Please look into the instructions section and the samples as a guide. The actual guide is the image with detailed instructions.
Year Level: Overview/Depth Study Standards: Concept: (course, e.g. History, Geography, Civics and Citizenship etc) Knowledge and Understanding (and Elaborations) Skills: Rationale: Lesson Plan Lesson Number: Lesson outcomes: The students will be able to: Assessment: LESSON PROCEDURE Guiding Questions Pedagogy (teaching and learning strategies) Activities/Tasks Resources Assessment Lesson Plan Lesson Number: Lesson outcomes: The students will be able to: Assessment: LESSON PROCEDURE Guiding Questions Pedagogy (teaching and learning strategies) Activities/Tasks Resources Assessment Lesson Plan Lesson Number: Lesson outcomes: The students will be able to: Assessment: LESSON PROCEDURE Guiding Questions Pedagogy (teaching and learning strategies) Activities and differentiation Resources Assessment Assessment Task 2 - Sample 'Overview of the Learning Sequence' Introduction The following document offers a critical and contextual analysis of 3 lesson plans written for year 10 students at _______ School. Each of the lessons deals with a critical understanding and awareness of the 1920s in an Australian and global context. The lessons have been created as part of a unit run during term 1 that prioritises a foundational approach for student understanding of WW2. All lesson materials and resources have been accounted for in order to present a full picture of student and teacher engagement at each stage during the lesson. The rest of this document presents a school-wide context, before outlining the needs of 3 particular learners, and the lesson plans along with their critical evaluations. School context Individual for each assessment Needs of individual learners The following section includes information about students that I am currently teaching. All identifying information has been removed and altered to be archetypal of a person facing the same general situations. De-stabilising home life Michael’s home life is very destabilising and often gets in the way of his success at school. For a period last year, Michael was homeless as his parents kicked him out of the house. Due to his basic needs not being met, Michael spent the whole of last year under achieving and making D’s and E’s in all his subjects. This year, his home life appears to be in better sorts but he is constantly fighting with his parents, resulting in his coming late to school, general disinterest in school work and the refusal of reasonable teacher requests. In order to help Michael learn to the best of his abilities, the teacher must implement trauma-informed teaching strategies, taking particular care to look after his well-being in the class. However, the teacher must also impose strict boundaries for tasks and work to illustrate that while Michael is in class, he has a responsibility to learn and not disrupt others. Gifted and talented Tara has been tested and she is considered a gifted and talented student. She often excels with classroom tasks but is exceedingly quiet and withdrawn in the classroom. At times Tara appears to be bored with tasks and therefore just sits silently as others are working. Tara does not often participate in tasks with others and prefers to keep to herself. In order to encourage Tara to work with her peers more, the teacher must clearly outline the benefits to teamwork. Additionally, Tara must be given all kinds of tasks that push her creatively and critically, not just those that she is already adept at. Rarely attends school Nancy is a student that has severe attendance issues. Out of a 10-week term, she attends a full day of school for approximately 2 days per week. Consequently, she is often withdrawn and off task when she does come to class. Due to previous and ongoing substance abuse, Nancy has erratic behaviour that result in her either coming to class and mostly being on task or coming and disrupting the class by speaking out of term, using profanities and disrupting the learning of those around her. In order to help Nancy learn, the teacher must keep a running list of all classroom lessons. A PowerPoint of these lessons could be kept within the classroom and given to Nancy when she does come to class. This will allow Nancy to feel that she has an idea of what is happening within the curriculum. The teacher must also keep in touch with Nancy’s mother, the grade coordinator and Principal in order to best support her from all possible angles. Lesson plan sequence This series of lesson plans introduces what was happening in Australia post WW1 and the Treaty of Versailles through an interactive student-led group research project. The three lessons are in sequence 1, 2 and 3 of a problem-based inquiry project on the roaring ‘20s and the Great Depression. This series of work is half a term long and follows half a term recap on WW1, the Treaty of Versailles and League of Nations. These lessons are to be run during term 1, which due to frequent interruptions, camps and days off, the students have experienced much reduced class time. This unit of work represents approximately 12 blocks: Lesson 1 – Unit introduction: the 1920s & inquiry-based learning Lesson 2 – Beginning your research project: how to conduct an inquiry Lesson 3 – Different perspectives: using the process of inquiry to explore historical events These lessons encourage a student’s ability to direct their own learning through meaningful team work and research. The final summative assessment for the unit is a poster that visually represents information on their topic, including written analysis and use of primary and secondary source documentation. Sample 'Critical Analysis' - discussion ICT use Each of the lessons uses a well-constructed and purposely designed PowerPoint in order to clarify the rationale and road map for each of the lessons. Additionally, this PowerPoint will act as a grounding resource for students who have missed lessons completely or come to class late. This resource provides students with the opportunity to re-engage with the lessons and learning opportunities through exploration of the materials at their own pace. These lessons also give students the opportunity to use computers to increase their research and comprehension skills. By modelling the effective and efficient use of computers in the classroom, the teacher illustrates a computer’s use for academic purposes. Pedagogical rationale Pedagogical rationale for each of the teaching and learning activities has been included in the relevant section. However, in this critical analysis overview I pay particular attention to two pedagogical strategies: analysing sources and encouraging high performance learning in the classroom. In the series of resources collated by Hart (2014, p. 27) particular attention is paid to analysing and evaluating sources. It is noted that evaluation and judgement making about a source are of paramount importance to increasing a student’s ability to become a scholar of history. In these lesson plans all effort has been made to encourage a student to become a historian through the use of the deductive and inductive reasoning skills. The inquiry project explained and utilised throughout these lessons becomes an assessment of a student’s ability to meaningfully engage with evaluation and judgement of historical sources to the ability of year 10 student. In his article “Leading differentiated high performance learning,” Manoj Chandra Handa argues that differentiated learning individual student needs through “thoughtful planning, targeted flexible instruction, and strategic assessment” (2013, p. 22). The inquiry project assessment aims to be a complete example of this pedagogical rationale. Instead of rote teaching students historical events and concepts, the inquiry projects allows students to become historians and in charge of their own teaching and learning. The teacher becomes a facilitator and manager of student learning, stepping in to help with difficult processes and concepts and re-correcting understandings where appropriate. These lesson plans’ methods of teaching directly reflect the process the students themselves go through to uncover, discover and engage with historical content. References Australian Bureau of Statistics. (2016). Latrobe (M) (Statistical Local Area). Retrieved from http://stat.abs.gov.au/itt/r.jsp?RegionSummary®ion=63810&dataset=ABS_REGIONAL_LGA2016&geoconcept=LGA_2016&maplayerid=LGA2016&measur e=MEASURE&datasetASGS=ABS_REGIONAL_ASGS2016&datasetLGA=ABS_REGION AL_LGA2016®ionLGA=LGA_2016®ionASGS=ASGS_2016 Handa, M. C. (2013). Leading differentiated high-performance learning. Australian Educational Leader, 35(3), 22-26. Hart, C. (2014). Strategies to support literacy in History and Historical Literacy in the Middle and Senior Years of School. Retrieved March 24, 2018 from https://leo.acu.edu.au/pluginfile.php/2478570/mod_resource/content/1/Scaffol ding%20literacy%20in%20History%20and%20Historical%20literacy%20HART %202014.pdf. How Women got the Vote. (1937). The Argus (Melbourne, Vic. : 1848 - 1957), p. 7. Retrieved March 24, 2018, from http://nla.gov.au/nla.news-article11095825 National Museum of Australia. (2002). Women and Equality as Citizens. Retrieved March 24, 2018 from http://www.nma.gov.au/__data/assets/pdf_file/0010/19378/Women_equality_full_colour.pdf T. Humphrey & Co. (1930). Vida Goldstein selling "Votes for Women" newspaper. Retrieved March 24, 2018, from https://trove.nla.gov.au/work/203933540?q&versionId=223903010 Walker, M. & Fairbrother, P. (2015). Labour Market Profile: North West Tasmania, Australia. Centre for Sustainable Organisations and Work: RMIT University. Retrieved from http://mams.rmit.edu.au/inp2k7237uvl.pdf Wright, C. (2016). Birth of a nation: how Australia empowering women taught the world a lesson. The Conversation. Retrieved March 24, 2018 from https://theconversation.com/birth-of-a-nation-how-australia-empoweringwomen-taught-the-world-a-lesson-52492FRO Instructions 3 Lesson plans -Subject: History -Grade: 7 -Topic: Ancient Egypt -Time: Each lesson 40mins Use Australian Curriculum website to complete the lesson plans. Attached all the work in the lesson plans for evidence. No need to put PowerPoint like in the sample. Use other such as images, videos or worksheets. Sample attached to show the layout but please do not copy. Apart from the lessons there is an overview of the lessons and a critical discussion that needs to be written. Please refer to sample attached. In regards to school and special needs section it is imaginary. Reference Style: APA Word count for the lesson plan is entirely up to you it needs to be written in depth. For the overview and discussion 2000 words Sample 'Lesson Plan Sequence' Year Level: 10 Overview/Depth Study: World War II (1939-1945) Standards: (ACARA, 2014, History – Year 10 Achievement Standards) By the end of this sequence, students will be able to identify the causes of World War Two and develop and support their own interpretation in response to the question “what was the most significant cause of WWII?” Students will be required to: - sequence the events that lead to WWII in chronological order, identify the relationships between them, and explain their significance in the development of WWII; - develop their own questions to frame a historical inquiry; - develop their own interpretation about the most important cause of WWII; - develop an extended response (explanation), incorporating historical argument, to present their own interpretation of the causes of WWII. Concept: Cause and effect AC History Knowledge and Understanding (and Elaborations): Overview of the causes and course of World War II (ACDSEH024): · Outlining the contributing factors of WWII · Identifying key events in the European and in the Asia-Pacific theatre of war General capabilities: · Literacy · Numeracy · ICT capability · Critical and creative thinking · Personal and social capability · Intercultural understanding