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Damien Introna Assignment 1 EDUC4720

Tiered Lesson (Differentiated by Readiness)

Name & Student Number: Damien Introna 2093925Lesson Topic: Australia and WW1Curriculum Area: History: The Gallipoli CampaignYear Level: 9

Brief description In this unit students will investigate the question, ‘Was WW1 Australia’s war to fight?’ They will gain an understanding of where Australia participated in the war (be able to locate on a map) and why they entered the war. Students will investigate what the nature of warfare was and what it was really like to fight in the trenches (trench warfare, weapons, technology). Students develop historical skills of chronology, source analysis and historical research to determine what Australians experienced during the war and why Gallipoli is a source of pride for Australians in contemporary society. This lesson will be used as a development lesson leading up to a concluding assessment item. This double lesson will develop students’ readiness to use a COP (Content, Origin, Purpose) analysis on a range of primary and secondary sources relating to Australians surrounding WW1. Students focus on the ACARA achievement standard of ‘Evaluating sources, they analyse origin and purpose, and draw conclusions about their usefulness,’ (ACHHS169, ACARA, 2011)

Learning Objectives*. As a result of engaging with the lesson, students will:

Understand that Australians fought during WW1 with an overwhelming willingness to

participate, because they had the wrong expectations as to what the nature of warfare would be like for soldiers “Adapted from ACDSEH095” (ACARA, 2011)

The Gallipoli campaign is still a source of pride amongst Australians in contemporary society because of the conditions they were confronted with

Know The conditions that the Australian

soldiers faced during the Gallipoli campaign (Trench Warfare)

Why so many Australians with no

Be able to (do) Identify the origin, purpose and

context of primary and secondary sources (ACHHS169, ACARA, 2011)

Process and analyse information


military experience enlisted in the war

How a military defeat nearly 100 years ago is still a source of pride for Australians (ANZAC Spirit)

from a range of sources for use as evidence in a historical argument (ACHHS170, ACARA, 2011)

Essential Questions· Where did the conflict take place? (Show location on map)· What was the nature of warfare? What was it really like to fight in the

trenches (trench warfare, weapons, technology)· Why is Gallipoli a source of pride for Australians?· How is it that a military defeat become a part of the Australian character?

Lesson Title: Australia and WW1

Preassessment of Students’ Readiness*See Appendix 1 Students will complete a preassessment quiz in the final 10 minutes of the previous lesson, which will give an indication of each students’ knowledge of Australia’s involvement in WW1. The questions directly relate to Australia and WW1, with some final questions on analysing sources and determining the difference between a primary and secondary source. As a result the class will be able to be split into 3 groups (according to their results) allowing the lesson to be differentiated accordingly.

The 3 groups will be split according to:

Advanced: Majority of questions correct, especially the COP analysis and sources questions. Used key terms such as trench warfare and had an accurate description of ANZAC Spirit. Went into further detail for the written responses.

Novice: More than half questions correct, had some difficulty with the COP analysis question and sources questions. Some evidence of knowledge of key terms such as trench warfare and ANZAC Spirit. Overall had adequate knowledge but with room for improvement with more work.

Beginners (Least Experience): Less than half questions correct, vastly wrong with the COP analysis questions and sources questions. No evidence of key vocabulary used,


seemed like the entire quiz was simply beyond them.

Lesson PlanLesson Sequence

Group Introduction 15 minsDistribute preassessment quiz back to students and discuss each answer so students all have the correct answer written down. Once there are no further questions split class into the three (above) groups.

Activity Introduction 5 mins Distribute three different task sheets amongst the groups, one for each person in the group. Students are to work individually on their own sheet but can work collaboratively with peers to do their research.

Tiered Activity 1 45 mins*Appendix 2

Advanced: Students are given two sources each with no other surrounding information. They are to complete a COP analysis and can use the computers for research. These are students that scored the highest in the preassessment so should still be challenged as they are difficult sources, but already have the knowledge to complete the task. *Appendix 3

Novice: Students are given two sources each with some helpful hints to point them in the right direction. (See Appendix 3) The sources are less abstract than the advanced group and with the additional hints, their existing knowledge and research should be able to complete the task with little direction. *Appendix 4

Beginner: Students in this group require the most help and structure with this task. Two simpler sources which are even less abstract than above require a COP analysis. Sources have some hints such as a date or a context, along with a list of appropriate answers for those sources. (See Appendix 4) This gives students direction with what to research and some boundaries about what they are looking for. The goal is still the same (researching to complete a COP analysis) but more structure is needed, unlike the advanced tier.

Explanatory notes

The purpose of the group introduction is to examine the results of the preassessment quiz provide students with the correct answers and any further clarification. Preassessment allows the teacher to determine each students’ readiness for the upcoming task. A task that’s a good match for student readiness extends that student’s knowledge, understanding, and skills a bit beyond what the student can go independently. (Tomlinson, 2001) The preassessment allows the students to be placed into groups of similar readiness and can work on a differentiated task suited to their readiness.

If a student is not learning, the teacher must determine how to modify their teaching style and instructional material to meet that student’s needs. (Sousa et al. 2011) Lessons and teaching activities are ‘tiered’ to suit the different needs of the diversity of the contemporary classroom. Tiered activity 1 has three different groups all completing slightly differentiated tasks based on the results of their preassessment, so they are each working in their zone of proximinal development, a zone just out of the student’s independence level where they require some further thinking, but not too easy or difficult that they become disengaged (Jarvis, 2014, Lecture 1).

The groups each have the same learning outcomes, the same objectives and have the same skills and understanding at the completion of the lesson, but require different levels of assistance to reach them. (Tomlinson, 2011) If a traditional same task for every student was used, some students will be better positioned to achieve the learning outcomes of the lesson, compared to someone with a lot lower ‘readiness’ level, who needs extra support to achieve those objectives. The three differentiated groups are all learning to complete a source analysis, but each have different sources to analyse, depending on their


Tiered Activity 2 (Concluding) 15 minsStudents present their findings to the class as a group.

Advanced: 1 person from the group explains the two sources they examined, writing up their answers of their COP analysis on the board, with no aid from the teacher.

Novice: Same as above but teacher will ask guiding questions relating to the two sources to aid the students’ discussion and explanation of their findings.

Beginner: Same as above but students’ can just explain their sources verbally by answering specific questions from the teacher, and the teacher will paraphrase and write on board for other students to see.

readiness. The second tiered activity is a concluding activity where each group shares their findings from the task. This activity is essential because the beginner group is exposed to the class so the differentiation must be more subtle during this activity. The teacher directs the beginner group in what and how to present their answers, and their influence is reduced for the advanced group.

The exit cards are used as a method of formative on-going assessment to determine what the students not only learned during that lesson, but for the topic to date. The responses on the exit cards should be similar for each student because the learning objectives are the same for each student, some may be more detailed or well-written, but the content be consistent. This will provide evidence on the success or failure of the lesson and used as an assessment tool to gauge student learning.

Resources:- Preassessment work sheet (Appendix

1)- Task sheets (Appendix 2, 3, 4)- Exit card material- Text Books- Computer access

Lesson Closure/ Check for UnderstandingExit Card 10 mins

Students each complete an exit card at the conclusion of the lesson. The exit card should use the 3-2-1 format:

- 3 points you’ve learned from this lesson- 2 points/ideas you need further clarification with- 1 question you have about the concept discussed

The exit cards give an indication of what the students’ learned throughout the lesson. Some of the key points that are expected to find are:


- What a COP analysis is - The conditions the Australian troops faced in Gallipoli such as trench warfare- So many Australians enlisted in the war due of propaganda and a thirst for

adventure.- The ANZAC Spirit and how it still valid in contemporary Australian society.

Checklist of assignment components: Complete, step-by-step lesson description, with notes explaining how the

lesson represents an example of a tiered lesson to address various readiness levels

Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)

Copy and/or description of preassessment task used to assign individual students to appropriate “tiers”

Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student work)


Reference List

Jarvis, J. (2014). High Quality Curriculum as the Foundation for Effective Differentiation, EDUC4720, Lecture 1, Flinders University, Bedford Park.

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiating in response to student readiness. In Differentiation and the brain: How neuroscience supports the learner-friendly classroom (pp. 85-108). Bloomington, IN: Solution Tree Press Inc. Available from the library on short loan.

Tomlinson, C. A. (2001). The ‘How To’s of planning lessons differentiated by readiness. In C. A. Tomlinson, How to differentiate instruction in mixed ability classrooms (2nd ed., pp. 45-51). Upper Saddle River, NJ: Pearson.


Name ___________________________________

1. When was World War 1? (Please Circle) a) 1913-1920 c) 1920-1921b) 1913-1918 d) 1890-1900

2. What does ANZAC stand for?

……………………………………………………………………………………………………………………………………………………………………………………………………………………4. Where did Australians fight during World War One?

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5. Were Australians enthusiastic towards war?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………6. What is meant by the term ‘ANZAC Spirit?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………7. Describe how you think the conditions were for Australian soldiers.…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………8. What is a COP analysis? (Please Circle)a) Content, Origin, Purpose analysis c) Context, Obvious, Point analysisb) Police analysis d) Creative, Opinion, Purpose analysis

9. What is the difference between a primary and a secondary source?………………………………………………………………………………………………………………………………………………………………………………………………

Year 9 History World War 1 Knowledge Quiz

Appendix 1


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………………………………Appendix 2

SOURCE 1COP AnalysisMake notes/COP analysis for SOURCE 1 to help you answer the question below

Q. What can we learn from SOURCE 1 about Australian soldiers and World War One?

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Appendix 2 (Continued)

SOURCE 2“…Thousands of fresh troops are camped in all the gullies that offer any shelter, they have been lading during the dark hours of the night for the past week and the small area in our possession seems unduly crowded at present. At midday B section had orders to be prepared to move at 3.30pm, that involved each man sewing a white band 4 inches deep on each arm above the elbow and a patch 6 inches square on the back of the tunic. These are intended as identification marks for our artillery observers and a precaution against our own troops being fired upon by our artillery when the advance is in progress. At 3.30pm with 48 hours iron rations and a full water bottle each we proceeded to a point in Shrapnel Gully at the old 4th Btn aid post where we had orders to wait for further instructions…”Private HV Reynolds -Battle of Lone Pine Friday 16 August 1915 [AWM]

SOURCE 2COP AnalysisMake notes/COP analysis for SOURCE 2 to help you answer the question below

Q. How is SOURCE 2 an indication of how ANZAC ‘Spirit’ was developed in World War One between soldiers?

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Appendix 3

SOURCE 3

(Trench Warfare/Living Conditions)

COP AnalysisMake notes/COP analysis for SOURCE 3 to help you answer the question below

Q. What can we learn from SOURCE 3 about the conditions Australian soldiers faced during World War 1?

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Appendix 3 (continued)

SOURCE 4


Q. Why was SOURCE 4 so successful in motivating Australian soldiers to enlist and fight in the World War 1?

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Appendix 4

SOURCE 5


Q. Using outside information and SOURCE 5 describe the conditions & hardships endured by the ANZACs at Gallipoli with reference to mateship and how this reflects the ANZAC spirit.

Living Conditions:..............................................................................................................................................................


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.............................................................................................................................................................................................Mateship:.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ANZAC Spirit:.................................................................................................................................................................................................................................................................................................................................................................

…………………………………………………………………………………………………………................Appendix 4 (continued)

SOURCE 6


Q. Why did so many Australians enlist to fight in World War 1? Why did posters like those in SOURCE 6 motivate Australians? (i.e. Propaganda, adventure, link to England)

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