Sarah Brougham LESSON PLAN 1 ETP410

S215902

LESSON PLAN
Year Level: 11 Date: 18/5/2010 Time: Tuesday 1:40pm – 3.20pm +
Wednesday 11.30am – 1.05pm
Period/Lesson: 6 + 7 + 4 of Topic: Justice and Society Length: 1 hour 20 minutes (Double
Wednesdays lesson lesson Tuesday) +
1 hour 20 minutes (double lesson
Wednesday)
What do the learners already know, do and value?
• Students have previously touched on the ‘Justice and Society’ topic in the Legal Studies textbook
‘Legal Studies – Key Ideas’ and from this have a basic understanding of the Australian Adversary
system.
• Learners already have a good understanding of Legal Studies terminology that will help them in this
topic.
Where do learners need and want to be?
My learner will be able to:
(Procedural Knowledge):
P1: Work in close proximity with other students, negotiating issues and ideas.
P2: Apply ‘real-life’ scenarios to the Australian Adversary System
P3: Show an understanding of the film by applying it to the ‘Justice and Society’ topic
P4: Actively listen and engage in the film.
(Declarative Knowledge)
D1: Display knowledge and understanding of the legal rights and responsibilities of individuals and groups
in Australian society.
D2: Recognise how the Australian Legal System responds to cultural diversity.
D3: Evaluate the nature and operation of aspects of the Australian Legal System
How do learners best learn?
• A male dominated group that works best in a hands-on, practical classroom.
• Has difficulty concentrating on ‘text-book’ tasks directed solely on literacy and no interaction
• Learns best with support from a 1-1 learning environment.

Curriculum Outcomes and Essential Learnings:

This task addresses the following learning requirements and assessment design criteria according to the SACE Stage
One Legal Studies Curriculum.
Knowledge and Understanding:
KU1: Knowledge and understanding of the legal rights and responsibilities of individuals and groups in Australian
society.
KU2: Knowledge and understanding of different sources of law in the Australian legal system.
KU3: Understanding of the values inherent in the Australian legal system.
Evaluation:
E3: Evaluation of the nature and operation of aspects of the Australian legal system.
Communication:
C2: Use of legal terminology, indicating and understanding.

Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
After viewing the film ‘Black and White’ students submit a written analysis of the structures and processes
of the justice system. There will be various focus points such as the rule of law; the appeal process; rules of
evidence and procedure, as well as discussion of the objectives of sanctions and the case for and against
capital punishment.
Students will provide a written analysis of 1,000 words.

Safety and Risk assessment: (prac lessons)

Students will be required to get a signed permission slip from their parents to view the film ‘Black and White’. This

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 Sarah Brougham LESSON PLAN 1 ETP410
S215902
must be presented prior to viewing the film.
Anticipatory Set: (How do I settle students/ prepare them for lesson/ encourage participation/ motivate?)
• Introduce the controversy of the task
• Make sure they are settled before starting the film
• Move students who are likely to cause distraction
• Motivate students by telling them that this film was based on a case in South Australia.

INTRODUCTORY PHASE:
Time: Teacher direction/ activity / Student activity / what students Check for understanding / key Resources:
instruction: are doing: questions / manage the learning:

1.45pm Getting Focused

Tuesda • Settle the students • Students are arriving
y • Negotiate the mood to class and settling in for the
of the students and address lesson
them in regards to this mood. • Students are
• Inform the students interacting with the teacher
of the process of the lesson,
what are we doing today, and
why?

Beginning
• Tell the students to
turn to page 104 of
their textbook
• Re-cap what we • Students are listening • The teacher should re- • Textbook
1.55pm have covered as a and engaging with introduce the
Tuesda class the teacher textbook and recap
y was has already been
• Students are often
covered.
letting the teacher
• The teacher should
know their engage in a discussion
knowledge or with their students to
understanding of the understand what they
topic so far have learnt so far.

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Sarah Brougham LESSON PLAN 1 ETP410
S215902

BODY OF LESSON:
Time: Teacher direction/ activity / Student activity / what students are Check for understanding / key Resources:
instruction: doing: questions / manage the learning:

2.30pm- Middle
3.20pm • Introduce the film • Students are listening to • Film
Tuesda ‘Black and White’ the teacher ‘Black
y • Why are they • Students are preparing to and
watching this film? watch the film. White’
11.30a • What are they key • DVD
m- aspects the students Player/Pr
12:40 should look out for? ojector.
pm Provide them cues.
Wednes
day

CONSOLIDATION:
Time: Teacher direction/ activity / Student activity / what students are Check for understanding / key Resources:
instruction: doing: questions / manage the learning:

12:55p Conclusion
m • Finish playing the • Packing up books ready • Gather general • Film
Wednes film ‘Black and for lunch time response about the ‘Black
day White’ • Engaging with the film ‘Black and and
• Revisit the purpose Teacher White’ to familiarize White’
with the students •
of watching the • Listening to instructions DVD
understanding
film. for the next lesson. Player/Pr
• Ask questions like
• Prepare students for “What did you think
ojector
next lesson when…”

Finish / summing up / link to the next lesson:

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Sarah Brougham LESSON PLAN 1 ETP410
S215902
• The viewing of the film ‘Black and White’ is linked to the following lesson – Introducing the Film Analysis Task.

Homework:
• Students have no homework assigned after this class, but can recap chapter 4 of their textbook in light of the assessment
task.

Evaluation:
Student: Outcomes met / engaged / on task / learning My teaching: Strengths / Weaknesses / Changes

• Students were incredibly engaged in the film and • Students responded well when assigned this task and I
listened well felt as if it was introduced well
• During breaks students were continually commenting on
aspects of the film which showed understanding
• Students gave great feedback on the film