LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 10 Students Prior Knowledge:

Time: 7th June 2017, 2:00 - 3:00pm

Learning Area: Media
Strand/Topic from the Australian
Curriculum
Codes and conventions for constructing meaning
in the selected media type, genre and/or style
studied (ACAMAM073)
- Meta-cognition of identity
- Codes and conventions that
experiment with narrative
- Past and present consideration of
stereotypes
- Integration of codes and
conventions within media works.

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical Ethical Personal Intercultura

competenc and behaviour and l
e creative Social understand
thinking competen ing
ce

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Asia and Australias Sustainability

Strait Islander histories engagement with Asia
and cultures

Proficiencies:(Mathematics only)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with
an action verb)

As a result of this lesson, students will be able to:

List different aspects of identity beyond physical appearance.
Express elements of metacognitive identity in a visual sense.
Create short photographic essay demonstrating some aspect of students own
metacognitive identity.
Teachers Prior Provision for students at educational
Preparation/Organisation: risk:

Creation of padlet Activities are online and visually based to

Selection of youtube (preview)
Make piktochart for copyright free
images
Make example on gifmaker
cater for those with learning
difficulties/disabilities.
As this lesson is taught by three teachers,
teacher assistant support is available for
students who may be struggling.

Instructions will be given verbally, but is

also written on the website for those who
require visual instructions.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Were students able to correctly identify different aspects of identity beyond physical
appearance.
This will be formatively assessed through the student's contribution to the class
discussion

Express elements of metacognitive identity in a visual sense.

Summatively assessed through element expressed through photographic essay.

Create short photographic essay demonstrating some aspect of students own

metacognitive identity.
Summatively assessed through collecting work via Padlet, and quality of images
used.

Were these realistic objectives for the lesson? Would you alter them for future lessons?

Teacher self-reflection and self-evaluation:

Was the content amount appropriate for the time?
Were you able to get to all activities while moving through the lesson at an
appropriate speed?
How would you adjust this in the future?

Was the content level appropriate for the level of the students?
Were all students able to grasp the core concepts presented in the lesson?
Were students able to understand the language used throughout the lesson?
 Did all students meet the lesson objectives, or only a particular group?
How would you adjust the level of content in the future?

Was the lesson well structured and organised?

Did the transitions flow smoothly?
Were there any periods where students had nothing to do, while you handed out
worksheets/set up activities etc.?
Did students understand what was going on throughout this lesson? Were they
able to answer ICQs?
Were students able to follow instructions easily? If not how would you improve the
delivery of instructions in the future?

How well were you able to manage behaviour throughout the lesson?
How many disruptions were there throughout the class?
How did you deal with these disruptions? Was this effective?
What strategies worked well, and which need revising before future lessons?

Were the resources and activities effective and appropriate?

Were all students engaged?
Were all students able to complete the activities?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/Refer
Time Motivation and Introduction:
ences

Students welcomed and asked to find their normal seat, http://2017visualart

where they can login and navigate to the class weebly, snd.weebly.com/
http://2017visualartsnd.com.

Website will be written in large-font on a word

document. This will be on the large projector screen for
students to copy into their website browser.

Teacher introduces the lesson topic and presents

objectives on the overhead projector, with students
following along on their device.

Lesson Steps (Lesson content, structure, strategies & 1. Crash Course

Key Questions): video about identity
https://www.youtub
e.com/watch?v=trq
Teacher to play Crash Course clip on projector, exploring DnLNRuSc&index=
identity. 19&list=PL8dPuua
LjXtNgK6MZucdYld
1. Crash course video about identity. NkMybYIHKR

Teacher to initiate a class discussion following the clip, 2. Padlet

exploring the concept of identity. https://padlet.com/r
achelomack/7skqjg
Students then asked to open padlet, available on the 413wd1
small group weebly, explore aspects their own identity.

2. Padlet

Teacher instruction: Using padlet, I want you to think

about your own identity and list various activities under
the culture & background, hobbies & favourite activities,
and favourite food columns.

3. Creative Commons photos

Teacher explains to students that they are now going to

source images that represent aspects of their own
identity, which will be used in the production of their GIF
and photo essay. Students are to search, discover and
download at least 5 images, abiding by copyright 3. Pixabay
procedures explored in prior classes. https://pixabay.com
Students may use their own images sourced from their
device (provided they own the rights), or images from the 4. Flickr
resources provided: 3. Pixabay, 4. Flick & 5. Google https://www.flickr.c
Images. om/

A gallery of pre-selected images is also available for the 5. Google Images

students to source images, if they are short on time or https://images.goog
unsure of where to begin. le.com/

6. Gifmaker.me activity

Students are to go to http://gifmaker.me and create a 6. Gifmaker.me

short GIF using the photos they have sourced from their http://gifmaker.me/
private collection and/or from Creative Commons search.

a. Teacher to rehash photo essays.

Over the past few weeks, we have been looking at

photographic essays.

Photo essays are a storytelling media format

because they use the conventions of emotions to
portray a story. Each photo will have a different
stage of emotions, and is usually accompanied by
text in the form of captions.

b. Teacher to give instructions about Activity 3

Using the creative commons images you have

sourced, I would like you to go to
http://gifmaker.me and create a quick GIF
highlighting your identity.

You will have 15 minutes to do this and in the last 7. Padlet,

5 minutes I want you to upload the GIF to the (https://padlet.com/
Identity in GIF form Padlet. artofjournalism_onli
(https://padlet.com/artofjournalism_online/bdnxkd6 ne/bdnxkd61npjq)
1npjq)

Remember to think about youve learnt earlier in

the lesson about what identity is, and how you
 want to express and communicate to identity to
other people.

When you are ready, you may start.

c. Teacher to formatively assess progress by walking

through the classroom checking on students.

d. Teacher to give a 10 minute warning and instruct

students to start downloading their GIF so that
they can upload to padlet.

Lesson Closure:(Review lesson objectives with

students)

In the last five minutes, teacher to summarise the different

GIFs and identify the lesson objectives that the students
have achieved.

Teacher to ask students to fill out the Survey Monkey. 8. Survey Monkey
https://www.survey
Transition: (What needs to happen prior to the next monkey.com/r/2N2
lesson?) 953P

Student would begin to collate a photographic essay

(consisting of 8 - 10 photos) based on the theme
place as the next week's lesson will be an introduction
to photo editing.

Students are expected to brainstorm various places in

Perth that are important to them, and utilise steps
outlined in Activity 2 for sourcing photos. Students are
encouraged to use their own photos, wherever
possible.

Assessment: (Were the lesson objectives met? How will

these be judged?)

LESSON OBJECTIVE ONE

List different aspects of identity beyond physical
appearance.

Meeting this lesson objective will be judged by the entries

made in the first padlet. Teacher will be able to view these
entries and assess the quality of understanding.
 LESSON OBJECTIVE TWO
Express elements of metacognitive identity in a
visual sense.

Meeting this lesson objective will be judged by the

selection of photos in creation of the photographic essay.
It will also be assessed formatively as teacher moves
around the classroom.

LESSON OBJECTIVE THREE

Create short photographic essay demonstrating
some aspect of students own metacognitive
identity.

Meeting this lesson objective will be judged by viewing the

work collected on the second padlet. The ability of
students to identify aspects of identity can also be judged
through the short caption that is required to accompany
the GIF on the padlet.

TEACHER REFLECTION NOTES: