SECONDARY LESSON PLAN

TOPIC/FOCUS: The Value and DATE: 26/11/2013

Dignity of the Human Person
(relationships and sexuality)
YEAR LEVEL & SUBJECT:
LESSON DURATION:
Year 8 (8.4) Religious Education
1 hour period 4
NO. OF STUDENTS: 30
AusVELS: (Strand/Domain/ Dimension)
This unit is determined by the school to enable students to make safe and
healthy decisions regarding relationships and sex.
GOALS
Teacher will
Be able to generate class discussion
Use ICT successfully in the lesson
Convey the key ideas of the lesson to students
LESSON OUTCOMES AND INDICATORS
The students will:
Be able to develop and understanding of the value and dignity of the
human person and the gift of sexuality.
TEACHING MATERIALS AND PREPARATION - VISUALS
Choices DVD - Part two
Laptop
Projector
White board
White board markers
A3 Posters with images
TEACHING MATERIALS AND PREPARATION - EQUIPMENT
Students to have workbooks, pens, markers etc.

LESSON PROCEDURE
Introduction/focusing activity (The lesson begins with this activity.)
Teacher
Uniqueness activity
Direct students to speak to some people that they do not necessarily speak
to often. They are to share with each other one or many things that make
them different to everyone else. Come back as a group to share the things
that make us unique
Why is difference or uniqueness important?
Do we sometimes see difference as a bad thing?
Why?
How can we make difference and uniqueness good?

Lesson development
Teacher
Video Choices part 2
Discussion after screening

TIME
Students
Students to speak to someone in
the class about the qualities that
make them unique.

Student
Watch video
Answer discussion questions. May
add these notes to their workbooks
as a springboard for further ideas
later in the lesson.

10
minute
s

20
minute
s

2
minute
s

13
minute
s

Formative Assessment (Questions or actions used throughout the lesson to check on student understanding
and application of information)
Asking individual students to answer possible comprehension questions on the video screening.
Use of extended questions when walking around in group activity ie, subtlety of messages in the image etc.
Class discussions.
Questions asked throughout the lesson.
Closure (Options include: summarising or reflecting on the learning achievements/analysing errors; the
presentation of selected students work/preparation for future lesson/s etc.)
Teacher
Student
Facilitate small class discussion on what students Participate in discussion by verbally answering
found interesting in this lesson. Students may share questions. Students may write notes in their books.
their poster as a group, or make individual points. Did
they learn anything, and are they surprised by how
much the media persuades them to change their
cultural beliefs.
Handing books and posters to the teacher.
Collection of workbooks and posters
Use the difference prompt as a form of homework
Next lesson on Dignity and the Value of the Human this is to be written into the homework journal.
Person
Students to think about something that makes them
different from everybody else.

4
minute
s

1
minute

OPTIONAL
Adaptations/Differentiation
At this point the teacher checks each students progress and decides who
needs re-teaching, extension, and or independent practice. Beginning
practicum: reflection, Experienced practicum: in planning.
Re-teaching (Re-teaching is for students who need more teaching and practice.)
For students that do not wish to write (as advised by AT) teacher to monitor
and possibly facilitate their discussion while other groups complete the
activity.
Extension (Extension is for students who need more challenge.)
For students who need extension the following question will need to be
addressed when completing the activity
What are the hidden messages communicated in the media? List the
messages that are healthy and unhealthy for you.
Independent Practice (This is for students who need more practice. It can be done
without teacher guidance, perhaps as homework.)

PRE-SERVICE TEACHERS POST LESSON REFLECTION

Student learning (Was the stated Standard Formulated as a Student Learning
Outcome with Indicator/s achieved by all students or only some students?)

Students were able to understand that pressures are prevalent in the media,
however only some did answer the questions verbally. I did get a chance to
ask students some comprehension questions as I was walking around at the
activity time of the lesson. The understanding of the impact on adolescent
health was not understood by most, however when walking around students
later had questions related to this answered and clarified.
Effectiveness of the learning and teaching strategies (For example,
review your questioning skills in checking for understanding or your explaining skills in
information and modelling, or your organising and communicating skills, for example,
giving instructions, encouraging student participation etc.)

The questions asked were not always answered by the students, or the
same students offered answers most of the time.
I felt at times that I did not use appropriate vocabulary for the group, and
that some aspect of the lesson needed further explanation which I gave
when walking amongst the small groups. This should have been done at the
start of the class activity.
The writing on the board was also too small, so students couldnt read it. I
did re-write parts of this for students to see this better.
Reflection on what you have learned and changes for future
lessons. (Identify a key learning/insight that you have gained about effective learning
and teaching and those changes you will make when planning and implementing your next
Direct Lesson Plan.

In future I need to make sure that explanation is given as students were

confused. Also the images shown for the group activity were not as well
known as I had anticipated. In future, it may not be entirely wise to assume
a certain level of knowledge, especially considering the difference between
cultural pressures of my time and the time of the students.
ASSOCIATE TEACHER FEEDBACK
Pre-service Teacher preparation for lesson, use of resources, teaching
strategies, class room management. Lesson introduction and closure.

Acknowledgement of individual learning styles.