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.
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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
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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 _________________________
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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
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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.