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Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 8 Time: 4:00 pm 4:30 pm (30 mins) Students Prior Knowledge:
Date: 19/5/2017 Medieval Europe dates and events leading
to;
Learning Area: HASS Feudalism;
Increasing trade in this period;
Strand/Topic from the Australian Curriculum
Unhygienic living conditions;
The causes and symptoms of the Black Death and the Medical knowledge, practices and beliefs.
responses of different groups in society to the spread of
the disease, such as the flagellants and monasteries.

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)

Health and Physical Education: Prevention of risks to health.

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures N/A N/A N/A
Proficiencies:(Mathematics only)
N/A
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:
Define the plague.
Identify rats, fleas and the bacteria carried by fleas as the carriers of the plague.
Describe how the plague is transferred from fleas on rats to humans.
Apply subject-specific skills and concepts in familiar, new and hypothetical situations.
Analyse information and/or data in different formats.
Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Student Roll. All general learning accommodations have been


Smartboard (check this available in designated considered. Peer mentoring has been explicitly used
classroom). to assist students with lower abilities and to also
Computer / laptop (check this available in extend students of higher abilities. This is evident in
designated classroom). this lesson with the group activity. The lesson
Textbook (Oxford Humanities & Social Sciences 8) activities have also been designed to be open
ended, to give students the opportunity to
demonstrate their diverse learning abilities. In
addition, a variety of pedagogical techniques have
been used to cater for different learning styles. I aim
to create an inclusive lesson with any specific
learning accommodations for individual students to
be addressed in an Independent Education Plan
(IEP) and the lesson will be adapted accordingly.
Eg. Students with vision and/or hearing impairment
will be seated at front of classroom with view of
Smartboard as per class seating plan.

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LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
Could students recall the information presented and discussed the previous week?
Were students able to conduct basic research using a variety of sources?
Did the students work cooperatively with one and other?
Was the activity helpful and useful?
Were there any tasks the students found difficult?
What will students need to work on in the next lesson?
Was there enough time allocated to each task within the lesson?

Teacher self-reflection and self-evaluation:

Reflective notes will be kept on:

Were students interested and engaged during the lesson?


Were the lesson objectives achieved?
Was the timing / pace of the lesson appropriate? Were students able to complete all aspects of the tasks?
Were the teaching and learning strategies successful?
Which students needed assistance and why?
Were the learning accommodations useful? Do they need to be altered?
Were there any classroom management issues?
What were my strengths and what could I improve?

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

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
4:00 pm
1. Once all students are seated and ready for the class to
commence, Dani introduces the topic with a quick summary of
prior knowledge that would have been covered in the 3
lessons before today as this is the fourth lesson in a unit
covering the Black Death.

2. Dani reads through the lesson objectives for todays lesson,


what the students will be expected to know by the end of the
class
Hassunda.weebly.com (other
4:02 pm 3. Luke checks to make sure all students are on the Lesson 4
resources used during lesson,
WebQuest page. He then directs the students to the Answer
however all are hyperlinked
Garden to activate prior knowledge. Students are given 1
from Lesson 4 on this weebly
minute to submit what they know about the plague on the
link)
Answer Garden which is embedded on the page for them.

4:03 pm 4. Following the submission of comments onto the Answer


Garden page, Luke spends another minute going through
common assumptions and knowledge about the plague.

Body of lesson individual research task


4:04 pm
5. Once the discussion of the Answer Garden is completed
Tanya walks around the class allocating the students a
number, either 1 or 2. She then informs the students that as
per the instructions on the WebQuest page, they are to
research either how rats, fleas and bacteria carried by fleas
were carriers of the plague or how the plague was transferred
from fleas on rats to humans.

6. Tanya passes around copies of the textbook, the pages are


referenced on the WebQuest page, and tells students this may
be a good place to start their research. Hyperlinked resources
are available on the WebQuest page for online researching.

7. Whilst the students are performing their research Luke, Dani


and Tanya walk around the class to offer any assistance and
monitor student progress. The students are told they have 7
minutes to research and that they should also
download/screenshot images during this time.

Paired activity

8. After 7 minutes Dani asks the students to finish up their


4:11 pm research. Students are then paired up with someone sitting
next to them that was allocated a different number. If there is
an odd number there can be a group of 3.

9. Students are then directed to Piktochart which is hyperlinked


on the WebQuest page and asked to work in their pairs to
create a poster using the printable option. Students are told
to be creative, for example can create their posters as if they
are travelling back in time and are trying to warn people how
the plague is spread etc.

10. Students are told they have 10 minutes to complete this

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activity. During this time Dani, Luke and Tanya walk around
the class offering assistance and checking on group progress.
4:21 pm
11. Following a quick perusal of posters, the students are asked to
go to kahoot.it which is hyperlinked on the WebQuest. Tanya
then logs in to the kahoot and asks the students to enter the
game pin so they can log in to the activity.

12. The students are told that the Kahoot covers general
information covered in the unit so far, from lessons 1 to 4.
Topics covered include medieval London, living conditions and
medical procedures.

13. As the Kahoot is being played, depending on how many


students get a question right/wrong the group members can
clarify answers after students have submitted their response.

Conclusion
4:29 pm
14. Following the completion of the Kahoot Luke summarises
what was covered today and what has been covered in the 4
lessons.

Assessment: (Were the lesson objectives met? How will these be


judged?)

1. Formative assessment made by:


a. observing student response to class discussions by
listening when students are contributing to class
discussions;
b. observing student cooperation and contribution whilst
in groups;
c. observing students ability to work independently and
in a group / pair;
d. moving through the class to see what the students
have written during the individual and paired activities.