lesson 2 - bibliography lesson plan

Lesson No: 4 Year Level: 12 Unit: Sociees in the ancient world Topic: Bibliography ate: !"#"1$ Length o% lesson: $& 'in(tes

Ti'e o% lesson: 11:)& a'

Learning *ntenon: To (nderstand the convenon and %or'a+ng o% a ,arvard style bibliography so that the st(dents can apply this -nowledge to their assign'ents. School/s 0ee-ly 0ee-ly oc(s: 3plicit delivery o% Learning *ntenon Steps to S(ccess and S(ccess 5riteria. School/s 0ee-ly 0ee-ly ssenal S-ill: Body Lang(age nco(raging

6hase" Ti'e

3plicit Teaching 7odel

Teaching Strategies

*ntro

* o ; Yo( Listen

Explicit Teaching Model – Clear intenon and goal seng

Body

0e o

%ead Aloud& #ote Taking

Teacher o









Ask students to write the tle and learning intenon for the lesson in their notebook Explicitly go through the stages of the lesson with the students and the outcome for the lesson Ask students to get out the organisers and turn to page '() Ask *****to read through the +rst secon

St(dents o







 

8eso(rces

9becves

rite the tle and learning intenon for the lesson in notebook !isten to the lesson plan

"ower"oint #otebooks

"ro$iding the students with a context for the lesson and set a goal and path to reach it

,et out organisers and turn to page '(  *****reads +rst secon  *****& *****and ***** -or whoe$er else is

.rganisers #otebooks

/tudents to pracce reading aloud and speaking in front of the class







o o

o

* o 0e o Yo( o 8eteach

Modelling& /tudent 0nput& 1irect 0nstrucon& ,radual %elease& 2eedback Explicit Teaching Cycle  – reteaching











of the page Ask *****& ***** and  *****to read through the other secons 0f students are di stracted switch and ask them to read Ask students to write down in their notebooks three key dot points3 4se double spacing The year is the year of publicaon not reprint Arranged alphabecally by author5s surname 6and out blank referencing templates 4se the "ower"oint to annotate the di7erent referencing entries with student help as they look in their organisers A8er each style pro$ide students with example sources and ask them to reference the texts in their notebooks Model the +rst one -single author book9 Check for understanding by wring the answers on the board and geng students to mark the



o o

o









selected9 reads other secons on the page but not the references rite down three key points in their notebooks3 4se double spacing The year is the year of publicaon not reprint Arranged alphabecally by author5s surname

Annotate referencing template as wri:en on the board Contribute to the class annotaon by consulng organisers atch as the referencing is modelled using an example %eference the remaining examples indi$idually at appropriate mes

;eha$iour management 1eli$ery of content 1emonstrate where the informaon can be found

;lank referencing templates "ower"oint hiteboard .rganisers #otebooks

Modelling to students to demonstrate expectaons 1econstrucon of text and applicaon to demonstrate understanding ork collabora$ely so students are supported but sll engaged and in$ol$ed



Yo( o

Teacher ,uidance& Modelling





0e o

5oncl( sion

Yo( o

Explicit Teaching Model – /eng a path& Text 1econstruco n

2eedback& Explicit Teaching Model – reaching the goal









person next to them %eteach where necessary Consult students about their hypothesis for their assignments 6and out exemplar research books for students to look and engage with

6and out the guide to making
Ask students to re?ect on the success criteria for the lesson and respond according to school con$enons Address any issues with











 

/hare hypothesis and focus =uesons with the teacher and report on progress %ead exemplars

6ypothesis %esearch exemplars

Check on assignment progress and make sure topics are suitable for the task "ro$ide students with examples to cri=ue their own work

%ead through the guide to making
,uide to making  
%e?ect on the success criteria %espond appropriately %aise any issues with the assignment or the excursion

"ower" er"oint oint

"ro$ide students with a guide to success in their assignments Modelling and praccing extracng informaon from the ,uide to Making >udgements so they are able to do it themsel$es %e?ec e?eco on n on on progress during the lesson to see if  the set goal has been reached 0denfy and

the assignment or the excursion on 2riday

address any issues in a mely manner