1

Differentiated Lesson/Learning Task

Name and Student Number: Charlotte Twizell (2095038)
Topic of Lesson/Task: Australians at War
Curriculum Area: History
Year Level/s: 9

This lesson/task is differentiated by:
Readiness &
Interest
Learning Profile
(Mark all that apply)

Context:
(Explanation of how this differentiated task fits into a broader unit of work)

In this unit, students will be learning about World War One (WWI) and more specifically the
Australian experience and ANZAC legend. As well as the impact war had on Australians and
the battles they fought in. Previous lessons will focus on providing evidence for different
Australian experiences throughout the war and discovering the facts behind the Gallipoli
campaign and ANZAC legend.

Students will develop an understanding of further investigation into these ideas through
independent research and analysis to create a create piece of work supported with facts and
discuss with the class. These skills are crucial for further historical study.

Learning Objectives. As a result of participating in the lesson, students will:
WWI (1914- 1918)
Understand: Key aspects of World War I and the Australian experience of the war, including
the nature and significance of the war in world and Australian history. (Depth Study 3)
(ACARA, 2014)

Elaboration 2: The places where Australians fought and the nature of warfare during World
War I, including the Gallipoli campaign (ACDSEH095)
&
Elaboration 3: The impact of World War I, with a particular emphasis on Australia (such as the
use of propaganda to influence the civilian population, the changing role of women, the
conscription debate) (ACDSEH096) (ACARA, 2014)

Understand that (Concepts, principles, big ideas)

Australian Soldiers have developed their own identity throughout theaters of war

Know (e.g. facts, vocabulary, dates, information)

- The start and end dates of WWI
- Battles Australians fought in, in WWI
- Why did Australian men enlist to fight
- Understand the impact the war had on Australians
- What is the ANZAC legend
2
- The Gallipoli campaign

Be able to (do) (Skills, processes)

ACARA General capabilities: (demonstrated in elaborations 2&3)

Literacy:
- Comprehend texts through listening, reading and viewing
. Comprehend texts
. Navigate, read and view learning area texts
. Interpret and analyse learning area texts
- Word Knowledge
- Understand learning area vocabulary

Critical and creative thinking:
-Inquiring
. Identify, explore and organize information and ideas
. Identify and clarify information and ideas.

Intercultural Understanding:
- Recognize culture and develop respect
. Investigate culture and cultural identity
. Develop respect for cultural diversity

Ethical understanding:
- Explore values, rights and responsibilities
. Examine values
. Explore rights and responsibilities
. Consider points of view
- Understand ethical concepts and issues
. Explore ethical concepts in context

Numeracy:
- Interpret statistical information
. Interpret data displays
- Using fractions, decimals, percentages, ratios and rates
. Interpret proportional reasoning

Information and Communication technology capability:
- Investigate with ICT
. Locate, generate and access data and information
- Create with ICT
. Generate solutions to challenges and learning area tasks

Personal and social capability:
- Social awareness
. Appreciate diverse perspectives

Essential Questions:
What was it like to be an Australian soldier during WWI?
3

Lesson Title: Being an Australian soldier

Preassessment of Students Readiness

Preassessment will be completed at the end of the previous lesson.
In the last 8 lessons (previous 2 weeks) students were given content about the
ANZAC legend and the impact on Australian soldiers through PowerPoints,
youtube clips, group discussions and other activities (Appendix 2).

An exit card was then completed (Appendix 1) where students needed to identify
some facts about WWI that were discussed in the previous weeks. This will then
provide me with some information about which students have a greater depth of
knowledge and therefore require less scaffolding for doing their own investigation
for their letter as an Australian soldier.

From this assessment, individual student readiness could be established, thus
allowing the planning of a tiered lesson plan to go ahead that would cater for
different readiness levels as well as interest, should they choose to do a letter
that requires more investigation and analytic skills.

Based on the preassessmnt it will be clear some students readiness levels will be
greater than others, but it may also show they have interests in particular aspects
of the war and therefore will be guided into particular tiers, so they will also be
given the choice to be guided by their interest. The intention will be that students
are able to have a deeper understanding of the Australian war experience
through writing a letter as a soldier.

Criteria:
Tier 1: Student who were unable to list 3 reasons men enlisted to fight, could
only list 1 battle Australian soldiers fought in, and who struggled to explain the
ANZAC legend.

Tier 2: Students, who could identify 3 reasons men enlisted to fight, could name
2 battles Australian soldier fought in, but struggle to explain the ANZAC legend.

Tier 3: Students who were able to identify 3 reasons men enlisted to fight, could
name 2 battles Australian soldiers fought in and could clearly explain the ANZAC
legend.

As well as the exit cards, previous lessons where class discussions have been
had, the teacher would be able to see which student have may have a greater
interest in particular areas and thus be guided by interest for this activity.

Pre-assessment is vital for effective lesson planning, as it enables teachers to
gain an understanding of student prior knowledge. Without any form of pre-
assessment, it can be difficult to know the learning needs of each student. This
information allows the teacher to design suitable activities and lessons that
incorporate a range of learning needs, to allow students to work at their highest
level (Heacox).
4

Lesson Plan
Lesson Sequence

9:45am: Students arrive and are sitting
down ready for instruction with history
workbooks and laptops.

9:50: Whole class introduction:
Review of why Australia entered WWI
Review of Gallipoli campaign
Review of PowerPoint showed last
lesson (Appendix 2).
Provide brief summary of the next
task, explaining there will be different
tiers and that as the teacher I will
choose. Within the tiers students will
have some choice.
Hand out the RAFT task.

10:10: Tiered activity:
As students are given the taks, I will tell
the students what Tier they are going
to use on the RAFT. I will explain the
task and walk around the class while
students are given 3 minutes to choose
an option from their tier.

(Student that I have deemed need
more scaffolding (from the
preassessment) will be directed to Tier
1 of the RAFT due to their readiness
levels).

10:15: Example Letter:
Students will be read an example letter
from WWI, to give them an idea of the
language they can use and how to set
it out (Appendix 3).

10:20: Students will work
independently on their tasks using their
laptops for appropriate researching.
The teacher is now available to answer
questions, provide assistance and to
keep students on track.

11:05: Students begin to pack up and
engage in an informal group discussion
providing some feedback on what they
Explanatory notes

RAFT is an acronym for Role,
Audience, Format and Topic which is a
strategy that can be used to
differentiate a lesson in different ways
including readiness, interest or learning
profiles (Tomlinson, 2003).

This RAFT activity is catering for both
readiness and interest level.

On the RAFT there is not a great deal
that needs to be changed to
differentiate the activity. As this lesson
is aiming at getting students to write a
letter as an Australian during WWI, the
audience, format and topic will not
change. However, by changing the
Role, students are given different
aspects of the War to look at and this
vastly changes the RAFT tier. As
different roles will require greater
knowledge and critical analysis
students are placed in tiers according
to their preassessment results,
however within these tiers students can
choose the role they take.

Students learning experience is most
effective when the lesson is engaging,
interesting and relevant (Tomlinson,
2001). Therefore, tasks should aim to
cater to different interest, making sure
students do not become disengaged
and find tasks tedious as learning will
discontinue in that lesson.

Tiered lesson activity:
This RAFT activity aims to provide
students with the opportunity to delve
deeper into the Australian experience
of WWI as well as using their research
skill to make assumptions about how
their feelings may have been during a
war.

Students will be tiered according to
5
have found. The teacher then explains
what will be happening next lesson
(continue with assignment).

11:15: lesson ends

Recourses:
- Laptops (one per student)
- 28 copies of Preassessment
(appendix 1)
- 28 copies of RAFT task
- 28 copies of rubric to supplement
RAFT task
- Smart board/ overheard projector
- PowerPoint to use for re-cap
- 1 copy of example letter to read to the
class

their readiness levels and interest
gauged from their preassessment
criteria and previous lessons class
engagement.

Those students that I have placed in
tier 1 will use the first tier of the RAFT
as student will have more scaffolding
from what has been covered in class to
shape their letter and therefore
appropriate for their readiness level.

A rubric will also be handed out to
assist (appendix 5) as this worksheet is
designed to supplement a summative
task. They will then be asked to start,
reinforcing they use their current
knowledge from lessons and to start
investigating further so I can help
students who need additional
assistance.

By checking students progress
throughout the lesson by walking round
the room and having conversations
with students and addressing any
questions they have, the teacher is
able to gauge their readiness levels
and progress and check tasks are
differentiated correctly.

Lesson Closure/ Check for Understanding

Students will be checked for understanding as the teacher reviews the progress
of their letters. Students will email what they have done in that lesson so the
teacher can check their progress. This will identify any misunderstandings or
knowledge gaps that students can be assisted with during the next class as well
as checking students researching is relevant. Computers can be as much a
problem, as a help, so it is important to make sure student stay on task.

The teacher will check students for understanding and progress in every lesson,
by providing assistance and knowledge as well as gauging students readiness
levels continually. This can be recorded on a class list sheet in brief notes,
particularly if particular students are having issues and to remember where they
are having problems, this can be a good tool to jog memory.

As a result of completing the RAFT strip; students will have a sound
understanding of the Australian experience at war through specific roles within
warfare, as well as the literacy skills of creating a historical letter.

6


Jarvis states, tiering is a strategy for designing more than one version or tier of
a common task to cater for various levels of readiness (2014). This RAFT does
this as students are given a tier from the teacher but within that can use their own
self-reflection for readiness and interest. Without differentiation, students can
become lazy or fall further behind (Tomlinson, 2001). Therefore, by tiering a
lesson it allows students to work at moderate challenge levels specific to each
students needs.





References:

ACARA, 2014, The Australian Curriculum: History, ACARA. [accessed: 22
nd
March
2014]URL:http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/hist
ory/Curriculum/F-10#level9

Heacox, D. (2009) Making Differentiation a Habit.Free Spirit Publishing,
Minneapolis, MN.

Jarvis, J. (2014). Differentiation in response to student readiness, EDUC4720,
Lecture 4, Flinders University, Bedford Park.

Tomlinson, C. A. (2003). Fulfilling the promise of differentiated classroom: Strategies
and tools for responsive teaching. Alexandria, Virginia: ASCD

Tomlinson, C. A. (2001). The How Tos of planning lessons differentiated by
readiness. In C. A. Tomlinson, How to differentiate instruction in mixed ability
classrooms (2nd ed., pp. 45-51). Upper Saddle River, NJ: Pearson.


Appendices List:

1. Preassessment task
2. Screenshot of PowerPoint used in previous lessons for recap
3. Example of a letter home during WWI to read to class
4. RAFT task
5. Rubric









7

Appendices:
Appendix 1: Preassessment


Appendix 2: PowerPoint from previous week (parts used for re-cap)





















What do we know so far about WWI?

List 3 reasons why Australian men enlisted to fight in WWI
_________________________
_________________________
_________________________

Name 2 battles Australian soldiers fought in during WWI
_________________________
_________________________

In your own words, explain what the ANZAC legend is
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________

** BONUS 1 important date of WWI for Australians
_________________________


8

Appendix 3: Example letter to be read to the class

Arthur Taylors Gallipoli diary of a night on the front line:
A pitch dark night and you standing in a narrow trench just wide enough to stop your
shoulders from rubbing the sides, you can only see a handsbreadth in front of your
face you hear the hiss of bullets passing overhead you cannot strike a match as the
flare might cost one of your mates his life you move silently along pass the Officer on
Duty he is muffled up to the eyes for the cold is bitter you look on one platform and
there is the machine gun stripped of his outer casing ready to deal out death to any
Turks that try to rush our trench we were only 40 yards apart.
Source the example came from: http://ergo.slv.vic.gov.au/explore-
history/australia-wwi/abroad-wwi/letters-diaries

































9

Appendix 4: RAFT Task

Yr 9s Your Task:

Using the RAFT, look at the Tier you have been assigned and write a letter home to
your mother, brother, sister or girlfriend (or other family member) as an Australian
soldier during WWI.

You will be given a number and this will be the Tier (part of the RAFT) you are to
use. Within that tier you may choose one Role.

Some points to consider:
- Remember to use formal language.
- You may use the computer or hand write it, but set it out as a letter.
- Think about how you may have felt if you were in these situations.
- Make sure to reference specific events. (Even though it is a fictional letter, the
events that happened are true! So add a reference list on a separate page)







Tier Role Audience Format Topic
Tier 1 Australian soldier at the
start of the war
Writing home to a
family member
Letter What is war like as an
Australian soldier?

Tier
1 or 2
Australian soldier at the
end of the war
Writing home to a
family member
Letter What is war like as an
Australian soldier?
Tier 2 Australian soldier (a
Captain) at the battle of
Gallipoli
Writing home to a
family member
Letter What is war like as an
Australian soldier?
Tier 3 Australian soldier at the
battle of the Somme
Writing home to a
family member
Letter What is war like as an
Australian soldier?
Tier 3 Australian Nurse at the
battle of Gallipoli
Writing home to a
family member
Letter What is war like as an
Australian Nurse?
10

Appendix 5: Rubric for Writing a letter home during WWI









Achievement
Standard
A B C D E
I
n
t
e
r
p
r
e
t
i
n
g

&

e
x
p
l
a
i
n
i
n
g

Students explain
the significance
of these events.
Students explain
with well-supported
detail the
significance of
these events.
Students explain
with supported
detail the
significance of
these events.
Students explain
with related detail
the significance of
these events.
Students explain
with some related
detail the
significance of
these events.
Students explain
using unrelated
detail the
significance of
these events.
A
n
a
l
y
s
i
s

&

E
v
a
l
u
a
t
i
o
n

They analyse the
causes and
effects of events
and
developments
and make
judgements
about their
importance.

They precisely
analyse the causes
and effects of
events and
developments and
make judgements
about their
importance.

They
convincingly
analyse the causes
and effects of
events and
developments and
make judgements
about their
importance.

They clearly
analyse the causes
and effects of
events and
developments and
make judgements
about their
importance.

In simple terms,
they analyse the
causes and effects
of events and
developments and
make judgements
about their
importance.

They do not
analyse the
causes and
effects of events
and
developments
and make
judgements
about their
importance.

S
y
n
t
h
e
s
i
s
i
n
g
,

c
r
e
a
t
i
n
g

a
n
d

c
o
m
m
u
n
i
c
a
t
i
n
g

Students develop
creative texts,
incorporating
historical
interpretations.
Students develop
well-structured and
coherent creative
texts, incorporating
historical
interpretations.
Students develop
structured and
mostly coherent
creative texts,
incorporating
historical
interpretations.
Students develop
clear, creative texts,
incorporating
historical
interpretations.
Students develop
basic creative
texts,
incorporating
some historical
interpretations.
Students attempt
to develop
creative texts,
incorporating
historical
interpretations.
In developing
these texts and
organising and
presenting their
conclusions, they
use historical
terms and
concepts,
evidence
indentified in
sources and they
reference these
sources.
In developing these
texts and organising
and presenting their
conclusions, they
consistently use all
important historical
terms and concepts,
evidence
indentified in
sources and they
reference these
sources.
In developing
these texts and
organising and
presenting their
conclusions, they
consistently use
the majority of
historical terms
and concepts,
evidence
indentified in
sources and they
reference these
sources.
In developing these
texts and organising
and presenting their
conclusions, they
consistently use
adequate historical
terms and concepts,
evidence
indentified in
sources and they
reference these
sources.
In developing
these texts and
organising and
presenting their
conclusions, they
consistently use
some historical
terms and
concepts,
evidence
indentified in
sources and they
reference these
sources.
In developing
these texts and
organising and
presenting their
conclusions,
they rarely use
historical terms
and concepts,
evidence
indentified in
sources and they
reference these
sources.