Element 1 Teachers know their subject content and how to teach that content to their students.
Knowledge of NSW Curriculum Requirements 1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act.
The reason I have chosen to include this lesson plan as evidence of my implimentation of this element is because it clearly shows how I have had to research the NSW Board of studies History Syllabus and link outcomes to my lesson and its relivance. It shows a good structure of a lesson plan with its headings, sub-headings, content, resources, etc; The structure include a proper sequence of instructions to follow and can be undertaken by any teacher who reads it and has the appropriate resources needed. The year 8 class who this lesson was taught to highly enjoyed this lesson and it proved very effective and engaged their want to learn and be involved.
The accompanying teacher and University supervisor enjoyed the lesson also, and were very encouraging of its content and planned structure. They agreed that it did indeed meet the required needs of the NSW History Syllabus, and the required lessons from the given class activity book.
Yr. 8 History – Medieval Europe | |||
Class: 8 | Date: 02/09/11 | Time: 50mins | |
Key Learning Area: History | Lesson Topic: The Islamic Context | ||
Recent Prior Experience: Students have been learning about different aspects of Medieval Europe, with a close look at the Catholic Church’s influence and power within society. In the last lesson students were introduced to the Islamic religion and its influence during the Medieval period | |||
Syllabus Outcome(s): 4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy 4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research | Indicators of Learning for this lesson: By the end of this lesson, the students will be able to: - Identify key characteristics of the Islamic religion - Explain how Islam influenced aspects of Medieval Europe - Identify contributions to society made by the Islamic religion - Give examples for each contribution | Assessment: Strategies which will be used to assess learners’ attainment of learning outcomes. Should be linked to each learning indicator. - Pp.77 – 78 in Workbook - ICT Research - Reporting back to class - Q and A | |
Any safety issues to be considered: - Electricity from Computers - Chords or lose items | Resources: - Board of Studies NSW (2003). History Mandatory and Elective Courses, Year 7 – 10 Syllabus- Delany College (2011), Year 8 Medieval Europe | ||
LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning. | Timing (mins) | Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. | Resources and Organisation: |
INTRODUCTION | |||
6mins | · Ss enter classroom and stand behind desks · T greets Ss, Ss reply · T selects Ss to lead prayer · Ss are seated and take out their equipment | ||
DEVELOPMENT | |||
Explanation of the lesson and what will be covered Testing previous knowledge Testing knowledge of the content Setting the ground work for the topic Work from the textbook | 5mins 5mins 10mins 20mins | · T takes the role · T introduces the lesson – “In today’s lesson we are going to be learning in more detail how the Islamic faith influenced Medieval society and look at some examples” · T asks students what were some of the key things they learnt about last lesson · Ss raise hands to answer or comment, T chooses · Once sufficient thoughts have been shared, T begins to explain - “The Islamic people in medieval times were not just a religious group, they were also a cultural group and had many different practices to their Western neighbours, some of which were adopted and still exist today” · T instructs Ss to open Work Books to p77 ‘Islamic Civilisation’ · As a class, ‘snake read’ through the text ‘Contributions of the Islamic World’ · T may add or explain points as they go · To compare differences in practices, T reads ‘Source 7.3.1’ and Ss may comment in turn · T instructs students to turn to p78 of their workbooks · T explains activity, Ss are assigned a group of 2 and a column to research · Ss must use Workbook Text and the Internet to complete the task · Once complete, Ss must join with another group and explain what they have found in their research, and read points for the other group to record · The final column will be completed for H/W · As Ss are working, T checks H/W from last lesson | Tracking Book Delany College (2011), Year 8 Medieval Europe Delany College (2011), Year 8 Medieval Europe Tracking Book |
CLOSURE | |||
Ss to do their own research | 4mins | · T writes H/W on the whiteboard · Before bell rings, T instructs Ss to take out Diaries and record their H/W · T greets Ss, Ss reply · As Ss leave room, T checks that H/W has been written down in each diary | |
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