Classroom Organisation: Whole class teacher led discussion to engage all students and students working in pairs and groups to reinforce collaborative learning.
Resources: Focus Text (An Uncommonly Fine day by John Anthony King); Photocopies of page 6 & 24 of focus text; The First Fleet by Alan Boardman and Roland Harvey; KWL chart; Highlighters;
Lesson Experience: 1. Introduce the topic and explain to the students the period in Australian History is the topic they will be studying. This being the study of colonial Australia and England in the 1800s. 2. Introduce a K.W.L. chart with the students. This will help teachers find out what they know, what they want to know and what they want to learn in relation to this theme. 3. Review the students prior knowledge of historical events in relation to colonization in England and Australia. 4. Pose questions such as: o Who has read a text, which includes historical information? o What events did the historical texts you have read outline? o Were they a literary (based on fact but written with detailed descriptions) or a non-literary factual account of what occurred? 5. Share an example of historical texts read, listened to or viewed. Introduce An Uncommonly Fine Day by John Anthony King, which is a literary recount. Read the whole text to the students. 6. Discuss with the students the information within the text and how the text is written. 7. Discuss with the students the title of the text and what they think the author means by An Uncommonly Fine Day? 8. Go to page 6 & 24 of the focus text to where the teacher will briefly enforce the Reading to Learn approach. These two pages are showing two different viewpoints from the British officers and convicts perspectives. 9. Hand out photocopy versions of either part of the texts (page 6 & 24) to the students, ensuring they have a highlighter to assist them. 10. Read both parts of the texts with the students. 11. Students will then work in pairs (ensuring each pair has the same text), look at each sentence and predict what they think is happening within the text. Assist them with reinforcement of their prior knowledge if needed. 12. The students will then highlight the sentences in the text that show: o Who was it? o Where was it? o What was it? 13. Use different coloured highlighters to assist this. 14. Students will then brainstorm and pair up with someone who has the other part of the text. 15. Students will discuss with their pair and predict what they think will happen next from the last sentence in the text. This will be from either perspective. For example, discussion could include: o I believe that the convicts were treated unfairly and seeing as they are invading the Indigenous peoples land, I predict that the British officers are going to take over this land and dump the convicts here. 16. Once this has been completed, the teacher will gather the students all together to review the on their findings. This will allow children to deconstruct and understand the quality of the text. 17. Following one from this, once the students have completed this task, the teacher will introduce a new literary recount called The First Fleet by Alan Boardman and Roland Harvey. This will be read. 18. Explain to the students that this will be discussed in more detail in the next lesson. 19. Students will review the lesson as a class. 20. Lesson concluded.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 2: Compare and Contrast
Estimated time: 60 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1512); (ACELT1609); (ACELT1610); (ACELY1796); (ACELY1699)
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in groups will reinforce collaborative learning.
Resources: The First Fleet by Alan Boardman and Roland Harvey; Online Learning Resource: Compare and Contrast map (http://www.readwritethink.org/classroom-resources/student- interactives/compare-contrast-30066.html).
Learning Experience:
1. The teacher will review the previous lesson. 2. The teacher will introduce the new literary recount called The First Fleet by Alan Boardman and Roland Harvey. This will be read again for the students. 3. The teacher will explain to the students that reading this text will help reinforce their learning by introducing a similar text that is based on the same factual events. 4. Students will have to compare the two texts as a whole class in relation to the historical facts that is implemented within each text. 5. Have a brief discussion about the similarities and differences within the texts. 6. Working in groups of 4, using the online resource of the Compare and Contract map (http://www.readwritethink.org/classroom-resources/student- interactives/compare-contrast-30066.html), the students will then make a list of the similarities and differences within these two texts. 7. Features of this on the website include: o A brief description of the two texts and introduce your comparison o Discuss how they are similar and include important facts or definitions o Discuss how they are different and include important facts or definitions o Conclude by summarizing the main idea, describe what is important about the comparison or explain what the reader should learn from this (ReadWriteThink, 2014).
8. Students will also need to discuss particular feature such as: o What characters did they talk about? o What was the event that occurred? o What did the people in the text experience?
9. Students will also need to keep in mind of the type of text, the structure, how it is written and what information has been provided. 10. Students will review this information as a class. 11. Lesson concluded.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 3: Historical Text Types and Language Features
Estimated time: 75 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1508); (ACELT1609); (ACELT1608); (ACELY1699); (ACELY1796)
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in pairs to reinforce collaborative learning.
Resources: Focus Text (An Uncommonly Fine day by John Anthony King); The First Fleet by Alan Boardman and Roland Harvey;
Learning Experience: 1. The teacher will discuss with the class some examples of recounts presenting historical facts. Such as diaries, journals, biographies, newspapers, letters (Seely Flint, 2014). 2. The teacher will explain that we will be focusing on journals. 3. Identify the features within a journal. This would include title, orientation, chronological organisation, explanation of the importance of the persons life, and narratives that describe life events (Seely Flint, 2014). 4. Explain that these types of recounts tell a sequence of factual information in relation to historical events. They are usually experienced by someone and are written in first person (I, me, my). 5. Teacher will review from previous lesson in relation to the focus text. The teacher will re-read the focus text An Uncommonly Fine Day by John Anthony King and the text The First Fleet by Alan Boardman and Roland Harvey; 6. During reading, students will now have to comprehend and take notes in relation to the characters, whos point of view it is from, the events and the experiences of the people who were present during the arrival of the ships of the First Fleet to Australia. 7. After reading, have a whole class discussion and compare the two texts again. 8. Information that will be discussed will include: o The audience of the text o And the purpose 9. Explain and include more details and information about the people, the setting and surrounding circumstances 10. Explain which is more interesting and the reasons why. 11. Analyse the language features. Students will be required to write a paragraph explaining how the language features and techniques used by the author add to the historical events. 12. Write words and phrases encountered in the lesson such as the language features, opinions expressed, language from earlier times, into a double journal entry. 13. This is where the students have 2 separate columns. One column will indicate the important facts about the texts and column two will be the students reactions to the texts (Seely Flint, 2014). 14. This will conclude the lesson.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 4: Colonial life
Estimated time: 60 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1500); (ACELT1608); (ACELY1698); (ACELT1610)
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in pairs and groups to reinforce collaborative learning.
Resources: Online Learning Resource: Compare and Contrast map (http://www.readwritethink.org/classroom-resources/student- interactives/compare-contrast-30066.html); Online Learning Resource (A Convict Story) https://schoolsequella.det.nsw.edu.au/file/427f4fb3-c587-4734-8e54- d7f91e4561fb/1/13651/13651/index.htm; WordWall Template for Convicts and Free Settlers; Focus Text (An Uncommonly Fine day by John Anthony King); The First Fleet by Alan Boardman and Roland Harvey; Oliver Twist (2005 / Ronald Harwood, screenplay / Roman Polanski, director).
Learning Experience: 1. Students will review their journals and make connections between the text and the prior knowledge of the events from the two texts used in the previous lessons. 2. They will then discuss journals by identifying the audience and the purpose. 3. They will discuss the type of language used in earlier times. 4. Show students excerpts from the film Oliver Twist (2005 / Ronald Harwood, screenplay / Roman Polanski, director) to see how people spoke in that time of English history. 5. Working in pairs, create a word wall/glossary of historical terms related to factors that influence the daily life of convicts. Students will use resources to assist. This will be displayed within the classroom. 6. Investigate colonial life and look at the times for what it was like for a convict and a free settler (online resource: (https://schoolsequella.det.nsw.edu.au/file/427f4fb3-c587-4734-8e54- d7f91e4561fb/1/13651/13651/index.htm). Students will look at the JOURNEY section for this. 7. Continuing on from this and working in pairs, using the online resource of the Compare and Contract map (http://www.readwritethink.org/classroom- resources/student-interactives/compare-contrast-30066.html), and find out the similarities and differences between life in England and life in Australia during the 1800s, with guidance of the glossary they had previously created. 8. Use the previous resource as a guide. 9. Students will share with the class. 10. This will conclude the lesson.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 5: Language features in a journal entry
Estimated time: 75 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1504); (ACELA1507); (ACELA1508); (ACELT1609).
Classroom Organsiation: Whole class teacher led discussion to engage all students and students will work individually but can be within groups to reinforce collaborative learning.
Resources: o Eliza Bird, child convict by Kerri lane
Learning Experience: 1. After finding out information in regards to colonial life and looking at daily lives of convicts and free settlers, the teacher will discuss and answer questions about the features they have learnt of a journal. 2. Such as the structure (date and sequence), similarities and differences with other historical texts, the type of language used, the main verb tense and the reason why past tense verbs are more appropriate to use in journal entries and the perspectives. 3. They will discuss how the language features influence the interpretations of the characters, settings and events (ACARA, 2014). 4. Discuss how the addition of language features helps understanding and maintains interest in the journal entry. 5. Students will then have to examine a literary recount in relation to colonial life and take notes on the types of clothing, their diet, leisure, paid and unpaid work, language, housing and the childrens' lives' (ACARA, 2014). 6. Introduce the text Eliza Bird, child convict by Kerri lane. Read sections of text from (pages, 46, 47, 48) 7. Examine the illustrations and share the knowledge of the historical events and facts based on the story. 8. Discuss similarities and differences from other historical texts students have read or examined, audience and purpose and use of language. 9. Discuss how the author and illustrator may use language features, images and various techniques to develop characters to plot to engage the audience and create interest in the historical facts outlined. 10. Analyse the text through the character of Eliza and how you think she would have felt during that time. 11. Deconstruct the text by finding the verbs or verb groups that describe the convicts feelings and thoughts. 12. Find an adverb or adjective group that adds a detail about the events, two or more text connectives and a prepositional phrase (Williams, 2014). 13. Find a complex sentence that consists with 1 main clause and 1 subordinate clause (ACARA, 2014). 14. Identify examples from the story and explain how they provide details, enrich the text and engage an audience. 15. The teacher will explain that the students will have to complete a task in the next lesson where they have to write a paragraph explaining how language features and techniques used by the author add to the historical events. They will use all 3 texts for this. 16. The lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 6: Analyse language features
Estimated time: 75 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1504); (ACELA1500); (ACELT1608); (ACELY1699); (ACELT1609);(ACELY1703).
Classroom Organsiation: Whole class teacher led discussion to engage all students and students will work individually but can be within groups to reinforce collaborative learning.
Resources: o Eliza Bird, child convict by Kerri lane; o Focus Text (An Uncommonly Fine day by John Anthony King); o The First Fleet by Alan Boardman and Roland Harvey; o WordWall Template for Convicts and Free Settlers.
Learning Experience: 1. Review the students knowledge they have learnt. 2. The teacher will re explain the task that they have to do which was discussed in the previous lesson. 3. Students will use the 3 texts from this to explain how each author uses language features and techniques to add to the historical events. 4. Students will need to write a paragraph in clearly-formed joined letters to explain how these languages add meaning to the text, add information and details and add the readers interest. 5. Students will write words, phrases encountered in the previous lessons. Such as languages, opinions expressed, language from earlier times, how the language features are sequenced to the events and add meaning. 6. Students will be required to use historical vocabulary to extend on the knowledge of vocabulary and spelling. Use the word wall to assist. 7. They will need to focus on their own point of view of the topic and use the appropriate metalanguage to reflect on viewpoints of others (ACARA, 2014). 8. Students will use comprehension skills from the information they have analysed in the previous lessons to link these ideas. 9. Students will be required to write in first person for this task. 10. The lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 7: Perspectives from a child convict
Estimated time: 60 minutes
Lesson Objectives:
Australian Curriculum: (ACELT1610); (ACELY1702); (ACELA1508); (ACELT1795); (ACELY1796).
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in pairs and groups to reinforce collaborative learning.
Resources: o Eliza Bird, child convict by Kerri lane o Desk groups (allocated to each learners individual needs)
Learning Experience: 1. Ask the students to study the cover of the book, Eliza Bird, read the blurb, skim through the book and look at the illustrations 2. Ask questions to focus on developing knowledge of the book. 3. Question such as: o From looking at the cover and illustrations, what historical facts could this book be about? (criminal activity because of poverty and overcrowding in gaols in England, leading to convicts being transported to Australia) o Do you think Eliza Bird was a real person? o How is the author helping us engage with the characters in this recount? o What language features are used to help enrich the text, add information and provide details of the circumstances, direct and indirect speech to get to know the characters through what they say? o Do you think this is a recount of their stories? o How can you tell? What do you think there thoughts and feelings are? 4. Read the text. 5. Discuss with the students if they made connection to the texts and discuss some of their own knowledge and experiences. 6. Remind students while reading the text to use these strategies for understanding the text. 7. Divide the class into their reading groups. 8. Students will read the text to each other. During this, the students will have to think about the factual information and how the author uses language features to make the facts come to life. 9. Ask students to read Eliza Bird in reading groups. Encourage group discussion during reading. 10. Students will collaborate and discuss features such as: o How does the author bring the characters to life?? o What language features capture the characters appearance, speech, behaviour, thoughts, opinions and feelings? (Such as the organization of the texts, clauses, noun groups/phrases, adjective groups/phrases, the use of images, what vocabulary they have used. (ACARA, 2014)). o How the events are recounted in this book the factual historical information we have learnt about this time? Such as what the life was like during the 1800s, how people would have felt, why people lived like this? Why they became convicts etc. 11. Students will take notes of any language features, direct speech; opinions expressed which they felt when reading the text. 12. Explain using metalanguage to describe the effects of ideas and language features in literary texts: o When we talk about how the author used language features to affect our understanding and enjoyment of the text, we use metalanguage. Metalanguage includes words about how the language features influence the text and affect the reader (Williams, 2014). 13. Have a brief discussion after reading. 14. The lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 8: Sequencing the story
Estimated time: 60 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1500); (ACELA1504); (ACELA1512); (ACELY1698); (ACELT1795); (ACELT1610); (ACELY1699).
Classroom Organsiation: Whole class teacher led discussion to engage all students and students will be working in groups to reinforce collaborative learning.
Resources: o Eliza Bird, child convict by Kerri lane o Making Sequences App o IPads o Desk groups (allocated to each learners individual needs)
Learning Experience:
1. Following on from the previous lesson, students will be focusing on Elizas point of view from the text. 2. Skim the text with the students, by looking at the pictures and the sequence of events. 3. Discuss with the students if they can see any sequence of chronological order the author portrays within the text. 4. Introduce imaginative texts and familiarize the students with the concepts of orientation, complication, resolution, character, setting and title. 5. The students will then have to identify features of the story by sequencing pictures. 6. The students will work together in small groups to complete the task. Maximum group of 4 students. 7. Students will use the App Making Sequences to assist with this activity. 8. Students will need to consider the types of features that have been used within the text to show that it was from Elizas point of view. Such as verbs and pronouns etc. 9. Students will present and discuss this to the class. 10. Students will then have a class discussion in regards to this activity. 11. Points that will be considered will be: o What are some of the verbs used to describe the speech of Elizas character? o How does your point of view on Eliza in the book change when using these verbs? o Does the use of verbs and metalanguages used indicate if Elizas point of view has changed? o Were they different than you thought they were going to be? 12. The lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 9: Role Play
Estimated time: 60 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1500); (ACELT1610); (ACELY1699); (ACELY1704); (ACELT1798); (ACELA1512).
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in groups to reinforce collaborative learning.
Resources: o Camera; o Eliza Bird, child convict by Kerri Lane.
Learning Experience: 1. Following on from the previous lesson of sequencing the story, students will create a script and participate in a role-play and act out a particular scene from the text. 2. Students will now use role-play to help the students explore the concept of point of view. 3. In their allocated groups, have one student be the authority figure (Eliza), while the others play an officer, mother or father or a sibling. 4. This will stimulate the students thinking by discussing how they would act and feel in this time of age. 5. Create a short script for this. 6. Students will take notes of the events and decide whether how they would feel. 7. The role-play will help students understand how it is possible for people to see the same event differently, from multiple points of view. Use this to explore how point of view can affect the way a person remembers events (Education Services Australia, 2010). 8. Students will discuss this as a whole group. 9. Points that will be considered will be factors but posing questions such as: o Why did you portray that character like that? o What were the sorts of things you were feeling at the time? o How do you think that character felt when you were spoken to like that? 10. Lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004)
Lesson 10: Timelines
Estimated time: 60 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1512); (ACELT1608); (ACELT1609); (ACELT1610); (ACELA1508); (ACELY1704); (ACELY1796)
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in groups to reinforce collaborative learning.
Resources: o Eliza Bird, child convict by Kerri lane; o Online learning resources (http://vcp.e2bn.org/prisoners/quicksearches.php) - Crime and punishment; o Focus Text (An Uncommonly Fine day by John Anthony King).
Learning Experience: 1. Review the structure of a timeline and the main features you would include in one. 2. Following on from the previous lesson of role-play, students will use their sequenced stories that they created to create a timeline of the factual events taken place during the 1800s era. 3. This will be a comparison and refer to the focus text An Uncommonly Fine Day and the text Eliza Bird, child convict. 4. Students will discuss whose point of the story it is told from and how each character feels about the event as it happens. 5. This will be Captain Phillips in the focus text and Eliza Bird in the Eliza Bird, child convict text. 6. Question the students about how they know what each character is feeling and how the effect these point of views have on other characters in the text and in comparison to Captain Phillips and Eliza. 7. Explore this through the illustrations, word choices and grammar. 8. Students will be devised into two groups. One will focus on Captain Phillips point of view; the other group will focus on Elizas point of view. 9. Introduce the Crime and punishment resource. This resource will assist students with vocabulary, definitions of certain words, information regarding convict profiles and what time of the year these events were taken place. 10. Reassure to the students that they can use this as a resource to guide their learning. 11. To devise this timeline, students will be posed questions such as: o Whose point of view is the story told? o How does each character feel about each event as it happens? How do you know this? o What effect does this have on other characters? o How are the effects revealed through illustrations, word choice and grammar? 12. Record their answers. 13. Compare and contrast the two, particularly focusing on word choices, language features. 14. Discuss as a whole group, how the author from each text can change the point of view of that story. 15. The lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 11: Convict Identities
Estimated time: 60 minutes
Lesson Objectives:
Australian Curriculum: (ACELA1500); (ACELA1512); (ACELT1798); (ACELY1699); (ACELY1796)
Classroom Organsiation: Whole class teacher led discussion to engage all students and students will work individually but can be within groups to reinforce collaborative learning.
Resources: o Online learning resource (http://www.founders-storylines.com) - Convict identities o Example of primary resources Use online learning resource; (http://www.convictrecords.com.au/timeline/1787) - Convict timeline.
Learning Experience: 1. Review the assessment, with focus on the information within. 2. Introduce the inquiry questions of: o What do we know about the lives of people in Australias colonial past and how do we know? o How did colonial settlement change the environment? o What were the significant events and who were the significant people that shape Australian colonies?
3. Students will discuss these questions as a whole group. 4. Introduce primary sources to the students. 5. Show students primary source journals written at the time of the events took place by someone who was there at the scene. 6. Examine journal entries, newspapers and biographies of either an officer or a child convict. 7. Show some examples of this. 8. Use online learning resource about Convict identities to assist. 9. This will help assess and review the students knowledge and understanding through the topic. 10. Students will need to take notes and think of some of the factors such as whos view point is this from, why would they write these journals, the language they would use with particular words and phrases from earlier times, the structure, what tense will the verbs and verb groups be and why? (Williams, 2014). 11. The lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in pairs and groups to reinforce collaborative learning.
Resources: o Online learning resource (http://www.founders-storylines.com) - Convict identities; o WordWall; o Online learning resource (http://www.convictrecords.com.au/timeline/1787) - Convict timeline.
Learning Experience: 1. Review the sequence of imaginative texts based on the information discussed in class. 2. Discuss with the students that this is their assessment piece and that they have to write a journal entry, indicating a series of factual events that took place in that time. 3. Introduce to the students that their assessment piece is a class collaborations of all their journal entries. 4. This is where the students work together to write a collaborative book from the events that occurred during the 1800s. 5. Students will have to write collaborative biographical journal entry. This means each student will write about one event from a convicts perspective (either child or adult), and then the pages are assembled in chronological order (Tompkins, 2012). 6. During research, students will need to ensure they include all the features in this that they have learnt over the unit. 7. The date is the most important feature to include. Once completion of the assessment, students will have to arrange their entries into a chronological form. 8. Students will begin to plan for their imaginative text. 9. Students would work together in pairs to brainstorm possible characters and setting. 10. Students would have to make a list of the characters and events as the main element of the imaginative texts. 11. Students will use the online learning resources and word wall to assist with this 12. Lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Classroom Organsiation: Whole class teacher led discussion to engage all students and students working in pairs and groups to reinforce collaborative learning.
Resources: o Online learning resource (http://www.founders-storylines.com) - Convict identities; o WordWall; o Online learning resource (http://www.convictrecords.com.au/timeline/1787) - Convict timeline; o Online learning resources (http://vcp.e2bn.org/prisoners/quicksearches.php) - Crime and punishment; o Eliza Bird, child convict by Kerri lane.
Learning Experience: 1. Students will continue planning from the previous lesson 2. Students will continue devising their plan by listing details such as the characters and the events as elements of an imaginative text. 3. Students will need to consider the language and review from the previous lessons in regards to the research they did on the journals. 4. They need to consider which perspective they are speaking from. 5. Use Eliza Bird as an example. 6. When planning, students need to make a list of factual events they will be discussing with the appropriate dates to support this discussion. 7. Use the online learning resources and word wall to assist with this. 8. Introduce the Crime and punishment resource. This resource will assist students with vocabulary and what year they would mainly like to focus on. 9. Students will create a literary text using settings and characters based on the texts we have read throughout the unit. 10. Students will need to use complex sentences to link ideas in time. Give examples such as, When we arrived, I raced off the boat (ACARA, 2014). 11. Use the events as a way of developing character and setting. 12. Use specialist vocabulary to express the precision of meaning. 13. Use patters of language that are appropriate to the roles adopted in the text. 14. Complete draft of the imaginative text. 15. Students will have to edit and make any changes in a draft text for next lesson. 16. Lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).
Lesson 14: Final Assessment task Construct an imaginative journal entry written from an officer or a child convicts perspective during the Australian colonial era in the 1800s.
Classroom Organsiation: Whole class teacher led discussion to engage all students. Students will assist in independent work and then collaborative together in the end for class discussion.
Resources: o Computer; o Written and edited draft plan.
Learning Experience: 1. Students will have a few minutes at the beginning of the lesson to edit and make any further changes in their draft before the assessment begins. 2. Students will write a constructive journal entry based on the factual historical events and from the profiles they researched in the previous lesson. 3. Students will complete this on the computer, ensuring they include word processing program with fluency, which will help them construct, edit and publish the written work (ACARA, 2014). 4. Once completion of the task, students will collaborate together for class collaboration to sequence their journal entries in a chronological order. 5. The teacher will use these documents and store in the students portfolios for assessment purposes. 6. Lesson will conclude.
Adjustments: Indigenous & LBOTE students: Students work collaboratively to gather information. This supports the learning needs of students, as they are able to assist each other when one student is experiencing difficulties with the task. Visual learners: Students, who attend to information most effectively through visual tools and prompts, will be able to obtain a better grasp of the lesson content through the various resources provided by the teacher (e.g. laminated picture cards, extracts from the text etc). EAL/D Learners: To meet the needs of students who have English as a second language, incorporate them into group discussion as this will help children scaffold their learning and build on their knowledge through each others interests. Offer the guidance for the students to help locate the specific information within texts and through ICT. Allow students to understand other childrens cultures, share interests and needs to each other. This will improve diversity amongst the students. Gifted/ADHD, developmental delayed and hearing-impaired students: To meet the needs of students who are hearing impaired, have ADHD, are gifted and are developmentally delayed and need support assist, teachers need to provide a fair and safe environment, ensuring we meet the needs of all learners. Ensuring there is a significant amount of visual aid and group interaction will allow students to feel inclusive (WebMD, 2014). Offer the guidance for the students at all times and thoroughly explain the outcomes prior to the lesson. Implementing practical aids where students can communication will enhance interaction (WebMD, 2014). Ensure there are areas within the classroom that are assessable during group time (WebMD, 2014). Students are allow extra time during group activities to ensure they can be catered for and have an understanding of the concept. Some students will be offered extra assistant to ensure they have the appropriate support for this unit. Gifted students will be paired with students who have similar abilities (Churchill et al., 2013). They will require extension activities, grouping strategies and acceleration throughout, as they are interdependent and strongly supported by research as central to maximising learning outcomes for gifted students (New South Wales Department of Education and Training, 2004).