102086 Designing Teaching & Learning

Alicia Sukkar

18363441

Assignment 2

Lesson Plan Analysis

History Society in its Environment (HSIE) -

History Lesson Plan

Contents
Original Lesson Plan………………………………………………………….2
Lesson Plan Analysis…………………………………………………………5
Modified Lesson Plan…………………………………………………………8
Academic Justification…………………………………………………….…12
References…………………………………………………………………….14
Learning Portfolio Web Link…………………………………………………14
Appendix……………………………………………………………………….15

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Original Lesson Plan Lesson Plan

Topic area: ​Ancient Egypt Stage of Learner: ​4 Syllabus Pages: ​60

Date: ​14/03/2016 Location ​Booked​​: Lesson Number: ​1 / 14

Time: ​60 minutes Total Number of students Printing/preparation

24 Glossary worksheet x 24

Outcomes Assessment Students learn Students learn to

about

Lesson The physical features of · describe the

assessment the ancient society and geographical
Syllabus outcomes
Concept map – how they influenced the setting and natural
HT4-2 ​describes major periods understand what civilisation that features of the
of historical time and students already developed there ancient society
sequences events, people and know on the topic
societies from the past

HT4-9​​ uses a range of historical

terms and concepts when
communicating an
understanding of the past

Teaching and learning actions

Time

0- 5 Students are to come in and settle in to class.

Teacher is to call out the Roll.

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5-10 Introduce the topic of Ancient Egypt.
Ask students to leave a page in their workbooks for a title page titled “Ancient
Egypt” tell students that they need to have at least three pictures that relate to
the topic. Set the task for homework – ensure students write task in their
diaries. Tell students homework will be checked during the next lesson.

10-20 Concept Map​​: Teacher is to get students into pairs and in their workbooks
(after the title page) ask every student to write “Ancient Egypt” in the middle of
the page. Instruct students to write as many words they know that relate to the
topic around the page, they are to collaborate with their partner. They may use
a dictionary if they are unsure of spelling.

20-25 Concept Map Classroom activity:

Teacher is to have the words “Ancient Egypt” on the white board. Teacher is to
go around the room and ask each pair if they had any words to contribute to
the class concept map. Teacher is to explain what those words mean.
Students are to include words they didn’t have in their concept map.

Words that should be included:

Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe,
Embalming, Inundation, Irrigation, Famine, After Life, Dynasty, Sarcophagus,
Oasis, Deities, Papyrus, Pyramid, Ploughing, Pharaohs, The Nile River,
Canopic jars, Shadoof.

25-45 Glossary Activity 1:

Students are given a glossary worksheet to complete (resource attached
below). They need to use words from the concept map to fill it in.
Differentiation​​ (resource attached below): Word bank and the first letter of the
word to be included. Students are to glue in worksheet once completed.

3
 45-55 YouTube Clip
Show students an introduction of Ancient Egypt and discuss.
https://www.youtube.com/watch?v=hO1tzmi1V5g

55-60 Pack up, remind students of homework and dismiss the class.
​
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background knowledge

students can list what they already know about the topic
and I will be adding new terms into their vocabulary to
encourage interest.

HT4-9 Students gain an understanding of new concepts and

vocabulary through concept map activity.

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102086 Designing Teaching & Learning
Assignment 2: QT Analysis

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

​ SW QTM Classroom Practice Guide​ for each element

Evaluation score – refer to N
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality

1.1 Deep knowledge

1 – ​2​ – 3 – 4 – 5 Comments:The teaching of the topic is very broad, however it is also very
vague and does not focus on deepening the knowledge of a smaller number of
key concepts.

1.2 Deep understanding

1 ​– 2 – 3 – 4 – 5 Comments: Students understanding of Ancient Egypt is shallow as they are

simply just stating words associated with the topic. Further, students do not
display their understanding as there is a lack of assessment.

1.3 Problematic knowledge

1 – ​2​ – 3 – 4 – 5 Comments: The lesson does not give students the opportunity to question
content nor are they encouraged to collect and assess different sources, and
perform general historical inquiries.

1.4 Higher-order thinking

1​ – 2 – 3 – 4 – 5 Comments: Students are simply asked to regurgitate information they already

know. The lesson does not promote questioning or connect concepts or
encourage creative thinking.

1.5 Metalanguage

1 – 2 –​ 3 ​– 4 – 5 Comments: Use of metalanguage is present, specifically in the concept map

and the glossary activity where students explore terms and concepts. However
these activities do not deeply explore and unpack the language used.

1.6 Substantive communication

1 –​ 2​ – 3 – 4 – 5 Comments: Communication in this lesson plan is somewhat moderate.

Students are given the opportunity to work in pairs in the class concept
activity. Unfortunately, communication is ceased after that activity.

Quality learning environment

2.1 Explicit quality criteria

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1​ – 2 – 3 – 4 – 5 Comments: This lesson does not give reference to the quality of work
expected of students. It relies on students prior knowledge of the content.

2.2 Engagement

1 – ​2​ – 3 – 4 – 5 Comments:Engagement is sporadic for students in this lesson plan,

nonetheless, its presentation is weak as there is a lack of challenge.
Discussion is limited, and the lesson is mostly instructive.

2.3 High expectations

1​ – 2 – 3 – 4 – 5 Comments: This lesson plan has a low expectation on students, as the lesson
shows procedural and directional learning. The lesson does not promote risk
taking or rewards.

2.4 Social support

1 – ​2​ – 3 – 4 – 5 Comments: Social support is somewhat evident, mostly in the class concept
map activity through group work. The lesson plan does not indicate how much
social support is given. There is a lack of a strong positive presence by the
teacher in assisting students.

2.5 Students’ self-regulation

1 – 2 – 3 – ​4​ – 5 Comments:Autonomy in the lesson is relatively present, specifically in

students own self monitoring activity, completing the glossary for instance.
Here students are in charge of their own behaviour.

2.6 Student direction

1 – ​2​ – 3 – 4 – 5 Comments: Student direction is quite trivial in this lesson as students do

exercise some direction over the activities, such as the concept map, as
students are encouraged to use their own thinking for the task given the
opportunity to use their dictionaries,

3 Significance

3.1 Background knowledge

1 – 2 – 3 –​ 4​ – 5 Comments: Students are constantly encouraged to use their background

knowledge within the lesson, this knowledge is incorporated into the learning,
specifically in the concept map activity. However it is used to the extent in
which it hinders over new learning.

3.2 Cultural knowledge

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 1 –​ 2​ – 3 – 4 – 5 Comments: The cultural knowledge in the lesson plan is superficial and does
not include an approach reflective of diversity, which could be achieved
through investigating Ancient Egyptian Culture. Nonetheless, the youtube
video does highlight key Ancient Egyptian cultural characteristics.

3.3 Knowledge integration

1 ​– 2 – 3 – 4 – 5 Comments:Key learning areas and other subjects are not integrated into the
learning of this topic. No links are evident. The topic focuses solely on “Ancient
Egypt”.

3.4 Inclusivity

1 – 2 – 3 – ​4 ​– 5 Comments: This lesson is very much inclusive, all students are treated as an
equal and there appears to be no biases or discrimination on any of the
students. All students are encouraged to complete the same work, with some
measures of differentiation.

3.5 Connectedness

1​ – 2 – 3 – 4 – 5 Comments: This lesson fails to connect the significance of the learning with
knowledge outside of the classroom. It merely seeks to find the students level
of comprehension on the topic.

3.6 Narrative

1 – ​2 ​– 3 –​ 4 – 5 Comments: The use of narrative is limited to the youtube video presented at

the end. The positioning of the clip at the end is relatively pointless, as it
possess a higher chance for students to become disengage, considering that
they are not given the opportunity to build on the learning from the clip.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model

1) ​1.2 Deep Understanding 2) ​2.2 Engagement

3) ​1.5 Metalanguage 4) ​3.2 cultural knowledge

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Modified Lesson Plan

Topic area: ​Ancient Egypt Stage of Learner: ​4 Syllabus Pages: ​60

Date: ​14/03/2016 Location ​Booked​​: Lesson Number: ​1 / 14

Time: ​60 minutes Total Number of students Printing/preparation

20 20x laminated sheets
20x markers
Power point
20x summary sheet
20x activity sheet

Outcomes Assessment Students learn Students learn to

about

Lesson The physical features of Describe the geographical

assessment the ancient society and setting and natural features
Syllabus outcomes
Concept map – how they influenced the of the ancient society
HT4-2 ​describes major periods understand what civilisation that
of historical time and students already developed there Explain how the
sequences events, people and know on the topic geographical setting and
societies from the past natural features influenced
Kahoot the development of the
HT4-9​​ uses a range of historical society.
terms and concepts when Activity sheet
communicating an questions
understanding of the past
Observations

3-2-1 summary
online work

Teaching and learning actions

Time

8
0- 5 Students are to come in and settle in to class.

Teacher is to call out the Roll.

Ask students to leave a page in their workbooks for a title page titled “Ancient
Egypt” tell students that they need to have at least three pictures that relate to
the topic. Set the task for homework – ensure students write task in their
diaries. Tell students homework will be checked during the next lesson.

Each student is handed an A3 Laminated sheet with a marker

5-10 Introduce the topic of Ancient Egypt.

Ice breaker.

To introduce the topic “Ancient Egypt” the lesson will begin with an ice breaker.
On a powerpoint on a large screen is a list of Ancient Egyptian Hieroglyphs,
parallel to its English alphabet translation ​(Appendix 1)​. Students are to use
the laminated screen that was handed to them to write at least three words
they can think of that relate to Ancient Egypt in the Hieroglyph language.
Students are to swap their laminated sheet with the person next to them and
translate their peer’s words.

This task should be concluded with an explanation of the cultural significance

of Egyptian hieroglyphs.

At the conclusion of the icebreaker, teacher will outline the lesson objectives.

10-20 Concept Map Classroom activity:

Teacher is to have the words “Ancient Egypt” on the whiteboard. Teacher is to
go around the room and ask each pair if they had any words to contribute to
the class concept map. Teacher is to explain what those words mean.
Students are to ​write down new terms and concepts in their writing books​.

Words that should be included:

Mummification, Desert, Hieroglyphics, Domesticate, Egypt, Delta, Scribe,
Embalming, Inundation, Irrigation, Famine, After Life, Dynasty, Sarcophagus,
Oasis, Deities, Papyrus, Pyramid, Ploughing, Pharaohs, The Nile River,
Canopic jars, Shadoof.

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 20-25 The learning of the lesson content will begin with a class discussion. The
discussion will begin with the question: “What makes our society liveable?”
Each person in the class will be given an opportunity to contribute by writing
answers on the laminated sheet and lifting it up to show the class. The
discussion will be vehicled towards geographical, and natural features-related
answers.

25-35 Students are to access the following link on their digital devices:

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_05_143_egypt
/AC_05_143_egypt.html
This link includes an interactive map with famous landmarks and resources of
Egypt at the time of ancient period.

Teacher should hand out to students a text sheet ​(Appendix 2) ​that reflects the
information from the online site..

35-45 Assess students knowledge by getting them to access the following link on
their digital device:

https://play.kahoot.it/#/k/883e6437-7f8a-4d62-b4fc-d177cb3e4ad5

Ask students if they have any other questions related to the topic at the end of
the Kahoot.

45-55 Provide students with an activity sheet ​(appendix 3)​ that allows them to
analyse sources and respond to questions. Student’s may either choose to
work alone or with the person sitting beside them. Allow students struggling
with the content to be paired with Gifted and Talented students. Students
should finish unfinished work for homework, simultaneously, those who
complete their work early should access the following link:
http://www.3dmekanlar.com/en/the-pyramids.html
A virtual tour of Ancient Egyptian sites​.

55-60 3-2-1 Summary Activity

Students are to access the following link:
https://docs.google.com/document/d/1w5u75uJP5xwFbu9nuc-qZqcdo6lZgbF-v
uSResx6CTE/edit?usp=sharing
They are to write three things they learned, two things they found interesting,
and one question they have.
Pack up, remind students of homework and dismiss the class.
​

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2 Through understanding student background knowledge

students can list what they already know about the topic
and I will be adding new terms into their vocabulary to
encourage interest. ​Through accessing interactive
online sources, and by engaging in an source analysis
worksheet, students will further deepen their knowledge
of the historical society.

HT4-9 Students gain an understanding of new concepts and

vocabulary through concept map activity. ​Students
further engage with historical terms via the kahoot
activity, the interactive map, and the worksheet.

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 Justification

The original history lesson plan was more or less a very poor attempt to teach a new
topic and engage students in a new learning. When modifying the lesson plan I took into
account both positive and negative features it presented, and attempted to further strengthen
those features. This was achieved through integrating a higher number of Quality Teaching
improvements throughout the lessons plan and implementing more cross-curriculum themes
such as ICT, literacy and numeracy. While attempting to improve the overall lesson plan, I had
focused on four Quality Teaching model (2003) methods that needed the most improvements
for the overall quality of the lesson. The four following methods: Deep Understanding,
Metalanguage, Engagement and Cultural Knowledge, are fundamental components to the
teaching of a new topic. These especially were lacking in the original lesson plan, ultimately
hindering a quality lesson and learning environment.

In order to achieve a deeper understanding of the content the new lesson plan includes
activities and discussion that delve deep into the core concepts. Students familiarise themselves
over new learning by applying their knowledge to activities such as the source analysis or the
Kahoot quiz. Nonetheless, the surface knowledge is key in the further development of a deeper
understanding in the lesson, considering it is an introductory lesson to the topic. This lesson
provides key terms and concepts, and notable geographic locations as the foundation of the
learning. The lesson also promotes a deeper understanding by building on the facts that
students already know, for example the concept map activity. According to Hattie (2003),
learners knowledge base is the foundation upon which deeper understanding depends.

In the original lesson plan, engagement was seriously lacking which undoubtedly plays a
key role in the classroom. Due to the lack of engagement, the class would be open to disruptive
and restless behaviour by the students. The changed lesson plan was modified in order to
maintain a positive environment and relationship between peers. Jensen (2009) states “to
facilitate student engagement an educator needs to design classes that get students to
participate emotionally,cognitively or behaviourally”. By implementing a range of online
interactive websites, a class discussion, an ice breaker and a summary post, students are
compelled to involve themselves with the learning and connect with the content. For example,
the kahoot activity integrates ICT use with assessment, and challenging fun. For students to

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gain successful learning, they need to be engaged (De Matos et al., 2015), which further reflects
my decision to make the lesson as engaging and interesting as possible.

While the use of metalanguage in the original lesson plan was present, the language
was not thoroughly analysed or used within various contexts of the learning. Language used
should be further explored and used within their context to make meaning of it. In the altered
lesson plan, the source analysis allows students to combine the language and its context with
their observations, simultaneously, the mind map opens students to new terms and concepts
that will be used throughout the entire topic. This component of the Quality Teaching model
achieves outcome HT4-9, as the metalanguage used throughout the lesson satisfies the
expected use of historical terms and concepts. The strengthening of metalanguage use in the
lesson increases students engagement, and understanding with the lesson.

The implementation of cultural knowledge is a key tribute to making a lesson feel

authentic, an aspect in which the original lesson plan was lacking. Cultural knowledge is
important for successful lessons, as it allows students to reflect on other societies and compare
similarities and differences to their own. Cultural knowledge is emphasised in this lesson
through the ice breaker that opens students to another language writing, and the source
analysis sheet, which allows students to look at pre-dated sources and analyse its place in the
world at the time. These activities further contribute to the learning outcome HT4-2, where
religious, cultural, geographic, beliefs, traditions and practices are highlighted. This component
to the lesson reflects NESA’s K-10 Curriculum Framework and Statement of Equity Principles
(2010), as it promotes cultural diversity.

The NSW Quality Teaching Model is an effective and important tool when teaching. It
ensures that students are obtaining full knowledge in all topics through implementing various
strategies. The critique and alteration of the original lesson plan was driven through the
methods of teaching as suggested by the Quality Teaching Model. The new lesson plan focused
on improving class engagement, a deepened understanding, cultural knowledge and
metalanguage.

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References

De Matos-Ala, J., & Hornsby, D. J. (2015). Introducing International Studies: Student

Engagement in Large Classes. International Studies Perspectives, 16(2), 156-172.
doi:10.1111/insp.12036

Hattie, J. (2003). ​Teachers Make a Difference: What is the research evidence?​ Melbourne:
Australian Council of Educational Research

Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids' brains and
what schools can do about it. ASCD.

NSW Education Standards Authority. (2010). Statement of Equity Principles. Retrieved from:

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculu
m​ /curriculum-development/syllabus-development-process/equity-principles

NSW DET (NSW Department of Education and Training) (2003). Quality Teaching in NSW
Public Schools: Discussion paper. Sydney: NSW DET​, Professional Support and
Curriculum Directorate.

Zepke, N., and Leach, L. (2010). Improving student engagement: Ten proposals for action.
Active Learning in Higher Education,​ 11 (3), 167-177.

Weebly web link

https://aliciasukkar.weebly.com/planning.html

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Appendix

Appendix 1

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Appendix 2

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Appendix 3

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