Lesson Plan Format: The Following Is A Sample of The Lesson Plan Format Used by The University
Lesson Plan Format: The Following Is A Sample of The Lesson Plan Format Used by The University
The following is a sample of the lesson plan format used by the University.
AusVELS sub-strand(s):
Creating different types of spoken and
multimodel texts using knowledge of text
structures and language features
AusVELS Dimension(s) or
Religious Education
Guideline:
Learning Standard(s)/Outcome(s)/Objective(s):
- Plan, draft and publish informative print and multimodal texts, choosing text structures, language features, images
and sound appropriate to purpose and audience
- Students should be able to plan and present a multimodal text delivering a message that they feel is important to self
respect. The presentation should be appropriate for the information and it should be clear to their other class members
what their message is
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
- Students will have had honest thinking about how they act and what they should do differently in the future
- Students will use the strategy of self-reflection in order to think about the topic and what they think
personally is one of the most important points.
- Students will demonstrate how these topics may not be being met and how that could change
- Students will delve deeper and demonstrate the chosen topic
- Students will be able to pick an appropriate way to present their work
- Students will be able to structure their presentation in a cohesive way
- Students will use appropriate images and sounds that will highlight their message
Assessment:
- This lesson will be assessed using observation and conversations with the students This task will be
completed over a number of lessons so for this lesson only formative assessment will be used
Teaching focus:
Teaching skills that the pre-service teacher would like to personally develop.
Make sure instructions are clear and the students know exactly what they are meant to be doing
Lesson resources:
- I-pads
- Self-respect article (see attached)
- List of topics the students have chosen (this was done during the prior lesson)
- The example presentation on the twins with different perspectives that grew up differently. (victim or survivor)
- Interactive whiteboard
- Laptop (to plug in to show the presentation)
Lesson content:
A. Introduction 10 mins
- Can you think of a time when you may not have acted in the best way?
- Show the students the example presentation (victim or survivor)
- Have the students tell what point they are going to focus on (if they dont remember look at the list)
- Give them a few minutes to think about what message they want to highlight and get across to their audience.
B. Development 10 mins
- Briefly go through the example presentation on the alcoholic father and sons
(victim or survivor)
Slide one: point out that they are twin boys and both grew up with and
were raised by the same father
Slide two: What is this son doing? Is he taking responsibility for his
actions?
Slide three: What did this son do that was different to his brother? He
made a choice to do differently to his father.
Slide four: Even though they were twins and grew up in the same
circumstances and had the same alcoholic father they had two
different perspectives. One chose not to be like him whereas the other
blamed his father and followed in his footsteps
Slide five: Perspective is important and will change the way in which
you look at and live life. You can choose to do things differently or
blame others for your actions. Everyday is a new day and you can
always change the way in which you see and react to situations
Slide six: You can be a survivor or a victim its your choice. You can
blame others or you can take responsibility for your own actions and
make better choices.
It is part of three sessions so there will not be a formal conclusion to this task I will individually touch base with each student
as to where they are at and what their next step is
Student achievement:
- Each of the students in the group seemed to understand what self-respect was. And chose an important
message that represented what they thought was important
- Through discussions with the students I was able to get an understanding of whether or not the students
presentation was going to be done in an appropriate way
- The students seemed to be able to make their presentation and not lose focus of what their message was
- The images that the students were adding to their presentation were appropriate and supported their
message
Teaching effectiveness:
What have you learnt from the lesson?
- Try out different strategies to ensure that I am not talking for the entire floor time. An example of how to
do this would be to have the children think, pair, share about ideas that they have previously talked about
in class (the article)
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-
development focus for the lesson, referring to both strengths and areas to be addressed.
- The students seemed to have achieved the goals. They were able to choose a message that is important
and relevant to themselves and choose a presentation method that was suitable for what they were doing
- The images strengthened the words
- The students listened well throughout the lesson with only one misbehaviour that was quickly picked up on
and corrected
- The organisation of being ready before the lesson can be improved on so that the students are not sitting
around waiting on me
- The students seemed engaged in the presentation
Additional notes
- I feel like my confidence in teaching this lesson was a lot higher than it had been in my past placements
- I found it beneficial to see a lesson run like this before I had to take it. I was not stuck and struggling for
ideas of how to teach it
Lesson/activity transition:
The children pack up and get out their brain food which they eat at their tables and then move onto the next activity
(Music specialist)