SECONDARY LESSON PLAN

TOPIC/FOCUS: Gallipoli Landing

DATE: 21/11/2013
at Anzac Cove Lesson 1
YEAR LEVEL & SUBJECT: Year 9 LESSON DURATION: 50 minutes
Australian History
NO. OF STUDENTS: 25
AusVELS: (Strand/Domain/ Dimension)
History
Level 9
3. World War I (1914-1918)
The places where Australians fought and the nature of warfare during
World War I, including the Gallipoli campaign (ACDSEH095)
GOALS
As a teacher, by the end of the lesson I would like to have produced an
accessible and comprehensive lesson that the students can easily grasp.
Students will further explore World War I, focusing on the Gallipoli
Campaign, consolidating their knowledge and applying it during practical
activities.
Students will be encouraged to participate in group and whole class
discussions, addressing key questions to broaden their understanding and
analytic skills
LESSON OUTCOMES AND INDICATORS
The student will:
Be able to contribute to whole class discussion, without the use of
notes, providing at least two ideas of what Anzac Day is.
Be able to analyse a short primary source, highlighting at least two
key points of information, within 5 minutes
Be able to write one paragraph from soldiers perspective of landing
at Anzac Cove, using the primary sources provided, within 20
minutes
TEACHING MATERIALS AND PREPARATION - VISUALS
Powerpoint slide
Animation video
Primary sources 45 copies
TEACHING MATERIALS AND PREPARATION - EQUIPMENT

Pens, pencils and workbook supplied by the students.

LESSON PROCEDURE
Introduction/focusing activity (The lesson begins with this activity.)
Teacher
Opening activity:

Introduce the topic of the lesson: the landing at Anzac

Cove, and the following lessons; Lone Pine and the Nek
its importance in the overall assessment.
Lesson development
Teacher
Part One: Landing at Anzac Cove
th

Question: what do you know about Anzac Day? April 25 ?

Powerpoint slide is displayed with dot pointed information, which

the teacher will expand on, prompt questions, and open class
discussion
The teacher discusses the landing at Anzac Cove
- before
- why they were sent
- why the plan failed
- the landing
- after the landing
- life at Gallipoli

TIME
Students
Listen attentively
Contribute answers to class
discussion.

5
minute
s

Student

Listen attentively.
Participate in whole class
discussion
Follow along with class
reading
Contribute ideas
Volunteer to read
Annotate primary sources
Write a paragraph

Q=5
minute
s
Slides
= 10
minute
s
Video =
8
minute
s

Part Two: ABC videos

http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#

Sequence:
Captain Faik
Towed ashore
The landing
First contact
Questions:
Whats your reaction after having watched that short reenactment
of the landing?
Can you describe how you the think the Anzacs felt? Their
experiences?
What about the Turkish? How they saw the landing?
Part Three: Primary Sources
This primary source activity is to help you prepare for the exam.
We are going to read these sources as a class. I want you to highlight
anything that strikes you as important: key facts, opinions, descriptions

The teacher hands out the Primary Sources Sheet to each student
The teacher asks for a volunteer
After each primary source, the teacher brings the class together to
discuss
The teacher goes on to instruct the students to write a paragraph as
the solider writing a letter of his experiences.
They are then told to read it out aloud to each other as a group or
the class, depending on the amount of time left

P.S
=
20
minute
s

Formative Assessment (Questions or

actions used throughout the lesson to
check on student understanding and
application of information)
Teacher will monitor each students contribution to class discussion and group discussion.
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
Listen attentively
The Teacher concludes the lesson by introducing
the topic of the next lesson: Lone Pine & the Nek
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.)

Extension (Extension is for students who need more challenge.)

Independent Practice (This is for students who need more practice. It can be done
without teacher guidance, perhaps as homework.)

2
minute
s

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?)

For my first lesson teaching, I believe students did achieve the goals.
Perhaps not as effectively, but this can be redesigned for future lessons.
Perhaps too much content?
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.)

For my first time ever teaching, I believe I did very well at all of the above
stated criteria. I constantly asked questions, encouraged participation, gave
examples, and monitored their understanding.
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.

Ive learnt that you need to be flexible and sometimes you need to adapt
lessons
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.

LANDING AT ANZAC COVE Primary Sources