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Day: M T W T F
SAERs
Students previously studied Ancient Rome, were not introduced yet to concept of Timelines and
placing historical dates on timeline.
Learning purpose:
description here)
In order to complete assessment on historical skills, students must be able to construct a timeline
and place significant key events in chronological order whilst using correct scale.
Learning objectives:
Evaluation:
(Explain how you will know that lesson
objective have been achieved / monitor
student learning)
1x blue card
1x red card
1x yellow card
1x purple card
6x historical dates (i.e. 2001 twin towers, 1945 AD WWII ends). Place dates
on cards, cut up into strips (so there will be 4x 2001 Twin Towers collapse, 1
date in each colour)
24x sheet with jumbled up dates
All students should have own notebooks to draw timelines in (carry extra
blank paper just in case)
Have spare rulers/pencils ready just in case students forget, though I have
pre-warned them they will be need their rulers.
educational/resource adjustments)
This class is a SAERs class (Students At Educational Risk), they are deemed
less capable and difficult. Have been instructed to make coursework less
dense and create a fun, engaging atmosphere by using visual guides.
Class two ESL students (two twin girls from Sri Lanka), they are bright girls
but just need one-on-one explanation and extra help in understanding
worksheet.
Timi
ng:
Learning Experiences:
5
mins
Greet class at front door, get them to settle down before asking
them to quietly walk inside while nominating two students to grab
the files containing everyones notebooks and ask them to
distribute them.
1. Introduction:
5
mins
10
mins
10
mins
30
mins
Lesson conclusion: (How will you summarise the learning and relate it to the
lesson objectives?)
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)