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Lesson Plan

Class: 4M

Date: 28th August 2015

Time: Start: 11:00am


Finish: 12:00pm (60 minutes)

Key Learning Area: English and History

Lesson Topic: World exploration

Recent Prior Experience:


-This lesson is the fourth lesson within the topic within the lesson sequence; therefore students have a good foundation of knowledge in relation to the topic of
world exploration. This includes various people involve din world exploration, various events that took place in relation to world exploration, the dates in which
events relating to world exploration occurred and consequently which order.
-Using the web 2.0 tool Zimmer Twins.
-Some experience creating/ composing different texts for different purposes and audiences.
Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

- HT2-3: describes people, events and


actions related to world exploration and its
effects

By the end of this lesson, the students will:


-Describe a person and/or event relating to world exploration.

-Summative assessment; to assess how


students are retaining the information from
previous lessons.

- EN2-2A: plans, composes and reviews a


range of texts that are more demanding in
terms of topic, audience and language

-Identify key elements of planning, composing and publishing in


order to meet the demands of composing texts on a particular
topic for a purpose and specific audience
-Use a collection of information to create a movie using the web
2.0 tool Zimmer Twins to represent their composed text

-Observe students performance whilst


creating their movie.
- Students will email the teacher the URL
link to their movie which the teacher will
then assess and mark using the attached
marking rubric.
-Summative assessment; through
questioning to conclude the lesson

Any safety issues to be considered:

Resources:

-Cyber safety

-pen/pencil
-student work books

-computers with internet access/ Wi-Fi


-teacher computer and smart board or projector

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:


(How it is taught)

Resources and Organisation:

INTRODUCTION
-The T will begin the lesson by revising information taught in the
previous lesson for this topic.

- Summative assessment; to assess how


students are retaining the information from
previous lessons.

10mins

-The T will stand at the front of the room with a smart board
which will display a timeline with only dates (no description of
what happened on that date) relating to events and people
concerned with world exploration. Around the timeline on the
smart board there will be a range of events and the individuals
associating with that event scattered in no particular order.
-Ss will then be asked to raise their hands if they think they know
where one of the events should be placed on the timeline. The T
will then choose a S who must use his/her prior knowledge from
previous lessons to drag an event/person to the date in which
they
think
it
occurred.
-Ss will take turns allocating one event to a date until the
timeline is complete. Ss will not be allowed to use their
workbooks or other resources to assist them in finding the
correct answers. Ss will do this with no help but only supervision
from the T until all events are placed on the timeline.
-Once completed the T will ask all the Ss if they think all the
events are in the correct order and if they dont what they think

-teacher
computer
and
smart board or projector

the
correct
order
should
be.
-The T will then correct the timeline if necessary and ask Ss why
it would make more sense for the events to be placed in this
sequence, in order to help them remember more effectively for
next time.
-The T will then transition into an introduction for the main
activity
that
will
take
place
this
lesson.
-The Ss will remain at their desk while the T explains the task
taking place this lesson and what is expected of the students
whilst
participating
in
this
task.
-The T will explain that throughout this lesson the Ss are to work
individually and as quietly as possible, however Ss are allowed
to speak if asking for help or discussing the website.
-Reinforcement of rules when using the
internet and reminder on how to be cyber
safe and what is appropriate use of the
computer during this lesson.

-As Ss will be using the computers and internet to complete this


lessons activity the T will explain the importance of Ss only using
the equipment for what the T has asked them to.
-The T will then ask if Ss remember their classroom internet use/
cyber safety rules.
- The T will then proceed to walk over to the classs poster on
the wall which displays their rules on internet use and reiterate
the rules by having one of the students read them aloud off the
poster. These rules include:
We must ask permission before using the internet

We will only use websites our teacher has chosen and/or


approved
we immediately close any webpage that is unnecessary/
inappropriate
we only email people our teacher has approved

we never give out a home address or phone number

we never arrange to meet anyone we dont know

we never open emails sent from people we dont know

we never enter internet chat rooms

we tell the teacher if we see anything we are unhappy with

DEVELOPMENT

45mins

-The T will then explain to Ss that the task they will be


undertaking today is to make a video using the Zimmer Twins
website. To create this movie Ss will be asked to use the
information they have been collecting in previous lessons and at
home, regarding an event and/or person associated with world
exploration. The people students may have chosen can include;
Captain Cook, Arthur Phillip, Sir Joseph Banks, Captain
Thunderbolt or any other person/event the Ss wished to do
which the teacher has approved.
-The T will then provide Ss with the expectations they have as to
what is to be included within the video. This includes; that their
video must go for a minimum of one minute and a maximum of 2
and half minutes. It can be presented in any form the Ss feel
would be effective in getting the information across, this may
include a discussion between two individuals describing and
discussing the past event/person or it could be a video of the
person at the time they were alive, or as a news report about the
event/person, or any other way the Ss think they can most
effectively present the information, whilst being as creative as
possible. Ss are also encouraged to choose the most effective
facial expressions and scenes provided on the site that best suit
the information being highlighted in their movie. For example if
the information is talking about something frightening they
should use a face that looks scared.
-The T will reinforce the necessary information the students
should have collected in past lessons and consequently be
using for this video. This includes; the name of person is or what
the event is that took place, who that person is e.g. a convict or
where the event took place, background information on the
individual or event e.g. family life or for example why they are a
convict. Ss will also be asked by the T to try and answer
questions such as why do you think the individual did what they

-Zimmer
Twins
website:
http://www.zimmertwins.
com/movie/create

-pen/pencil

-student workbooks

-Discussion regarding previously made


Zimmer Twins movie (similar to the one
expected of the students)
-what were the good aspects of this movie?
-what
didnt
you
like?
-how could it be improved?

did? For example why did captain cook decide to go on a world


exploration? Or what were the specific reasons behind an
events occurrence?
-The T will provide the list of requirements for the Ss video on
the board for them to have as a reference whilst making and
finalising their video.
-The T will then present students with a previously made video,
similar to the one the Ss are expected to make. The Ss will be
asked to watch closely and note down what aspects they think
made the movie effective or what could be changed to make it
more effective. The T will also make a few observations as to
what is effective or ineffective in the video.
-These observations provided by both the Ss and the T will be
written on the board by the T in a positive and negatives table for
the Ss to use as a reference.
- The T will then tell students to use this knowledge and apply it
when creating their own videos.

-Ss learn to plan and prepare for a task


before beginning the execution.

-The T will then provide Ss with five minutes to plan their video.
The T will ask Ss to write in their workbooks the steps of how
they plan to create their video, which will include planning; what
is the most significant information they need to include, what
order the information should be presented in, what tense their
video will be in (the time of the event/person or talking in past
tense, discussion etc).

-Use a collection of information to create a


movie using the web 2.0 tool Zimmer
Twins to represent their composed text.

-The T will then email all the Ss the link to the Zimmer Twins
website via their email address. The Ss will then use this link to
access the website on the computers and log into their accounts
(which have been created in a previous lesson).
-The Ss will then be given 35 minutes to begin and possibly
complete their video. During this time the T will constantly be
walking around the room monitoring the computer use and

-computers with
access/ Wi-Fi

internet

productivity of Ss. The T will also talk singularly with students


while they are doing this activity to view how they are going with
the activity, provide them with any help necessary and see if
they are on the right track without providing to much help as it is
important that they make the video as they wish to.
-When there is 10 minutes left of the lesson the T will warn
students that they have 5 minutes left to finish what they are
doing with their video, save, log out and shut down their
computers.
-After the 5 minutes the T will tell Ss that their time is up and
they must close their work. The T will provide Ss with the option
to send the T the link to their video now or send it by 3pm the
next day. As this allows Ss to finish/finalise their videos which
they may have not had enough time to do within the time frame
of the lesson.
-Once all Ss have sent their videos the T will then use the
attached marking rubric to mark the Ss videos.
CLOSURE
Discussion to reflect on the lesson.
Questions:
-what was something interesting you
learned?
-what can you conclude from the
information
you
were
using?
-did you like using Zimmer Twins to make
your movie? (why or why not?)
-what would you like to learn next?

-The T will then ensure all Ss have their computers off and are

5 mins

now ready to participate in a reflective discussion.


-The T will ask Ss to all come and sit on the mat at the front of
the
classroom
where
the
T
will
join
them.
-Ss will be asked by the teacher to share with their peers any
interesting facts they now know about the Zimmer Twins website
or their chosen person or event, or present any conclusions they
have drawn from their information and/ or what they would like to
learn next.

Assessment Rubric
Criteria

Not evident

Evident

Developing

Developed

Accomplished

The websites movie

Use of the websites

Correct use of the

Correct use of the

Correct use of the

Correct use of the websites

making functions
not used

movie making
functions

websites movie
making functions

websites movie
making functions
done successfully

websites movie
making functions
done very
successfully

No adherence to the
time requirements

Time adherence not


acceptable

Adherence to the
time requirements

Successfully
adhered to the time
requirements

Very successfully
adhered to the time
requirements

Facial expressions
and scenes not
evident

Facial expressions
and scene usage
but not integral to
task

Facial expressions
and scenes were
integrated

Facial expressions
and scenes were
integrated and use
is clear

Facial expressions
and scenes were
integrated very well

Historical content is
not of quality or
appropriate

Some quality and


appropriate
historical content
used

Quality and
appropriate
historical content
used

Quality and
appropriate
historical content
used and most well
presented

Quality and
appropriate
historical content
used and very well
presented

Clarity and coherence of


writing through academic
English expression, correct
grammar and spelling

English expression,
grammar and
spelling not evident

Little use of English


expression,
grammar and
spelling

Use of English
expression,
grammar and
spelling

Accurate use of
English expression,
grammar and
spelling

Very accurate use of


English expression,
grammar and
spelling

Presented in a form which


successfully represents the
information

Movie not presented


in any form to
represent the
information

Movie presented in
a form that doesnt
successfully
represent the
information

Movie presented in
a form that
represents the
information

Movie presented in
a form that
successfully
represents the
information

Movie presented in
a form that very
successfully
represents the
information

movie making functions

Adherence to the time


requirements
(1-2.5 minutes)

Effective use of facial


expressions and scenes
provided

Quality and appropriate


historical content

References
Alger, J. (2015). ED JUDo education and technology. Retrieved from http://edjudo.com/web-2-0-teaching-tools-links
Board of Studies NSW (2013). English K-10 Syllabus. Retrieved from file:///C:/Documents%20and%20Settings/Jim/My
%20Documents/Downloads/englishk10_full%20(1).pdf
Board of Studies NSW (2012). History K-10 Syllabus. Retrieved from file:///C:/Documents%20and%20Settings/Jim/My
%20Documents/Downloads/historyk10_full%20(3).pdf
Lost The Plot Productions (2015). Zimmer Twins. Retrieved from http://www.zimmertwins.com/movie/create