Lesson PlanDate:18/10/11 Term: 4 Week: 2 Year Level: VLES level 1-4 Time/length: one hour Key Leaning Area: Economic Topic/focus: The nature and meaning of work. | |
Pre-planning considerations | |
Topic analysis For this lesson, I need the “My place” book, “My place” for teacher website, internet support and the stuff for making. I should read the story of lily in “My place”. And I need read thought all the resource on “My lace” for teacher for lily’s story. Also I need to go to the library or search though internet to learn identifies different natures of work. It links on VELS, level 4, “Students consider the nature and meaning of work and its relationship to other activities in people's lives, including leisure. They examine various types of work and enterprise in a range of settings, including home, school and the community, and identify the different natures of paid and unpaid work.” (VELS, 2008) This is the revision class. The most appropriate pedagogical strategies should be brainstorm and literacy skills. Learner considerations The learner is students in year 5 and 6. They have some common scenes for the daily life, good technology skills and have average literacy skills. Strengths: good behaviours in classroom and would like to learn the topic. Weakness: not good at present and share information. Learning preferences: They like to do the work by themselves and they like individual reading and searching information. And they like to use computers. I need the library support for books and internet. If they finish early, I will ask them to have the classroom research of what the jobs their parents are and using the knowledge to identify them into different groups. Eg: organization, agriculture, medical, construction, metallurgical, transportation, information technology, electromechanically and so on Learner prior knowledge Students understand the importance of the all the work to our social. They know the some names and function of works. Literacy considerations The reading, writing, listening and speaking are necessary skills for literacy in this class. During the class, students should be able to search and read the information, writing story, poem or something based on the knowledge they learnt, they have to listen to the teacher and others opinions and they have to speak in front of the class to share the works. I should have some sample works to make sure students understand and have the thoughts of the activity. Organisation and management Grouping Students work in pairs for the main activity. Students not only develop the friendship also learn the skills of group working. They listen to others and mix the ideas, they help each other but they try the best to finish their part of work and to be respond to their group. Physical environment I will have the large size classroom have books and computers. So that each group have their space and resources to work at. Students have tables and chairs to sit. And they have pencils, colourful pencils, rubbers, large paper and soon things. Seating I will make students sit in five areas. Students first talk with his partner in discussion area, after the group decide what they will do. They can choose different area for IT area, writing area and perform area. Also they have the research area with books and some computers. Timing The whole lesson is one hour. Introduce part is 15min. students sit on the floor and face the teacher Activity part Explain is 5min student sit on the floor and face the teacher Working time 25min. Students can walk around the room. Conclusion is 15min. Some students present on the front and other students sit on the floor Behaviour Clip hands to make them stop discussion. Point out the students who do the right thing. Safety and risk assessment Students will have their respect work and discrimination work. Teacher should build up their mind of every work is important for the social. | |
Resources and equipment | |
Physical resources Large size classroom Computers and books Chairs and desks Writing stuffs My place book A box of paper written on some nation of work Human resources I need some parents to help in the class for group working time. | |
Outcomes | |
Context of lesson This lesson is for students to understand different nature and meaning of the works. Students understand every work is respectful and important for our social. The preview lesson is teach the different natures of work. | |
Syllabus outcomes/Essential Learnings By his lesson, students can have a overview of different works, them they will build up the mind what is their favourite job. | |
Lesson outcomes By the end of the lesson, students learn · Nature of works · Meaning of different works · Functions of different works · Search the information from books and internet · Present in front of the class · Have group work | Assessment of lesson outcomes |
By the end of the lesson, students will show their works. Teachers can see the outcomes of their make in the class to know whether they understand the class or not. | |
Procedure for level 4 | ||
Time | Steps | Key questions, including checking for understanding Resources Management reminders Provision for extension/special support |
4min | Anticipatory Set Students watch the 2 minutes video of lily and his cousin work in the family restaurant. Introduce the unpaid work. http://translate.google.com/translate?hl=zh-CN&sl=en&u=http://www.myplace.edu.au/&ei=yrqcTsCsDsnHmAWbyYSVCQ&sa=X&oi=translate&ct=result&resnum=1&ved=0CCMQ7gEwAA&prev=/search%3Fq%3Dmy%2Bplace%2Bfor%2Bteacher%26hl%3Dzh-CN%26biw%3D591%26bih%3D424%26prmd%3Dimvns | l What are the work lily and her cousin do in the video? Is it a paid or unpaid work? Creating rice-paper rolls for their family restaurant. Unpaid work. l Do you know any unpaid work? l As we learnt the nation of work last lesson, tell me one of them. organization, agriculture, medical, construction, metallurgical, transportation, information technology, electromechanically and so on l Which job you think this group is presented? l Which nature you think is this job belongs to? l What is the function of this job this group presented to us? l Any adding information? |
15min | Beginning Students sit on the floor and face the teacher. Teacher review the preview lesson knowledge of the nation of work. | |
5min 25min | Middle l Teacher introduce the activity l Students paired in the classroom l Each group pick up one paper inside a box they cannot see inside l Each group list one job belongs the nation written on the paper. l Each group should choose a way to describe the three jobs without saying the name of it. They may write the stories or poems, they may have an action, they may set up a power point and they may make a poster. l Students search some information to support their work from the books or internet. l Each group do their own work. | |
15min | Conclusion · Students present their work in front of the class · The other students guess the job and the nation of work. | |
Blackboard / whiteboard development I will write students answers for the beginning one, review the knowledge of preview lesson. Also after students present their work, I will write their main points of the work. | ||
Script Nation Meaning Function | ||
Self Evaluation | ||
How did your lesson go? · Was your lesson plan appropriate? Consider the stages of it, the appropriateness of sequence, resources, questions, and so on. · What changes if any did you make to the lesson plan as the lesson progressed and what were the reasons for the changes. · How was your teaching performance? Consider quality of instructions given, management strategies used, pacing, movement around the room, scanning of student learning, proximity to students, teaching to only one section of the room, use of voice, use of praise and so on. · How did the students perform? Consider achievement of outcomes, on task working, behaviour, engagement. What improvements could you make? What things do you need to remember if you were to teach this particular lesson again? I think in this lesson, students really have lots of freedom to choose what they want to do. So the classroom time management and behaviour conclusions are important. Also students may have some misunderstand like work is only for gain the money. Build up the right thoughts is also important. | ||
For other levels
Level 1
For level 1, students just need the very basic knowledge and they are low literacy skills. In VLES “they draw on their own experience to help them understand the world around them.” (VELS, 2008)
I will change the activity become draw your favourite job. The questions I will ask also become “what is your favourite job? What the job normally did? Why you like it?”
Level 2
For level 2, students should have a little prove from level one. So I change the main activity become “group the works” I will list out some different area works and students find their own ways to group them. The questions are “why you group them like this? Can you find another way to group them?”
Level 3
In VELS, “They examine and compare different types of work and specific jobs” (VELS, 2008). The main activity could be almost the same, only change the paper written on the job’s name. The questions are “what types of work is the job? Can you give another example of this type of work?”
Reference:
VELS, 2008, Humanities and economic, http://vels.vcaa.vic.edu.au/
My place for teacher, lily, http://www.myplace.edu.au/
Resource:
Organization
Agriculture
Medical
Construction
Metallurgical
Transportation
Information technology
Electromechanically
Textile and clothing
Service
Safeguarding
Environmentally
Lesson PlanDate:19/10/11 Term: Term 4 Week: 4 Year Level: VELS level 1-4 Time/length: one hour Key Leaning Area: History Topic/focus: immigration history of Australia | |
Pre-planning considerations | |
Topic analysis This lesson is more about history of whole immigration of Australia. For a history lesson, I should find out the fact events and care about the different believes about people with different background. Also I have to search some information about the government’s immigration policy and the specialty of each term. It is a revision lesson. Think, pare, share is the strategies. Learner considerationns 20students in one class. My students are all have the different family background. They from Europe, Asia, American and some are aboriginal kids. Strengths: different culture knowledge Weakness: not get to average literacy skills. Learning preferences: learn the facts and different reactions of Bicentennial celebrations in Australia. The aboriginal students may have the different feeling about the celebration. Learner prior knowledge Students know the history of British people land on Australia. Students have to have the basic computer skills and they know what is think, pare and share. Literacy considerations For the literacy, students learn present the drama in front of the class. Students read when they research. Students write the words they will say for drama. Students listen to the teachers’ introduction and other groups’ presentation. Students present their own work. Organisation and management Grouping I will ask students to group in five. I Students not only develop the friendship also learn the skills of group working. They listen to others and mix the ideas, they help each other but they try the best to finish their part of work and to be respond to their group. Physical environment I need a large size of classroom, so each group have enough space to work at. Also I need the books and computers and some making stuffs. Seating Everyone sit with their group. Timing The whole lesson is one hour. Introduce part is 15min. students sit on the floor and face the teacher Activity part Explain is 5min student sit on the floor and face the teacher Working time 25min. Students can walk around the room. Conclusion is 15min. Some students present on the front and other students sit on the floor Behaviour Clip hands to make them stop discussion. Point out the students who do the right thing. Safety and risk assessment As all the students come from different culture background, teacher should remind at the beginning, we can have our own opinions but have to respect the truth. | |
Resources and equipment | |
Physical resources Video Large size classroom Computers and books Making stuffs Immigration timeline Human resources I need some parents to help in the class for group working time. | |
Outcomes | |
Context of lesson Students build up the timeline and understand different reactions of each immigration big event. | |
Syllabus outcomes/Essential Learnings Students develop their team work skills. | |
Lesson outcomes After the class, students will be able to · Build up the clearly timeline of immigration history timeline · Understand deeply of immigration facts in Australian · Understand the different reactions about immigration of each period with the people have different background. · Know how to set up a grammar in the group. · Respect other’s opinions · Build up the thought of respect the history facts and allow different opinions. | Assessment of lesson outcomes |
l Students will perform the dammar though the history timeline. Teacher can check if they know the history facts. l Also students will build up a opinion wall for showing different reactions of people with different background. Teacher would see students show the respect for all the opinions. It is succussed. | |
ProcedureThe lesson procedure must be written in the appropriate genre i.e., the procedural genre. The steps outlined here will reflect the pre-planning considerations that you have made. For instance, the pedagogy that you implement will directly link to the kinds of learners you have, the lesson outcomes you intend, and to the contextual constraints under which you are planning to teach (e.g., physical environment, time, etc). Ensure the steps include those that you will take to check that students are on track – these include checking that students understand your instructions and directions, and understand the skill/concept/topic and are ready to move on. Ensure that you include how you assess lesson outcomes. Include in the procedure the steps you will take to make the transition from one activity to another. | ||
Time | Steps | Key questions, including checking for understanding Resources Management reminders Provision for extension/special support |
5min | Anticipatory Set Watch the two videos of “My place”, Lily. Their school have the Bicentennial celebrations in Australia | What is the period of lily’s cousin talk about? The immigration of “boat people”. What is activity in the second video? The Bicentenary What big events you remember we learnt last lesson? “Colonisation and settlement by Britain, Gold rush era, Postwar immigration, World unrest and Immigration concerns in the early 21st century.” (Wikipedia,2011) What are the opinions? Who get them? |
5min | Beginning Students review the previous lesson about the events in Australian immigration history. | |
5min 20min 15min | Middle l Teacher introduces the activity. Students to choose an event they want to present a dammar. The dammar should include the time, the background of immigration people and their effect for Australia. l Students group in five l They pick up a period and write on the immigration timeline on the wall. l They prepare for the dammar in the group. They make the wearing stuff based on the making stuffs in the classroom. l Students present their dammar in class | |
10min | Conclusion Search from the internet and books what are the different opinions people have for their period of immigration and post them under the events on the immigration timeline. | |
Blackboard / whiteboard development Post the immigration history timeline. | ||
Script Immigration Period time Opinions Bicentenary | ||
Self Evaluation | ||
How did your lesson go? · Was your lesson plan appropriate? Consider the stages of it, the appropriateness of sequence, resources, questions, and so on. · What changes if any did you make to the lesson plan as the lesson progressed and what were the reasons for the changes. · How was your teaching performance? Consider quality of instructions given, management strategies used, pacing, movement around the room, scanning of student learning, proximity to students, teaching to only one section of the room, use of voice, use of praise and so on. · How did the students perform? Consider achievement of outcomes, on task working, behaviour, engagement. What improvements could you make? What things do you need to remember if you were to teach this particular lesson again? I think the class might have too many things to do, so the time management is important. Be careful of students words, they may have some family education of the history. Teachers should find the balance of this part. | ||
For other levels
Level 1:
In VELS, “Through reading and listening to narratives, including personal stories, and participating in celebrations students begin to learn about the cultures and histories that have contributed to Australian society and by seeing and hearing about other places outside their experience.”(VELS, 2008)
I will change the activity become watch the video about Colonisation and settlement by Britain. By this way they gain the facts of history. They questions are “when is that happened？ Who are they ?”
Level 2
In VELS, “By examining artefacts and listening to the oral history of relatives, teachers and community members, students become aware of the various types of geographical and historical evidence.” (VELS, 2008)
I will change the activity become, “how your family come to Australia”. The questions will be “where and when your family come to Australia? Why make they decided to come?”
Level 3
In VELS, “As students work towards the achievement of Level 3 standards in the Humanities, they apply the concepts of time, continuity and change through a study of the history and traditions of Australians.” (VELS, 2008)
I will change the activity become “students learn the immigration history and write your feeling about that.” The questions are “which period you like most or do not like most? Why?”
Reference:
VELS, 2008, Humanities and economic, http://vels.vcaa.vic.edu.au/
My place for teacher, lily, http://www.myplace.edu.au/
Resource:
Colonisation and settlement by Britain
Gold rush era
Postwar immigration
World unrest
