Lesson Plan (Secondary)

Lesson
Introduction to Time Capsules Date: Monday 9th of September Year level: VCAL Senior Literacy
title:

Lesson Duration of
Topic: What are they and why? 1 of 8 110 minutes
Sequence: lesson:

Lesson rationale:

My choice to do a time capsule unit was influenced by the timing of within the year and the level of motivation that I observed in the VCAL class. Students are nearing the end of
their schooling year, which influences their motivation to come to school, and especially, engage with new content. By focusing on the concept of ‘leaving a lasting impression’, I can
hopefully engage the students into creating pieces of work that revolves around them.

Students background knowledge: Learning objectives:

In this unit, students will be learning about the many different ways that they can express
themselves. This will hopefully transfer as a feeling of worth, which they can take with
Students have just finished a poetry unit that was heavily focused on self-expression. I
them into their adulthood.
want to continue this concept, whilst achieving most (if not all), of the required VCAL
In this lesson, students will explore the concept of time capsules. Closely associated with
Senior Reading, Writing and Oracy learning objectives.
this, students will have the opportunity to explore the importance of the past, and the
possible implications and events that may occur in the future.
Teacher focus: Learning environment:
During this lesson, I shall be focusing on classroom engagement (intellectually and
Students will be in their usual classroom. The room is large and open, which allows the
motivationally). This is important as I want to set an environment of learning and self-
students to work independently and comfortably. The learning environment will be left as
expression within this unit.
is, to ensure students feel safe in a familiar setting.
I will need to work on my questioning skills, as well as directional prompting.
Resources: Assessment strategies:

• Letter to the future task

• Example letter to the future I will assess student learning by their engagement. This is measured through contribution
• Prompting questions to the discussions.
• Postcard extension task

Swinburne University of Technology

 Approx.
Stage of lesson Pre-service teacher’s actions Student actions/tasks
time
I shall start the lesson with an attention grabber - hangman. By using a
8:45am game such as this, I can influence the moods and engagement of the
Stage 1: Introduction
students for the following discussions.
I will ask “What is a time capsule?”.

SEE ATTACHED FOR PROMPTING QUESTIONS.

Students should be actively contributing to the class discussion. They
The initial conversation should be specifically about time capsules. It will be asked to express their thoughts and feelings about the unit, in
should explore what, how, and why. which they should reply respectfully and with consideration.
Stage 2: Body of 9:30am After this exploration, we will expand to previous years. By going back in
lesson history, I hope that students will be able to see the importance that time
has on a trend. This will lead to discussions about what the students
think will happened in the future.
To cater for individual differences in this class,
I want students to see their brainstorming together.
If students have finished their class discussion with me, I shall then
If time allows, I shall start the students onto their first time capsule
10:15am direct them towards starting their first piece for the time capsule. This
Stage 3: Conclusion piece: a letter to the future
will be a letter to the future.

Evaluation:

The lesson went accordingly, apart from the showing of my example ‘letter to the future’. Students did have ample time to begin their letters, but not enough to fully flesh our their
ideas. This task will need to continue on to next lesson.
I started the lesson later than I wanted as there weren’t enough students for a good discussion at the start. I handed out their published poem booklets and discussed some of their
poetry as a lead into the lesson.
Students contributed adequately during the discussion, but I did not feel that I guided the topics into a deep analysis of the content. Next time, I would like to focus on creating a
more intimate discussion setting by moving the students closer to each other. The lesson felt disjointed to me.
I also noted that I may have scared a certain student with talks about the future. This particular student is sensitive to the topic of death. I also had issues with students on their
phones, and ignoring the class conversation. This is an area that I would like to address in my classroom management strategy.

Follow up:

Students will have the chance to finish their letters in the next class. I would also like to introduce the lesson with media that is relevant to our unit. Students were able to talk about
time capsules, but they did not learn much historically. I will also expand on the unit outline, showing them what is to go into the capsule and what I need from them.

Mentor teacher feedback: Pre-service teacher reflection:

Exit card strategy - refer back to the lesson objectives

See to attached sheet: Observation of Jacky’s Third Lesson: 9th September, 2019
Swinburne University of Technology
Think about timing, be strong with questions and directions
Think about timing with student answers - how can I ensure each student gets enough talk/
contribution time
Think about different discussion tactics.
Observation of Jacky’s Third Lesson: 9th September, 2019
VCAL Senior Literacy: Time Capsule

Instructions clear on the board:

“put phones away” – sets expectations
Learning intentions – “At the end of the lesson you should be able to discuss and analyse
the relevance of time capsules and their contents”
1. What are time capsules?
2. The past, present and future
3. Writing to the future

OPENING DISCUSSION: 8:55AM -

“Has anyone done a time a capsule?”

“I’ll give you a few minutes”
DID you give them a few minutes?
“What would we put in time capsule?”
Teale: Questions about the future (achieved)
Georgia: Memories, photos, childhood.
Josh: Money
“How old will you guys be in 50 years?”
“Angus? What would you put in a time capsule? Would you put in your favourite song?”
Georgia: USB

“What was it like 20 years ago?”

Georgia: people thought they were going to die because of the millennium bug.
COULD you give more time for each student to contribute?

“What will it be like 20 years from now?”

Global warming.
MAYBE you could go around and get responses from everyone.

Cold-calling student names to ensure responses.

Discussion was building slowly.
Canvassing students’ responses on the board.

“Do you think that people in 20 years will be happier than us now?”
“Do you have a positive or bleak outlook of the future?”

“What movies show the end of the world?”

9:30AM – Discussion still going.

“Where do you think you will be in 20 years?”

Do you think the discussion went too long?

9:39AM – Moving onto first task

Explained to task – letter

HOW could you explain this more clearly?
Were all students clear?
9:50AM – Students working on their personal letters.
Shaemus arrives
Walking around helping individual students.

Made a point the class about the audience (future).

10:00AM – 10:35AM – Students working on letters

Jacky moved around to students individually

10:35AM – class ends

Do you think it would be appropriate to wrap up the lesson? Save time.

TIP OF THE DAY: Keep an eye on the clock.

 Lesson Plan (Secondary)
Lesson
Writing a procedural/instructional text Date: Thursday 12th of September Year level: VCAL Senior Literacy
title:

Lesson Duration of
Topic: How to survive school 2 of 8 85 minutes
Sequence: lesson:

Lesson rationale:

To keep in theme with the outcome of a time capsule, I have designed this lesson to produce a piece of writing that continues to explore the theme of the ‘future’ and climate
change. It’s important that students practice their procedural writing in order to articulate these skills in later in their lives.

Students background knowledge: Learning objectives:

This lesson is the second of a unit. Students were writing their letters in the last lesson, In this lesson, students will be reviewing their procedural/instructional writing skills learnt
and I would like to continue this writing trend through the introduction of this unit. I have earlier this year.
also chosen the topic of climate change as an example as I know the students are very By the end of this lesson, they should be able to construct a refined procedural/
passionate and opinionated in regards to environmental damage. instructional writing piece in careful consideration of their audience.
Teacher focus: Learning environment:
I will focus on my lesson pace and flow in this lesson. I will learn how to gauge timing from Students will be in their usual classroom. The room is large and open, which allows the
observing student engagement and interaction. A pressuring factor for this lesson will be students to work independently and comfortably. The learning environment will be left as
an early dismissal, which means I have to be conscious of timing throughout the lesson. is, to ensure students feel safe in a familiar setting.
Resources: Assessment strategies:

• Procedural writing worksheet

I will assess student knowledge through their contribution to the class example. I will also
• https://www.youtube.com/watch?v=qyL_cYxV6QA
assess their learning again through checking on their progress before they are dismissed.
• Example letter
One-on-one communication is also essential to this lesson.
• Connection to the projector

Swinburne University of Technology

 Approx.
Stage of lesson Pre-service teacher’s actions Student actions/tasks
time

I will introduce the lesson by asking students what they already know
Stage 1: Introduction 11:20am
about procedural/instructional writing.
11:25am
This will then lead into a Gordon Ramsey video, where the imagery
GORDON
does not match the instructions. I will then talk about how important it Students should be actively contributing to the class discussion.
11:30am
is that they make their instructions specific and detailed. They will be asked to express their thoughts and feelings about the
5 MINUTE
As a class, we shall write a set of instructions to go into the time unit, in which they should reply respectfully and with consideration.
Stage 2: Body of lesson 11:35am
capsule. I will give the students five minutes to write down an
DISCUSS
instruction/tip. I will also write it on the projector and publish
12:00pm
The subject will be “HOW TO SURVIVE CLIMATE CHANGE”

Students will be finishing class earlier to set up their event for R U

I will make it clear that I expect a minimum of five lines of work from
OK? Day. Some will leave early.
12:30 them before their early departure. But I’m looking for at least 5.
Stage 3: Conclusion There will be an expectation that they have written 5 steps to “HOW
Finish by 12:45
TO SURVIVE HIGH SCHOOL AS…” before leaving the class.

Evaluation:

My lesson was largely successful, even with the early interruption. I chose to present my example letter in a later class. I also noted to students that they must have completed at
least 3, instead of 5, steps to their instructional piece. My conversations with the class as a whole improved this lesson, possibly because they were more awake than previous
classes. An aspect that could be later improved would be the way I hand out resources to students. I need to find more engaging and efficient method.

Follow up:

I plan to extend their learning form this lesson by offering students the change to extend or finish off their pieces in a later class.

Mentor teacher feedback: Pre-service teacher reflection:

Swinburne University of Technology

Observation of Jacky’s Fourth Lesson: 12th September, 2019

START: What are in instructions? 11:20AM

How to survive High School in 2019?

VIDEO: What’s wrong with the video? GORDON RAMSEY

Josh: There weren’t any proper instructions
Did you let the students respond enough to the video question?
Explained the video’s visuals
Noah example: don’t go into the boy’s toilets
What visual could you put on that instruction?

HOW TO SURVIVE CLIMATE CHANGE? 11:30AM

Connected to last class.
Spend two minutes on your phones or piece of paper.
Students given 5 minutes to write their responses.

DISCUSSION ON BOARD: 11:37AM

Teale: Pick up rubbish
Maddie: Reduce shower time
Georgia: Grey water system
Noah: Hold water in the umbrella
David: use less vehicles, ride more bikes, use less petrol.
Kris: invest in electric cars
Can we use Uber in more of a sustainable way?
Example about communal car
Marley: Stop buying plastic
Josh K: Point about China, certain cars on certain days.
Georgia: Buy organic produce from local businesses
Marley: How many would stop eating meat
Ethan: design things better to last longer.
Shaemus: more solar panels
Josh Day: grow your own vegies
Hannah: bucket in the shower to water the plants
Sam: wind turbines
Ebony: reusable clothes.
Matt: More suitable clothes

Discussion was rich. All students got to respond.

INSTRUCTIONAL TASK: 12:00PM

Giving instructions out to students. Described the task.
Are we clear on the instructions?

Students start working.

 Lesson Plan (Secondary)
Lesson
What happened in 2019? Date: Monday 16th of September Year level: VCAL Senior Literacy
title:

Lesson Duration of
Topic: Big issues/events 3 of 8 110 minutes
Sequence: lesson:

Lesson rationale:

To keep in theme with the outcome of a time capsule, I have designed this lesson to produce a piece that explores the present in relation to the audience of the future. It’s important
that students regularly read and keep up with the news in order to utilise these literacy skills in later in their lives.

Students background knowledge: Learning objectives:

This lesson is the third of a unit. Students were writing constructing procedural texts in
their previous lessons, and I would like to redirect the writing activities to a digital platform
to engage the students.
Teacher focus:
In this lesson, I shall focus on making my instructions clear and heard. Many students
have not read the handouts that I have provided in previous lessons and are often
confused. I shall aim to make my instructions clear.
Resources:
• My iPad
• Padlet
• Google Drive: Time Capsule
In this lesson, students will be reviewing the reading components in their learning
outcomes.
By the end of this lesson, students should be clear about: what the unit entails, what is
expected of them, and where to find and submit documents. Students should also be
able to navigate and use Padlet, as they collate new issues and events from 2019.
Learning environment:
Students will be in their usual classroom. The room is large and open, which allows the
students to work independently and comfortably. The learning environment will be left as
is, to ensure students feel safe in a familiar setting.
Assessment strategies:
I will assess student knowledge through checking their submissions for the previous tasks.
This will be updated in a digital and physical marking sheet.

Swinburne University of Technology

 Approx.
Stage of lesson Pre-service teacher’s actions Student actions/tasks
time

I shall prepare for the class by setting up the projector and bringing
out the laptop trolley. I will ask a student to charge all laptops.
I will start the class by reviewing the unit and what is required of
them. Students should be listening to instructions and explanations at
8:55am
Stage 1: Introduction The next topic of review will be the Google Drive and where the their tables. Their phones and laptops should only be used to
submit their work. identify and locate folders and worksheets as prompted.
At the end of my introduction, I will direct the students to the Padlet
to begin their task on news/issues of 2019.

I shall project the Padlet live onto the screen and monitor
9:30am
Stage 2: Body of lesson submissions. I will also prompt students from the front of the class.
Students should be utilising their electronic devices to research and
I will end the lesson by showing the students a personal example of
contribute their findings to the only platform. Students need to be
a letter that I have written to the future. I will also show them the
respectful and use appropriate language.
10:15am finished class “how to…” procedural writing task.
Stage 3: Conclusion
After this, I shall repeat my expectations on the submission of work
for this unit.

Evaluation:

My lesson did not follow as planned. I had to reevaluate the activities as I did not feel that students were ready to progress onto another task. Instead of moving towards a new task,
I allowed the students to utilise the time in the class to polish and submit their previous two pieces.
A modification that I made was to present the example letter and how to survive climate change guide in the middle of the lesson when students were working, allowing a break for
them if needed.

Follow up:

To show students that their work means something, I shall make a time capsule box for the class. I shall submit my own work to the box early, emphasising the need for their pieces
to be edited and printed by the end of the unit.

Mentor teacher feedback: Pre-service teacher reflection:

Swinburne University of Technology

Observation of Jacky’s Fifth Lesson: 16th September, 2019

START: 8:45AM (6 students)

Jackie walked around and spoke with individual students while waiting for others to
arrive.

9:00AM – Explanation of what we are doing “Time Capsule”

On the board – explanation of the overall project.
Padlet task - “News and Issues”
Q: “What happened in 2019?”
Georgia: First female Driver of Puffing Billy
Question directed to Matt – response: “I don’t really watch the news”
Q: “What about some issues and news from 2019?”
Q: “What else are we doing?”
Explanation of “What’s hot and What not task”
Explanation of the photos task – “Should we create an Instagram feed?”
Explanation of the “predictions task”

“At the end we will make a time capsule box.”

9:05AM – Showing the students the climate change list (Josh K arrives)
Showing students where to save their time capsule pieces.
“I will be checking it.”
Showed students where the worksheets can be found. Reminded students about the
need to read the worksheets.
Directed students how to satisfy the unit.
By the end of this lesson, you should have at least 2 pieces in your folder.
“I will let you guys finish off those two pieces, because we have so few here”.
Could you ask the students if they are clear on what they need to do?

9:10AM – Students work on finishing their letters and instructions (Noah arrives)
Georgia asked question what to do.
Jacky walked around and worked with students one-on-one.

9:45AM – Students told to have 15 minutes to finish.

Jacky let the students know there was 15 minutes to finish the tasks before moving onto
the next thing.

10:00AM – Student given extra time to complete tasks.

 Lesson Plan (Secondary)
Lesson
Popular Culture 2019 Date: Thursday 19th of September Year level: VCAL Senior Literacy
title:

Lesson Duration of
Topic: What’s Hot/What’s Not 4 of 8 110 minutes
Sequence: lesson:

Lesson rationale:

To produce a complete time capsule at the end of this unit, students will be to cast their minds to earlier in 2019. They will reflect on popular culture and attempt the understand the
relevance of fads and trends in relation to longevity and sustainability. It is important that students reflect on these topics in order to make sustained, proactive choices about what
they consume and support in their lives after high school.
Learning objectives:
Students background knowledge:
What will the students learn?
This is the fourth lesson in the time capsule unit. Students have constructed a letter and In this lesson, students will learn how to navigate and use Padlet to achieve their task
procedural text addressed to the audience of 2070. This lesson extends their knowledge outcome. By the end of the lesson, students should have sufficiently researched at least 6
through exploring the importance of the past and present, in relation to a future audience. trends to contribute to the class Padlet.
Teacher focus: Learning environment:
Students will be in their usual classroom. The room is large and open, which allows the
In this lesson, I shall focus on the delivery of my instructions. I want to be clear when
student to work independently in their own comfort. The classroom structure will be left as
articulating my instructions and expectations. I would also like to develop my intellectual
is, to ensure students feel safe in a familiar setting. This classroom will also challenge my
engagement skills to prompt the students in this class activity.
tone, volume and pitch due to its size.
Resources: Assessment strategies:
I will assess student achievement through a live monitoring of the Padlet feed, prompting
• Padlet
students to contribute more if needed.

Swinburne University of Technology

 Approx.
Stage of lesson Pre-service teacher’s actions Student actions/tasks
time

I will start the lesson by asking students “what is a trend?’.

This will lead into a conversation about what students have
11:25am interacted with, and what their thoughts are in relation to the trend.
Stage 1: Introduction
I will then break off the conversation and tell students to keep their
ideas and thoughts in the back of their minds.
Students should attempt to converse and have creative input into
lead in question. They should only use their phones in relation to
the topic we discuss as a class.

The students will then be asked to take out their laptops in

Stage 2: Body of lesson
preparation for the next stage of the lesson.
On the projector, I shall give a lesson on how to use Padlet. I will
ask students to explore the site as I verbally explain how and what Students should remain respectful and explore Padlet on their
to do. laptops.
11:45am
Once students have got the hang of the program, students will Once students have familiarised themselves with the program, they
need to write at least 6 submissions of trends that they have should begin the task.
interacted with over the past year.
I will monitor, give constructive criticism and prompts throughout
the lesson.

At the end of this lesson, I shall ask students some questions about
the lesson such as “what do you think about Padlet? Would you
Students should reflect on the lesson and the materials presented
use it again? Do you think that any of these trends will last?
12:45 by their peers. Once they have finished, they should aim to
Stage 3: Conclusion Evolve?” I shall also show the students that I am printing this Padlet
complete their previous tasks.
to be included in the final finished time capsule folder on Google
Drive.

Evaluation:

My lesson did not match my lesson plan in the introduction. The aim to finish a class Padlet on trends of 2019 was still the same, but the structure of the lesson evolved into a
smoother and better designed lesson. I started the lesson by handing out sticky notes to the students, instructing them not to write on it until they were told to. I then asked the
question ‘what is a trend’ and allowed students to have a class conversation. Once they had ideas in their heads, they were allowed to write on the sticky notes and attach it to the
whiteboard. I also displayed a progress of completion document on the projector to prompt students to finish their previous work.
This as a good introduction, which led to a smoother transition into the body of the lesson where I explained Padlet and how we would be using it. I could improve teaching practice
by being comfortable with pausing and waiting for students to respond before continuing on.

Follow up:

I will print out the Padlet for the class to physically have. This will reiterate the importance of our class activities when I put it into a physical time capsule.

Mentor teacher feedback: Pre-service teacher reflection:

I mistakenly thought the lesson ran for a much shorter period. I will need to monitor the time
more closely and accurately.

Swinburne University of Technology

Observation of Jacky’s 6th Class: VCAL Senior Literacy
“Trends”

START: 11:25AM Discussion about Trends

Discussion started with sticky notes.

Students put notes on the board when they write down a trend.
Students wrote down the trend and readily stuck their idea on the board.
Once students had completed Jacky read all their responses.

Public figures – what do you mean? Good questions.

Questions worked tease out more information from the students.

Discussion was engaging and students readily gave their views.

11:45 Padlet activity “Trends”

Demonstrated on the whiteboard (projector).
Task explained clearly.
Examples used.
Answering questions to help students.
I like the “if you are stuck” advice on the padlet site.
Students were contributing their trends well!

12:20PM – Finish off letters and guide

Checked to see where students were up to.
Working around the room well. Making sure each student is progressing.
 Lesson Plan (Secondary)
Lesson
What happened in 2019? Date: Monday 7th of October Year level: VCAL Senior Literacy
title:

Lesson Duration of
Topic: News/Issues 5 of 8 110 minutes
Sequence: lesson:

Lesson rationale:

To produce a complete time capsule at the end of this unit, students will be required to do extensive research and commentary on recent news/events that have occurred in 2019. It
is important that students learn about global/local events so that they can draw on this reflective practice throughout their lives after high school.

Students background knowledge: Learning objectives:

Students have so far done extensive work on self expression and have recently dived into
By the end of this lesson, students should be able to integrate knowledge to analyse and
an exploration of wider, global trends. I want to continue to build on this theme and
evaluate past and present issues. Students will have written a short summary in relation to
instigate a conversation about the news with the students in order to understand the
the event that they have chosen.
impact that the present has on the future.
Teacher focus: Learning environment:
Students will be in their usual classroom. The room is large and open, which allows the
In this lesson, I shall focus on the delivery of my instructions. I want to be clear when
student to work independently in their own comfort. The classroom structure will be left as
articulating my instructions and expectations. I would also like to develop my intellectual
is, to ensure students feel safe in a familiar setting. This classroom will also challenge my
engagement skills to prompt the students in this class activity.
tone, volume and pitch due to its size.
Resources: Assessment strategies:
Students will need to have submitted a minimum of 4 posts to the Padlet, summarising
• Corresponding Padlet
the news/event. I will extend the students by encouraging them to comment their opinions
• Link to the Padlet worksheet
of future action/consequences on their peers’ submission.

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Stage of lesson
Stage 1: Introduction
Stage 2: Body of lesson
10:00am
Stage 3: Conclusion
Swinburne University of Technology
Approx. Student actions/tasks
Pre-service teacher’s actions
time What will the students be doing during this time?
I will start the class by writing the learning objectives and lesson
agenda on the board. I will then set up the projector while waiting
for the rest of the students to arrive.
Once all the students have seated themselves, I will begin with a
casual introduction of asking them “what did you do over the Students should attempt to converse and have creative input into
8:55am break”, which will hopefully lead the conversation into “what news/ the lead in question. They should only use their phones in relation
issues/events happened in the break?” to the topic we discuss as a class.
I will ask students about different categories of news, listing them
on the board. I will then ask students to select an area of interest or
familiarity to them, and research some articles.
I will also ask students to create their own Padlet account.
Students will have to meet a set of criteria to pass this task. I will go
around the room with my iPad, prompting students to include any
missing information.
9:15am Once students have finished, I shall ask for a bonus entry for a
personal news story. This news article could be about their finishing
of Year 12, an impending event in their personal lives, or what
happened during the break that was interesting to them.
If students have finished early, they will be asked to complete some
extension tasks.
At this conclusion stage, I shall ask the students to close their Students should ask for help when needed to edit and finalise their
devices to listen. I will present a physical box labelled ‘time capsule’ work. They will need to come to either myself or Joel for printing,
and start explaining that their work will be printed and sealed into and then assemble their pieces in corresponding envelopes.
the time capsule from this lesson onwards. Students will be asked
to edit their work before final submission.