EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Tiered Lesson (Differentiated by Readiness)
Name & Student Number: Jason Beck 2096110 Lesson Topic: World War one - Gallipoli Curriculum Area: History Year Level: 9
Brief description (2-4 sentences) of the broader unit into which this lesson fits, and where it fits into that unit: This lesson is apart of an eight week World War One unit where students undertake five lessons a week (two doubles and a single). The lesson is a 50 minute single lesson and is the first lesson of one and a half weeks spent on the Australian Gallipoli campaign which will be undertaken a week into the unit as a whole. Students spent the first week of the World War One unit learning about the long and short term causes of the outbreak of war focusing heavily on the Triple Entente and Triple Alliance, the dates of the war and a brief overview of Australias involvement in the war as a whole.
The students are also working towards their first summative assessment piece of the unit which will be a source analysis. Therefore, the main activity, which is a group source analysis/interpretation is also to be seen as preparation for the summative assessment. Focusing on the proper analytical progress for a source analysis will be a main feature.
Learning Objectives*. As a result of engaging with the lesson, students will: *As appropriate, these should be based on the Australian Curriculum. You can include specific references to ACARA in parentheses where you have taken an objective verbatim (ACMMG006), or use language like Adapted from.. if you have made some changes to statements from ACARA, but been guided by these. Understand that (Concepts, principles, big ideas. Make sure your objectives are statements that work in the form, students will understand that)
The Gallipoli campaign is deeply important to modern Australian culture.
Cultural understanding and identity can change and be influenced throughout history
Know (e.g. facts, vocabulary, dates, information) The origins of the Gallipoli campaign. The importance and birth of the ANZAC Spirit on Australian culture. Australias further involvement in the war. The period of time and dates of the Be able to (do) (Skills, processes) Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171) Use historical terms and concepts (ACHHS165) Identify and analyse perspectives Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999) Gallipoli. and people from the past (ACHHS172) Identify the origin, purpose and context of primary and secondary sources (ACHHS169) Essential Questions
What is Culture
How is a country influenced by its culture?
What can change a countrys culture?
Lesson Title: The Understanding of Gallipoli and the influence of Gallipoli on Australian Culture
Preassessment of Students Readiness As this lesson is conducted a week into the unit the teacher is already aware of the different levels of student readiness. Preassessment was carried out at the end of the last unit allowing time to reflect on the students knowledge and readiness when learning about World War One. (Refer to appendix 4)
Lesson Plan Lesson Sequence
Introduction: 5-10 mins Teacher guided group brainstorm- on what the class knows about the ANZACs, ANZAC culture and the ANZAC spirit Discuss these aspects and then discuss the ways it has been viewed in the past.
As a group establish all the elements of ANZACs on Australian life these can be as simplistic as ANZAC biscuits and football games on ANZAC day to the ANZAC parade and dawn service. The main focus here is establishing that the culture of the ANZACS is well and truly embedded within Australia.
This then leads into discussion about the way it used to be and how it was not always rated with such high regard. The examples here are the 1960s-70s Explanatory notes (Why have you made the decisions you have in your planning? How does this relate to what youve learned in this topic? How are aspects of your lesson designed to cater for readiness differences?)
This activity is first instance to for students to understand that culture and influence can change. It is teacher guided but the focus here is on what the students know. The objective here is to allow students to establish that aspects of the ANZACs are very frequent in Australian life.
Possible question for extension- Why do you think it is this way? Why is the Gallipoli landing considered to have Made a Nation? Why do you think it is important?
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999) protests on ANZAC day.
Activity introduction-How to analyse sources 5-10 mins This part of the lesson is very teacher directed, however, this is an essential part as the points discussed here are points the students must understand. Explicit instruction on how to appropriately analyse sources. The main part of this instruction will be a focus on relevance, reliability and representativeness. When the students soon break off into their groups and get their own sources, encourage the students to ask is the source reliable? How do we know? What key features show us this? Is the source relevant? What is our goal here and does this source match our end goal? What does it represent? Who or what benefits of loses out from this? These are the questions that, at this level, provide appropriate analytical questioning
Main Activity Source Interpretation Students in groups analyse different sources. 25 mins. The students goal here is to analyse and interpret sources in groups. During this activity the teacher should be working around the room visiting each group and helping them initiate discussion, point out things they otherwise may have missed, develop deeper questioning, help students along with their interpretations and help in any other way possible. As evident by the appendices, the students in the first group, the higher level readiness group, will be comparing and contrasting an Australian soldier diary entry and photographs of Turkish soldiers. Their main overriding theme is on the experience of the war from both perspectives. The two middle groups are to analyse their source, a poem printed in a newspaper in 1915 written by a Sergeant in the Australian army. Again, their main theme is the war time experience from an Australian perspective, but what they will also be commenting on is how true of a portrayal this is, when understanding the fact it was printed in an Australian newspaper for the public to read. The third group, who will be given a recruitment poster and various newspaper clippings, will be commentating on the perception of the public and how factual the medias portrayal of warfare was to the Australian public.
Although explicit instruction is not ideal teaching all the time, there are instances where it can be necessary. This is one on those times. This should last no longer than 5-10 minutes to make sure the students do not get to get too bored with a teacher directed classroom. Simply discuss the aspect you want the students to focus on when analysing sources and show them how it should be done. As the teacher, because you will be helping each group out while they are evaluating their sources in the main activity, the teacher can afford to be slightly briefer than they would be in another situation.
Groups will be allocated based on student readiness. The class of 24 will be split into four groups. The first group are the students who are showing knowledge beyond their year level in the WW1 unit, the next two groups are students who are in the expected range of readiness and are up to the standards of years 9 history and the final group are the students who have been struggling to grasp the concepts in the ww1 unit so far. The higher level readiness students will be presented a written source and various photographs from two different perspectives and asked to compare and contrast the sources. This will require some analytical and in depth thinking. (refer to appendix 1 and 1a). The two groups with mid range level of readiness are given just the one text source but it is longer than the source in the group before hand. Their questions still require analytical and in-depth thinking but not to the same level as the first group (refer to appendix 2 and 2a) The final group will analyse an enlistment poster and various newspaper clippings from that period of time. The questions this group will answer still require analytical and depth thinking but not to the extent of the other groups (refer to appendix 3 and 3a)
The allocation of groups based on student readiness allows the teacher to aim appropriate level and respectfully challenging work at the different levels of student readiness(Tomlinson, 2001, Sousa & Tomlinson, 2011) A source analysis is good for this exercise as the sources can be differentiated, as too can the Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
questions. Based on simply the sources, it is almost impossible to tell who has the easier work. If a teacher gave one student a poster to analyse and another a paragraph, one would assume the paragraph is the harder piece of work. However, depending on the questions that need to be answered by the students, the poster can end up being a far more complex and complicated task that requires far more critical thinking than that of paragraph. This is why a source analysis is excellent for differentiation, the students should not be able to tell that they are actually working at different levels to one another.
Lesson Closure/ Check for Understanding
Concluding Activity- Group discussion (Teacher Guided) 10 mins In the concluding activity the class will have a teacher guided class discussion. In this discussion each group will inform the rest of the class what they have learnt through the source analysis. As each group focused their questioning on a different aspect of the Gallipoli campaign each group will be able to adequately inform the others. The goal here is to encourage students to discuss what they have learnt with the other three groups. This allows the students to articulate the group discussions they had to allow the remainder of the class to understand.
This, again, is to be teacher guided. The content knowledge and focus here is on what the students have learnt but prompts from the teacher and questions that allow them to elaborate will be essential
Exit activity Exit cards. 5 mins For their exit activity the students will undertake their normal 3,2,1 exit cards. However, rather than the students answering 3 things they learnt, 2 things they contributed and 1 question they still have, they students will answers 3 things they learnt from their sources, 2 things they learnt from other groups in the discussion and 1 question they still have.
Evaluation Given that this is not yet summative assessment the students will only be assessed formatively, making sure they are on the right track and are ready for their summative assessment. This will simply be done by wandering group by group making sure the students are asking the appropriate analytical questions in order to properly deconstruct the sources, emphasis will be placed on relevance, reliability and representativeness.
Checklist of assignment components: Complete, step-by-step lesson description, with notes explaining how the lesson represents an example of a tiered lesson to address various readiness levels Supplementary materials (e.g., copies of directions, handouts, etc. provided to students) Copy and/or description of preassessment task used to assign individual students to appropriate tiers Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student work)
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Reference List
Tomlinson, C. A. (2001). The How Tos of planning lessons differentiated by readiness. In C. A. Tomlinson, How to differentiate instruction in mixed ability classrooms (2nd ed., pp. 45-51). Upper Saddle River, NJ: Pearson.
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiating in response to student readiness. In Differentiation and the brain: How neuroscience supports the learner-friendly classroom (pp. 85-108). Bloomington, IN: Solution Tree Press
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Appendices
Appendix 1 Source Analysis
Questions One What does the first source describe? Write three key points
Question Two What does the photo sources describe? Write three key points?
Question Three In what ways do the two sources content differ? (at least 4 examples)
Questions Four In what ways do the sources share similarities? (at least 4 examples)
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Question Five Based on the sources, do you think the Australian and Turkish soldiers had similar or different experiences? Why?
Question Six Do you think the Australians and Turkish soldiers had the same level of morale and shared the same attitude to war as each other? Why or why not?
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Appendix 1a Diary of Signaller Ellis Silas diary extract : May 1915 We are relieved from the firing line the battle still raging; every nerve strained. Australians have done splendidly, holding a very difficult position; have been much troubled with snipers. Am glad I have done my duty. First wash for a week go down to the Water Hole, which is always covered by Turkish snipers it was safer in the trenches than here all around this spot are dead and wounded who have been hit when dodging round this corner; however, one must drink, even if the price be Death. Make dug-outs in our rest camps, but men are continually caught by the snipers. Many are commencing to suffer from dysentery, though the spirit of the men is splendid, always ready for a joke. Signaller Walker just hit in the mouth we considered we were out of range in our dug-out but the snipers are everywhere. Sergeant of the machine gun is writing a very amusing diary, full of humour; I wish I had his spirit. In the dug-out just above me a poor chap is lying very ill but has asked me to say nothing to the medical officer as he does not want to get sent away in the middle of the fun, as he calls it. Of such stuff are soldiers made I think if I were in his place Id be glad of an excuse to get out of this Hell, though I dont think I should ever have forgiven myself if I had not come. I hear that to-morrow we are going to make a charge the Turks are cutting our supplies off; the situation is severely critical. To read this in a newspaper makes an item of passing interest; to experience it is something quite different if we are up against it, please God I may die in the same spirit that I know my comrades will display, for they know not defeat. Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999) Appendix 2 Source Analysis
Question one Write three key points from the poem.
Question Two How does this poem depict the Australian Gallipoli campaign?
Question Three What does the poem suggest about the Australian culture and morale?
Question Four Think about why the author may have constructed this poem, why do you think he wrote it?
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Question Five What other factors could influence what this poem depicts?
Question Six Why do you think the poem was printed in a newspaper?
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999) Appendix 3 Source Analysis
Question One
What do you think the Australian recruitment poster portrays to the Australian public? And do you think this is an accurate portrayal of war?
Question Two
How do the newspaper clippings portray the war?
Question Three
Do you think they are detailed descriptions of the Gallipoli campaign, why/why not?
Questions Four
Based on your answer to question three, why do you think the Australian newspapers have decided to report on the war in this manor?
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Question Five
What do all the sources depict about the war?
Question Six
Do you think this is an accurate description of the War? Why or why not?
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999) Appendix 3a
Newspaper Clippings
The Maitland Daily Mercury Wednesday 13 October 1915, page 5 GALLIPOLI. Turkish newspapers announce that the Allies are preparing to evacuate Gallipoli.
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999) Cootamundra Herald, Tuesday 24 August 1915, page 2 GALLIPOLI. War correspondents state that the Allies' forces in Gallipoli have a number of difficulties to overcome more than the Turkish enemy.
Cowra Free Press Saturday 1 May 1915, page 5 Gallipoli. The Gallipoli peninsula, which the Allied forces propose to occupy is defended by 60,000 Turks. The naval bombardment on Tuesday was concentrated against Kalid Bahr forts.
The Prahran Telegraph, Saturday 24 July 1915, page 4 Gallipoli. Allies attacking along the whole line, warships co-operating. All attacks successful.
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999) Appendix 4
World War One What do you know? Remember - Answer the questions to the best of your ability More importantly- Dont worry if you cant answer a question or any of the questions, we are here to learn it not because we already know it.
What was World War One?
When was World War one?
How long did it last?
Who were the major countries fighting and on what side?
What caused World War One?
Was Australia involved in World War One?
Where did it take place?
Jason Beck 2096110 EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Is there anything else you want to tell me about World War One? Is there anything special you know?
The Classics, Greek & Latin VOL 10 The Most Celebrated Works of Hellenic and Roman Literature, Embracing Poetry, Romance, History, Oratory, Science, and Philosophy 1909 - Marion M. Miller