LESSON PLAN - Lisa Thornton, Week 3, Thursday Single Lesson
Learning Area
HASS - History
Curriculum content taken from
ACARA
Learner diversity
Impact for this lesson
Selected adjustments
Stated learning intentions
Success criteria
Introduction
Time spent 5mins
Main
10mins
5mins
40mins
ICT to promote / support
learning
Smart board - PowerPoint
Behaviour support strategies
Year Level Lesson Length
8 Single 53mins
Analysis and use of sources
The way of life in shogunate Japan, including social, cultural, economic and political features
(including the feudal system and the increasing power of the shogun)(ACDSEH012)
 describing the relationship between the emperor, shogun, daimyo (lords), samurai
(warriors), workers (for example, farmers, artisans and traders)
9 students in this class require literacy support of some kind. Extra measures have been put
in place to provide simplified versions of texts or glossaries of key terms to support students.
One student requires me to wear a microphone, which is connected to an earpiece she
wears. This students also has dyslexia and requires any print outs to be on special coloured
paper, in a larger font and the use of a dyslexic font or Comic Sans.
The class also has an EALD student who finds extra examples useful when learning new
concepts or skills.
By the end of this lesson students will understand that the Japanese feudal system is similar
to the European feudal system that they learnt about in term 1. Students will understand
that there is a class system that citizens are born into. They will understand that the social
system is a hierarchy with rules.
Content and sequence Instructional strategies
Lesson overview:
 Recap of feudal system (term 1) Use PowerPoint to show and discuss
 Different social classes overview
 What are the rules
 What is a hierarchy?
Content and sequence Instructional strategies
Check for understanding: Check for understanding:
What do students remember form previous lesson Class discussion
Refresh, recap if necessary
Pre-assessment: Direct instruction
Write down 3 things you know about Feudal Japan Pre-assessment: recalling knowledge
Maintaining power in Tokugawa Japan: Jigsaw activity
Students work in groups to move around the room Split students into small groups
and access information about Feudal Japan Set jigsaw activity up on desks
4 stations: spread around the classroom
1. Tokugawa Period in Japan
2. Japanese Feudal Society Direct instruction
3. Samurai Bushido Code Designate each group to a station,
4. Japanese encounter the West direct when to move
Float and provide assistance as
Students answer questions on provided worksheet required
Early finishers: Feudal Japan cross words and word
searches available
Students can access quizlet to test Feudal Japan
knowledge
General capabilities to promote/support learning CCP to promote/ support learning:
Literacy - using specific terminology/vocab
Using countdowns to get attention/quiet
Follow school behaviour policies: warning system and timeout if required
Assessment and Feedback
Resources (ICT and hard copy)
Contingency plan
if something unexpected
happens
Formative Summative
Feudal structure activity NA
Check for understanding questions
Teacher notes
Jigsaw activity documents (print 2 copies of each, one copy in special Tyler paper)
Print out question response sheets (1 per student, special paper for Tyler)
If there is no access to internet or ICT hard copy information can be used
Access to white board