LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7 Time: Week 4 Lesson 1 (60 mins lesson) Students’ Prior Knowledge:
Learning Area:
 Australian Constitution
Humanities and Social Sciences (HASS)  Separation of Powers
 Division of Powers
Strand/Topic from the Australian Curriculum  Main role of parliament
ACHCK049

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking 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
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:

 Familiarise themselves with

Teacher’s Prior Preparation/Organisation: Provision for EAL/D, educational-risk and special
need students:
 Practice Test
 Students with visual difficulties are seated
towards to the front of the classroom - students
are aware of the seating plan
 Visual aids are used to make connections
between the key concepts and vocabulary
 Glossary sheet

Classroom Layout
Smartboard/ Whiteboard

Teacher’s desk

Student desk’s
- Students are
sitting in pairs

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/Reference
Time Motivation and Introduction:
 Roll Call
10 minutes  Explain the format of the class-test i.e multiple -choice, with short-answer and
extended response
 Answer student questions regarding the test
 Explain test conditions

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

 Provide students with practice test – students to complete individually but can
brainstorm and help the person sitting next to them
 Ask students to focus on the extended response to how answer the question (20
mins)

40 minutes Whilst students are students are completing practice test – circulate the classroom to gage
Practice Test
student knowledge and understanding and too assist students with any questions,
misconceptions or concerns they might have
 Model how to write an answer for the extended response
Explicit the model the difference between conversional language and academic
language when answering extended responses
Ask students if they’re will to share their practice response and potential write on as a
class together.

Practice assessments allows students to familiarise the format, language and expectations
of an assessment. Highlighting vocabulary expectations are specifically important for
EAL/D students as they provided students with an expectation of the task

Lesson Closure:(Review lesson objectives with students)

10 minutes  Review multiple choice answers

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