e5 Phase: Explore

*Prompts inquiry *Structures Inquiry *Maintains session momentum

Week

Learning Intentions
What will students know or be able to do
after the lesson?

Blooms Taxonomy: Comprehension

Activities/Tasks

Success Criteria
How will you know? Evidence?
Week 2

Session Four:
Learning Intention

Session Four:
To find out what Anzac day is about
Learning about
an Australian
event, Anzac
Day.

Success Criteria:
Students would be introduced to learning
about Anzac Day. Students are able to
have a conversation about stories
students have heard from either their
family members, or what they have learnt
at school about Anzac day. Students are
able to have an understanding of what
happened to the soldiers and why we
celebrate Anzac day on the 25th of April
each year. By reading and finding
information about Anzac day students are
able to ask questions and think of ways
to explain what Anzac day is, and how
we are thankful for the soldiers fighting
for our country. Students are able to have
a good knowledge of Anzac day and is
able to apply this knowledge by telling
their family and friends the meaning of
Anzac day, and what happened.

Session Four: Australian event: Anzac Day.

Picture story book: The Red Poppy by David Hill
would be read to the class. (Hill & Coleston 2013).
Illustrations, comments, and key questions would be
asked and answered by educator and students to
develop knowledge and discussion. (Who, What, When,
Why?)
View: video about Anzac Day on YouTube
https://www.youtube.com/watch?v=_7PRzZ_Z8xU.
(eTraffic 2015).
Whole class: Discuss the word Anzac.
View: Fact sheet about the word Anzac: (Somme 2015).
http://www.anzacfrance.com/anzac/history/the_meaning_of_anzac.
Scribe: Educator write the letters of Anzac stand for on
the whiteboard. Then students would copy the word
Anzac into their writing books.
Print: The timeline of Gallipoli print on a large A3 paper.
Whole class: Timeline completed with students. Practice
their sequence skills, when done display on classroom
walls. (Gallipoli and Anzacs 2015).
http://www.gallipoli.gov.au/anzac-timeline/events-of-thegallipoli-campaign/august-1915.php.
View: YouTube story called My Grandad marches on
Anzac Day. (Frigo 2014).
https://www.youtube.com/watch?v=vJdAVcJ13TU

Assessment
Formative
(Used to inform teaching and learning during the learning
process, Examples include self and peer assessment,
learning journals, rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and
assessment tasks)
Session Four: Formative:
Observations during in- class activities; of students
non-verbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned
and informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present
their results
Summative:
Projects (Project phases submitted at various
completion points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
K-W-L:
What I know?
What I want to know?
What I have learned?
Timeline
Thinking hats: White, green, yellow, and blue.

Session Five:
Students are
learning the
important signs,
symbols and
emblems of
Anzac Day.

Session Five:
Learning Intention:
To understand the importance of signs,
symbols and emblems of Anzac day.
Finding ways to say thank you to the
soldiers who have fight for us in the war.
Success Criteria:
Students would be learning about the
importance of signs, symbols and
emblems that represent Anzac Day.
Students would be applying their
knowledge of what has been learnt onto
their artwork or projects being made in
class. Students would show their
understanding by completing tasks, and
being confident in finishing the task set.
The evidence would be shown by their
completed tasks, which demonstrates
their understanding skills. Students
helping other students would be another
way of showing their understanding by
helping and sharing their knowledge with
others.

Session Six:

Session Five:
Picture story book: Anzac Biscuits by Phil Cummings
would be read to the whole class. (Cummings & Swan
2013).
View: Anzac emblem of The Rosemary.
Discussion: Ask students if they know what the emblem
is. Educator would read information about the emblem
to student. (Australian War Memorial 2016).
https://www.awm.gov.au/commemoration/customs/rose
mary/
Task: Give picture of a rosemary to be cut out and stuck
into their books. Once stuck students can write the
importance of the rosemary being the emblem of Anzac.
Read: The important symbol of The Red Poppy.
Print the information sheet out and educator reads to
students. (NZ History 2014).
http://www.nzhistory.net.nz/war/anzac-day/poppies
Task: Use colored paper to make their own poppies.
Materials needed: red and black paper, and straws.
Poppies would be used for display around the walls.
Read: Information about the slouch hat would be read to
the students on the floor.
Materials: red paper would be traced, yellow strips of
paper would be cut out, the front badge of the slouch
hat would be cut out as well
Educator would explain to students how to make the
slouch hat by following and listening to the instructions.
Reflection: reflection sheet that has two questions on
the sheet for the students to answer.
-What do I know about Anzacs?
-What do I thank the Anzacs for?
Reflections pasted on the back of hat when completed.

Session Five: Formative:

Observations during in- class activities; of students
non-verbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned
and informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present
their results
Summative:
Projects (Project phases submitted at various
completion points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
K-W-L:
What I know?
What I want to know?
What I have learned?
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)
Red hat (Expressing emotions)

Session Six:
Students are
having an
excursion to the
Shrine of
Remembrance
about Anzac
Day.

Learning Intention:
To show respect and learn information
about Victorias war memorial and iconic
landmark about Anzac Day.
Successful Criteria:
Students are having an excursion to the
Shrine of Remembrance for Anzac Day.
Students would be touring around
listening and seeing different stories,
statues, and more about Anzac Day.
Students would be able to know the
importance of Anzac day by being able to
identify information recalled in the
classrooms. Students would show their
understanding of what they have learnt
by completing a reflection sheet of what
students have learnt during their trip.

Session Six: Students are having an excursion to the

Shrine of Remembrance about Anzac Day.

Excursion: Students would be walking in class groups

touring, and listening to the ceremonies and war
memorials being placed.
Students would be walking around with a clip board with
a worksheet writing down things that they found
interesting, and things that they have learnt.
What I know?
What I want to know?
What I have learnt?
When going back to school, if there is still time get
students to share what they have written down to share
to the rest of the class and teachers.
Educator gives students an evaluation sheet to
comment on how the day went

Session Six: Formative:

Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned
and informal- spontaneous.
Conferences between the instructor and student at
various points.
Summative:
Performances
Student evaluation of the course (teaching
effectiveness)
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
K-W-L:
What I know?
What I want to know?
What I have learned?
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)
Red hat (Expressing emotions)