LESSON PLAN

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 guage 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

Teaching
Strategies

Class
Organisatio
n

Assessment
Techniques

Introduction (Engagement)
Students will be
recalling
information from
the previous
lesson. EXPAND
AND ADD TO

5min

Inform students that this morning we will be

reflecting on yesterday afternoons lesson.

Teacher
Explanation

Whole Class

Discussion

Have
students sit in
their seats.

Body
10mi
n

Brainstorm VIP (Very Important Points) that the

students came up with during the session.

Questioning
will assess
students

10mi
n

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

Whole Class
Whole Class

Conclusion(Presentation/Reflection)
2min

8 Aboriginal ways of
learning
Reference:
http://8ways.wikispaces.com/

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

Whole Class

Quality Teaching/Quality Learning Framework

Intellectual Quality
Significance
Deep knowledge
Background knowledge
Deep understanding
Cultural knowledge
Problematic knowledge
Knowledge integration
Higher-order thinking
Inclusivity
Metalanguage
Connectedness
Substantiative communication
Narrative

Quality Learning Environment

Explicit quality criteria
Engagement
High expectations
Social support
Students self-regulation
Student direction

understandin
g of
yesterdays
lesson.