Lesson Plan One

Topic area: The Black Stage of Learner: 4 Syllabus Pages: 25 -27

Death in Asia, Europe and
Africa

Date: 3/08/2017 Location Booked: Room 1 A Lesson Number: 1 / 6

Time: 60 minutes Total Number of students Printing/preparation

24 X24 Symptoms and Causes sheet
-Smart-board/Projector for Video

Outcomes Assessment Students learn about Students learn to

Syllabus outcome Teacher’s The causes and Describe the causes and
Describes major periods of informal symptoms of the symptoms of the Black
historical time and sequences Black Death Death
events, people and societies assessment
(ACDSEH070)
from the past HT4-2 based on
professional
Life Skills outcomes
N/A
observations of
student
engagement
and provided
responses in
activities

General Capabilities Subject specific concepts

 ICT  Foundational knowledge and understanding of the Black
 Intercultural Death
Understanding  Cause and effect – causes of the Black Death and the effect on
Cross Curriculum Priorities society
- Asia and Australia’s Discipline specific skills
Engagement with Asia  Comprehension: historical terms, chronology, themes,
concepts and literacy skills
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements that you have identified are achieved in this lesson

Teaching Indicators of presence in the lesson

element
Knowledge Students demonstrate their ability to integrate prior skills and understanding to
integration attempt the teacher’s verbal questions as well as those in the activities.
Substantial connections between the designed activities and the learning objectives
are also to be explicitly indicated by the teacher.

Students self- Students reflect autonomy by being able to abide given instructions and work
regulation independently in activity 4.

Substantive Teacher is to be able to sustain communication throughout class discussions by

communication scaffolding and proposing inquiry based questions to students. Students are able to
sustain peer/teacher communication and interactions during the class discussions
and teacher’s questioning.

ICT Resource Student Task Inquiry Question/Checking for

Teaching Intentions Teaching/Content Points Understanding
Time Teaching and learning actions Organisation Centred
T/S
0-5 Students are to come in and settle in to class. Resources: class roll and
Teacher is to call out the Roll. students workbook.

Teacher instructs students to individually

T/S
create/design a title-page called Black Death in
their workbook.

Teacher will then utilise this quiet time-frame

to effectively mark the roll.

5-10 Lesson Objective: Students: to get into T/S

The teacher is to verbally present the lesson group of four and
objective; Building on from your previous overview nominate a scriber.
lessons: today and in the next two lessons, we are
going to look specifically at the Black Death and the
causes. In this particular lesson, you are going to Resources: Student
build your foundation knowledge of the event and
workbook
describe the causes and symptoms of the black
death in 14th-century Asia, Europe and Africa.

This sets a clear guideline for the students to avoid any

confusion when learning the content. Moreover, it provides a
clear indication of what is to be learnt and achieved within
the current and next few lessons which establishes desirable
high expectations for both teacher and students.

Introduce the topic of Black Death in Asia,

Europe and Africa (14th-century plague)

Teacher is to firstly ask what students think the

term black-death means to foster thinking.

Teacher is to then prompt further inquiry based

questions and students are to write their
answers down in workbook:
“What do you think the Black Death is?”
“Where do you think the name Black Death
might come from?”
“Why is it so called black death?”
“Can you tell me more about what you think
about the terms”?

Student Task: The teacher will split students

into random groups for discussions of their
thoughts and attempt the above questions.
10-15 Mind map Activity
In this activity, the teacher will call for groups
to provide their answers to the previous
questions and utilise their answers to create a
basic mind map.
Activity The teacher is to encourage students to add as
2
much as words/ideas as this can assist
classmates in their learning as well as that of
their own.

Students may use a dictionary for spelling or

definition if they are unsure.

Teacher should check for student understanding through the

questions and assess students’ background knowledge
15-25 Explanation of the word ‘’Black Death” Resources: Teacher’s prior T
The teacher is to explain the term “Black knowledge and research done
Death” and the event that the words refer to. on the topic
Activity
3
The teacher is to explain the connection
between words/ideas that are suggested students
if there are any relevant to the disease/event.
The concept map of the topic should now be
fulfilled and completed
‘’Black Death’’ or the “14th century plague” is a
pandemic that occurred in the 14th century. It
was called the Black Death due to the dark
patches on the skin that were caused by
subcutaneous bleeding. The first historically
recorded plague was in central Asia. Soon after,
the plague rampantly spread to other parts of
Asia such as China and India then to continents
such as Europe and Africa. Many people died
as result of the event and it is often regarded as
one of the worst catastrophe in history in the
particular terms of mortality rates.

Teacher is to ask students to redraw the correct

concept map in the next page with explanations
of words and connection with the topic.

As this is the first lesson of a stage, four year group

The purpose of this activity is to deliver an overall
understanding/knowledge of the topic. This is
enables students who do not know about the topic to
establish a foundation and for those who do to re-
fresh and strengthen their memories. It allows for
students from a range of different abilities to be on
the same page prior to their actual engagement with
the lesson’s intended outcome. Additionally, this
activity is also intended to establish an inquiry
based learning through enhancing critical thinking
via teachers’ questions, group-work and mind-map
(for example, students may have different views of
the word and different answers to the questions,
thus, proposing new ways of thinking/understanding
between each other)
25-35 Symptoms and causes activity 1: Teacher: To hand, out S
Teacher is to inform students that they will be matching activity work-
working individually to complete the sheet and provide
Activity Symptoms and causes matching activity. instructions.
4

In this activity, students are required to

match the numbered answers at the bottom Resources: Symptoms
with the causes/symptoms heading at the and Causes Matching
top. activity sheet.

Once 7 minutes is up, teacher and students will

go through their answers. Teacher will strongly
encourage students to share their answers and
correct any mistakes.
The correct answers serve as the teaching points
for this activity.

This activity is intended to develop students’

basic understanding of the symptoms and
causes of the plague. The words utilised are
simplified with limited use of meta-language,
this is done so to ensure that students from a
full range of abilities can effectively grasp on
the main causes and symptoms of the plague.
35-58 Extension and Consolidation of the causes, Teacher: is to set up and T/S
symptoms and sufferings play the YouTube video.
Activity
5 ICT Resource Resources:
 Smart
In this activity, students are required to watch a
board/television
five minute video on what the Black Death is as for the YouTube
well as its cause, symptoms and suffering. video

 Students’
Prior to watching the video, Teacher is to workbook
instruct students to have their workbook  Teacher’s prior
ready and write down what students understanding of
anything that they do not know or think is the knowledge
interesting. This could be key conveyed in the
terminologies, information, and ideas. video
Once the video is over, Students and teacher
will engage in a class discussion. Teacher is to
ask students what they thought was interesting
about the video and clarify anything that
students did not understand about the video.

Students will then be split into group of

threes. Students will be engaged in a
small quiz based on information
provided by the video and previous
activities.
 Teacher is to organise EAL/D students into
separate groups and provide additional
assistance wherever possible. This support
could be through strategies such as explaining
the different terms, ideas and information of the
video in simpler forms of language and/or
offering additional resources on the topic that
the student is more proficient in.

Where did the Black Death start?

What were the stages of plague and what were
the symptoms?
How long did a person live once
contracted/diagnosed with the plague?
What was the Bubonic, pneumonic and
septicaemic plague?

Once the first 17 minutes is over, the teacher

will go through and provide students with the
correct answers.
The correct answers serve as the teaching points
for this activity.

The purpose of this activity is to extend

students’ current knowledge of the plague in a
more in-depth and technical manner. The
activity builds on students’ acquired
knowledge; however, it does so in a way that
does not overwhelm the students. Students have
developed a foundational understanding of the
causes/symptoms of the plague through
previous activities which enables them to
greater understand the more technical
terms/ideas that is involved in the video and
quiz activity. The video and class discussion
enables students to develop greater vocabulary
whilst the quiz helps students to consolidate this
vocabulary and knowledge by utilising them to
answer the questions.
58-60 Pack up, remind students of homework and
dismiss the class.
For homework

Students are to imagine themselves as a victim

of the plague. Students will utilise the
terminology, ideas and knowledge that they
have acquired in this lesson to write a letter to a
relative. The letter is to be 100-200 words in
length. In this letter students are required to
express how they feel, the symptoms that they
 are experiencing and what they think were the
causes of these abnormal symptoms.

This homework activity enables students to

develop their capabilities in intercultural
understanding. It does so by requiring students
to build on their established knowledge and use
these knowledge to try and understand a
victim’s perspective, feelings and emotions.

Reflections:

What have I learned about the teaching and learning process when preparing this
lesson?
Presenting students with the lessons’ learning intentions and outcome was beneficial towards
students’ engagement with the task. By doing so, students would have had a clear direction
of where the lesson was heading as well a better understanding what skills/knowledge that
they will acquire from the lesson. Their understanding of what is to be expected enables
them to build confidence to complete the tasks/activities.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Describes major periods of
historical time and
sequences events, people
and societies from the past
HT4-2
The activities designed are closely aligned and are
designed to meet the provided outcome. Thus,
measurement in this lesson is based on teacher’s
professional judgments of student
engagement/responses as well as their contribution to
discussions and collaboration with others in working
towards designated activities. Level of insight and
contribution during class discussions are noted by
teacher for formative assessment.

Other considerations

Complete the table below 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
4.1.1 Identify Students assist each other in small groups to work activities. The
strategies to groups are formed on a random basis, thus, promoting inclusivity in
support student participation and greater engagement.
inclusive
student
participation
and
engagement in
 classroom
activities

3.3 Use There is strong implementation of teacher led, group activities as well
teaching as individual work throughout the lesson. This reflects a balance in
strategies the use of teaching strategies as different interactions will promote
greater student engagement.

References (In APA)

Resources Attached:
You must list all the resources that you have created or found in this space.
Causes and Symptoms Matching Activity

Symptoms: How did Causes

someone know if they Why did the Black
were diagnosed! Death happen?

1. It started from an infectious 2. God’s punishment for sins such as

disease caused by bacteria called gambling, swearing, money-lending, and
Yersinia Pestis. These bacteria’s are
often found on rats and animals that
feed on them. The bacteria’s are
transferred to fleas which then pass
it on to humans through infestation. fighting

3. Poor overall hygiene in public spaces 4. Headaches which transitioned into

such as streets, churches, markets! chills, fatigue and exhaustion

5. Swellings of body parts which leads 6. Coughing out blood, vomiting, and diarrhoea
to physical pain and irritation
(particularly the abdomen or
muscles).
The Black Death and its Symptoms
https://www.youtube.com/watch?v=y7OWLohZ_fs&t=73s
 Lesson Plan Two

Topic area: Stage of Learner: 4 Syllabus Pages:

The Black Death in Asia, 25-27
Europe and Africa
Date: 6/08/17 Location Booked: Room 1 A Lesson Number: 2/6

Time: 60 minutes Total Number of students Printing/preparation

24

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Formative The common use sources to identify
Describes major periods of assessment is to treatments of the common treatments of the
historical time and sequences be formed based plague in the 14th disease and discuss their
events, people and societies on teacher’s century and its effectiveness
from the past HT4-2 professional overall
judgment of effectiveness.
students/answers (ACDSEH070)
Life Skills outcomes and responses in
writing and
N/A analysing activity
General curriculum subject specific concepts
 ICT  Perspectives – experiences of everyday life for rich and poor
 Intercultural people in medieval times; different people’s experiences of
Understanding and reactions to the Black Death
 Empathetic understanding – understanding how people would
Cross Curriculum Priorities have felt during the Black Death.
 Asia and Australia’s Discipline specific skills
Engagement with  Comprehension: historical terms, chronology, themes,
Asia concepts and literacy skills
 Analysis and use of sources
 Research

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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

1.1 Deep Comments: The activities in this lesson require students to analyse and formulate their own
understanding thinking of sources. Elements of deep understanding are indicated in these activities, as students
are encouraged to consider various perspectives and utilise them for the purpose of an analysis.

2.1 Explicit quality The teacher’s verbal explanation of the lesson learning objectives/intention provides students with
criteria an explicit quality criteria. Students know what is expected and what is to be achieved in the
lesson.

3.3 Knowledge Students integrate their acquired knowledge from previous lesson on causes and
integration symptoms to attempt this lesson’s activities.

ICT Resource Student Task Inquiry Learning/Checking for

Teaching Intentions Teaching/Content Points Understanding
Time Teaching and learning actions Organisation Centred
T/S
5-8 Students are to come in and settle in to class. Resources: S
- Roll call sheet
Teacher is to call out the Roll. - Students workbook

The teacher is to ask students the following

questions:
What was last lesson about?
What did you learn?

Students are to individually answer the following

questions in their workbook

Teacher will then utilise this quiet time-frame to

effectively mark the roll
8-15 Lesson Objective: T/S
The teacher is to verbally present the lesson objective;
Building on from your knowledge and skills acquired
from the previous lesson: In this particular lesson, you
are going to use these skills and knowledge to analyse
sources and identify common treatments of the disease
as well as describe and discuss the effectiveness of these
treatments.

The teacher should inform students that their work in

this lesson will be collected for formative assessment.

This sets a clear guideline for the students to avoid any confusion
when learning the content. Moreover, it provides a clear indication
of what is to be learnt and achieved within the current and next
few lessons which establishes desirable high expectations for both
teacher and students.

Discussion and Homework Checking

Teacher is to select students on a random basis and
share what they have written down for homework
(Teacher should aim to select and prioritise students
whom display greater confidence, as selected
students will be sharing their homework to the
whole class).

Teacher should note down students responses and

provide feedback on any mistakes identified.

This activity enables the teacher to informally assess

students’ acquired knowledge and what they have
learnt/obtained from previous lesson.
15-55 Source Analysis via PowerPoint Resources: Smart Board / T/S
Projector for power point
This lesson is primarily based around the various presentation
activities and content that is provided in the
PowerPoint. ICT in this lesson is used as a tool to Teacher: is to set up the slide
and provide instructions as well
encourage active learning. The slides incorporates ideas and assistance to students
an inquiry based learning cycle in its design (Ask, throughout the activities.
investigate, create, discuss and reflect) to
Student: are to write down the
effectively teach lesson content, promote active questions provided on the slides
learning and meet the lesson’s learning objectives. and answer them whenever
instructed.
Students are to also work in
Content/Teaching points: pairs and attempt the activities.
This activity provides students with knowledge
about the most common treatments of the plague
and the roles of Plague doctor.

Slides one, two and three involve the teacher asking

students’ questions. Students are then to write down
their thoughts/answers to the provided questions
and share their answers in a class discussion. The
questions require students to seek out previous
knowledge from last lesson.

The purpose of these three slides is to help students

to see the connection and relevance of last lessons’
content and how it is pertinent to their
understanding of this lesson. It provides students
with a greater sense of purpose in learning the
content which helps them to be more active in
engaging with the current lesson’s content.
Additionally, the ASK questions in these slides also
serves as a focal point for this lesson, it provides a
basis and a starting point of investigation. By
answering the questions proposed, students are
actively engaging and addressing the learning
objective of this lesson.

Slides 5, 6, 8, 9 are the investigation process.

Students are required to analyse sources and
will be given five minute for each question
slide to answer the provided questions in
their workbook.
The teacher is to facilitate the activity by moving
from student to student. Teacher is to check for
student understanding of the task through questions
and provide additional support for EAL/D students.
This support could be in the forms of helping the
students to break down the sources and assisting
them in identifying key insights that relates to the
question provided.
The analysis questions proposed in the slides are
 designed to develop students’ abilities to apply
critical skills to determine and identify the most
common methods of treatment. Additionally, the
questions are designed to foster students’ discussion
of the effectiveness of the treatments identified.

In Slides 4, 7, 10 and 11 are content and

clarification based. The teacher is required to read
and explain the contents on the slide.

These slides are incorporated to act as clarification

for the student analysis. Additionally it is used to
consolidate students’ understanding.

Slides 12 and 13 require students to work in

pairs and utilise their acquired knowledge
from lesson one and two to formulate their
own treatment/cure for the plague. Once
completed, students are to share their
answers and participate in a class
discussion.

The purpose of these two slide is to foster students’

abilities to integrate knowledge and using these
knowledge to formulate their own critical thinking.
The activities do so by requiring students to not
only discuss and assess the effectiveness of their
treatment, but to also consider and make
comparable judgments with the other forms of
treatment that they have learnt throughout the
lesson.

In slide 15, the teacher is initiate a class discussion

around the questions provided. Students are
encouraged to reflect upon these questions and
contribute their thoughts.

The purpose of this activity is for students’ to

consolidate what they have learnt in this lesson.
Furthermore, the questions in the slides also
redirects students focus towards the lesson
objectives and enables them to self-assess on
whether or not these objectives have been achieved.
60 Pack up and inform the students of the homework.

Teacher is to collect students’ workbook for

marking
For Homework
Students are to perform research on the responses of
different groups on the Black Death in Europe.
Teacher is to encourage students to conduct this
research through books and literatures that are
available in the school/public library. Students will
write down ten things that they have gained from
that they have gained from the research into their
book.

This homework is intended to build students’

understanding of next lesson’s topic prior to their
engagement.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In designing this lesson plan, I found it crucial to have a strong prior knowledge of the
content and past research done on the topic. Critical analysis and inquiry based thinking was
an idea that I really wanted to focus on in the Analysis and Create/discuss activities. I found
that it was difficult at first to achieve this when I did not have a solid understanding of the
different treatments that individuals utilised at that time. My first few attempts at designing
the lesson activities were loose attempts at trying to meet the learning outcomes; however, in
My first few modifications were loose attempts at trying to meet the learning outcomes;
however, I came to realise that in-order to so, It was vital for me to create questions that
would prompt my students to think of the learning outcomes. I think I have achieved this
through the ASK questions that was provided in slides one, two and three.

How am I measuring the outcomes of this lesson?

Learning Outcome
Describes major periods of
historical time and
sequences events, people
and societies from the past
HT4-2
Method of measurement and recording
The activities designed are closely aligned and are
designed to meet the provided outcome. Therefore,
Measurement in this lesson is based on the teacher’s
professional judgments of student engagement and
collaboration towards designated activity. Students
written answers for the analysis and create/discuss
activities are collected and marked for formative
assessment. Additionally, Levels of insights provided
in responses and contributions during class discussions
are also noted by teacher for formative assessment.

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
4.1.1 Identify Students work in pairs to work at activities. This promotes inclusivity
strategies to and greater engagement as students are required to assist, support as
support well as work with each other to complete designed activity.
inclusive
student
participation
and
engagement in
classroom
activities
2.6.1 Teachers use ICT program (power-point) to enhance students learning
Implement opportunities during this lesson. For example, students engage with
teaching visuals in the power point to unpack key content knowledge and
strategies for transfer this learning to participate in other tasks.
using ICT to
 expand
curriculum
learning
opportunities
for students

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
Resources Attached:
You must list all the resources that you have created or found in this space
Slide 1

TH E BL AC K D E ATH IN ASIA,
E U RO PE AN D AFRICA IN 1 4 T H
C E N TURY

Lesson 2:
Use sources to identify and analyse common treatment of the disease as well
as describe and discuss their
effectiveness

Slide 2 Slide 3
 Slide 4

Slide 5 Slide 6

Slide 7 Slide 8
Slide 9 Slide 10

Slide 11
 Slide 12

Slide 13 Slide 14
Slide 15
 Lesson Plan Three

Topic area: The Black Death in Stage of Learner: 4 Syllabus Pages:

Asian, Europe and Africa 25-27

Date: 7/08/17 Location Booked: Room 1 A Lesson Number: 3/6

Time: 60 minutes Total Number of students Printing/preparation

24 X24 Responses of Flagellants
Worksheet
X24 Responses and Impact of
The Plague on Monasteries
X24 Blooms’ taxonomy sheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The responses of  Using a range of
Describes major periods of Formative different groups in sources; outline
historical time and sequences assessment based society to the spread responses of
events, people and societies on Kahoot Quiz
of the disease, such as social groups to
from the past HT4-2 the flagellants and the spread of the
Life Skills outcomes
Formative
assessment is to be monasteries disease,
N/A (ACDSEH070) including
formed based on
teacher’s flagellants and
professional the impact on
judgment of monasteries
students/answers (ACDSEH070)
and responses in
writing and
analysing activity
General capabilities Subject specific concepts
 Literacy  Perspectives –different people’s experiences of and reactions
 ICT to the Black Death
 Cause and effect – The effects of black-death on society and
Cross curriculum priorities different social groups
 Asia and Australia’s Discipline specific skills
Engagement with  Explanation and communication
Asia  Analysis and use of sources

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts 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 Indicators of presence in the lesson
element
3.1 Background Students are required to utilise their background knowledge that is acquired from lesson one
Knowledge and two to assess the impact of the Black Death in Europe, Africa and Asian societies.
1.6 Substantive Students sustain peer and teacher communication through class discussion activities through
communication inquiry based questions.
2.6 Student Student direction is present in this lesson as students are provided with the opportunity to
direction work autonomously within certain activities of this lesson.
Time Teaching and learning actions Organisation Centred
T/S
5 Students are to come in and settle in to class. T/S
Teacher is to call out the roll whilst checking students’
homework.
In this activity, students are to contribute three points that
they know about the responses to the spread of the Plague
(lesson two’s homework) once their name is called.

This way of effective roll marking will enable the teacher

to effective check homework whilst also enabling the
teacher to conduct a formative assessment on students’
understanding of the lesson’s topic.
5-10 Lesson Objectives T
The teacher is to orally present the lesson objectives; Building
on from previous lesson’s content and your developed
analytical abilities: In this lesson, you are going to use your
acquired skills and knowledge to Outline responses of social
groups to the spread of the disease, including flagellants and
the impact on monasteries. Additionally, you will be also be
analysing a range of different sources to describe as well as
discuss the different interpretations of the Black Death and its
impact on European society.

The teacher should inform students that their work in this

lesson will be collected and are used for formative assessment.

This sets a clear guideline for the students to avoid any confusion when
learning the content. Moreover, it provides a clear indication of what is to
be learnt and achieved within the current and next few lessons which
establishes desirable high expectations for both teacher and students.

15-30 Cloze Passage Activity Resources: S

X24 Responses of
In this activity, students will work individually for twelve
Flagellants
minutes and complete the cloze passage worksheets. Worksheet
X24 Responses and
Teacher is to provide additional support for EAL/D Impact of
students. For this task, support could be offered through The Plague
On Monasteries
the simplification and explanation of difficult
terminologies that the students might not know about or
understand.

Once twelve minute is up, The teacher is to go through the

answers with the students and provide any clarification.

This activity provides students with the content of this

lesson.
 The words omitted are key-terminologies of the topic and
this task is designed to help students familiarise these
terms as well as remember them. The purpose activity is
to provide students with adequate knowledge of the key
responses from different social groups as well as the
impact that the plague has had on these social groups.
Ultimately, this knowledge and remembrance of key
terms provides a foundational understanding which will
assist students in engaging with the analysis activity.

Additionally, another intention of this task is to support

EAL/D students. One of the difficulties that arise for
EAL/D students is that they may not have the same
cultural or world knowledge as the other students. This
activity addresses this issue by providing all students with
equivalent knowledge of the topic.

Elements of literacy are also incorporated in this activity.

The key words omitted in the cloze passage helps to
scaffold students’ vocabulary. This development of
vocabulary will help students to form greater ways of
expression; an idea which is also beneficial in the next
activity, as it will help students to be more clear and
concise when answering the analysis questions.
30-55 Analysis activity Students: are to work S
in groups of four for
In this activity, students are to work in groups to this analysis activity
conduct an analysis on source one and two.
Students are required to use the knowledge that Resources: Analysis
using Bloom’s
they have acquired from the cloze passage to taxonomy
complete the Analysis Using Bloom’s taxonomy
worksheet. Students’ workbook

Teacher is to inform students that their answers will be

collected for formative assessment.

Teacher is to facilitate learning during the activity by

moving around to different groups and responding to any
student inquiries. Teacher is to also provide additional
support for EAL/D students by offering personal insights
of the sources.
Once twenty minute is up, Teacher and students will
engage in a class discussion. Groups will contribute their
answers of the analysis worksheet to the rest of the class.
The teacher is to provide any correction/input when
necessary.
Elements of literacy are demonstrated in this activity
through the scaffolding of questions. The questions
provide a scaffold for students which assist them
facilitating their responses of the sources. Additionally,
this activity also reflects elements of literacy in the ways
 that it builds on a students’ field of knowledge through
using a variety of sources.

The purpose of this activity is to consolidate content

knowledge that students’ have acquired from previous
activities. Moreover, this activity is intended to strengthen
students’ analytical skills whilst also establishing an
inquiry based learning experience and meeting the
intended learning objectives. It does so by requiring
students to use their developed analytical abilities along
with the content of this lesson to complete the analysis
worksheet.

60 Students are to Pack up and Teacher is to dismiss the

class.

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
In designing this lesson Plan, I think it was important for me to keep in mind that this
lesson is intended for a stage four year 7 class. An overload of difficult key terms and
information might have led to disengagement with learning content as well as the
classroom environment. Thus, I think it was crucial to only include information with
great relevance and using appropriate language choices that was suitable for stage
four students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Describes major periods of
historical time and
sequences events, people
and societies from the past
HT4-2
The analysis activity in this lesson requires students
to describe, outline and analyse the ways in which
different groups responded to the black death. Thus,
measurement of this outcome will be based on
teacher’s professional judgements of students’ oral
responses (class discussion) and written responses
(analysis worksheet).

Other considerations
Complete the table blow by insefrting 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
4.1.1 Identify Students are to work in groups for the analysis activity. This
strategies to promotes inclusivity and greater engagement as students are
support required to assist, support as well as work with each other to
inclusive complete designed activity.
student
participation
and engagement
in classroom
activities
1.3 Acknowledgement and recognition of student diversity is evident
Students with through additional support provided for EAL/D students in the
diverse analysis and cloze passage of this lesson.
linguistic,
cultural,
religious and
socioeconomic
backgrounds

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.
Resources Attached:
Source One
Source one

Source two
Analysis using Bloom’s taxonomy

Identify Who and what do you see?

What are they doing?

What can you see in the foreground or background?

Describe Tell me about their gestures, expressions?

Explain What do you think is happening?

Analyse Using the origin and the information about this scene/photograph what do you

think may be happening in the scene?

What do they tell you about how flagellants and priests responded to the plague?

Apply How do you imagine these people are feeling?

What is omitted from the source?

Synthesis-create What do you think these sources are trying to establish?

How useful and reliable is the source?

What is the source evidence of?

Evaluate /reflect How do these sources relate to the learning objective of this lesson?

What do they tell us?

As the purpose and teaching intentions of each activity are provided in each lesson’s
template, rather than explaining each lesson one by one; through discussion of relevant
pedagogical framework, this lesson will explain and discuss the overall intentions and
purpose across the three lessons.

Refer to the relevant K-1O Syllabus and show how your lessons connect to inquiry
pedagogy and the syllabus.

Extended Explanation
The series of three lessons follows a sequential learning order to meet the learning
content and outcomes of NSW K-10 Stage 4, History Syllabus, Depth Study 6: The
Black Death in Asia, Europe and Africa (14th-century plague) (BOSTES, 2012). The
three lesson develops students’ essential knowledge and skills through active learning
(inquiry and problem based). The General capabilities that are focused on in the
lessons are ICT and Literacy. Through utilisation of various scholarly sources and key
learning theories of this unit, this extended explanation will demonstrate the ways in
which the teaching and learning strategies used in the lessons supports and provide for
different and diverse learners need. Furthermore, it will also showcase how the three
lessons incorporate and connects to the inquiry pedagogy model as well as the
syllabus.

Standard one of the Australian Professional Standards for Teachers highlights the idea
of “know students and how they learn it”. The difficulty that arises for many EAL/D
students is that they need to concurrently learn English by comprehending English
and through the language of English (Australian Curriculum, 2012). This standard
was kept in mind during the designing process and was addressed through scaffolding
techniques (Cloze passage) and differentiation in teaching activities (Teachers’
additional support and peer/group support in various activities).

Elements of ICT were incorporated in both lesson one and two to develop and
strengthen students’ understanding of the lessons’ content as well as their abilities in
analysing sources. The video presented is utilised as an engaging and interactive tool
that helps students to greater understand the causes and symptoms of a Plague Victim.
Furthermore, the video presented is also an intended informal form of formative
assessment for the students as it enables students to reflect on their knowledge
development over the course of the lesson. The video enriches students’ learning
experiences by acting as a source of reflection that helps students to confirm their
understandings. The PowerPoint was designed in accordance with the Inquiry
Learning pedagogical model. The slides incorporates an inquiry learning cycle of
ASK, Investigate, Create, Discuss and reflect. This cycle enriches students’ learning
experience whilst also presentingHealy (2005) suggests how an inquiry cycle
presented in the forms of ICT can help to elicit a range of cognitive skills and
provides students with tools and strategies for a high-order thinking.

In-order for an inquiry learning to effectively take place in any lesson; it is crucial
teachers to strengthen and develop students’ metacognition. Metacognition involves
the process of thinking about one’s own thinking; it is to be mindful and critical of our
thinking processes and the ways in which we view, perceive and attain an idea,
concept or understanding (Wilson & Conyers, 2013). Metacognition is particularly
useful for inquiry based learning; as inquiry learning requires active engagement and
critical reflection of ones’ own thoughts, ideas and perceptions to formulate a logical
and well-sustained judgment. However, the practice of metacognition does not occur
alone in isolation, but rather; it is established and developed in an empowered
collaborative learning space; a space where individuals are working collaborative and
exchanging valuable insights and knowledge with one another. Thus, collaborative
learning is a pedagogical framework that was focused on throughout the series
lessons. The lessons incorporate, pair, group and

Additionally, Taylor, Fahey, Kriewaldt and Boon (2012) highlight how learning in
collaboration with others can strengthen an individual’s critical thinking as well as
their social literacy abilities.

4.1Support student participation

Identify strategies to support inclusive student participation and engagement in
classroom activities.

Simplistic language was used throughout the presentation, as it was appropriate for
a stage four year seven class. Moreover, it enables for students particularly that from
EAL/D to engage with the lesson content as the language used was within their
reach.

With every question proposed in an activity, answers are provided to students. This
enables students to develop

When talking about things in general, make up BS about the homework section and
how it is utilised effectively. Also make up bs about the learning objective and how
that is important.