interview with credible evidence of knowledge towards topic. (Limited use of notes, during final
filming.)
Carry out equal participating and contribution throughout the whole lesson.
Teachers Prior Preparation/Organisation:
Provision for students at educational risk:
Teacher has prepared 5 handouts for the class (one per group)
and a few extras for themselves and the EA
Writing paper 3 pages per group
Pencils
Teacher has downloaded a copy of the story book anzac ted
written by Belinda Landsberry. video copy
Props Microphone, dress ups

Those that finish early can write up a self reflection /

reflection about what they have learn over the past few
weeks (hand out)
4 dyslexic students in this class all of whom are on
individual learning plans

Teacher has previously recorded a video with the EA

demonstrating task.
Teacher has reserved 5 ipads, made sure I movie is on them
all

Teacher has made sure the same ipads are being used
from last week because they have the prior learning on
them.


Handouts definition.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Motivation and Introduction:

Resources/Reference
s

Gather students at the front of classroom

9am

Teachers to introduce themselves to the class

-

As a warm up activity students will play the same game as last week
but this time with out the definitions

9.05am

Students have to try and remember the definitions and words

If student require the information the teacher will have the sheets ready for
the students
Ask students to spit off into the same groups as last week (still sitting)

Handout definitions

---(Teacher will have a copy of students names and what group they were in)
Teacher than ask students if they remember what they did last week
9.08am

Can they tell us all who there ANZAC was?

How did they record their information? (breainstorm poplet)

The teacher than describes what todays lesson will involve:

9.10am

Today we will be doing a news report about our ANZACs that we

researched last week

First we will spend some time writing a script

Does anyone know what a script is?

A script is a section of writing that actors follow when acting out something. It


helps them to know what to say.
-

Once we have written a script we can then use the Ipads to film,
using IMovie.

Has anyone used iMovie before?

9.11am

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Well Sophie and I made a video, although we made up out character, so
would anybody like to see ours before you start making your own
Teacher plays IMovie from Ipad
9.15am

Ipad

What did every one think?

Before students head off into their groups the teacher will explain what the
task on writing the script involves:
(teacher can use hand out to refer to when talking about the following)
What information do we think we might need when we are writing our
scripts?
Do we need to ask questions?
-

Who e.g. name

What e.g. what was your role. What did you do before the war? What
does Anzac day mean to you?

How e.g. how did you get there?

Why e.g. did you choose to go?

Where e.g. birth place, where did you go?

When e.g. when did you leave for war. Get back?. When were you
born

Handouts script

We also need to make sure we have a:

9.16am

Introduction
- Introduce presenter and guest speaker
Body
- Ask questions / give answers
Conclusion
- Sum up the body in a few sentences
***Final film to be between 2-3 minutes long***
Students will need to decide who will do what role with in the group:
Each group needs to have:
One presenter (The person asking the questions)
One guest speaker (the ANZAC character)
One camera person (the person holding the Ipad and filming)
The first thing the students do after splitting off into groups is decide the roles

The teacher will then give each group a hand out that they can use to help
them write there scripts
9.20am

- Students split into groups with one teacher per group

Start writing their scripts, questions and answers
- Using research (from last week) to complete questions/answers

Ipads
Props

Once they have completed they can then grab a microphone from the front
desk
They can move outside or inside (finding a quite area to work)
Students should rehearse a few times with practice filming

9.30am

Students can then start filming

- If they require assistance the teacher can help
Students can also use this time to edit film
Lesson Closure:(Review lesson objectives with students)

9.35am

Once students have finished filming they can then come and sit back inside
and continue to play with special effects

9.40am

Once everyone has finished the teacher will either allow the groups to show
there film to the class (depending on time)
Or the teacher will read a story (using a video saved on to the Ipad - to play
the story)

9.45am

Ipad video Anzac Ted

The teacher will ask weather the students enjoyed making the news reports
And say good bye
Transition: (What needs to happen prior to the next lesson?)
Students can walk quietly back to their classroom following the teacher
- Ready for the next set of instructions (morning tea)
Assessment: (Were the lesson objectives met? How will these be judged?)

The children will be assessed in groups. The teacher will however make
comments on each individual child within that group. Children will be
assessed on their ability to achieve the lesson objectives.
(Ella took on a leader approach when writing the script and didnt really

allow any of the other students to write.) OR (Sophie was more than happy to
sit back and allow the other students to do her work).

Group topic:
Students names:

Objectives

YES OR NO

Children plan and assemble a script,

following the template given to them,
including an introduction, middle and
end.
Children conduct interview with
credible evidence of knowledge
towards topic. (Limited use of notes,
during final filming.)
Children carry out equal participating
and contribution throughout the
whole lesson.
Comments:

SCRIPT HANDOUT
reporter):
____________________________________________________________________________
Guest speaker (chosen
character)____________________________________________________________________
Camera operator:_______________________________________________________________
Aim for anywhere between 2-3 minutes.
SCRIPT: QUESTIONS TO CONSIDER
- Who e.g. name
- What e.g. what was your role. What did you do before the war? What
does Anzac day mean to you?
- How e.g. how did you get there?

Why e.g. did you choose to go?

Where e.g. birth place, where did you go?
When e.g. when did you leave for war. Get back?. When were you born

OPENING CREDITS
Opening credits are split into three parts (opening, middle, and closing). All together lasting at
least 20 seconds.
- No talking needed.
- Opening headline. Examples:
Film surroundings / general sweep of interviewee and
interviewer. Edit writing to chosen topic. Write whatever you like.
Example: ANZAC interview.
- Middle headline: Close up of presenter with their name.
- Closing headline: Close up of guest speaker with their name.
INTRODUCTION.
Presenter introduces themselves / guest.
Gives a brief description of what ANZAC day is.
Highlights the aim of this interview.
e.g. today we are talking to ____ about ______ because______.
BODY.
This is where all the questions are asked and answered. Try to focus on your guests life before,
during and after the war. Questions should flow. Try to have open ended questions (not yes or no
answers)
When filming, do not add photographs just record the presenter and guest.
CONCLUSION
A few sentences that summarise the guest and the overall topic. Thank you for listening.
Re visit main points from body.