Lesson Planning - Year 10 SOSE Term 4 Unit (wk 1-3): Truths and Myths of the Wild Wild West

Get Started. It's Free
or sign up with your email address
Rocket clouds
Lesson Planning - Year 10 SOSE Term 4 Unit (wk 1-3): Truths and Myths of the Wild Wild West by Mind Map: Lesson Planning - Year 10 SOSE Term 4 Unit (wk 1-3): Truths and Myths of the Wild Wild West

1. Significance of big understandings

1.1. QT model - connectedness, student choice, deep understandings

1.2. Formative assessment raised students prior questioning of relevance of unfamiliar subject content

1.3. Learners as consumers: greater interpersonal awareness (ie, of how others' ideas, trends, etc) affect them (suited to this age according to Piaget's cognitive development model). Opportunity to demonstrate importance of informing choices and interpretations.

2. Big understandings

2.1. Popular understandings of events, issues and individuals can both create and be affected by different accounts, which vary between contexts.

2.2. Identifying, analysing and critiquing accounts of historical phenomena better informs personal understandings and interpretations.

2.3. Identifying similarities and differences between historical phenomena provides opportunities to make distant events personally relevant.

2.4. The personalisation of historical events makes knowledge and skills more relevant and can influence further development of personal world views.

3. Future learning

3.1. No particular learning is 'off limits' due to planned future learning. The unit focus is intended and structured to be personal: to have limits is to ignore ways that the content and skills may be more relevant to individual students. However, I have had to exclude some relevant, useful learning resources (ie, certain Western films and television series) due to consideration of the censorship rating of these. If students have already seen these, then they will be treated as legitimate sources for those students.

4. Links to the curriculum

4.1. ACT - see attachment

4.2. NSW - see attachment

5. Key lesson activities - see attachment

6. Resources - see attachment

7. Desired prior knowledge

7.1. Diagnostic assessment: informal conversations with students, guided collaborative class summary of skills and knowledge taught/learned thus far, in-class observations and view students' recent assessment tasks.

7.2. Incremental Knowledge Acquisition - initial tasks in unit desired to draw largely on prior knowledge. Students with out desired skills/knowledge will be both identifiable during tasks and peer-tutored in groups.

7.3. Source analysis - students identify author, biases, perspectives, omissions, etc in a range of source types.

7.3.1. Required to draw conclusions regarding conflicting accounts and romanticisation of historical phenomena.

7.4. Approach to learning: students have knowledge about the learning process for both individual and group work. This knowledge will be developed further.

8. Catering to range of learners - see attachment

8.1. Incorporating different learning styles and preferences - see attachment

9. Possible Difficulties

9.1. Students lack interest or motivation in course content

9.1.1. articulate learning goals

9.1.2. structure activities to articulate personal and wider relevance of knowledge and skills

9.1.3. allow students a degree of choice in focus and creativity

9.1.4. display passion and enthusiasm

9.2. Students don't seek help when needed

9.2.1. build rapport (learn names, casual conversations, etc)

9.2.2. clearly articulate sources of help and demonstrate how to use and apply

9.2.3. Determine whether culture is a contributing factor

9.3. Students don't respond to content on desired personal level

9.3.1. structure activities that allow pursuit of individual preferences and creativity (QT model)

9.3.2. articulate dual academic and personal interests foci

9.4. Student background knowledge and skills vary widely

9.4.1. form student groups that represent range of knowledge and skills

9.4.2. help students identify and use relevant resources

9.4.3. allow for flexibility in pace to readjust depth of explanation and scaffolding

9.4.4. reassess assumptions regarding students' prior knowledge

9.5. Collaborative and group tasks are unproductive

9.5.1. frameworks hold individuals accountable and promote groups' articulation of expectations of other members (eg, progress checks, mechanisms for feedback)

9.5.2. discuss expectations of group work, emphasising the process (and THEN the result)