Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7 Time:P3 11:15am Date: Students’ Prior Knowledge:
11/06/2020

Learning Area: HaSS History

Strand/Topic from the Australian Curriculum
The physical features and how they influenced the
civilisation that developed there (ACDSEH002)
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 Sustainability
histories and cultures Asia
Proficiencies:(Mathematics only)
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:

 List some significant people from each period in ancient Egyptian history
 Outline the reasons why these people were significant
 Identify the time periods in which these civilisations existed

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

o Print gallery walk worksheet and posters o
o Create PowerPoint with social pyramid
o Create and test google forms exit ticket

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

1
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/Reference
Time Motivation and Introduction:
s
11:15a Students line up outside, come in stand behind desks, ‘good
Align these with the
m morning’, sit down and take the role.
segment where they will
be introduced.
Activity 1: Structure of ancient Egyptian society: Students play
11:20a game on “the Social Pyramid” students are asked students to
Blank Structure of
m identify the different roles and tiers of the pyramid by the pharaoh
ancient Egyptian
passing down lollies to the next tier, and so on until it gets to the
Society
peasants. (higher classes will end up with the most lollies, lower
the least)
Markers
a. Social pyramid of the classes in ancient Egypt (add
labels)
Exercise books and
b. Pharaoh (Tier 1)
stationery
c. Priests, officials and Nobles (Tier 2)
d. Scribe (Tier 3)
e. Artisans (Tier 4)
f. Farmers (Tier 5)
g. Slaves (Tier 6)
In exercise books draw the social pyramid of Egypt and label each
level on the pyramid (p.323).

Students are to share the lollies equally and enter the room
silently before the next activity.
Key Questions:
a. What was the role of the Vizier in Ancient Egypt?
b. List 3 Types of artisans?
c. Why do you think artisans may have been important?
d. Who was at the top of the social pyramid?
e. Who was at the bottom of the social pyramid?
f. Who was in the middle of the pyramid?
Gallery Walk posters
g. Why would you put … in this section of the pyramid?
Exercise books (ruled
Lesson Steps (Lesson content, structure, strategies & Key
with headings)
Questions):
Stationary
Activity 2: Gallery Walk of significant figures in Ancient Egypt.
(gallery printouts include information on the role, significant
examples of the role, daily activities and duties, and where they sit
11:30a on the social pyramid of ancient Egypt. (Gallery images include
m significant people, social standing/class, description of the role) 5
minutes per poster

Students are to independently move from gallery to gallery

and take note of the title, the most important facts about the
role, any examples, and where they sit on the social pyramid
of Egypt.

Gallery 1: Pharaoh (Tier 1)

Gallery 2: , Priests, officials and Nobles (Tier 2)

a. Wealthy class

2
11:35a b. Owned large estates Laptops with internet
m c. Administering Egypt and ensuring the Pharaoh’s wishes access
were carried out (officials)
11:40a d. Priests controlled the temples
m
Gallery 3: Scribes:
a. Ranked below the ‘ruling’ classes, kept state records
(taxes)

Gallery 4: The ordinary people: Artisans (Tier 3), Farmers (Tier 4)

11:45a Gallery 5: Slaves (Tier 5)

m
Lesson Closure: (Review lesson objectives with students)

11:50a Review each gallery with the class. Pack away folders, get out
m laptops.
“Ensure students have filled in all 5 gallery walk responses, bring
11:55a to class on Friday to be checked.”
m Key Questions:
a. What is the role of the …?
12:00p b. Do you know an example of the …?
m c. What kind of activities do you think the … would take part
in?
d. Do you think the … was of high class/status, low
class/status or in-between?
Google forms quiz:
Google Forms ‘Exit Ticket’ Quiz: ‘Exit Ticket’ Quiz

Transition: (What needs to happen prior to the next lesson?)

Ensure students have filled in all 5 gallery walk responses, bring to

class on Friday to be checked.

Assessment: (Were the lesson objectives met? How will these be

12:10p judged?)
m Exit Ticket: students complete exit tickets based on the lesson
objectives and success criteria
Gallery Walk Responses: check completion of the gallery walk
exercise (next lesson)