1.

Context and rationale of lesson sequence - keep responses to one page, minimum 10pt font
KLA and stage
Learning Outcome
(related to syllabus)

History Stage 4 Topic: The Black Death

Describes major periods of historical time and sequences events, people and societies
from the past (BOS NSW, 2013).

Selected text name,

source
text type/ genre
purpose

Language features of
the text support EAL/D
and socio-culturally
diverse learner groups
See Appendix A for
colour coded annotated
text.

Language features of
the text which
challenge EAL/D and
socio-culturally diverse
learner groups.
See Appendix A for
colour coded annotated
text

Wilde, R. (2008). Case Study: The Black Death

Retrieved from:
http://europeanhistory.about.com/od/cultureartliterature/a/blackdeath.htm
This is an exposition (analytical) of the 1347-1353 plague which in the 14th century spread
across Europe.
Its purpose is to inform through detailed summaries of major factors which contributed to
The Black Death. It provides a breakdown of the events, situation, causes and implications of
The Black Death on the European Society at the time.
Supportive language features within Case Study: The Black Death
Title; Headings provide a clear indication of subject in bold (The Black Death) and the role of the
excerpt within a larger text (Summary). The 8 headings have also been bolded to support the readers
by directing them through the content in each paragraph. (No sub headings)
Text type/genre (analytical exposition): Follows stages of Orientation with Statement of topic in the
text opener, followed by headings. This a historical case study.
Text opener: Delivers orientation to key concepts (introducing The Black Death) as well as the
historical context of The Black Death.
Support: Text openers answer any pre conceived queries that any EAL/D and socio-culturally diverse
students may have before continuing on in the text.
Paragraphs: The paragraph openers convey the field of the paragraph as well as makes know that
each paragraph addresses a different topic. It also provides a hint of the direction in which the text is
going. Support: The paragraphs contain short sentences, making it easier for EAL/D and socioculturally diverse learning groups to comprehend the material.
Visuals: Within the text
Exact dates and amounts: Aid EAL/D and socio-culturally diverse readers by providing non language/
Numerical info that is tangible (dates & statistics).
Support: Additionally it provides students with language difficulties, with support in comprehending
the historical concept by putting the text into context.
Challenging language features within Case Study: The Black Death:
Text type/Genre: as a historical extract it doesnt have the Reinforcement of Position that typically
completes an analytical exposition, instead it is gives a brief overview of The Black Death,
accompanied by related subtopics. As a result of the themes, students may find it difficult to
comprehend as the theme is constantly changing between geography, trade, history and medicine,
therefore making it more challenging for students to pick up on the vague language used.
Nominalisation: EG. Infection, mortality, incubation, variations, and transmission may require further
explanation to support students.
Complex noun groups: EG. Bubonic Plague, caused by the bacterium Yersinia Pestis
Passive voice: EG. Is cited, was sent, was spread and was caused.
Exact dates and amounts: Furthermore challenge EAL/D as well as socio-culturally diverse readers as
a result of the connected cultural meanings, making it difficult for students to understand the
historical content and the meaning associated with the language.

Commented [C1]: Evidence of understanding of reading

and writing integrated in history stage 4.

Justification of chosen
pedagogy, with
references to
theoretical
perspectives
introduced in Modules
1.1 and 1.2

The prepare model pedagogy of the Teaching Learning Cycle (TLC) implements appropriate teaching
strategies to achieve successful learning and building knowledge. This gives teachers the opportunity
to support students before completing their individual work. The TLC pedagogy is founded on the
concept of scaffolding associated with Vygotsky (Derewianka & Jones 2016, p.44), which brings to
light the importance of supporting learners in order for them to achieve higher levels of mastery
(Gibbons, 2005). This unit of work is summed up in Vygotskys learning theory of the Zone of Proximal
Development (ZPD) which encourage students to successfully create academic work which previously
couldnt be achieved without assistance (Humphrey, 2014). Wood, Bruner & Ross further support the
presence of scaffolding in the TLC. They stated that the TLC has a combination of talking, listening,
reading and writing in a supportive context which further encourages preferred pedagogical
outcomes (Wood, Bruner & Ross, 1976). The Teaching Learning Cycle in action requires teachers to
unpack and repack technical and abstract language as a result extending students towards high stakes
reading and writing (Humphrey, 2014; Derewianka & Jones, 2013). Overall the critical thinking skills in
the TLC promotes high order thinking, understanding and engagement among all students through
the combination of writing and reading (Lugwig, 2000). The Reading to Learn (R2L) program has been
implemented within this unit of work to support EAL/D students understanding of historical concepts
and context. This is achieved through reading at the paragraph level as well as providing support to
EAL/D students during the teaching of this unit of work as students learn the language skills needed to
understand the text (Humphrey, 2014). The scaffolding provided will support EAL/D students as
according to Vygotskys Social Constructivism Theory. If students are steered by a more skilled
instructor and the work is within their Zone of Proximity then this will allow the learner to build upon
their current knowledge which is further supported by Freebody et al. (2008) who states the benefits
of scaffolding are infinite as it allows the student to expand past their own capacity.

Commented [C2]: Understanding of Literacy within

History and the importance of scaffolding learning for
students through the Teaching and Learning Cycle (TLC)

2. Description of lesson sequence, explicit teaching, scaffolding and connection with learning outcomes.
Reading sequence

Keep explanation to two pages, minimum 10 point font

BEFORE READING

Before-reading activities aim to support overall text meaning by building up related field knowledge
through reviving student schemas associated with the topic of The Black Death. It prepares learners
for unfamiliar linguistic, and cultural ideas that need to be scaffolded and creates opportunities for
prediction.

How will you prepare

students for the
context, text and
field? (eg. prediction,
skimming, oral
summary, read aloud,
visual and graphic
representations,
modelling of whole
text language
features) (include
time allocated)

Activity 1: Mind Map to capture students interests by gradually introducing them to the context of
the textual excerpt through scaffolding.
T will introduce the topic to the class (The Black Death). (1 min)
Ss will be asked to use their current vocab to brainstorm 8 keywords which come to mind
when thinking about The Black Death and write them in their workbooks. (2 mins)
T will ask Ss to share their responses with the class. T would then write answers on the board
and ask Ss to copy extra words into workbook. (5 mins)
T would discuss further any important words related to The Black Death that the Ss have
not covered. (2 mins)
This activity will force Ss to think rationally to gather keywords to produce cognitive links to the topic.
This will promote deductive reasoning furthermore connecting and engaging them within this topic.
As a result Ss will built upon the foundation of their ZPD, linking new and existing knowledge.
Activity 2: Key Words & Phrases to introduce students to new terminology.
T will place Ss in pairs. T will ask Ss to discuss key words which had arisen from the words
discussed in the mind map activity. (3 mins)
T will then place Ss in groups of three. Ss will be asked in their groups to formulate an
explanation for 3 key words given. Ss will write their explanations down and then crosscheck
using their internet resources on their laptops. (10 mins)
Ss will report back to T and peers with their results. Ss will be asked to take note of any new
and unfamiliar words shared by their peers.
Once all groups have shared, T will touch base with the new terminologies as well as expand
on them if essential. (10 mins)
At this point in time all Ss should have all key terms defined and explained in their
workbooks. Any terms from the mind map which havent been completed, T will define for
Ss.
Activity 3: Introduction to the Black Death text visual - Discussion to introduce the class to the
historical context in the case study as well as encourage student engagement with the text through
effectively utilising standing knowledge on the topic.
T will hand out the article on The Black Death.
T will ask Ss to discuss with the person next to them what they predict The Black Death will
entail and why is it believed to be a monumental moment in history.
Ss will note down their predications and comments. (5 mins)

DURING READING

What principles will

guide the way you
scaffold students
close reading of the
text? (Include selected
annotated paragraph,
with key words
/phrases highlighted
questions & prompts)

Selected paragraph

Detailed reading:
paragraph level

In the During reading stage, I will use the Detailed Reading strategy from the Reading to Learn
pedagogy to scaffold students reading. I will prepare students to find each of these concepts and
phrases, paraphrase them, affirm the students responses and elaborate on their answers. (10mins)
The Detailed Reading strategy will focus on the first paragraph of the text and will highlight the
following key concepts:
Historians
Morality
Europes
O.J.Benedictow
Perished
It will also highlight the following phrases:
Traditionally
Variations
Rates
Differently
Consistent
One Third
Three fifths
Million

Traditionally, historians accept that there were variations in the rates of mortality as different areas
suffered slightly differently, but roughly one third (33%) of Europes entire population succumbed
between 1346-53, somewhere in the region of 20-25 million people. Britain is often quoted as losing
40%. Recent work by O. J Benedictow has produced a controversially higher figure: he argues that
mortality was surprisingly consistent across the continent and in reality three fifths (60%) perished
roughly 50 million people.

Prepare
As a class we are going to read a case study on the Black Death, an event which occurred in the 14th
century, primarily in Europe. The extract from the text we are going to read is crucial for comprehension
and understanding of the case study. Additionally, it also introduces the reader to a historiographical
debate.
Summarise
The extract states how traditionally historians had a consensus that the Black Death killed a third of the
European population. However, historian, Benedictow controversially argues the mortality rate is twice
this.
Read aloud Paragraph 1
Traditionally, historians accept that there were variations in the rates of mortality as different areas
suffered slightly differently, but roughly one third (33%) of Europes entire population succumbed
between 1346-53, somewhere in the region of 20-25 million people. Britain is often quoted as losing
40%. Recent work by O. J Benedictow has produced a controversially higher figure: he argues that
mortality was surprisingly consistent across the continent and in reality three fifths (60%) perished
roughly 50 million people.
Elaborate (make explicit features which support or challenge reading)
In the first sentence, the extract introduces us to the current consensus amongst historians of what is
the accepted mortality rate from the Black Death in 14th century Europe. The second half of the extract
challenges this consensus by offering another historiographical perspective. You might have noticed the
words traditional and controversial. Traditional historians, referring to the consensus, being the
leading theory regarding Europes mortality rate during the Black Death at 33% which is widely
accepted. Controversial, referring to Benedictows recent work, based on new found evidence that goes
against the traditional view, which he states his unorthodox opinion to challenge the consensus.

Sentence by Sentence reading:

Detailed reading:
sentence levelwith
examples of possible
questions

Prepare
As a class we will now look at each of the sentences and deconstruct, analysis and interpret them. Im
going to ask one student a question to find the important information and then we are all going to
highlight that information. After that we can use the information to write notes to help our
comprehension of the text.
Summarise Sentence 1The first sentence tells us how deadly the Plague was with one in three
Europeans dying in seven years resulting in 20-25 million deaths.
Read aloud Sentence 1
Traditionally, historians accept that there were variations in the rates of mortality as different areas
suffered slightly differently, but roughly one third (33%) of Europes entire population succumbed
between 1346-53, somewhere in the region of 20-25 million people.
Q1. (Include cues.) There is a noun early on in the first sentence referring to the group of people who
work with history and who have conducted the research into todays topic. David, can you tell us the
first key word?
Affirm/elaborate
Very good! Everyone should highlight historians. Historians, identifies the group of people who have
studied history and are the reason why we have this information of the Plague today.
Q2.
Danielle, in the sentence, which word in the sentence refers to death on a large scale?
Affirm/elaborate
Very good! Mortality refers to death on a large scale. Please highlight the word mortality.
Q3.
A major focus of this sentence is the mortality rate. Mortality refers to death on a large scale and rate is
how we measure the scale of the death. The writer has attempted to measure the mortality rate two
ways Sally can you tell us the two ways in which the writer has measured the mortality rate?
Affirm/elaborate
Very good! Yes historians traditionally believe that roughly a third of the population of Europe had
perished which translates to an estimated 20-25 million people. The author measured the morality date
by percentage and by population figures. Can everyone please highlight any reference to the mortality
rate (rate, one-third (33%) & 20-25 million.)
Q4. The first sentence provides us with a date to place this event into a historical context Emily can
you tell us the date in which the Black Death first occurred in Europe?
Affirm/elaborate
Very good! The dates provided to put this historical event into context is 1346-1353. The first Plague
emerged Crimea in 1346 from the East and disappeared from the continent in 1353. Can everyone
please highlight the date, 1346-1353.
Q5.The beginning of the sentence states traditionally historians Can you please elaborate on the
importance of that opening sentence Catherine?
Affirm/elaborate
Very good! The sentence reaffirms the long established consensus held amongst historians on the
theory of the mortality rate across the continent. Although as we will discover in the forthcoming
sentences some historians challenge this consensus. Please highlight the word traditionally.
Q6. Emma, which words from first sentence explicitly tells us that the mortality rate in Europe was not
necessarily uniform across the continent?
Affirm/elaborate
Very good! Yes, the words variation and different tell us that the morality rate across the continent
were not consistent but varied depending on a range of factors (such as, climate, hygiene, government
controls, population, rural or urban settings and how globalised and exposed to trade routes the areas
were.) A third was the average mortality rate. Some areas were unaffected by Plague while others had
entire towns perish. Please highlight the words variation differently and different.
Summarise Sentence 2
It is estimated that Britain lost 40% of its population during the Plague.
Read aloud Sentence 2
Britain is often quoted as losing 40%.
Q7. James, what is the pronoun in the sentence which provides the reader with further geographical
context of this historical event?

Affirm/elaborate
Thats right! Britain was the pronoun and it provides us with the location of where the author wants us
to focus on next. Please highlight Britain. There is one other geographical pronoun in the paragraph
please find it and highlight it as well. (Europe)
Q8. Cassandra, What figure is quoted in the second sentence, what is the context for figure and why is
the author providing us with this figure?
Affirm/elaborate
Well done! The figure presented is 40%. The author provided us with the figure in this short sentence to
provide further context from the previous sentence and to give the reader an example of how the
mortality rate varied from region to region in Europe. Please highlight 40%.
Summarise Sentence 3
Historian O.J Benedictow challenges the traditional historical consensus of the 30% mortality rate and
claims 60% of Europe perished between 1346-1353 to the Black Death.
Read aloud Sentence 3
Recent work by O. J Benedictow has produced a controversially higher figure: he argues that mortality
was surprisingly consistent across the continent and in reality three fifths (60%) perished roughly 50
million. people.
Q9. Kate, can you tell me the word which means disputed?
Affirm/elaborate
Good Kate! You are correct. Please highlight Controversially. Here it is stating that Benedictows
theory is disputed as it challenges the current consensus held amongst historians.
Q10.Matt, can you tell me a word in the sentence which means to die suddenly?
Affirm/elaborate
Very good! Perished is the correct answer. Lets highlight perished. Millions of people perished during
the Black Death across Europe. Benedictow claims twice as many people perished during the Plague in
Europe then once thought.
Q11. Stacy, who produced the controversially higher figures as stated in the text?
Affirm/elaborate
Well done! Yes, O. J Benedictow is the historian who produced the controversially higher figure in which
he challenges the consensus on the mortality rate of the Black Death in Europe. Please highlight
Benedictow.
Q12. Howard, what are the figures produced by Benedictow and how do they differ from the figures
which have been traditionally acclaimed?
Affirm/elaborate
Very good! Yes Benedictow produced the figures of three-fifths (60%) which translates to an estimate of
50 million people. Please highlight these figures. This differs from the traditional figure of one-third or
20-25 million people.
Q13.Holly, can you tell me the word in Benedictows theory which means the opposite of variable, and
how this contradicts the traditional view?
Affirm/elaborate
Well done! The word we were looking for is consistent. Please highlight consistent. Benedictow
challenges the notion that the mortality rate was variable and claims it was consistent across Europe.

AFTER READING
How will you support
students to take notes,
summarise and/ or
respond to the text?
See Appendix C
worksheet

Activity 1: Information summary (5 min)

Using the mind map and article, Ss will define any unfamiliar terms.
Ss will use these terms and their own knowledge based on the article to write a 60 word
summary in their own words.
This activity will give Ss the opportunity to develop their comprehension skills by understanding the
article by summarising it in their own words.

Activity 2: Cloze passage (15 min)

Ss will be given a worksheet with a Cloze Passage.
T will instruct Ss to use their own knowledge as well as what they have learnt in class to
carefully fill in the Cloze passage with the appropriate words from the word bank.
This activity ensures that Ss have understood the content which they have just learnt by putting it
into practice. It also gives the T the opportunity to observe Ss abilities to contextualise the text in its
historical setting.
Activity 3: short response questions (15 min)
T will go through acitivty sheet, pointing out the two short answer questions. (Evaluate &
Analysis)
T will read aloud the two questions and ask Ss if they have any questions.
T will then allocate 13mins for Ss to complete the two short answer Qs based on their
studies of The Black Death thus far.
T will collect worksheets at the end of the lesson to read responses and evaluate Ss higher
order thinking, through their answers.

How will you assess

the students
development of
reading and
knowledge of the
field?

I will assess students development of reading and knowledge of the field through their written and
oral responses which were assessed in planned activities. The activities allow students to use the
knowledge they have gained from their resources to effectively and efficiently demonstrate their
understanding through the set activities. The collaborative group task gives each student the
opportunity to comprehend as well as contribute to the understanding of the field/text. It is through
each set activity that the teacher is able to assess each student on their written and oral abilities, as
each activity prompts active learning in the classroom setting, making it easier for teachers to
evaluate student development and progress.

Appendix A ANNOTATED TEXT

[Include a copy of the selected text, which you have annotated clearly as demonstrated in your tutorial.
Your annotations need to show the following features use colour coding to distinguish language features which support high
stakes reading from those which challenge: Name features in margins using the metalanguage developed in Modules 1 and
2. relevant features of the context (source, purpose, text type)
language features of the text which support EAL/D and socio-culturally diverse learner groups?
language features of the text which challenge EAL/D and socio-culturally diverse learner groups? ]

Commented [C3]: Evidence of having a basic

understanding of literacy concepts that may be
implemented and improved upon whilst reading history
sources.

Commented [C4]: Activity integrates literacy within

History, scaffolding further assisting student learning.

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11

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REFERENCES
Derewianka, B. and Jones, P. (2013). Introduction to a teaching and learning cycle (Chapter 3). In Teaching language in context.
Melbourne: Oxford University Press.

Freebody, P., Maton, K., and Martin, J. R. (2008). Talk, text and knowledge in cumulative, integrated learning: A response to
intellectual challenge. Australian Journal of Language and Literacy, 31(2), 188-201.

Gibbons, P. (2009). English Learners, academic literacy and thinking: Learning in the challenge zone (Chapter 3). Portsmouth:
Heinemann.

Gough, J. (2004). An Investigation into Student Numeracy Across the Curriculum. The Australian Mathematics Teacher, 9(4), 3034.

Humphries, S. (2014). Introducing a Prepare Pedagogy: Building Knowledge of the Field Through High Stakes Reading
[PowerPoint slides]. Retrieved 30/03/2016, from http://leo.acu.edu.au/course/view.php?id=11891

Ludwig, C. (2000). Literacy in the learning areas: a proposition. Literacy Learning the Middle Years. Retrieved 31/03/2016, from
http://kingstonnetworknumandlitteam.wikispaces.com/file/view/Ludwig+article.Pdf

Martin, J. (2015). Holocaust Memorial Reading Assignment Template. Retrieved 08/03/2016, from
http://leo.acu.edu.au/mod/resource/view.php?id=1288327

Rose, D. (2009). Writing as Linguistic Mastery: The Development of genre-based literacy pedagogy. In Roger Beardm Bedra
Myhill, Jeni Riley and Martin Nystrand (Eds), The SAGE Handbook of Writing Development, (pp. 151-166). London: Sage
Publications Ltd.

Wilde, R. (2008). The Black Death. 09/03/2015, from

http://europeanhistory.about.com/od/cultureartliterature/a/blackdeath.htm
Woolfolk, A., & Margetts, K. (2010). Educational Psychology. Melbourne: Pearson.

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