Вы находитесь на странице: 1из 4

 

Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 12:20-1:20 Date: 6/5/19 Students’ Prior Knowledge:

Learning Area: HASS – History  Students may be familiar with the celebration
of National Sorry Day, as well as the difference
Strand/Topic from the Australian Curriculum in culture and traditions that Aboriginal people
have
The historical origins and significance of the days and
weeks celebrated or commemorated in Australia (e.g.
Australia Day, ANZAC Day, National Sorry Day) and the
importance of symbols and emblems (ACHASSK064)

General Capabilities (that may potentially be covered in the lesson)


Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
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:


 Identify important aspects of Aboriginal and Torres Strait Islander cultures
 Create poster showing what they have learnt

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:


 Create teaching PowerPoint
 Have link to video prepared Enable:
 Hand templates for colouring  Give students a pre-drawn hand template to
 HASS books for brainstorm/posters colour in
 Have prompts on the board for what students
can add to their posters
 Allow students to represent their
understanding on their poster in the best way
that works for them e.g. A.C may draw
pictures rather than words

Extend:
 Allow students to draw their own Aboriginal
drawings onto the plain template and colour
them in

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:

I will use the following questions for assessing the quality of lesson objectives and suggestions for improvement:
 Could the students identify different aspects of Aboriginal culture?

1
 

 Did the students work collaboratively with each other?


 Was the activity helpful and useful?
 What tasks did the students find difficult?
 What was the most successful part of the lesson?
 Was there any unintentional learning opportunities?

Teacher self-reflection and self-evaluation:

Anecdotal notes will be kept on:


 Were the students interested in the lesson that you presented them with?
 Did students participate?
 Were all objectives met?
 What aspects of the lesson did the students complete?
 How can this be improved?

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

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


Resources/References
Time Motivation and Introduction:

12:20pm 1. Introduce behaviour chart + question box Behaviour chart and


 The lesson will begin with the students seated on the front mat. name cards

 As this is the first planned lesson, introduce students to the Question Box
behaviour chart that will be utilised when Miss Langer teaches her
lessons. Explain the expectations and the raffle.

 Additionally, explain to students that there will be a “question box”


where students can place any questions related to the lesson
content, and I will do my best to answer them in follow up lessons.

2. KWL Chart – prompt prior knowledge


 Tell students that today we will be learning about the culture of
Aboriginal people. Ask the class to think about anything they might
already know. Prompt them with the focus on anything related to Butchers paper for
food, shelter, musical instruments, art, clothes and symbols. “WHAT WE KNOW”
Fill out the “What I already know” part with their ideas. brainstorm of ideas

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


12:25pm
3. YouTube video
 Students will watch a video based on different aspects of Aboriginal
culture.
YouTube link ready
 To ensure students are focused and engaged, Food Art
place different headings on the whiteboard to
help them with the posters they will make: Music Other
Whiteboard marker
 Remind students that when we look at other cultures different to our
own, it is very important to be respectful even if something seems
strange or different to us

2
 

4. PowerPoint
12:30pm
 To consolidate their learning, briefly go through the PowerPoint slides PowerPoint prepared
with repeated facts from the video and extra information to help with
their posters
 (See PowerPoint on Weebly for key information and questions)

5. Write ideas into box space on whiteboard


 From the information presented in the video and in our post-
12:35pm discussion, ask non-volunteers to add ideas to the table on the board
under each heading.
 This information will remain on the board while they work
independently to ensure they have lots to add to their posters

6. Individual poster making HASS books for posters


12:40pm  The student’s task is to make an individual poster/brainstorm
containing all of the information they have learnt today about
Aboriginal culture. They can include words, phrases, drawings and
traditional Aboriginal colours (red, yellow, black).
 They will each create their own poster however they can quietly talk
to the people in their group to share ideas. Use behaviour chart to
reinforce positive, on-task behaviour

Early Finishers – Hand Templates

1pm  For students that finish their posters, they can take a template of a Hand templates
hand and use the traditional Aboriginal colours (red, yellow, black) to
colour in their hand. To extend students, allow them to draw their own
designs on blank templates.

 Explain that the symbolism of hand


“In Aboriginal culture the symbol of hand represents a sense of
belonging in Aboriginal culture. In Aboriginal Culture they do not own
the land, but they belong to the land. The hand symbolises a sense of
gratitude to the land.”

Lesson Closure:

 In the last few minutes of the lesson, bring students back to the mat
1:15pm and ask three students to share and explain their work with the class.
This will allow for student’s knowledge to be consolidated as they are
hearing the information from a peer.

 Tell students that the “question box” will be left on my desk, and if
they have any questions that I have not yet answered from this
lesson, they can fill out a card and put it in there.

Transition:
1:20pm  Students will hand in their posters to be checked then get their lunch
ready for 2nd break.

Assessment:

Use the student’s work samples (posters) to assess whether the objectives

3
 

were met. Fill out the check list making comments where appropriate and
necessary.

✓ = Demonstrated the learning objective


X
Name Obj 1: Obj 2: Comments =
Identify Create
important informative
aspects of poster
Aboriginal
culture
Marli B
Mira
Lily
Alena
Vera
Isabella
Cathy
Evan
Daniel M
Mackenzie
Jason
Bita
Kim
Abbey
Laylah
Dan S
Tyler
Did not demonstrate the learning objective

Вам также может понравиться