Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3. Time: 12:30-1:20pm Date: 13/5/19 Students’ Prior Knowledge:

Learning Area: HASS – History  Students have had a lesson on the traditions
and customs of aboriginal culture in the past.

Strand/Topic from the Australian Curriculum  They have made posters expressing their
understanding
The historical origins and significance of the days and
weeks celebrated or commemorated in Australia (e.g.
 They have engaged in discussion and
Australia Day, ANZAC Day, National Sorry Day) and the
activities surrounding Sorry Day and the Stolen
importance of symbols and emblems (ACHASSK064)
Generation
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Display understanding through active discussions about Aboriginal history, culture and traditions

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 PowerPoint  To enable students who are not capable

 Post-it notes for exit ticket writers, they can represent their understanding
 Youtube video in pictures similar to the poster they created.
 Concertina booklets
 For students unable to write their answers
down, instruct them to write their name in big
letters and I will find them in the next lesson,
and have them verbally answer the questions
for me (Alena, maybe Daniel M, Lily, Laylah)

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

1
  

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Mat session (15 minutes)
 Think, pair, share: What have we been learning about in HASS?
 Give students an opportunity to put forward new information, facts
and ideas they have had about the content since our last lesson
 Tell students that at the end of the lesson we will do an ‘exit ticket’
so that I know how much they understand. Therefore, they will YouTube video
need to pay attention and ask any questions they would like
answers to!
 Go through the PowerPoint with everything we have learnt. This
will be helpful for the students’ main activity for this lesson.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Video (5 minutes) x 26 concertina booklets

 To revisit and prompt students’ prior knowledge as well as put forward
new information, show students the second YouTube video which
consists of young Australians going to experience their ancestors’
culture through hunting for food (insects and fruit) and visiting
shelters. http://education.abc.net.au/home#!/media/2100778/keeping-
aboriginal-culture-alive

Concertina booklets (25 minutes)

 Students will be given a concertina booklet where they will make up a
fact book filled with everything they have learnt about Aboriginal
culture. They will have choices in this activity. First, they can choose
the focus content:
Post-it notes for exit
1. Stolen Generation
ticket
2. Sorry Day
3. A story incorporating features of Aboriginal past and present culture
4. All of the above

 To enable students who are not capable writers, they can represent
their understanding in pictures similar to the poster they created.

Finishing off
 Year three students from the other class will need to finish off their
Aboriginal Culture posters

 All students will need to glue these posters into their HASS books

Lesson Closure:(Review lesson objectives with students)

(5 minutes)
 Bring students back onto the mat and have students share their

2
 

concertina booklet stories/facts with a partner.

(5 minutes)
 In the last few minutes before break, hand out an ‘exit ticket’ to students
which will require them to write their name on the back, then the three
most interesting new things they learnt about Aboriginal culture

 For students unable to write their answers down, instruct them to write
their name in big letters and I will find them in the next lesson, and have
them verbally answer the questions for me (Alena, maybe Daniel M, Lily,
Laylah)

Transition: (What needs to happen prior to the next lesson?)

 Students will ensure their space is clean and tidy then be dismissed to
Recess.

Assessment: (Were the lesson objectives met? How will these be judged?)

Use the exit slips and concertina booklets as work samples to assess student
understanding and add to anecdotal notes.