Template:Lesson Plan
Jump to navigation
Jump to search
A lesson plan should be created by copying the template below into the blank article and then filling in the sections.
Blank template with basic parameters
<!-- Any text between the arrows will only appear on the edit screen - not in page view. -->
<!-- Do not insert the lesson name onto the page. The lesson name will be the name of the wiki page. -->
{| class="wikitable"
! <div style="font-size:13px; ">'''Time''' !! <div style="font-size:13px; ">'''Year Level''' !! <div style="font-size:13px; ">'''Prerequisites''' !! <div style="font-size:13px; ">'''Materials''' [This lesson plan is supported by the [[Identifying Key Terms Teacher Resource]].]
|-
|| <div style="font-size:13px; "> ? lessons || <div style="font-size:13px; "> || <div style="font-size:13px; ">Before undertaking this lesson students will have demonstrated: || <div style="font-size:13px; "> Insert item. <div style="font-size:13px; "> Insert item. <div style="font-size:13px; "> Insert item. <div style="font-size:13px; "> Insert item.
|}
<div style="font-size:15px; ">'''Description''' <div style="font-size:12px; "><!-- Contextualise the need for the lesson and describe what will occur -->
<div style="font-size:15px; ">'''Curriculum Connections''' <div style="font-size:12px; "><!-- Drawn directly from the Australian Curriculum (History). (May include: Key Inquiry Questions, Depth study, Historical Knowledge and Understanding, Historical Skills, Achievement Standard -->
<div style="font-size:15px; ">'''Program''' <div style="font-size:12px; ">This lesson is part of the ? program.
<div style="font-size:15px; ">'''Theme''' <div style="font-size:12px; ">This lesson is part of the ? theme.
<div style="font-size:15px; ">'''Learning Outcomes''' <div style="font-size:12px; ">By the end of this lesson students will:
<div style="font-size:15px; ">'''Activity Type''' <div style="font-size:12px; ">Students will engage in activities that allow them to
<!-- Delete unwanted entries then re-write as a brief description -->
''Knowledge building activity types''
Read text
View presentation
View images
Listen to audio
Group discussion
Field trip
Simulation
Debate
Research
Conduct an interview
Artefact-based inquiry
Data-based inquiry
Historical chain (sequence print and digital)
Historical weaving (develop a story from print and digital)
Historical prism (understand multiple perspectives in print and digital)
''Convergent knowledge expression activity types''
Answer questions
Create a timeline
Create a map
Complete charts/tables
Complete a review
Take a test
''Written divergent knowledge expression activity types''
Write an essay
Write a report
Generate an historical narrative
Craft a poem
Create a diary
''Visual divergent knowledge expression activity types''
Create an illustrated map
Create a picture/mural
Draw a cartoon
''Conceptual divergent knowledge expression activity types''
Develop a knowledge web (written, visual or digital)
Generate questions
Develop a metaphor
''Product-oriented divergent knowledge expression activity types''
Produce an artefact
Build a model
Design an exhibit
Create a newspaper/news magazine
Create a game
Create a film
''Participatory divergent knowledge expression activity types''
Do a presentation
Engage in historical role play
Do a performance
Engage in civic action
<div style="font-size:15px; ">'''Thinking skill developed''' <div style="font-size:12px; ">This lesson will involve students in _______ level thinking involving
<!-- Delete unwanted entries then re-write as a brief description -->
<!-- ''Using Bloom’s Taxonomy and concepts drawn from '''Teaching for Thinking: Theory, Strategies, & Activities for the Classroom'''. (Louis E. Raths, Selma Wassermann, Arthur Jonas & Arnold Rothstein. New York: Teachers College, Columbia University, 1986.)'' -->
'''''First Order - Knowledge'''''
Observing – discovery; a disciplined process, built around the purpose
Collecting and organizing data – abstraction; involves comparison and classification
'''''Second Order - Comprehension'''''
Summarizing – reflection; give an outline of how students will present their summary
Interpreting – explanation; making meaning of our own experiences
'''''Third Order - Application'''''
Hypothesizing – problem solving; develops self-reliance
Applying facts and principles in new situations – problem solving; applying knowledge from old experiences to new experiences
'''''Fourth Order - Analysis'''''
Comparing – abstraction; must have a real purpose
Classifying – analysis and synthesis; allows us to make meaning
Looking for assumptions – critical thinking; identifying the limits of and limitations on our knowledge
'''''Fifth Order - Synthesis'''''
Imagining – creative thinking; sharing, not providing evidence
Designing projects or investigations – problem solving; we formulate a problem of our own imagining
'''''Sixth Order - Evaluation'''''
Decision making – problem solving; applying values learned from old experiences to new experiences
Criticizing – analysis and evaluation; becoming familiar with standards
Coding – analysis and evaluation; creating and applying standards
<div style="font-size:15px; ">'''Assessment Type''' <div style="font-size:12px; ">Students will be assessed on their demonstration of
<!-- These are what it is that the students do that is being assessed. (They will help you determine the type of assessment rubric to be used.) Delete unwanted entries then re-write as a brief description. -->
Information processing skills
Finding relevant information
Sorting/classifying/sequencing information
Comparing/contrasting information
Identifying and analysing relationships
Reasoning skills
Giving reasons for opinions/actions
Inferring
Making deductions
Making informed judgements/decisions
Using precise language to reason
Enquiry
Asking questions
Defining questions for enquiry
Planning research
Predicting outcomes
Anticipating consequences
Drawing conclusions
Creativity
Generating ideas
Developing ideas
Hypothesizing
Applying imagination
Seeking innovative alternatives
Evaluation
Developing evaluation criteria
Applying evaluation criteria
Judging the value of information and ideas
== Lead in ==
== What do students know? ==
== Activity ==
=== Introduction and motivation ===
=== Exposure to conflict situations ===
=== Construction of new ideas ===
=== Evaluation ===
== Application of new ideas ==
== Reflection on learning ==
== Closure ==
== Individualising learning ==
=== Remedial ===
=== Extension ===
== Assessment ==
== Review Suggestions ==
'''Student Engagement''' Did time management allow for proper communication between students and teacher? Did activities allow students to practice critical skills?
'''Student-centred teaching''' Did the lesson cater for the needs of all students? Could feedback and assessment have been improved?
== Links to next lesson ==
== Internal Links ==
[[Understanding the Activity Types]]
[[Understanding the Assessment Types]]
== References ==
<references/>
== External Links ==
----
<!-- Insert your signature -->
Further Reading
Louis E. Raths, Selma Wassermann, Arthur Jonas & Arnold Rothstein. (1986). Teaching for Thinking: Theory, Strategies, & Activities for the Classroom. New York: Teachers College, Columbia University.
--Beth Kicinski 09:51, 4 June 2012 (EST)