Lesson Plan

Subject: Ancient

Year: 12

Class:

Date: 23/5/16

Day: Monday

Period: 5

Reference to Work
Program/ATLAS:
2004 syllabus

HOM:

Links to Assessment Objectives/Levels/Specification:

4. Thinking flexibly
16. Remaining open to
continuous learning
8. Applying past knowledge
to new situations

-Criterion 3

Learning objectives:
Time
5 Mins

Content on Augustus: Death of Caesar Battle of

Actium.

Targeted students:
- E.B: Learning Support

Lesson structure

Teacher notes/structure

Starter:

Instruct students to go onto their laptops where theyll

find a timeline on their emails. They should open this up.
I will let them know that they can write notes on it, either
from their own listening skills or from the board.

Students will go onto their laptops and obtain the

timeline Ive sent them, via email. Students will
be using their timeline to follow along as I talk
through the content. They can add their own
notes or the notes on the board to the timeline as
they go along.
Students will then be given a quick introduction
on what theyll be learning in the lesson.
They will also have the PowerPoint slides from
last week to assist them.
In addition, students will be given a brief
introduction on where we left off. What was
happening to the Republic before Caesars
death, and how Augustus rule eventuated.

Instruct the students on what theyll be learning today.

1. Because some students were away last week
the class would be re-capping what they learnt.
2. Especially because the content was difficult to
understand, Ive given them the time line to
follow.
Let them know they also have the PowerPoint slides to
look at, the hand out version.
Make sure they understand that they can put their hands
up at anytime and ask for help.
Also, tell them that youll be writing notes up on the
board for them to write down.

35 Mins

Body:
1st Activity Students will begin to write down
notes on their timeline as they listen to me
speak; this will help them understand the content
better. And allow the students to picture specific
chronological events that happened.
Students are encouraged to put up their hand if
they have any questions needing answered.

Begin to read my notes slowly and clearly so students

understand. Ask questions to them to make sure they
understand.
Write down keynotes and definitions for those who find it
difficult to keep up on the board.
Hopefully the timeline will provide students like E.B a
chance to better understand what Im talking about. E.B
can zoom up on the word document, etc.

10 Mins
Plenary:
Students will pack up their things and will be
asked to discuss what theyve learnt in class.
Also, they are more than welcome to ask
questions. Furthermore, they will be given further
direction about their homework task from their
teacher.

I will ask them to pack up their things up, we will then

discuss what they learnt and whether they had any
questions about the content theyve learnt.
I will then hand over to my mentor teacher to discuss
options for homework.

Differentiation:
Within this lesson Ive attempted to incorporate a word document (the timeline) for those students who find it difficult to
listen whilst writing. It provides students like E.B an opportunity to zoom up and write their own version of notes in the
spaces provided. In addition students are also using the hard copy of the PowerPoint to follow along with. This gives
students a visual element to the lesson. I will also be writing up my version of notes on the board as we go along each
date.

Reflection
In reflection this lesson didnt go as well as I hoped, most likely because of lack of preparation on my behalf. Also,
because I provided content in a monotonous way, it didnt really benefit the students. In addition, I went to slowly through
the timeline, which chewed up most of the time. This also didnt help students concentration abilities. I had to stop at 40
minuets in and let my mentor teacher take over.
I was disappointed in my efforts but will attempt to make next lesson more interactive for the students. Some ways that I
can do this is by chunking information together so it goes quicker, making tables for students to complete and letting
students de-construct specific content. This way students will be involved in the lesson rather than sitting and listening to
the teacher talk.