NICHOLAS MCGEE NEW LEARNING LESSON PLAN 2
E5 Lesson Plan
Learning Intention/s: To introduce students to the proscriptive nature of myths by using research, and introduce the
summative assessment task.
ENGAGE:
Success criteria:


Students can conceptualise the meaning of
myths beyond the literal
Students can find approaches to structuring an
analytical approach to a myth.
Teacher reads the story of the rainbow
serpent. Guiding questions: How should we talk about
myths? What does this myth mean? Where do you
think it fits into aboriginal society? Why do you think
they spoke about the environment in this way? How is
this text different from other texts as well as Medea?
EXPLORE:
Unpacking the purposes of myths, and researching our own
Learning experiences
Questions
Teacher role
Write down as many
purposes for myths that you
can think of. Use the internet
to help you.
What are the similarities to Medea?

Questions and probes

Observes and listens

Provides resources

Models when needed
(Blooms Taxonomy –
Knowledge)
(Blooms Taxonomy – Analysis)
What are some key aspects to
myths that are consistent
throughout?
(Blooms Taxonomy – Synthesis)
Research some other
aboriginal myths and
summarise them.
(Blooms Taxonomy –
Comprehension)
EXPLAIN: Teacher informs class on the nature of myths, and runs through assessment task
Learning experiences
Questions
Teacher role
Teacher talks about the
proscriptive, moral nature of
myths using the example of a
selection of myths
What was the moral of Medea?

Gives feedback

Asks questions

Models, suggests, encourages

Offers alternative explanations
(Blooms Taxonomy –
Comprehension)
Teacher outlines assessment
task, asking them to refer to
Edmodo for details and due
(Bloom’s Taxonomy – Analysis)
Do you now see how Medea can be
read as a cautionary tale?
(Bloom’s Taxonomy –
Evaluation)
What conclusions can you draw
about the nature of myths?
date.
(Bloom’s Taxonomy – Analysis)
Teacher instructs class to
focus on the proscriptive
aspect of myths, comparing it
back to Medea
Any ideas yet about how you are
going to present your presentation
on aboriginal myths?
(Bloom’s Taxonomy – Synthesis)
Resources and materials: Euripides 2009, Medea, Vintage, London
Various internet sources
ELABORATE: Teacher directs the class to begin assessment task
Learning experiences
Questions
Teacher role
Teacher directs students into
a choice of learning spaces.
Some may like to begin
writing; some may want to
use the computer lab to get
started on the presentation of
the myths they have chosen.
Where will you use this knowledge?

Provides feedback

Asks questions

Makes suggestions

Evaluates
How might you use what you have
found out?
Teacher assists students oneon-one to elaborate on their
research, understanding and
presentation. The teacher
also evaluates each student
for differentiation, making
suggestions on format based
on ability
(Bloom’s Taxonomy –
Synthesis)
EVALUATE:
Discussion
Learning experiences
Questions
Teacher role
Class regroups and discussion
takes place. Each student
shares their myths and
explain how they are going to
What do you now know?

Provides feedback

Assesses understandings
What can you do now?
present them. If they haven’t
progressed to this stage,
prompt and direct them to
assist them in getting up to
speed.
(Blooms Taxonomy –
analysis)
Who helped you learn?
What helped you learn?
Can you explain your learning to
others?

Questions and probes

Evaluates
What hindered your learning?
TIMING OF TASKS
TIME
Engage
Explore
Explain
ACTIVITY
WHAT THE
TEACHER IS
DOING
WHAT THE
STUDENT IS
DOING
Teacher reads
story of the
rainbow serpent
Teacher is
modelling enquiry
by introducing
relevant material
Student is being
introduced to the
topic/ narrative of
enquiry
Teacher asks
focus questions
about the story of
the rainbow
serpent
Teacher is
opening up
communication,
while broadening
field of enquiry
and connecting it
to students own
knowledge
Student is
drawing on own
assumptions to
engage in enquiry
Write down as
many purposes of
myths that you
can think of, using
the internet to
help you
Teacher is
attempting to
scaffold an
understanding of
the purposes of
myths.
Student is
controlling their
own learning by
enquiry into new
territory
Research some
other aboriginal
myths and
summarise them
Teacher is starting
the assessment
task by directing
the students to
familiarise
themselves with
other myths
Student is
broadening their
familiarity with
myths by
increasing their
understanding .
Teacher talks
about the
Teacher is
providing
Student is
consolidating
Elaborate
Evaluate
proscriptive,
moral nature of
myths using the
example of a
selection of myths
information to
mode and direct
enquiry
their enquiry and
knowledge
Teacher outlines
assessment task,
directing them to
edmodo for
details and due
date
Teacher is
introducing
assessment task
Teacher instructs
class to focus on
the proscriptive
aspect of myths,
comparing it back
to Medea
Teacher is
narrowing
enquiry and
consolidating
assessment task
Student is
consolidating
their focus for
assessment task
Teacher directs
students into a
choice of learning
spaces
Teacher is giving
students choice,
allowing them to
work with what
suits them
Student is
engaging more
fully with enquiry
by taking
ownership of their
approach
Teacher assists
students one-onone to elaborate
on their research,
understanding
and presentation.
Teacher is guiding
enquiry, while
assessing each
students pace and
progress
Student is guiding
their own enquiry,
and accessing the
teacher as a
resource and an
guide.
Class regroups
and discussion
takes place. Each
student briefly
shares the myths
they have chosen
and how they are
going to present it
Teacher assesses
progress and
applies strategies
of differentiation
to assist progress
Student shares
knowledge and
gains an
understanding of
time
requirements.
Strategies for Strong Students:
As an enquiry task, strong students are not limited in how far they can extend this task. As this
involves a diverse skill set relating to both ICT and English skills, Teachers should encourage strong
students to extend themselves in whichever area they feel is the most challenging for their skills.
Support for Students who find the material challenging:
Students may be overwhelmed by the ICT aspects of the task. Additionally, many of the questions
relating to the “role” of myths could prove difficult to understand, as this concept can be unfamiliar.
For these students, narrowing the scope of the question may help scaffold their understanding.