Final Three Lesson Plans 19189518 Brigitte Gerges

19189518 Brigitte Gerges Curriculum 1A
LESSON FOCUS: Depth Study 2: The Mediterranean World Stage 4 LESSON: 1/3, 60 minutes
Location booked: History homeroom with iPads booked or ICT devices Total of Number Students: 20 Syllabus Pages: page 42 of
book
Syllabus outcomes: Lesson Assessment:
 HT4-9: Uses a range of historical terms and concepts  Demonstrate skills of effective communication through duration of group activities.
when communicating an understanding of the past  Apply skills and appreciation for spoken language by observing film and participating
in class discussions.
 HT4-10: Selects and uses appropriate oral, written, visual  Develop listening skills by participating in larger class activities as well as smaller
and digital forms to communicate about the past discussion.
 Practicing Historical concepts and skills through empathetic understanding through
written task related to area of study
 Exercise creative skills and participating in written tasks.
 Exercise using ICT devices and following direction.
 Exercise reflection on process of positive learning.
Students learn about: Students learn to:
The physical features of the ancient society and how they  Describe the geographical setting and natural features of the ancient society.
influenced the civilisation that developed there.
 Explain how the geographical setting and natural features influenced the
development of the ancient society significance.
Teaching and Learning Strategies Resources

Introduction: Activity 1 – Introduction to Area of study
10 minutes Students enter the classroom in an orderly fashion and roll taken 1 x whiteboard / 15 markers / eraser
Communicate that there is much to do today and within this depth study and at the end of Area of study 20 x photocopied copies of World
the students will be able to pick a movie to watch. ANY mummy movie (within reason). Map with Egypt highlighted and
Music on USB drive
 Capture student’s attention through playing an Egyptian song in the background to introduce the
theme of the new topic for 30 seconds and introduce Ancient Egypt as the Area of study under 1 x digital copy/PowerPoint
The Mediterranean World. presentation
1
 Assess students’ level of knowledge through for future scaffolding, using teacher resource 1 x laptop and smartboard to access
(Appendix 1) for inquiry-based questions. digital copy of the resources and
text.
 Pre-vocabulary: “Fill me in Ancient Egypt Vocabulary” (Appendix 3) is handed out to each student 20x ‘Fill me in Egypt Vocabulary’
whereby students match the historical definitions throughout area of study over this lesson and sheets (Appendix 3).
the next lessons sequenced. Collected at the end of each lesson to evaluate each students level
of understanding and feedback if necessary is given to student.
Body: Activity 2 –
20 minutes  Class discussion monitored and directed by teacher on the ‘Nile’ surrounding. For inquiry- based 20 x ‘Why is the Nile so important?’
questions refer to teacher resources (Appendix 1). mind map (Appendix 4).
 Group task involves mind map surrounding the Nile. Divide students into tables of four. Each 5x A2 butcher paper and 20
student draws a picture or symbol that they associate with the discussion surrounding the Nile coloured markers, 4 on each table.
and other significant natural landmarks that highest influence in the development of Ancient (Part of Resource Pack)
Egypt. One student from each table tapes the A2 piece of butcher paper on a wall and students
compare and contrast the different drawings.
 Drawings are photographed and uploaded to flipped classroom for the students to access for 1x Camera or ICT device (Phone) to
future assessments and reflection. upload students’ interpretations.
20 minutes  Incorporate numeracy skills through an “Interactive timeline” activity. Separate students into two 10x A5 papers with written dates
groups on either side of the room. One side will have the dates of a Timeline and the other side 10x A5 papers with written events
will have the events out of chronological order. Students put on their investigating hats and locate 20x A4 sheets with blank answers.
and record their matching half’s name. (Appendix 5) (Appendix 5 & 6)
 Regroup the class for students to read out their answers following teachers’ directions. Students
that have missing answers fill them into their personal copy (Appendix 6) without an
accompanying students name.
Folder containing the 20x ‘Fill me in

 Prompt the students to complete definitions on the “Fill me in Ancient Egypt Vocabulary”
Egypt Vocabulary’ sheets (Appendix
3)
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Conclusion: Activity 4 – Reflection 20x blank Twitter cards (Appendix

10 minutes  To reflect on learning and evaluate the effectiveness of learning by using the 3,2,1, strategy. 5)
Students record 3 things you found out, 2 interesting things and 1 question you still have.
1 x Whiteboard / Markers / Eraser
 The “Fill me in Ancient Egypt Vocabulary” is collected
Homework Activity 5 –
 Research a key group of people and synthesis THREE facts about this group. Pretend you are
interviewing one of the groups, find out what they believe in and why?
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Creative and Critical Thinking  Explore new area of study, build basic knowledge
 Literacy and Numeracy
 Sustainability
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
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Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of knowledge
important, substantive concepts, skills and ideas. Such pedagogy treats 1.5 Metalanguage
knowledge as something that requires active construction and requires 1.2 Deep
1.6 Substantive communication
students to engage in higher-order thinking and to communicate understanding
substantively about what they are learning. 1.3 Problematic
knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where students and criteria
teachers work productively in an environment clearly focused on learning. 2.5 Students’ self-regulation
Such pedagogy sets high and explicit expectations and develops positive 2.2 Engagement
2.6 Student direction
relationships between teacher and students and among students. 2.3 High
Expectations
Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and knowledge
important to students. Such pedagogy draws clear connections with 3.5 Connectedness
students’ prior knowledge and identities, with contexts outside of the 3.2 Cultural
3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective. knowledge
3.3 Knowledge
integration
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Teaching element Indicators of presence in the lesson
1.3 Problematic knowledge Students are encouraged to address multiple perspectives and/or solutions and to recognise that knowledge has
been constructed and therefore is open to question through the class discussion, developing communication oral
skills. Furthermore, the discussion surrounding for instance the activity “Why the Nile is so important” draws out
the questions, benefits and hinderances the natural composition of the countries development. The written task
can assist a students’ deeper understanding and coherence of the geography of the country and why it has
developed the way it is.
2.4 Social Support Through class discussion, students have the increased opportunity to discuss among themselves in a respectful
and safe manner, with the direction and guidance of the teacher students can learn build strong positive learning
habits and help each other through content. The teacher is heavily involved in the way he or she manages the flow
of the conversation.
3.3 Knowledge integration This lesson integrates links with both literacy and numeracy. English through the comprehension task whereby
students consolidate understanding of the Niles importance for instance. The Mathematics component is the
comprehension of numeracy throughout the ages. Differentiating between the numerals BC and AD.
Learning Outcome Method of measurement and recording

HT4-10: Selects and uses appropriate oral, written, Through class discussion, written tasks such as the Importance of the Nile task as well as the self-
visual and digital forms to communicate about the directed homework the students will take on. Digital forms of communication are present within the
past lesson. Music, Digital maps, a YouTube clip to communicate about the past geography of Ancient
Egypt are all present within this lesson.
HT4-9: Uses a range of historical terms and The vocabulary sheet is handed to the students for the duration of all tasks as the content throughout
concepts when communicating an understanding of the lesson contains various jargon specific to either Ancient Egypt or the geography of the nation thus
the past using a range of terms and concepts when communicating the content is crucial for building
knowledge.
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Graduate Standards Evidence within this lesson
1.5 Differentiate teaching to meet the specific Through class discussion, social support use and scaffolded Witten tasks to consolidate a foundation for the area of
learning needs of students across the full range of study is evident through the “Fill me in Vocabulary” task that provide students with the option to provide a hypothesis
abilities definition or concept until they discover the actual meaning within a lesson. This would be handed back for assessment
and future scaffolding needs as the lessons unfold past the three here. The Think Pair Share strategy assists students in
drawing out ideas amongst themselves in case they felt the class discussions were not beneficial or safe. This is
something the teacher would reflect and adjust as the lesson went on.
2.2 Content selection and organisation Carefully following the points in the syllabus attempting to meet the right outcomes, starting with where the country
was and why it was formed the way it is an important foundation the students must comprehend as it influences
alliances and defences the students would learn later, past these three lessons.
2.5 Literacy and numeracy strategies Literacy is present within the comprehension of tasks, written and oral. The numeracy strategies are present within the
non-linear organisation of the timeline whereby students need to organise them in chronological order. This is a positive
engageing way for the students to learn the cross curricular content.
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WHS
Vision impairment seated up front

Bags are tucked under desks
Make sure students are in a safe and inclusive environment
Reflection
 How did students demonstrate growth, did they actively participate?

 Were the students engaged in the activities throughout the lesson?
 Did students struggle to comprehend the content relayed to them?
 Was everyone comfortable with the homework assigned?
 Did students meet the outcomes of the lesson that were proposed?
 How can I improve this lesson?
 Was their reflection time sufficient enough?
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Location booked: History homeroom with iPads booked Total of Number Students: 20 Syllabus Pages: 42-43
 HT4-6: Uses evidence from sources to support historical  Demonstrate skills of effective communication through duration of group activities.
narratives and explanations  Apply skills and appreciation for spoken language by observing film and participating
in class discussions.
 HT4-9: Uses a range of historical terms and concepts  Develop listening skills by participating in larger class activities as well as smaller
when communicating an understanding of the past discussion.
 Practicing Historical concepts and skills through empathetic understanding through
written task related to area of study.
 HT4-10: Selects and uses appropriate oral, written, visual  Exercise creative skills and participating in written tasks.
and digital forms to communicate about the past  Exercise using ICT devices and following direction.
 Exercise reflection on process of positive learning.
The physical features of the ancient society and how they  Describe the geographical setting and natural features of the ancient society
influenced the civilisation that developed there
 Explain how the geographical setting and natural features influenced the
Roles of key groups in the ancient society, including the influence development of the ancient society significance
of law and religion
 Outline how the ancient society was organised and governed including the roles of
law and religion.
 Describe the roles of appropriate key groups in the ancient society, e.g., the ruling
elite, the nobility, citizens (Greece and Rome), Bureaucracy, woman and slaves.
 Describe the everyday life of men, woman and children in the ancient society.

Introduction: Activity 1
1x Roll, 1x Pencil case and
contents.
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10 minutes  Re cap on previous lesson and assess is everyone understood the content. Go around the room
and every student will recap one things they learnt last lesson and encourage it to be different Folder containing the 20x ‘Fill me in
from each individual. Egypt Vocabulary’ sheets (Appendix
2)
 Discuss homework and ask the students to rate their work out of 10. Use this to mark the role
and write down what each student gave themselves for future assessment and scaffolding of
lessons.
 The “Fill me in Ancient Egypt Vocabulary” is handed back to each student

Body: Activity 2
15 minutes  Create a mind map on the board with the following words in the middle: Women, Rulers, Slaves. Teacher resource (Appendix 1)
Inquiry based questions refer to Teacher Resource (Appendix 1)
15x ‘Significance cards’,

 Begin the brainstorming as a class then split into groups of four to create a comic book (shorter photocopied, cut up and folded so
for lower level learners) or graphic novel (more challenging and elaborate for GAT learners). students cannot see (Appendix 6).
 Students continue to explore the significance within each key group and demonstrate empathetic 5 x Ipads with Internet access and
understanding by investigating various perspectives for composing the text. software (e.g. Word PowerPoint,
30 minutes Bitstrip, Comic Creator, Powtoon,
 Each group allocates a team leader whereby the leader chooses a random ‘significance card’ Weebly, SketchbookPro,).
(NOTE: These cards have the words either WOMAN, RULERS OR SLAVES written on them.) for
students to investigate for their text. The story must relate to how they think Egyptian society was
governed or organised.
 Students are to coordinate, brainstorm and finalise ideas for story and picture layout synthesizing
ideas from their homework last lesson. The team leaders assume the role of ‘Editor in Chief’ and
assigns various roles to the group members.ONE student creates a template for the text, ONE
student writes the story, ONE student create the layout for the pictures and the Editor oversees
the process.
20x ‘Fill me in Egypt Vocabulary’
 Prompt the students to complete definitions on the “Fill me in Ancient Egypt Vocabulary” sheets (Appendix 2)
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Conclusion: Activity 4 - Reflection relating to the Area of Study.

5 minutes  To reflect on learning, PMI is applied, going around the room asking each student what they 1 x Whiteboard / Markers / Eraser
thought of the lesson, what they didn’t enjoy about the lesson and what was the most interesting
fact they enjoyed and if there are anything they were having trouble with
 To reflect on learning and evaluate the effectiveness of learning by using the 3,2,1, strategy. 20x blank Twitter cards (Appendix
Students record 3 things you found out, 2 interesting things and 1 question you still have 5)
 The “Fill me in Ancient Egypt Vocabulary” is collected 1 x Whiteboard / Markers / Eraser
 Ask for student to write in their diaries that they’ll be watching a clip of a real mummy next week if
everyone is okay with that to make sure parents are aware of potential graphic content. Check
diaries on exit.
Homework Activity 5
Pretend you are a reporter for the Egyptian Daily. Write a newspaper article on the triumphs of the Nile’s
inundation, exploring any struggles you might face again as a community and as an individual. The
Newspaper article can be created using any program on an ICT device or hand written.
Prepare the students to bring in any props they want to use for a role playing activity next lesson.
 Creative and Critical Thinking  Demonstrate new skills

 Experiment and Reflect  Synthesis new knowledge through various text types.
 Literacy numeracy
10
 Sustainability

knowledge

teachers work productively in an environment clearly focused on learning. 2.5 Students’ self-regulation
Expectations

3.6 Narrative
3.3 Knowledge
integration
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1.4 Higher Order Thinking Throughout this lesson students would be regularly engaged in thinking that requires them to, reorganise, apply, analyse, synthesise
and evaluate knowledge and information through the creation of the comic book of graphic novel depending on their learning level
and pace. Students were required to conduct research for this topic for homework the lesson before. This homework provided the
students with the opportunity to exercise their self-direction and self-regulation for the scaffolded task. Social support and class
discussion was provided for the students that have a difficulties completing entire tasks or homework for the feeling of inclusion
and safe positive learning.
2.3 High Expectations High expectations of all students are communicated within the beginning of each task and teacher monitoring. Students would
strive to complete the engaging tasks with friends rather than individual text book tasks. Students have the incentive of a movie of
their choice to come at the end of the Area of study for the promise of high levels of engagement. Explicit instruction and criteria
would be delivered within the class before every task for minimal confusion and disengagement and maximum learning.
HT4-3: Describes and assesses the Uses higher order thinking to comprehend and demonstrate understanding on key groups within Ancient Egypt’s society.
motives and actions of past
individuals and groups in the context
of past societies
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2.6 Information and Implement teaching strategies for using ICT to expand curriculum learning opportunities for students through a variety of ICT devices and programs
Communication in use for delivering
Technology (ICT)
3.3 Use teaching Include a range of teaching strategies.

strategies
5.3 Make consistent Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
and comparable
judgements
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess
learning student learning.
Reflection

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Location booked: History homeroom with iPads booked Total of Number Students: 20 Syllabus Pages: 42-43
 HT4-3: Describes and assesses the motives and actions  Exercise investigation and interpreting skills by analysing the artefacts interlinking
of past individuals and groups in the context of past with the area of study.
societies  Develop listening skills by participating in larger class activities as well as smaller
discussion.
 HT4-9: Uses a range of historical terms and concepts  Practicing Historical concepts and skills through empathetic understanding through
when communicating an understanding of the past written task related to area of study.
 Exercise creative skills and participating in written tasks.
 HT4-10: Selects and uses appropriate oral, written, visual  Exercise using ICT devices and following direction.
and digital forms to communicate about the past  Exercise reflection on process of positive learning.
 The physical features of the ancient society and how they  Explain how the beliefs and values of the ancient society are evident in practices
influenced the civilisation that developed there. related to at least ONE of the following:
 Roles of key groups in the ancient society, including the  Warfare

influence of law and religion.  Death and funerary customs
 The Significant beliefs, values and practices of the ancient

society with a particular emphasis on ONE of the following
areas: warfare, or death and funerary customs.

Introduction: Activity 1 – Introduction to Area of study
10 minutes  Recap on themes (for instance what they believed in or what laws were they to follow) 1 x whiteboard / markers / eraser
surrounding the key groups that arose in the creation of .the comic books previous lesson.
20 x 3 colour cards with (Appendix
 Use colour cards if students are comfortable for indication to whether a student is needed further 9)
explanation.
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Red= Stop, I need help. 20 x “Fill me in Ancient Egypt

Green= Keep going, I understand Vocabulary” (Appendix 3)
Yellow= I’m a little confused
(try to explain seamlessly and as subtle as you can without pointing anyone out)
 The “Fill me in Ancient Egypt Vocabulary” is handed back to each student to continuously update
vocabulary through lesson and Area of Study progression.
Body: Activity 2
15 minutes  Students explain and communicate their comprehension of each key group they chose for their 5 x laptops or iPad with Internet
comic book by creating a 3-minute transcript. Students must demonstrate their comprehension access and software (e.g. Word
through a role play using costumes and props provided or brought. (Appendix 10). PowerPoint, Bitstrip, Pixton, Comic
Creator, Weebly, SketchbookPro,).
5 minutes  Use a misconception check. “What do you think Egypt looks like now?” Listen to answers. 1x Laptop, 1x Projector for ICT
https://www.youtube.com/watch?v=PPRD5CohbI0 minute 1:50 – 2:44 included is the view of the resources
pyramids from a Pizza Hut. Which we could suggest for a field trip. Show students it’s not all
desert, transport by camels and sandstone structure if this is a conception they have.
https://www.memphistours.co.uk/Egypt/Egypt-Travel-Guide/Egypt-information/wiki/Practical-
information-about-egypt#prettyPhoto[pp_gal]/2/
15 minutes Activity 3
1 x whiteboard / markers / eraser
 Create a mind map on the board with the following words in the middle: 1x Laptop, 1x Projector for ICT
“MUMMIFICATION” refer to teacher resource for inquiry based questions (Appendix 1) resources
Teacher resource box
 Immerse the students in a mock archaeological dig by going into the pyramids halls, through a (Appendix 1 & 11)
virtual tour, exploring the architecture and hieroglyphics while they handle the objects.
https://describingegypt.com/tours/ramessesvi/kv9_corridor_c_start/64/7/80
 Bring out artifacts from an archeological dig (Appendix 11 NOTE: these will be safe physical Appendix 12
objects created at home and brought in for students)
 Hand out Mummification process, tools and Canopic Jar for reference and personal reading.
15 minutes
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 Prompt the students to complete definitions on the “Fill me in Ancient Egypt Vocabulary” 20 x “Fill me in Ancient Egypt
Vocabulary”
 In pairs, students participate in a mind gym activity “Who can mummify their friend the fastest
BUT safest”. Students are timed in wrapping each other in toilet paper whoever lies down first Toilet paper
wins the game. It will get the students up and moving and involved in a mind gym getting any 1x Digital version of Mummification
worms out from focusing. Students receive a personal copy of the “Mummification Process”. Process , 1x ICT device 1x
projector, 20x Mummification
Process handout
Conclusion: Activity 4 - Reflection relating to the Area of Study.
5 minutes
 To reflect on learning, PMI is applied, going around the room asking each student what they
thought of the lesson, what they didn’t enjoy about the lesson and what was the most interesting
fact they enjoyed and if there are anything they were having trouble with.
 The “Fill me in Ancient Egypt Vocabulary” is collected
Homework Activity 5 –
Research the Vizier and create a collage on the roles and responsibilities of the Vizier and write THREE
paragraphs underneath explaining these duties.
OR
Design a pamphlet selling mummification to the typical Ancient Egyptian, include price, process, who will
be waiting for you in the afterlife and what social benefits they’ll receive.
 Creative and Critical Thinking  Demonstrate new skills

 Experiment and Reflect  Synthesis new knowledge through various text types
 Literacy numeracy
16
 Sustainability

knowledge

teachers work productively in an environment clearly focused on learning. 2.5 Students’ self regulation
Expectations

3.6 Narrative
3.3 Knowledge
integration
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2.2 Engagement Creating engagement is essential for the successful learning process to take place. If students are not engaged they will lose track
focus and comprehension and may not want to continue, ask for help or catch up. Through creative ideas and implementing
differentiated positive pedagogical practices.
2.4 Social Support Through class discussion, students have the increased opportunity to discuss among themselves in a respectful and safe manner, with the direction
and guidance of the teacher students can learn build strong positive learning habits and help each other through content. The teacher is heavily
involved in the way he or she manages the flow of the conversation.
HT4-6: Uses evidence from sources to support historical Using various sources from YouTube to support content and explanation of mummification
narratives and explanations
HT4-3: Describes and assesses the motives and actions Throughout the lessons the students have built knowledge and understood how to describe and
of past individuals and groups in the context of past assess the lifestyle choices of key groups and individuals of Ancient Egypt through the numerous
societies tasks in class and set for homework.
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2.1 Content and teaching Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching
strategies of the teaching area strategies of the teaching area through the differentiated set tasks.
3.1 Establish challenging learning The tasks have been varied for effectively delivering the content to individuals learning process needs in a positive and
goals engaging manner.
3.4 Select and use resources Using multiple ICT programs for the transcripts creation from the previous lesson that involved using various programs for
constructing a comic book or graphic novel. Multiple YouTube videos are used through this lesson as well.
Reflection

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Safe and monitored rules applied during role play, no kicking, pushing, poking or aggressiveness
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Reference list:
Canadian Museum of History Musee Canadien De L’Histoire. (2018). Retrieved from

https://www.historymuseum.ca/cmc/exhibitions/civil/egypt/egcr06e.shtml in August on 20th, 2018
Costumebox. (2018). Retrieved from https://www.costumebox.com.au/search/?q=ANCIENT+EGYPT in August on 20th, 2018
Iske. S. (2018). Retrieved from https://sites.google.com/a/student.southeastpolk.org/serenaiegyptianmummies/embalming-process. in August
on 20th 2018.
Maps International. (2018). Retrieved from https://www.mapsinternational.co.uk/world-wall-map-political-without-flags.html in August on 18th,
2018
Pinterest. (2018). Retrieved from https://www.pinterest.com.au/pin/408279522440167824/?lp=true in August on 15th, 2018
Pinterest. (2018). Retrieved from
https://www.pinterest.com.au/search/pins/?q=ancietn%20history%20player%20cards&rs=rs&eq=&etslf=4023&term_meta[]=ancietn%7C
recentsearch%7C0&term_meta[]=history%7Crecentsearch%7C0&term_meta[]=player%7Crecentsearch%7C0&term_meta[]=cards%7C
recentsearch%7C0 in August on 18th, 2018
World Atlas. (2018). Retrieved from https://www.worldatlas.com/webimage/countrys/africa/eg in August on19th, 2018
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Justification
Board of studies syllabuses have been established, evaluated and developed with consideration to the statement of equity principles, the
Melbourne declaration on Educational Goals for Young Australians (December 2008) as well as the Equity Principles. The History content within
the curriculum contains depth of learning also including a clarified and concise breadth. This curriculum ensures differentiation and individual
learners diverse needs are taking into consideration. For maximum positive outcomes the Equity principles and Framework address the critical
skills, knowledge, comprehension, values and attitudes needed. Furthermore, these dimensions collated provide processes whereby teachers
can provide continuity and structure for the needs of all students. Through various set tasks within the lesson plans, students will achieve
successful learning exercise their individuality as well as creativity while learning how to become confident in thriving learning process.
The dimensions of pedagogy are essential to consider within the classroom as they are key elements to creating a safe and positive
learning climate and atmosphere. Throughout the first lesson plan I have introduced the area of study by inquiring what the students already
know. This is important as students will lose interest if the content is retaught creating redundancy. On the other hand, if there is too much content
delivered at too the students will inevitably experience cognitive overload and disengage with the lesson and content. Differentiation has been
taken into account when creating the various activities for delivering the suitable content at the appropriate time. The scaffolding of the lessons
has followed the syllabus in a linear fashion. By doing so the lessons become more seamless and coherent enough for the students to follow
effectively and maximise their positive learning experience and minimise the disengagement and misbehaviour. By making sure that students
with impaired vision sit closer to the front of the class every lesson caters to their specific learning and differentiated needs.
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Delivering content in a most creative and effective fashion for enhanced learning outcomes has been one of the primaries focuses as this
is the first step for academic success. If the students are not engaged and inattentive with the lesson activities and how you deliver the syllabus
their chances for positive academic achievement will fall. Thus, using creative activities such as “create your own comic book with the content
you discovered last night and the class discussion”, students will be more inclined as this is a pop culture reference that student can relate to.
The connectedness and background knowledge apply in this instance strengthening the activity and the level of engagement is significantly
increased compared to a text book activity or a worksheet. Furthermore, using the narrative created in the comic book to create transcript for a
role play reinforces the coherency between the content delivered in each lesson and the seamlessness promotes, self-direction and regulation
into the next lesson. Students practice independence and exercise their collaboration and higher order skills. By promoting this development
students can effectively discover skills such as empathetic understanding, significance of a key group or concept and different perspectives.
Tomlinson (2015) discusses that students should constantly experience the delivery of the curriculum and syllabus with explicit instruction,
collaboration, creative thinking, metacognition and flexibility. Further expressing that low level, fact-based the definition of pedagogy of poverty
is hard to defend. The content must be problem focused learning i.e. The Interactive Timeline. Tomlinson (2015) continues to explore the
importance of high relevance in the delivery of content i.e. the class discussion on the three key groups and how they compare and contrast to
the lifestyle today. This discussion exercises students’ empathetic understanding and guide students to becoming responsible and informed
citizens.
The Professional standards are applied through the lesson plans by creating and maintaining a supporting positive learning environment
through the collaborative activities such as the roles play, the comic book creation, the interactive timeline as well as the class discussions that
took place at least once in a lesson. This promotes students to gain confidence in their opinions and intellectual property around others. As these
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activities are directed, guided and monitored by the teacher there is great regulation and little room for discrimination or misbehaviour. Assessment
and feedback were heavily used throughout the three lesson plans. Executed through the reflection time at the end of each lesson a twitter form
was handed to each student to fill out. This assists the teacher for getting to know each of their students. Its is essential for the future scaffolding
of content and the pedagogical methods used to deliver this content. Diagnostic and formative assessment were incorporated throughout the
lessons as this shows the teacher what opportunities students need to work on and how the teacher can provide for them with individual
scaffolding and extension tasks for the students that are excelling. This is of course delivered in a discreet manner that keeps the student safe
and out of way of judgement. Within the lesson plan, communication is also practiced professionally between various community stakeholders
such as the students’ parents. As a professional teacher need to connect with parents and include them in the conversation on their child’s
wellbeing where necessary. The lesson plans included the overarching dimensions mentioned within the syllabus and safely deliver the curriculum
through positive pedagogical practices for increased positive academic success within the area of study.
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References:
Australian Professional Standards for Teachers. (2011). Retrieved from https://www.aitsl.edu.au/docs/default-source/general/australian-

professional-standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12 in August on the 23, 2018
Board of Studies. (2018). History stage 6 syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-

learning-areas/hsie/modern-history-2017 in August on the 24, 2018
Hattie, J.A.C. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality:
What does the research tell us ACER Research Conference, Melbourne, Australia. Retrieved from
http://research.acer.edu.au/research_conference_2003/4/
Tomlinson, C. (2015). Teaching for Excellence in Academically Diverse Classrooms. 52 (3), 203-209.
Quality Teaching model Framework. (2003). Retrieved from

www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf in August on 18, 2018
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Final Three Lesson Plans 19189518 Brigitte Gerges

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Final Three Lesson Plans 19189518 Brigitte Gerges

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19189518 Brigitte Gerges Curriculum 1A

Students learn about: Students learn to:

Teaching and Learning Strategies Resources

Folder containing the 20x ‘Fill me in

Conclusion: Activity 4 – Reflection 20x blank Twitter cards (Appendix

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching element Indicators of presence in the lesson

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

Vision impairment seated up front

 How did students demonstrate growth, did they actively participate?

Students learn about: Students learn to:

Teaching and Learning Strategies Resources

 The “Fill me in Ancient Egypt Vocabulary” is handed back to each student

15x ‘Significance cards’,

Conclusion: Activity 4 - Reflection relating to the Area of Study.

 The “Fill me in Ancient Egypt Vocabulary” is collected 1 x Whiteboard / Markers / Eraser

 Creative and Critical Thinking  Demonstrate new skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching element Indicators of presence in the lesson

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

3.3 Use teaching Include a range of teaching strategies.

 How did students demonstrate growth, did they actively participate?

Vision impairment seated up front

Students learn about: Students learn to:

 Roles of key groups in the ancient society, including the  Warfare

 The Significant beliefs, values and practices of the ancient

Teaching and Learning Strategies Resources

Red= Stop, I need help. 20 x “Fill me in Ancient Egypt

 The “Fill me in Ancient Egypt Vocabulary” is collected

 Creative and Critical Thinking  Demonstrate new skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

Significance 3.1 Background 3.4 Inclusivity

Teaching element Indicators of presence in the lesson

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

 How did students demonstrate growth, did they actively participate?

Vision impairment seated up front

Canadian Museum of History Musee Canadien De L’Histoire. (2018). Retrieved from

Australian Professional Standards for Teachers. (2011). Retrieved from https://www.aitsl.edu.au/docs/default-source/general/australian-

Board of Studies. (2018). History stage 6 syllabus. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-

Quality Teaching model Framework. (2003). Retrieved from

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