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Lesson Plan
Curriculum Area
Learning objective
(from Unit Overview)
for this particular
lesson

Essential questions
for this lesson
Lesson number(s)
Suggested content
or outline of lesson
Using the information
from your preassessment task
design a lesson based
on different levels of
readiness.

Check for
understanding
i.e. exit card
Visual, verbal,
tactile and
technological
supports
Instructional
approaches

Resources or
supplementary

History
Year Level 3
Students will understand:
That past events have shaped the communities we know
today.
That past events have affected the lives of the individuals who
were involved.
Students will know:
Dates, countries & cities involved in the war in 1915
Specific events involving the ANZACS e.g. time spent in Egypt
before the Gallipoli landing; the nurses called to work on
Lemnos.
Students will be able to do:
Write or present a piece or writing from the point of view of
someone involved in the events in Egypt, Lemnos or ANZAC
Cove, or create a poster to recruit more people to the War
effort and write a reflective piece about it.
What made these events important to society and its people?
How did society feel about the war in 1915?
4 of 6
Length of lesson 50 mins
1 Whole class:
The students will sit on the floor. The teacher will present the
outline of the lesson to the class, including RAFT activity. The
teacher will ask the students to volunteer information about people
who were involved and affected by the Gallipoli landing and WW1.
These ideas will be written on the IWB.
2 Activity, introduce the RAFT:
After the class discussion, the teacher will introduce the raft activity.
Each student will choose one of the RAFT activities. This gives the
opportunity to choose a different topic and format to present their
work in. Students will follow the specified Role, Audience, Format
and Topic to complete the task for their choice. The teacher will first
demonstrate how to follow the raft with an extra example.
3 Whole class debrief:
Teacher will ask students who are comfortable to volunteer to read or
explain their RAFT activity to the class. If students have questions
they may ask them of the class and the teacher. The class will then
discuss further the impact the war in 1915 had on those involved.
Exit card: Students will be asked to write three things they think
they need to research before being able to finish their RAFT activity
in the next lesson. (They will be given free time to do this before the
next lesson).
IWB will assist the teacher to take notes during the class discussion,
and in demonstrating and presenting the RAFT activities to the class.
The teacher will have a sound system and microphone to assist the
student with hearing impairment in the class, and the student with
Dyslexia will have access to the Dragon Naturally Speaking program
to assist in dictating their work.
The whole class introduction and debrief begin as teacher led but
become student centred when the students are asked to make
suggestions and lead discussion ideas. The main RAFT activity is
student centred and student led once they start the activity because
they are able to work at their own pace, ability and interest levels.
IWB, RAFT Example, RAFT exercises on IWB, student books, iPads,
Draft writing outline (poster).

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

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materials
Classroom
environment
Lesson reflections
(to be done on
completion of lesson in
professional exp.)

There will be a space on the floor to allow the students to sit on the
floor at the beginning and end of the lesson. This will allow the
student with hearing impairment to be in closer proximity to the
teacher and the other students during the class discussion.
What worked? What didnt? Why/Why not? What could I change next
time? Was the RAFT suitably varied for student interest and different
learning profiles? Should I have provided more/less options for
students to choose from? Did I explain the activity sufficiently to the
class? Should I have provided further scaffolding?

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

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Differentiated RAFT (linked to Ass 1 content)

RAFT topic: The ANZACS
Curriculum Area: History

Year Level 3

Lesson no(s): 4 of 6

Brief description/Rationale This RAFT activity will be used over two lessons, to allow the students to go away and complete further
research into the ANZAC history in order to complete their choice of task as informed learners. Each of the tasks students can choose from
will allow them to examine and reflect upon the experiences of someone who was somehow affected or involved in the Gallipoli landing or
some part of the ANZAC campaign in 1915. Each of the four choices allow students to work to their interests in this area, or to their
strengths- in choosing the form the task is presented in.
Learning Objectives: As a result of completing the RAFT activity
students will:
Understand that (concepts, principles, ideas)

Readiness
Interest

That past events have shaped the communities we know

today.
That past events have affected the lives of the individuals
who were involved.
Know (facts, vocabulary, dates, information)

Dates, countries & cities involved in the war in 1915.

Specific events involving the ANZACS e.g. time spent in
Egypt before the Gallipoli landing; the nurses called to work
on Lemnos.
Be able to do (skills, processes)

This RAFT is differentiated by:

Write or present an expressive or informative piece from the

point of view of someone involved in the events in Egypt,
Lemnos or ANZAC Cove, or create a poster to recruit more
people to the War effort and write a reflective piece about it.

Learning Profile
When and how this RAFT will be used in the context of the
lesson and/or unit :
This RAFT will be used in the middle of this unit, following
exploration of the topic and a chance to research important
information about the ANZAC history. This RAFT will give students
the opportunity to look at the ANZAC history from the perspective
of people involved, initially using their prior knowledge to start the
activity in this lesson (4), and then having had the opportunity to
research the topic further they will be given the chance to complete
and/or amend what they have written accordingly. In this way they
will also be using the class drafting process to compete their RAFT
task. This will be used as a formative task in the ANZAC unit of
work; do find out their growing understanding as the unit
progresses.
Assessment criteria
The students will be given a rubric to follow with this task, that the
teacher will use to ascertain their level of comprehension and
whether the students have achieved the desired objectives in

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

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completing their RAFT task.

Rubric: see Appendix 1

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

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RAFT Title: Our History, Our Past.

ROLE

AUDIENCE

FORMAT

TOPIC

An ANZAC in Egypt in 1915

Their mother

A letter to home

We are so bored, We cant

wait to fight!

An ANZAC nurse on Lemnos

Island in 1915

Diary

A poem

About their feelings and

what is going on around them

A Grandfather who is an
ANZAC soldier 2015

Their grandchilds class

Presentation to the class

My past is your history

The Australian Army 19101915

Young Australian men in

1910-1915

Poster- advert

There is a place in line for

you!

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

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Explanatory Notes
How does your RAFT represent a differentiated task?
My RAFT represents a differentiated task because it allows students to
choose a task based on their interests and my knowledge, as their
teacher, of their learner profiles. The RAFT provides students with four
different options to complete the ANZAC task, catering for students
strengths for different forms of writing and creativity as well as their
interest in a variety of different angles from which to complete it, e.g. a
boy might choose to write from the soldiers point of view, and a girl may
choose the nurse on Lemnos. The advantage of having 4 options also
allows students further alternatives than just a girls choice and a boys
choice, or a written choice and an audio choice. I have also followed the
three pillars of differentiation (Jarvis, 2013). I have taken responsibility for
the progress of every learner (philosophy) by allowing them a range of
choices according to their own interest, to ensure that they all complete
the task and meet the desired learning objectives from this lesson. By
allowing students the choice of their task I am creating a positive learning
environment, while also focusing on teaching high quality curriculum,
ensuring that each students learning meets the outcomes of the
curriculum effectively for all students (principles). I have addressed the
practices pillar by ensuring that I have planned sufficiently for interest and
learner profile in this lesson (the RAFT activity). By giving students control
of their own learning, I am allowing students at any learning level the
opportunity to learn the desired outcomes while still catering for their
personal needs. This allows gifted students (Jarvis, 2014) and
disadvantaged students alike, who in the past may have been seen as less
or more needy, to use the work to their own potential, while also being
able to ask for assistance when required.
Additional explanation of each strip
Blue: For this task students will be required to compose a full page letter
from the point of view of an ANZAC in Cairo in 1915. Students will be
expected to aim their letter to their mother, and use appropriate letter
format for that time. (They will be able to research the letter writing
format in the next lesson before they publish their letters.) They will be
expected to publish their letters creatively before the end of the unit, e.g.
on worn, sepia paper etc.
Green: For this task students will be required to write a poem from the
perspective of a Nurse stationed on Lemnos Island in 1915. The poem
needs to be a minimum of 10 lines, and does not need to rhyme in every
line. They will write the poem as a reflection in their diary, about their
feelings and what is going on around them at that time. Students will be
expected to publish this in a paper book form before the end of the unit.
Yellow: For this task students will be required to write and perform a
presentation to the class as a students grandfather who was an ANZAC in
the war in 1915. The written presentation needs to be a minimum of a
page long. They will be expected to talk about why they enlisted and what
they were fighting for, what life was like on the ship from Australia, and
how their campaign has affected Australia today. Students will be
EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

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expected to present their task to the class as if they were the grandfather
ANZAC.
Pink: For this task, students will be required to create a poster advertising
enlistment for WW1, The War to End All Wars. They will be expected to
put at least 10 sentences on their poster, and of these a minimum of 5
must be based on fact. Students will draft their posters before publishing
their final copy, in the historical style of the time.
Appendix 1:
RAFT Rubric:
3

Student
has used
the Role
from one of
the four
RAFT
options.

Student has
used the
Role from
one of the
four RAFT
options.

n/a

n/a

Student has
not used a
Role from
one of the
four RAFT
options.

Student
has aimed
their RAFT
task at the
correct
Audience.

Student has
aimed their
RAFT task at
the correct
Audience.

n/a

n/a

Student had
not aimed
their TAFT
task at the
correct
Audience.

Student
has written
their RAFT
task in the
correct
format.

Student has
written their
RAFT task in
the correct
format.

n/a

n/a

Student has
not written
their RAFT
task in the
correct
Format.

Student
has written
their RAFT
task on the
correct
Topic.

Student has
written their
RAFT task on
the correct
topic

n/a

n/a

Student has
not written
their RAFT
task on the
correct Topic.

Student
has
completed
the RAFT
task,
including
publication.

Student has
completed
and
published
the RAFT
task.

Student has
completed
the RAFT
task without
publishing it.

Student has
completed
the draft
process of
the RAFT
task.

Student has
not
completed
the RAFT
task.

Student
has
published

n/a

Student has
published
their task

Student has
published
their task.

Student has
not
published

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

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their task
creatively
and
historically.
Student
has made
no spelling
errors.

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creatively
and
historically.
The student
has made no
spelling
errors.

The student
has made 24 spelling
errors.

their task.

The student
has made 58 spelling
errors.

The student
has made 9
or more
spelling
errors.

Comments:
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References:
ACARA (2010). History- Foundation to 10 Curriculum. [ONLINE]
Available at: http://www.australiancurriculum.edu.au/humanitiesand-social-sciences/history/curriculum/f-10?layout=1. [Last
Accessed 16/03/2015].
Jarvis, J.M. (2013) Differentiating learning experiences for diverse
students.
In P. Hudson (Ed.) Learning to teach in the primary school (pp. 5270). Pt Melbourne, Vic: Cambridge University Press.
Jarvis, J.M. (2014) Supporting diverse gifted students.
In M. Hyde, L, Carpenter & R. Conway (Ed.), Diversity, inclusion and
engagement
(2nd edition., pp. 297-315). South Melbourne, Vic: Oxford University
Press Australia.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)