Lesson 1 Dutcher

COLLEGE OF EDUCATION
Lesson Plan Template

School _Wings of Icarus
Focus Area
English
Year Group 10
Date
30/10/15
Learning Intentions
AusVels
Today we are learning.
Strand. Domain. Dimension / Level
Location / Setting
Students will focus on defining what is

social Cohesion. That goal of the class
is to get them to make a personal
definition of this concept in context of
Lord of the Flies We need to get strong
understanding before we can question
the issue. Secondary goal is to develop
ICT skills with Weebly.com
Organisation / Student Groups
Classroom.
Whole class / Focus Group
English Level 10
Speaking and Listening Language: Language
for interaction
Reading and viewing literacy: Texts in
Context.
Special Considerations
Key Vocabulary
Words from Lord of Flies:
Social Cohesion
Mutinous
Ebullience
Oppressive
Taboo
Malevolent
Focus Questions
Linked to Learning Intentions

What does it mean to be cohesive as a group?
Explain how the society in Lord of the Flies is
cohesive or not cohesive?
Who in the text are example of characters
contributing to group cohesion?
Who are leaders? How do they influence the
group?
Who are followers? Do they impact the group?
References / Sources / Materials /

Resources and Equipment
Lord of Flies novel,
Laptops with Internet
www.weebly.com
INTRODUCTION
Establishing prior knowledge. Tuning in activity.
Focus questioning
MAIN BODY
Guiding Inquiry and Practise
CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now
know?
Assessment Criteria: Assessment AS Learning
Assessment criteria: Assessment FOR learning
Assessment Criteria: Assessment OF Learning
1.
2.
3.
Teacher explains the goals of the class. We begin by

eliciting from students the meaning of the word
cohesion.
Once it is defined we explore a discussion in regards
to Lord of the Flies. Answer the focus questions out
loud and shape a specific response by writing proper
answers on the board.
Once we have solid definition and good responses
to the focus questions we can start the ICT
application.
The point of this part of the lesson, is for them

to create a website that they can use for the rest
of the unit. The goal is to have a digital
footprint of what they have learned and a
resource to store and search for their notes and
ideas.
1. Instruct the students to open
Weebly.com
2. Guide them through with overhead how
to set-up their page. I will have a
template on the display with the pages
that they will be required to create.
Each part of the unit will have its own
page.
3. I will give the students freedom to
decorate the pages with images and
quotes.
4. For this lesson, they will need to put
the focus questions into the page for
Social Cohesion.
5. This will take most of the time in the
lesson as there is quite a bit of clerical
work in creating a website.
This lesson will be self-assessed along with peerassessed.

Each student will present their website in the form
of a written reflection.
As part of the assessment process I will have the
students share their web addresses with each
other. They must describe included in their
reflection an assessment of one of their peers
work and how they could give feedback on the
peer.
How is the e5 pedagogy evident in this lesson?

Engage
The students will be engaged through the use of ICT and reflective questions. Relating focus questions to
previously studied novels will help tie the lesson to the students previous learning.
Explore
Students will have the freedom to explore the website and create to their own personal taste. Weebly
allows a lot of customization and creativity for the students to express themselves.
Explain
The focus question will make the students consider the vocabulary for the lesson and help explain the
concepts of the learning goals. They will also be forced to explain their ideas when they write up the
material for their web page.
Elaborate
Students elaborate by creating the website to a point that it will be used for the rest of the unit. The
forward thinking of the website will allow students to have a resource for further studies.
Evaluate
Students will have their website self-assessed in a reflective homework piece. Also they will peer-assess
each other website. The website that is mostly favourably reviewed can be shown to the class as a model.
Does this lesson apply Intercultural Understanding or a Cross-Curriculum priority?
Yes, Intercultural Understanding. By defining social cohesion and the dynamics of Lord of the Flies, students will have a greater
understanding of how our societies are linked and the role that everyone plays in creating a cohesive society.
Does this lesson employ an ICT?

Yes, Weebly.com
COLLEGE OF EDUCATION

School Wings of
Icarus___________________
Focus Area
English
Year Group 10____________
Date
30/10/15__________________
Learning Intentions
AusVels
Today we are learning.
Strand. Domain. Dimension / Level
The students will be continuing to focus

on Sustanibiltiy and Indeginous cultures.
We want to explore how Indeginous
cultures lived in a sustanibale
relationship with their enviorment. We
also want to discuss want it means to
wealthy
Reading Viewing: Literature

Compare and evaluate a range of representations of individuals
and groups in different historical, social and cultural
contexts (ACELT1639)
Reading Viewing : Literacy

Analyse and evaluate how people, cultures, places, events,
objects and concepts are represented in texts, including media
texts, through language, structural and/or visual
choices (ACELY1749)
Location / Setting
Classroom.
Whole class / Focus Group
Key Vocabulary
Sustainability
Ecology
Resource
DeForestation
Focus Questions
Linked to Learning Intentions

How did the society use its resources?
How does our society uses its resources?
What does it mean to have a sustainable society?
What can we learn from Indigenous community?
What does it mean to be wealthy?
Can we define wealth in terms without money?
Could you be happy with out money? What would
you need?

http://www.samuseum.sa.gov.au/404.html?
aspxerrorpath=/orig/tindale/hdms/tindaletribes
/tjapukai.htm
http://www.esd.ornl.gov/projects/qen/nercAUS
TRALASIA.html
https://books.google.co.uk/books?
id=mbMs68rD9doC&hl=en
Students will be tasked with finding further
resources at library.
INTRODUCTION
Focus questioning
MAIN BODY
CONCLUSION
know?

1. As students have already been studying
sustainability we dont need to explain too much but
we will review just as a warm up.
2. Students will be divided into groups.
3. Students will be given time to research the material
1. Once students have researched their

material they will have to develop an
outline.
2. The focus questions will guide the
groups into what material must be
included.
3. The groups will have to present to the
class in a creative manner. It can be
done in the mode of a poster, it can be
done in a performance. The students
will create their presentation and post it
onto their weebly website.
4. The presentation must include sources
and answers to the focus questions.
The students will be assessed by the teacher for their

presentation. It must meet the standards of the focus
questions.
The students will write a reflection on how their group
functioned and what the assignment made them consider.

Engage
Explore
Explain
Elaborate
Evaluate
The students will be working in groups. Teacher will work with the students when needed to keep students engaged.
Students will have the freedom to explore by giving them the chance to present the material in any way.
Students will have to explain the ideas in their presentation. Students must answer all the focus questions to be
satisfactory.
Students will elaborate by going into depth with their presentations. They must explain the focus questions in detail.
Students will be evaluated by the teacher and will need to show that they answered the focus questions in depth.
They will also have the chance to reflect on how their group went.

Cross Curriculum (Sustainability), (Aboriginal, Torre Straits)
No.

School: Wings of Icarus
Focus Area
Health
Location / Setting
Classroom
Key Vocabulary
Cohesion
Personal
Relationships
Culture
Positive/Negative
Year Group _______10____________

Learning Intentions
Students are to explore their personal

relationships. They are to explore how
cohesion plays a part in each of these
relationships. They will explore whether
cohesion in relationships differs
between cultures.
Whole Class
Focus Questions
1. How is cohesion vital to your personal

relationships?
2. How can cohesion in personal
relationships be strained?
3. Does relationship cohesion differ between
cultures? Or is there similarity?
Date
_______Week 4 __________________
AusVels
Health/Level 10
Ensure you are familiar with padlet. Set up
three different pages. Read MAIN BODY.

http://jeffkobermeditation.com/2012/11/unfulfill
ed-expectations-november-10-2012/
http://www.thelocal.fr/20130214/top-ten-tipsdating-the-french
https://sometimesaromanticnotion.wordpress.
com/2012/12/
padlet.com
INTRODUCTION
Focus questioning
MAIN BODY
CONCLUSION
know?

1.
2.
1.
Ask students to sit down in classroom

lines and pack their valuables away
Explain to students the intention for the

class and what they should be learning
(focus questions alluded to)
Warm up Activity
Revise definitions from previous

lessons (Cohesion, culture)
4.
Explain that there are positive and

negative relationships and that both
are relationships
Explain to students that they will need

their laptops or at least sit beside
someone with a laptop
Explain they will be discussing

personal relationships (highlight
that they do not need to discuss
anything they are uncomfortable
with)
3.
Padlet Activity
2.
Ask students to list all the

relationships they can think of in
their lives
Set up three padlet pages before the class begins

Each page should have one of the following labels;
Positive, Negative, Cohesion.
Open the positive page first, ask students to look at
their lists and pick their positive relationships. Ask
them to list them on the padlet page along with a
reason why these relationships are positive.
Open the negative page second. Ask students to look
at their lists and pick their negative relationships. Ask
them to list the relationships on the padlet page along
with a reason why these relationship are negative.
Now discuss with the students how cohesion fits in
relation to the positivity and negativity of the
relationships.
Open the Cohesion page and ask students to fill out
their ideas on cohesion and its value to the quality of a
relationship.
Leave this page open
Cultural Cohesion
Beside each relationship ask them

to mention whether it is a positive
or negative relationship
Beside each relationship ask them

to note how personal this
relationship is to them.
With the cohesion page on padlet still open hand out

to students the images linked in the resources section
of this lesson plan and attached to the end of the
lesson plan.
Ask students to compare the messages in these love
relationship images to the cohesion page they filled
out as a class.
Where do they see the similarities and differences
between the cultures?
Is there an underlying human similarity?
1.
Individual Assessment
Students are to write their ideas post discussion, on the

back of the images given to them.
The ideas must include the answers to the following; 1)
What relationship in your life best mirrors this image? 2) Is
cohesion a big part of your relationship? 3) How does
cohesion in your personal relationship differ from the
message you are getting from the cultural image? 4) How is
the message similar?
The images with the students ideas are due at the end of
the lesson.
IMAGES TO BE USED IN THE LESSON

Image of love from France, America and Aboriginal
Which Ausvels standards are addressed in this lesson?

Level 10/Health
Students identify and describe a range of social and cultural factors that influence the development of personal identity and values.
They identify and explain the rights and responsibilities associated with developing greater independence, including those related to
sexual matters and sexual relationships.
Engage
Explore
Explain
Elaborate
Evaluate
Students engage with the material through the images included at the end and through their use of the ICT
padlet application.
Students can explore each others ideas through the padlet application.
Students discuss the meanings behind the images they see as well as explaining any trends they see in
class thought through the padlet application.
Students elaborate by applying what they have learned to the images they analyse. They elaborate on
what it means to be a part of this culture and how this effects ones perception of relationship and cohesion.
Students evaluate each other through the padlet application. However, they are also evaluated at the end
of the lesson by having their understanding of the images assessed.

Intercultural Understanding
Yes. Padlet.
LESSON PLAN TWO
School: Wings Of Icarus

Focus Area
Physical Education
Location / Setting
School field/Local park/football pitch

Key Vocabulary
Resources
Sustainability
Teamwork
Environment
Year Group _______10____________

Learning Intentions
Students are to mock run a sport

carnival and focus on the relationship
between access to resources and its
effect on environmental sustainability.
Date
_______Week 6__________________
AusVels
Physical Education/ Level 10
Whole Class
Focus Questions
4. How did your access to resources differ

from other groups?
5. How did your resources promote/not
promote environmental stability?
6. How does this help you see the global
sporting community?
7. Are you helpless if you lack resources and
funding?

10 hoola hoops
15 witch hat cones
10 footballs
10 soccer balls
4 frisbees
3 soccer goals
INTRODUCTION
Focus questioning
MAIN BODY
CONCLUSION
know?

5.
6.
7.
-
3.
Ask students to sit down in classroom lines and

pack their valuables away
1.
The Sporting Carnivals
Explain to students the intention for the class and

what they should be learning (focus questions
alluded to)
Discuss the meanings behind the words resources

and sustainability (much will be rehashing
previous lessons)
Ask students to consider whether lack of

resources effects their ability to sustain the
environment.
Give each student a small card;

Ask students to write a simple yes or no to the
question of, Do resources effect an
organisations ability to sustain the
environment?
Students are to be taken to a football pitch or a local

park. Ensure there is enough space to divide students
into thirds.
Divide the class into thirds (maintain as much
numerical equality as possible
Each third will be labelled (one third will be Rich,

one third will be Moderate, one third will be
Poor)
Once groups are divided, divide the pitch into thirds
also, however this pitch division will be uneven (Give
the Rich group 50% of the pitch, give the
Moderate group 30% of the pitch, give the
remaining 20% to the Poor group)
Divide the resources listed at the start of the lesson
into the following numbers
Rich
5
5
5
5
2
3
Hula Hoops
Cones
Footballs
Soccer Balls
Soccer goals
Frisbees
Assessing the carnivals
Moderate
3
5
3
3
1
1
Poor
2
5
2
2
0
0
Ask each group to run a sports carnival of

their choosing in the designated space
with the designated resources they have
been given.
Each group has 30 minutes to organise
their mock carnival
Each carnival must be as environmentally
friendly as possible meaning; It cannot go
beyond the designated area, it must
contain as big a variety of activities as
possible to avoid exhausting supplies in
one field, it must not be overly crowded.
2.
Each group must present their carnival to the class, they

must explain what activities their carnival has, whether
they were able to stay within the designated area and
whether they believed their mock carnival was
environmentally sustainable.
After the presentations, each group must then be given a
sheet of paper where they are to answer Which group
was ran the most environmentally sustainable carnival?
Why? How?
The sheet of paper is to be handed in and the results will
be used for future lessons alluding to sustainability
Assessing the individuals
Each student is to write a reflection on the groups.

Their reflection must contain answers to the following
questions; 1) How important were the resources to the
quality of each groups sustainability? Give an example. 2)
How can you relate your observations from this lesson to
the sporting community? 3) Do you think this process
possesses any moral questions to the accessibility of
sport?
The reflection is due the following lesson.
Which Ausvels standards are addressed in this lesson?

Level 10/P.E.
They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at
different stages of their lives.
They discuss ways to balance risk and safety, and refine and evaluate harm-minimisation strategies.
Engage
Explore
Explain
Elaborate
Evaluate
Students are running the lesson. The teacher is a facilitator. They are merely supplied with the guidelines of
what the lesson should include.
Students explore the difficulties of sustainability through the carnivals they run. The guidelines are not
strict enough to hinder their creativity and they also allow students to fall into difficulties they had not seen
originally.
Students discuss the meanings behind the keywords in the class. They also adhere to explanation through
their presentations as they explain their though process and listen to the explanations of other.
Students elaborate by applying what they have learned to the sporting community as a whole. They are
also asked to write a reflection whereby they assess their activity on moral and social standards also.
Students evaluate each other through the presentations at the end of the class. They fill out sheets that
show their reflective observations about the methods they observed.

Cross Curriculum (Sustainability)
No.

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COLLEGE OF EDUCATION

Lesson Plan Template

Today we are learning.

Strand. Domain. Dimension / Level

Students will focus on defining what is

Whole class / Focus Group

Lesson Plan Template

Linked to Learning Intentions

Lesson Plan Template

References / Sources / Materials /

Assessment Criteria: Assessment AS Learning

Assessment criteria: Assessment FOR learning

Assessment Criteria: Assessment OF Learning

Teacher explains the goals of the class. We begin by

The point of this part of the lesson, is for them

Lesson Plan Template

This lesson will be self-assessed along with peerassessed.

How is the e5 pedagogy evident in this lesson?

Does this lesson employ an ICT?

Lesson Plan Template

Lesson Plan Template

Year Group 10____________

Today we are learning.

Strand. Domain. Dimension / Level

The students will be continuing to focus

Reading Viewing: Literature

Reading Viewing : Literacy

Organisation / Student Groups

Whole class / Focus Group

Lesson Plan Template

Linked to Learning Intentions

References / Sources / Materials /

Lesson Plan Template

Assessment Criteria: Assessment AS Learning

Assessment criteria: Assessment FOR learning

Assessment Criteria: Assessment OF Learning

1. Once students have researched their

Lesson Plan Template

The students will be assessed by the teacher for their

How is the e5 pedagogy evident in this lesson?

Does this lesson apply Intercultural Understanding or a Cross-Curriculum priority?

Lesson Plan Template

Lesson Plan Template

Year Group _______10____________

Students are to explore their personal

1. How is cohesion vital to your personal

Lesson Plan Template

References / Sources / Materials /

Lesson Plan Template

Assessment Criteria: Assessment AS Learning

Assessment criteria: Assessment FOR learning

Assessment Criteria: Assessment OF Learning

Ask students to sit down in classroom

Explain to students the intention for the

Revise definitions from previous

Explain that there are positive and

Explain to students that they will need

Explain they will be discussing

Ask students to list all the

Set up three padlet pages before the class begins

Beside each relationship ask them

Beside each relationship ask them

Year Group _10______

Year Group _10______