Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Vikings 66 (PDF)
Date: 3/5 Location Booked: Normal Lesson Number: 03/30
Week 1, Thursday classroom
Time: 60 minutes Total Number of students: 30 Printing/preparation
Three worksheets x30
One learning map x30

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative (ACDSEH007) Students learn to use
HT4-3: describes and assessment: -The way of life in creative writing skills to
assesses the motives and Feedback of the Viking society and the create a dialogue
actions of past individuals dialogues are roles and between the three
and groups in the context of given during relationships of different levels of social
past societies. their different groups in class in the Viking Age.
HT4-7: identifies and presentation and society
describes different contexts, also during class
perspectives and time.
interpretations of the past.
HT4-9: uses a range of
historical terms and concepts
when communicating an
understanding of the past.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
CC – Aboriginal and Torres Strait Islander
histories and cultures (Using images through the - Learn how to differentiate between social
learning map, students are able to to follow the classes of the Viking Age.
process of the lesson).
GC – Literacy (Through the dialogue activity)
GC – Intercultural Understanding (introduces the
history of the Vikings and their Scandinavian way
of life from the eighth century to the eleventh
century.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive
construction and requires students to engage in higher-order 1.3 Problematic communication
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self
and teachers work productively in an environment clearly focused 2.2 Engagement regulation
on learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts knowledge
outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.6 Substantive Understanding of the lesson is displayed through the dialogue. This is shown
communication through an oral presentation that has an emphasis on being creative.
2.6 Student The learning map gives students guidance whilst still allowing for individual
direction direction. This is pending that all tasks are completed within the allocated
time. The students can also choose how their dialogue is presented to the
class.
3.4 Inclusivity The last activity promotes inclusivity with everyone having to be involved in
acting out the dialogues.
 Time Teaching and learning actions Organisation Centred
T/S
1-5 - (Pre-lesson set up) Set up five groups of Teacher: Mark the roll.
mins. tables that can seat six people at each. This Hand back exercise books.
is preparation for the final activity at the
end of the class. Student: Enters the T/S
classroom.
- Teacher meets and gathers students
outside the classroom. The teacher hands Resources:
each student a learning map that has - Roll
explicit visuals of what is to be undertaken
within the class.

- Teacher marks the roll as the students

settle into the class.

- Teacher hands back exercise books that

were collected in the previous lesson.
Teacher tells students that if they want to
discuss their feedback to see them after
class.

5-30 - The teacher distributes worksheet one Teacher: Instructs students

mins. and two to all students. They are to read on the activity. Monitors
the worksheet and answer the questions in students and offers
their exercise books. assistance
S
- The teacher offers assistance if a student Student: Completes
raises their hand or if they can see that they worksheets
are struggling with staying on task.
Resources: Worksheet One
x30
Worksheet Two x30
30-40 - The teacher distributes worksheet three Teacher: Hands out
mins. to all students and states that whoever worksheet three.
completes the crossword the fastest will
receive an incentive (A school merit – part Student: Completes S
of whole school reward incentive program worksheet individually
on behaviour and performance)
Resources: Worksheet
Three x30
40-55 - Students at each table are to select the Teacher: Facilitates class in
mins. two most creative dialogues to present to dialogue sharing
the class. All members of the table must
participate in a dramatic interpretation Student: Acting out S
(three each dialogue) and an incentive of a dialogue
 canteen voucher is available to the most
dramatic, informative and engaging Resources: Worksheet One
dialogue. x30

55- - Students pack up their things and are Teacher:

60mins. instructed to leave the class in an orderly
manner once the bell sounds. Student:

Resources:
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

When developing this lesson, I wanted to have an emphasis on creativity and

collaboration. The lesson endeavours to take a deeper look into the everyday life of
people in Viking society and in particular the social structure. The learning map was a
resource I decided to carry over for this lesson as it provided a visual representation
of what was occurring within the lesson. Offering incentives during the crossword
and also the collaborative dramatic interpretation in an attempt to boost
engagement. Furthermore, introducing dramatic interpretation presents another
way of demonstrating knowledge.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-3: describes and
assesses the motives and
actions of past individuals
and groups in the context
of past societies
The motives and actions of past individuals and
groups are shown through the completion of set
work and also the dialogue that is presented in
acting form. It will be deeply analysed through
marking of books in future lessons.

HT4-7: identifies and
describes different
contexts, perspectives and
interpretations of the past
HT4-9: uses a range of
historical terms and
concepts when
communicating an
understanding of the past
The dialogue exercise provides the opportunity for
students to consider different perspectives and
discuss the social structure of the Viking Age.
Through the dialogue students in an attempt to be
engaging and as realistic as possible uses a range of
historical terms and concepts to understand the
past.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.4 Strategies The learning map is symbolic of one of the eight ways of learning
for teaching within the Aboriginal culture which endeavours to explicitly map
Aboriginal and stimulate visualising processes.
and Torres
Strait
 Islander
students.
2.2 Content Content is organised and set out through the learning map. It
selection and follows a sequence in which the content becomes progressively
organisation. more difficult throughout the lesson.
4.1 Support Through the introduction of incentives and constant support
student throughout the lesson.
participation.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
- Student bags as a tripping hazard by the teacher or another student. Can be
minimised by ensuring all students stow their bag under their table.
- Teacher should ensure all exits are accessible and tables, chairs and other
equipment should be out of the way.

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resource references

History on the Net. (2000). Viking society: Nobles, Medieval Freemen, Slaves.
Retrieved from https://www.historyonthenet.com/viking-society-nobles-medieval-
freemen-slaves/

Guy, J. (1998). Early Civilizations : Viking Life. Hong Kong. Snapping turtle guide
Resources Attached:
You must list all the resources that you have created or found in this space.

Resource One: Learning map

Viking lesson #3
Worksheet one and
Worksheet two

Dialogue Crossword
Resource Two: Worksheet One
Resource Three: Worksheet Two
Resource Four: Crossword
 Rationale

The three sequenced and coherent lesson plans that are present within this

assignment are part of the stage four topic, ‘The Vikings’. This topic is part of the

depth study ‘The Western and Islamic World’. Three key areas that helped shaped

my thinking behind integrating and creating the resources that I did include teaching

strategies, differentiation and the integration of knowledge. It was crucial

throughout the three lessons that resources and activities were both creative and

innovative to help engage students. It was also crucial that students had the

adequate support and scope was evident for low achieving and high achieving

students.

Taking into consideration pedagogical models when applying teaching strategies

within the classroom is important as it aims to create an engaging and challenging

lesson. Substantial differences exist in both individual students and also classes as a

whole and this requires teachers to apply the appropriate strategies that best suit

those who are being taught. Scott (2015) expands on this notion and combines it

with applying a pedagogy that caters for students’ education in the changing

environment of the twenty first century. An example of this is the emergence of

Information and communications technology (ICT) which centres around a more

collaborative learning style (Scott, 2015). Leadbeater (2008) summarises this thought

in that today’s students view themselves as active learners and that they would

rather be creating information instead of spectating information. Two examples that

demonstrate this within the lesson plans is the creative writing exercise in lesson
two and the dialogue exercise is lesson three. The dialogue in particular requires

higher-order thinking in the way that students manipulate and synthesise

information through creating a scenario within the Viking Age. The three dimensions

of pedagogy as outlined in the Quality teaching in NSW public schools’ discussion

paper (2003) encompasses higher order thinking within dimension one “intellectual

quality”.

Evidence based teaching strategies was a core component that I wanted to express

throughout all three of my lesson plans. Weller et.al (2015) define evidence based

learning as a teachers’ intention to commit to the best interests of their clients

(students) and seek the most empirically supported approach rather than a

traditional approach. The goal of evidence based teaching involves ensuring that

enrichment of learning occurs. Two examples of evidenced based teaching within my

lesson plans are shown through the “Five words” revision exercise and learning

maps. Questioning to check for understanding as stated by Cotton and Conklin

(1989) is a tool that should be utilised more within a classroom and the

implementation of the “Five Words” revision exercise attempts to do this by delving

deeper into what knowledge has been retained from the previous lesson. Clear

lesson goals are another form of an evidenced based strategy and the

implementation of learning maps helps not just keep students on track but also aids

in the clearness of teaching instruction and expectations.

Differentiation programming is a significant area within teaching strategies as it

targets students in both how they absorb information and the pace of that this
occurs. Possible individual student abilities are listed by the New South Wales

Standards Authority (NESA) which include:

- Cognitive abilities

- Prior learning experiences

- Learning styles and preferences

- Motivation and engagement

- Interests and talents

It must be stressed that not all students and classes are the same therefore, it is

crucial that the teacher gains an understanding into each student and then apply

appropriate support. Hertberg-Davis (2009) expresses that differentiation targets not

only those who are underachieving but also those who are high ability learners and it

has been shown through research to have an impact on student achievement

towards learning. Applying this throughout my lesson plans I used the formative quiz

at the beginning of lesson one and also collecting exercise books in lesson two to

gain a deeper insight into the students. This deeper insight will provide me with not

only prior knowledge of content but also any literacy skills that may need developing

or are excelling. The process in which knowledge is retained by the student is one

method that was targeted for differentiation. Audio transcripts of worksheets are

present within lesson one and two for those students who may prefer content to be

delivered through audio rather than reading. The process in which knowledge is

demonstrated is shown through lesson two in which students can create a visual

representation rather than a creative writing piece if their literacy skills are poor.

Catering for students who are high achievers can come in the form of either setting

an extra task to coincide with the creative writing exercise or assisting a student who

may be struggling and using their completed work as their resource.

The integration of knowledge and also the incorporation of ICT within the classroom

can help provide students with an enriched experience of obtaining content. Within

my three lessons, both literacy and ICT are core areas in which I have integrated

knowledge from. Both literacy and ICT make up part of the general capabilities that

are outlined throughout the Australian Curriculum. The general capabilities provide

students with the capacity to apply their knowledge and skills in a confident manner

and in an environment outside of school (Australian Curriculum). Literacy skills

formed a substantial part of my lesson plans with different levels of tasks appearing

throughout. For example, lesson one contained a PowerPoint presentation and also

a source analysis question. The PowerPoint presentation includes using both

grammar knowledge and also text knowledge as students are responding to a

resource by listening, viewing and then writing. The source analysis question delves

deeper into literacy understanding through the incorporation of visual knowledge

and word knowledge in the way students compose a response. Both of these

activities in conjunction with differentiation strategies can endeavour to incorporate

students’ literacy regardless of ability. The integration of ICT within the lesson has

the sole focus of improving the dynamics of learning for the individual. Scott (2015)

supports the incorporation of technology as it has the aim of facilitating inclusion

and equity. Throughout the three lessons, the majority of ICT integration is through

PowerPoint presentations which can be seen a low level of technology interactivity.

Resource five in the first lesson allows for a higher level of technology interactivity

with allowing students to engage in an interactive map. Saavedra and Opfer (2012)

mention exploiting technology to support learning within their nine principles of

teaching and this is an example with the incorporation of the interactive map. Scott
(2015) highlights the importance that whilst technology is beneficial to learning, it

should not be solely relied on.

 Reference list

Australian Curriculum. (n.d). General Capabilities. Australian Curriculum. Retrieved

from https://www.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities/

Cotton, K & Conklin, NF. (1989). Research on Early Childhood Education. ERIC.

Retrieved from https://files.eric.ed.gov/fulltext/ED312030.pdf

Hertberg-Davis, H. (2009). Myth 7: Differentiation in the Regular Classroom is

equivalent to gifted programs and is sufficient. Gifted Child Quarterly, 53 (4),

251-253. Doi: 10.1177/0016986209346927.

Leadbeater, C., & Wong, A. (2010). Learning from the extremes. CISCO. Retrieved

from https://www.cisco.com/c/dam/en_us/about/citizenship/socio-

economic/docs/LearningfromExtremes_WhitePaper.pdf

New South Wales Department of Education and Training. (2003). Quality teaching in

NSW public schools. New South Wales Department of Education and

Training. Retrieved from http://www.darcymoore.net/wp-

content/uploads/2012/02/qt_EPSColor.pdf

New South Wales Standards Authority. (n.d). Differentiated Programming. Retrieved

from https://syllabus.nesa.nsw.edu.au/support-materials/differentiated-

programming/
Saavedra, A & Opfer, V. (2012). Teaching and Learning 21st Century skills: Lessons

from the Learning Sciences. Asia Society & Rand Corporation. Retrieved

from http://asiasociety.org/files/rand-0512report.pdf

Scott, CL. (2015). The futures of learning 3: what kind of pedagogies for the 21st

century? United nations educational, scientific and cultural orgnanizations.

Retrieved from

http://unesdoc.unesco.org/images/0024/002431/243126e.pdf

Weller, Be., Huang, J & Cherubin, S. (2015). Applying evidence-based practice in

group work at an Alternative High School, Social Work with Groups, 38 (2),

125-135. doi: 10.1080/01609513.2014.965871.