Lesson PLANS

Lesson Plan- 1788 Was life the same for everyone Year 4
Lesson 1 /2 60 mins
Learning Area- HASS - History
Teaching purpose- the purpose of this lesson is to teach students about the first fleet,
covering reasons for the journey, different groups of people who travelled to Australia
and their experiences and perspectives following arrival.

Topic introduction mini Power-point 12-15

lecture Lecture notes minutes
(mins)
Teacher statement- Welcome First Fleet video- ABC Splash
back from lunch students, now 5 mins for
we will be having a HASS video
lesson, the first part of todays
lesson we will have a mini- 5-7 mins
lecture. For mini
I will give you some notes at the lecture
end of the lecture, but if it helps
you can take notes on a mini 3 mins for
whiteboard- discussion
When I signal your table, you
may get a whiteboard
Table 1table 2table 3

Teacher statement- Now that

everyone has there whiteboards,
please make sure you are sitting
somewhere that you can see the
digital whiteboard.

Graphic organiser- KWL chart A3 BLANK PAPER 15 mins

in groups of 2-3 Textas, pencils
5 mins to
Teacher statement- now Model of KWL chart- with only communicate
students we are going to 1-2 things in each column. instructions
complete a graphic organiser so and organise
we can understand more about materials
the First Fleetplease get into
groups of 2-3 and have one 10 mins for
member get a piece of paper from group activity
me, the other members can
organise some textas and pencils

Teacher statement- This chart

helps us understand ideas within
a topic or subject---
We are going to apply it to our
research and learning of the First
Fleet

Teacher statement- Please refer

to my model as I explain how to
fill in each section
The first section or column we
are going to write what you know
about the arrival of the First
Fleet---
The second column we are going
to write what we want to know
And the third column we will
write what we have learned---
this third column we will add to
throughout this lesson and the
next lesson.

Teacher statement- I will be

walking around the room to offer
guidance and to see your great
ideas. Please get started you will
have ten minuets.

Shared reading Avoid Being a Convict Sent to 15 mins

Teacher statement- Please
everyone come and sit on the
matt, Im very impressed with
your attention to task today!
Australia
Costain, M (illustrated by
Antram, David) (2005), The
Danger Zone series, Koala
Books, Sydney

Teacher statement- Now I will

read you a book based on the
First Fleet,
I would like you to think about
different peoples perspectives at
this time and how they are being
represented in the text.

How were different people such

as the convicts portrayed in the
text?

and do you think the text has

missed out any perspectives or
points of view?
Think-pair share
This is focusing on building a
word bank with new words learnt
in the lessonlooking at
extending students vocabulary
Whiteboard will be used to keep 15 mins
track of new words and then the
teacher will add them to the word
wall or vocabulary chart after the
lesson.

Lesson conclusion

Lesson Plan- 1788 Was life the same for everyone Year 4
Lesson 2 /2 60 mins
Learning Area- HASS - History
Teaching purpose- the purpose of this lesson is to teach students how to use the
assessment tools, assess students knowing of the first fleet and provide feedback on
students individual learning.

Lesson introduction 2-3 mins

welcome students, please come
and sit on the matt and I will tell
you all about todays lesson

Firstly we are going to read the

second book in the series we
started at the beginning of the
week.

Then I am going to get you to

do two assessment tasks;
One is a multiple choice quiz,
with only four questions,
The second is a short answer test
with two questions- I will tell
you more about these after we
read the text.

Does anyone have any

questions?

Shared reading You wouldnt want to be a 15 mins

Teacher statement- Now I will
read you the second book in the
series based on the First Fleet,
I would like you to think about
different peoples perspectives at
this time and how they are being
Convict sent to Australia
Costain, M (illustrated by
Antram, David) (2005), The
Danger Zone series, Koala
Books, Sydney
represented in the text.

How were different people such

as the convicts portrayed in the
text?

and do you think the text has

missed out any perspectives or
points of view?

Multiple choice 15 mins

Now students you are going to 5 mins for

do a multiple choice quiz based explanation
on the first fleet and our two of multiple
HASS lessons this week choice test
and
When I ask you to please get up organising
and get your clipboard and sit at test
your desk.
Ask students by name to move to 10 mins for
desks create an orderly test
classroom.

Thankyou for all doing that so

quickly, Im now going to show
you how to fill out your test
paper-
Please fill in your name at the top
of the paper. Then read the
question and circle the answer
you think is correctnumber 4
has multiple correct answers but
all the rest have only one correct
answer.
You will have 10 minuets.

Please remember these are test

conditions so no talking at all.
Please raise your hand if you
would like to ask a question
during the test.
Are there any questions before
we start?

I will now hand out the quizzes,

do not touch them until I tell you
to start, this is so the quiz is fair,
you wouldnt want your
neighbour to start before you

Students please start

Prompt students half way and at

the one minute mark.

Please stop working students, all

pens and pencils down please
pass your quizzes up to the front
of the classroom.

Short answer 25 mins

This test you need to read and
respond to the question, 5 mins
You will have 20 mins explanation
20 mins test
Please remember these are test
conditions so no talking at all.
Please raise your hand if you
would like to ask a question
during the test.
Are there any questions before
we start?

Prompt students half way and at

the one minute mark.

Please stop working students, all

pens and pencils down please
pass your quizzes up to the front
of the classroom.

Feedback & Lesson conclusion 2-3 mins

 ASSESSMENT INSTRUMENTS

First Fleet Multiple choice Quiz

Name:

Please circle to answer that you think is correct

The first three questions require only one answer, and the last may

have more than one correct response- so you can circle one or more

for question 4

When did the First Fleet reach its destination?

a. 1788

b. 1888

c. 1790

d. 1820

2. Where did the ship leave from?

a. Botany Bay

b. Manchester, England
c. Portsmouth, England

d. Paris, France

3. Who founded the British penal colony

a. Lord Sandwich

b. Admiral Arthur Phillip

c. Captain James Cook

d. The Queen

4. What motivated the voyage of the First Fleet?

a. Convicts had filled up the prisons in Britain

b. They wanted a new holiday destination

c. International trade agreements between the British and other

countries had changed

d. The British were running out of food and other resources

First Fleet Short Answer Test

Name:

Please answer the provided questions, only the content of

your answer will be assessed not your spelling, grammer or

handwriting.

1. How many ships were in the First Fleet and what were

the ships called?

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2. Who travelled in the First fleet and what was the

reason for their journeys?

_________________________________________________

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These assessments would be employed to provide students with feedback on their

academic learning. Feedback should be focused to achieve an overall positive impact

on improving students learning and academic knowledge. This can and should be

achieved by employing feedback to inform students of areas of improvement in

learning and performance, and most importantly how this improvement can be

achieved (Kivunja, 2015. pp.408-409). As the lesson time after the two assessments is

rather minimal, feedback will be provided in the following HASS lesson.

MODERATION STRATEGIES

Looking at the type of assessments covered in the report and lessons it is important to

take note of a few aspects in order to provide fair assessments and marks. Multiple

choice tests answers are generally write or wrong. This assessment moderation should

be employed by asking other teachers in the year group if they think the questions and

content is fair and valid. Moderation within the short answer tests will require more of
a process. The marking key should detail concepts and ideas within each question, and

award marks based on the content of the answer only, not spelling, grammar or hand

writing. This is important as the students were made aware of this factor at the

commencement of the short answer test.

Moderation should be focused on this area of assessment as due to the type of

assessment, it is comparatively harder to mark than multiple choice.

LEARNING MATERIALS

Lecture slides
video
ABC Splash- First Fleet, retrieved from
http://splash.abc.net.au/home#!/media/1957482/
Accessed via Scootle
 Costain, M (illustrated by Antram, David) (2005) Avoid Being a Convict Sent
to Australia, The Danger Zone series, Koala Books, Sydney
Costain, M (illustrated by Antram, David) (2016) You wouldnt want to be a
Convict Sent to Australia, The Danger Zone series, Koala Books, Sydney

REFERENCES

Brady, L. & Kennedy, K. (2012). Assessment & reporting: Celebrating student

achievement (4th Ed). Frenchs Forest, NSW: Pearson

Brookfield, S. (2006). The Skillful Teacher; on technique, trust, and responsiveness in

the classroom (2nd edition). San Francisco: Jossey-Bass

Exley, K. & Dennick, R. (2004). Giving a lecture - From presenting to teaching.

London: RoutledgeFalmer

Harris, P., Chinnappan, M., Castleton, G., Carter, J., De Courcy, M. & Barnett, J.
(2013). Impact and Consequence of Australias National Assessment Program
Literacy and Numeracy (NAPLAN) Using Research Evidence to Inform
Improvement pp.31) TESOL in Context. 23, 30- 52. Retrieved September 10, 2017
from http://www.tesol.org.au/Publications/TESOL-in-Context

Kivunja, C. (2015). Teaching, learning & assessment: Steps towards creative

practice. South Melbourne: Victoria: Oxford University Press

School Curriculum and Standards Authority (2016) HASS- Scope and sequence-P-6.
Western Australia. Retrieved from http://www.scsa.wa.edu.au/

Simons, T. (2005). Does PowerPoint make you stupid? Presentations, 18 (3).

Retrieved on 25 August 2017 from http://g;lobal.factiva.com/.