LESSON PLAN needs adjustments for completion

Unit/Lesson Title: Reflection on Gold Fever

Lesson duration: 30
minutes
National Professional Standards for Teachers: Domain:
Standard: 5.4
Professional Practice

Stage: 2/3 Year: 3-6

Class/Group:
Upper Primary

Specific Teaching Target: Focus area/s: Reflection on previous

lesson to guage engagement of students and ability to recall VIP
Rationale:
Reflection on previous lesson to gauge engagement of students and
ability to recall VIP

Syllabus Outcome/s

Prior Knowledge: Yesterdays lesson History Lesson

Resources: SMART board, an electronic copy of the handout to

bring up the map of Australia.

Syllabus
Indicator/s

Time

Content/Learning Experiences

Students will be
recalling
information from
the previous lesson.
EXPAND AND ADD
TO

5min

Introduction (Engagement)
Inform students that this morning we will be reflecting
on yesterday afternoons lesson.

Teaching
Strategies
Teacher
Explanation

Class
Organisation

Assessment
Techniques

Whole Class

Body
10mi
n
10mi
n

2min

Brainstorm VIP (Very Important Points) that the

students came up with during the session.

Discussion

Bring up on the SMART board a map of Australia. Ask

the students recall locations they discovered during
their investigation. As the students provide a location
the teacher can place their location on the map based
on where the student says it is.

Discussion

Conclusion(Presentation/Reflection)
Let the students know that these activities will be
continued next Monday afternoon. And this reflection
session will also assist them in their report with Mr
Harris.

Teacher
Explanation

Have students
sit in their
seats.
Whole Class
Whole Class

Whole Class

Questioning
will assess
students
understanding
of yesterdays
lesson.

8 Aboriginal ways of
learning
Reference:
http://8ways.wikispaces.co
m/

Quality Teaching/Quality Learning Framework

Intellectual Quality
Quality Learning Environment
Significance
Deep knowledge
Explicit quality criteria
Background
knowledge
Deep understanding
Engagement
Cultural
knowledge
Problematic knowledge
High expectations
Knowledge
integration
Higher-order thinking
Social support
Inclusivity
Metalanguage
Students self-regulation
Connectedness
Substantiative communication
Student direction
Narrative
Reflection: The students needed some prompting to get started, but recalled many gold field locations.
Having the map on the smart board and having the students recall locations and try to write them was good, as many places had difficult
spellings.
Having the smart board working correctly so when the students place the location will allow it to be more accurate