Monique Carbonara S00150158

Lesson Plan Format (Hypothetical Lesson)

Class: Year 12 Date: 6 May 2014 Time: Start: 11:25
Finish: 12:10
Key Learning Area: Ancient History Lesson Topic: Historical period: ourt! Century "reece to t!e #eat! o$ %!ilip && o$ Macedon'
Recent Prior Eperienence:
Students !a(e been studyin) t!is !istorical period $or t!e past $e* *ee+s' ,!e students are $a-iliar *it! all aspects o$ t!is topic and t!us *ill be assessed on
!o* *ell t!e students can apply t!is +no*led)e to an essay question to prepare $or t!e HSC e.a-ination'
Sylla!"s #"tcome(s):
$ H%&%:
describe and assess t!e si)ni$icance o$
+ey people/ )roups/ e(ents/ institutions/
societies and sites *it!in t!e !istorical
conte.t' 012S/ 20034
$ H'&(:
co--unicate a +no*led)e and
understandin) o$ !istorical $eatures and
issues usin) appropriate oral and *ritten
$or-s' 012S/ 20034
)n*icators o+ Learning +or this lesson:
By the end of this lesson, the students will:
$ &denti$y t!e t!ree -ain types o$ questions t!at can be as+ed in
t!e HSC e.a-ination'
$ #e(elop understandin) o$ *!at is i-portant in$or-ation in
ans*erin) eac! type o$ question'
$ 2utline t!e essay structure $or ans*erin) !istorical period
questions/ *!ile usin) appropriate !istorical sources'
Assessment:
$ , $acilitates a )roup discussion $ocusin) on
understandin) ele-ents a past HSC e.a-
question'
5Ss *or+ in )roups to researc! an aspect o$
t!e question/ and present t!is in$or-ation to
t!e class'
$ Ss to co-plete an introduction $or a
question o$ t!eir c!oice to be !anded in ne.t
lesson $or $eedbac+'
$ 6o $or-al assess-ent5 Ss are to co-plete
an essay o$ t!eir c!oice and e-ail it to , by
t!e end o$ t!e *ee+ $or $eedbac+7co--ents'
Any sa+ety iss"es to !e consi*ere*:
8nsure no obstructions to -o(e-ent' 8nsure no
electrical leads or students ba)s are obstructin)
*al+*ays'
Reso"rces:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- 1oard o$ Studies 6S9 020034' Ancient History Stage 6 Syllaus' Sydney: 12S'
- Ss: History e.ercise boo+s/ pens and laptops'
- 9!iteboard *it! essay structure outlined'
- 9or+s!eet 01 per student4 *it! past HSC questions on Sparta:s He)e-ony'
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Monique Carbonara S00150158
LESS#, SE-.E,CE
Lesson Content / )n*icators o+
Learning (What is Ta"ght):
Timing
!mins"
Teaching Strategies / Learning Eperiences:
(How it is ta"ght)
Reso"rces an* #rganisation:
),TR#D.CT)#,
;uic+ recap o$ t!e $irst part o$ t!e unit:s
content: Spartan He)e-ony'
-& 9!o are t!e 4 -ain ancient !istorians
t!at contribute to our understandin) o$ 4
t!
century "reece<
A& ,!ucydides/ =enop!on/ #iodorus
Siculus and %lutarc!'
-& 9!o *ere t!e 2 i-portant $i)ures in
Sparta:s !e)e-ony<
A& >ysander and A)esilaus'
-& Ho* did Sparta control t!e liberated
city5states a$ter t!e %eloponnesian 9ar<
A& Spartan )o(ernor/ oli)arc!ic rulers 010
nati(e -en4/ Spartan )arrison o$ soldiers
and ta.es o$ 1000 talents'
-& 9!en did t!e Corint!ian 9ar be)in and
!o* lon) did it last<
A& ?345?32 1'C'
-& 9!at *ere t!e conditions o$ t!e @in):s
%eace<
A& All states to be autono-ous/ %ersia to
control Asia Minor/ Sparta to be t!e
en$orcer'
11:25
05 -ins4
Ss are to !a(e boo+s/ pens and diaries on t!e des+ and be
seated'
, )reets Ss/ Ss )reet ,'
, in$or-s students t!at t!ey *ill !a(e a quic+ recap o$ t!e $irst
part o$ t!e unit: Spartan He)e-ony'
, re-inds Ss o$ respectin) ot!er peers *!en t!ey tal+'
, as+s Ss questions based on pre(ious *or+ to -a+e sure
t!ey still understand t!e unit o$ *or+'
, praises students $or re-e-berin) t!e content considerin) it
*as tau)!t a $e* *ee+s pre(iously'
, e-p!asiAes t!at t!is lesson *ill be centered on essay
structure and preparation $or t!e HSC e.a-'
, as+s one S to !and out t!e *or+s!eet *it! past HSC
questions to t!e class' 0see attac!ed s!eet4
9!iteboard *it! essay structure
-apped out'
9or+s!eet *it! past HSC questions
on Sparta:s He)e-ony'
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Monique Carbonara S00150158
DE0EL#P1E,T
Comm"nicate a 2no3le*ge an*
"n*erstan*ing o+ historical +eat"res an*
iss"es "sing appropriate oral an*
3ritten +orms&
-& Can you see any -aBor di$$erences
bet*een t!ese questions and *!at eac!
question is as+in)<
A& 2ne $ocuses on !o* and *!y Spartan
He)e-ony $ailed/ t!e ot!er is t!e nature
and i-pact o$ Sparta:s He)e-ony and t!e
$inal question $ocuses on t!e i-portant
$i)ures: >ysander and A)esilaus'
-& 9!ic! question *ould you pre$er to )o
t!rou)! as a class on t!e board<
A& Ss raise !and and (ote'
-& 9!at aspects durin) t!is ti-e bet*een
t!e %eloponnesian 9ar and t!e 1attle o$
>euctra contributed to Sparta:s do*n$all<
-& Ho* did t!e $ailure o$ t!is !e)e-ony
i-pact Sparta< 8nd o$ t!eir ci(iliAation<
-& Ho* did t!e $ailure o$ t!is !e)e-ony
i-pact t!e ot!er "ree+ states< 6o unity/
%ersian in$luence<
11:?0
010 -ins4
11:40
010 -ins4
, !as ? questions on t!e *!iteboard:
1. 8.plain !o* t!e $ailure o$ Sparta:s !e)e-ony a$$ected
bot! Sparta and t!e "ree+ states'
2. 8(aluate t!e nature and i-pact o$ t!e Spartan
He)e-ony'
3. Assess t!e role o$ >ysander and A)esilaus in t!e
Spartan He)e-ony'
, as+s Ss questions about t!e di$$erences bet*een t!e past
HSC questions outlined on t!e board'
, as+s Ss by na-e to respond'
, praises Ss $or ans*erin) t!e questions'
, as+s Ss *!ic! question t!ey *ould li+e to )o t!rou)! as a
class on t!e board'
, ta+es a -aBority (ote $or t!e question t!e Ss *ould pre$er'
Ss c!oose t!e question and , be)ins a discussion based on
t!e question o$ c!oice'
1ased on question 1:
, as+s Ss to brea+do*n t!e question and identi$y *!at t!e
question is as+in) t!e- to do'
Ss raise t!eir !ands and identi$y t!e aspects o$ t!e question:
5e.plain: relate cause and e$$ect
5$ailure: %eloponnesian 9ar to 1attle o$ >euctra
5i-pact on Sparta and "ree+ states
, brea+s Ss into ? )roups and )i(es eac! )roup a di$$erent
aspect o$ t!e question to discuss' 0%eloponnesian 9ar to
1attle o$ >euctra $ailure/ i-pact on Sparta and i-pact on
"ree+ states4
, re-inds students t!at t!ey !a(e 10 -inutes to researc! and
!a(e ans*ers to t!eir aspect o$ t!e question as t!ey *ill be
contributin) to a class discussion'
Ss *or+ in t!eir )roups as t!e , *al+s around and !elps
pro-pt t!e t!in+in) o$ eac! )roup'
9!iteboard *it! essay structure
outlined'
Students: *or+s!eet *it! past HSC
questions on Sparta:s He)e-ony'
0see attac!ed4
4ASSESS THR#.5H
-.EST)#,),5 A,D
D)SC.SS)#,4
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Monique Carbonara S00150158
11:50
015 -ins4
, re-inds Ss t!at t!ey !a(e 2 -inutes le$t to researc! and
discuss *it! t!eir )roups'
, as+s Ss to $inis! *!at t!ey are doin) and -o(e bac+ to t!eir
des+s ready to discuss *it! t!e class'
Ss pro(ide ans*ers relatin) to t!eir aspect o$ t!e question
*!en as+ed by t!e ,'
, re-inds Ss about respect'
, na-es speci$ic Ss to contribute a point to t!e discussion'
, *rites Ss co--ents on t!e *!iteboard/ $or Ss to ta+e note
in t!eir *or+boo+s'
CL#S.RE
-& Can you re-ind -e *!at t!e ? -ain
types o$ questions t!at you could be as+ed
in relation to t!is topic<
A& 6ature and i-pact/ $ailure/ and
i-portant $i)ures: >ysander and A)esilaus'
12:05

05 -ins4
Ss to co-plete an introduction as !o-e*or+ to be !anded in
at t!e be)innin) o$ t!e ne.t lesson 0to-orro*4
, re-inds Ss about t!e i-portance to essay de(elop-ent and
plannin)'
, )i(es Ss t!e c!oice o$ ans*erin) any o$ t!e questions on
t!e *or+s!eet'
, re-inds Ss t!at t!is essay *ill not be $or-ally assessed but
t!ey *ill recei(e co--ents to !elp de(elop t!eir s+ills'
, tells Ss t!at t!e essay is to be e-ailed to t!e , by t!e end
o$ t!e *ee+ and t!ey *ill recei(e $eedbac+ early ne.t *ee+'
, tells Ss to pac+ t!eir t!in)s a*ay and stand be!ind t!eir
des+s'
Ss are )reeted and are able to lea(e t!e class'

4ASSESS THR#.5H
-.EST)#,),54
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Monique Carbonara S00150158
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Monique Carbonara S00150158
St"*ent Teacher6s E7al"ation !write reflections on the following":
08(aluation o$ an obser(ed lesson 0Year C History obser(ed on t!e 1'4'20144/ not related to t!e lesson plan
outlined abo(e4
Assessment of Learning Outcomes
,o *!at e.tent did t!e learners ac!ie(e t!e intended learnin) outco-es<
,!is lesson *as a year C !istory class *it! t!e $ocus on 8)yptian society and ci(iliAation' ,!e students !ad
started loo+in) at t!is topic in t!e pre(ious lesson and as a class !ad de(eloped so-e understandin) o$ t!e
bac+)round o$ t!is topic and *!at *as e.pected o$ t!e-' ,!e t*o -ain outco-es t!at t!is lesson $ocused on
*ereD 4'15 describes and e.plains t!e nature o$ !istory/ t!e -ain $eatures o$ past societies and periods and t!eir
le)acy and 4'85 locates/ selects and or)aniAes rele(ant in$or-ation $ro- a nu-ber o$ sources/ includin) &C,/ to
conduct basic !istorical researc!' 012S/ 20034 ,!e students *or+ed in )roups to researc! interestin) $acts
about 8)yptian society and i-portant people usin) t!e internet and t!e classes: ed-odo site'
#escribe t!e e(idence you !a(e $or t!is'
& !a(e no concrete e(idence or e.a-ples o$ students *or+ as e(eryt!in) *as posted on t!e classes: ed-odo
site and & !a(e no access to t!is' Ho*e(er & personally *itnessed students *or+ *!ile *al+in) around t!e roo-/
!elpin) any students t!at & could' ,!is is also $ollo*ed up by t!e teac!er as+in) eac! )roup at t!e end o$ t!e
lesson to s!are *it! t!e rest o$ t!e class an interestin) $act t!at t!ey disco(ered *!ile researc!in) 8)ypt' 8ac!
student in t!e class -ade a contribution $urt!erin) t!e understandin) o$ t!e topic $or t!e *!ole class'
2utline t!e $ollo*5up to t!is lesson $or t!e learners&
,!e $ollo* up *ould in(ol(e $urt!erin) t!e learners: +no*led)e o$ t!e topic and narro*in) t!e content do*n to
speci$ic aspects o$ t!e syllabus' ,!ese include in$or-ation relatin) to t!e daily li$e o$ -en and *o-en in t!e
society as *ell as deepenin) t!e students understandin) o$ t!e ori)ins o$ t!e society durin) t!e period' 012S/
20034
EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE
Evaluation of Teaching
&denti$y t!e teac!in) strate)ies 7 learnin) e.periences t!at *ere most e$$ecti(e' 8.plain *!y'
,!e -ain teac!in) strate)y t!at & belie(e *as e$$ecti(e *as t!e e-p!asis on peer to peer interaction and
researc!' ,!is s!o*ed t!e students t!e belie$ t!at t!e teac!er !as in t!eir ability to *or+ *ell in )roups and stay
on tas+' Students *ere also )i(en a c!oice o$ t*o tas+s t!at t!ey could co-plete allo*s t!e students to *or+ on
a tas+ t!at best suits t!eir ability/ t!is also $urt!ers t!e students: interest in t!e lesson'
&denti$y t!e teac!in) strate)ies 7 learnin) e.periences t!at *ere least e$$ecti(e' 8.plain *!y'
,!e least e$$ecti(e strate)y *ould be t!e use o$ t!e laptop and t!e reliance t!at t!e teac!er !as on t!e use o$
t!is resource in t!e lesson' ,!e -ain co-plication *as in students accessin) t!eir ed-odo lo) in details 0as
-any !ad F$or)otten:4' ,!is led to a $e* -e-bers in di$$erent )roups not contributin) to t!eir )roups: researc! or
in so-e cases only !a(in) a s!ort period o$ ti-e le$t in t!e lesson to co-plete t!e )i(en tas+'
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Monique Carbonara S00150158
Ho* appropriate *as t!e ti-in) t!rou)!out t!e (arious sections o$ t!e lesson< 9!y<
,!e ti-in) o$ t!e lesson did not run accordin) to t!e teac!er:s initial plan' ,!e introduction to t!e lesson *as
appro.i-ately 5510 -inutes *!ic! is a reasonable a-ount o$ ti-e considerin) t!e lesson lasts $or 60-inutes'
,!e students !ad a recap o$ t!e pre(ious lesson and *ere instructed on *!at t!e lesson o$ t!e day consisted o$'
,!e students *ere t!en re-inded o$ t!e teac!ers: e.pectations in re)ards to stayin) on tas+ and t!e appropriate
use o$ t!e laptop' ,!e teac!er t!en )a(e t!e students ?0 -inutes to co-plete t!eir *or+ in pairs or )roups o$
t!ree/ *it! t!e e.pectation t!at at t!e end o$ t!is ti-e eac! )roup *ould present t!eir $indin)s to t!e rest o$ t!e
class' ,!is sta)e o$ t!e lesson produced a $e* co-plications in re)ards to ti-in)' So-e students de(eloped
proble-s *it! lo))in) on to ed-odo and t!is caused t!e need $or researc! ti-e to be e.tended' ,!e conclusion
o$ t!e lesson *as around 5 -inutes in total/ *!ic! -eant t!e teac!er !ad to quic+ly -o(e t!rou)! t!e )roups
and as+ t!e- $or one e.a-ple eac!' ,!e conclusion o$ t!e lesson *as not as stron) as t!e introduction as t!e
de(elop-ent o$ t!e lesson e.tended $urt!er t!an e.pected'
#escribe !o* t!e selection and use o$ resources supported learnin) in t!e lesson'
,!e -ain resource used in t!is lesson to aid t!e learnin) o$ t!e students *as t!e indi(idual laptops and
especially t!e ed-odo learnin) site' ,!e use o$ t!is resource !ad -ainly positi(e outco-es $or t!e lesson and
allo*ed students to researc! independently *it! t!eir peers $urt!erin) t!eir s+ills in usin) appropriate sources $or
in$or-ation and Bud)in) *!at *ebsites are educational and *!at *ebsites s!ould be a(oided suc! as 9i+ipedia'
&denti$y *!at -oti(ated t!e students' 8.plain *!y'
Students *ere -oti(ated by t!e idea o$ *or+in) in pairs or )roups o$ ?' ,!is *as $urt!er -oti(atin) as t!e
students *ere able to c!oose t!e peers t!at t!ey *ould *or+ *it!' ,!is rein$orces t!at t!e teac!er trusts t!e
students to stay on tas+ *!ile *or+in) *it! $riends' ,!e students *ere also )i(en a c!oice o$ t*o tas+s to
co-plete *!ic! )a(e t!e students t!e $reedo- to learn and researc! at t!eir o*n pace and in t!eir o*n *ay'
&denti$y t!e classroo- -ana)e-ent strate)ies t!at *ere most e$$ecti(e' 8.plain *!y'
,!e pro-inent e$$ecti(e classroo- -ana)e-ent strate)ies t!at *ere e(ident in t!is year C class *ould be t!e
teac!er:s use o$ eac! student:s na-e *!ic! s!o*s t!e students t!at t!ey are i-portant -e-bers o$ t!e learnin)
en(iron-ent' &n addition/ as -entioned pre(iously t!e teac!er )a(e t!e students t!e c!oice o$ *!ic! question
t!ey *ould pre$er to ans*er *!ic! increases t!e Gstudents: interest and allo*s t!e- to $eel as t!ou)! t!ey !a(e
control o(er t!eir learnin)'H 09!itton/ Sinclair/ 1ar+er/ 6anlo!y I 6os*ort!y/ 2004/ p'2044
9!at *as -ost satis$yin) about t!e lesson<
,!e -ost satis$yin) aspect to t!is lesson *as seein) t!e interaction and report t!at t!e teac!er !as *it! t!e
students in suc! a s-all period o$ ti-e only 8 *ee+s into t!e year' &t *as )reat to see t!e ability $or t!e students
to *or+ *ell in )roups and $or t!e -ost part stay on tas+ $or t!e duration o$ t!e lesson' & also enBoyed *itnessin)
t!e students: ent!usias- in presentin) t!eir $indin)s to t!e ot!er -e-bers o$ t!e class'
1ased on t!ese re$lections/ outline t!e steps you s!ould no* ta+e to i-pro(e your teac!in) in $uture lessons'
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Monique Carbonara S00150158
&n obser(in) t!is lesson/ & $eel t!at & !a(e learnt so-e (aluable lessons in re)ards to t!e ti-in) o$ t!e lesson and
in copin) *it! and adaptin) to issues t!at de(elop t!rou)!out t!e lesson' & *as able to understand t!e i-pact
t!at re-ainin) silent at t!e $ront o$ a class !as on t!e students and t!eir le(el o$ respect $or t!e teac!er/ rat!er
t!an yellin) to )ain attention'
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Monique Carbonara S00150158
Je$erence >ist:
1oard o$ Studies 6S9 020034' Ancient History Stage 6 Syllaus' Sydney: 12S'
9!itton/ #'/ Sinclair/ C'/ 1ar+er/ @'/ 6anlo!y/ %'/ I 6os*ort!y/ M' 020044' Creatin) a positi(e learnin)
en(iron-ent' &n K' Harris 08d'4 #D$D%&' (eaching and )anaging Learning #n*ironments 0pp' 20052154'
Lictoria/ Australia: Cen)a)e >earnin)'
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Monique Carbonara S00150158
0Student 9or+s!eet $or Year 12 Ancient History 8ssay Class4
Past HSC/Trial HSC 8"estions: Ancient History
Spartan He)e-ony:
8.plain !o* t!e $ailure o$ Sparta:s !e)e-ony a$$ected bot! Sparta and t!e "ree+ states'
Assess t!e $ailure o$ Spartan !e)e-ony on bot! Sparta and ot!er "ree+ states in t!is period'
8.plain t!e nature and t!e consequences o$ t!e *ar bet*een ,!ebes and Sparta'
8.plain t!e causes o$ t!e Corint!ian 9ar and its consequences $or ourt! Century "reece'
Assess t!e i-pact o$ t!e @in):s %eace on t!e "ree+ *orld'
Account $or t!e $ailure o$ Spartan !e)e-ony in t!e ourt! Century'
8(aluate t!e nature and i-pact o$ t!e Spartan !e)e-ony'
Assess t!e role o$ >ysander and A)esilaus in t!e Spartan !e)e-ony'
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Monique Carbonara S00150158
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