Practicum Lesson Number 3 Time of Lesson Duration of lesson 1 hour Class Size

Topic and Focus English Learning Centres Australian gold rush Year Level 5 Supervisor

Learning Focus:
VELS Strands Level: 4 Domains Dimensions Key elements of standards to which lesson is focussed
Discipline-based Learning English
Reading Read, interpret and respond to text.
Writing
Produce texts in print/electronic forms using structures and features of language appropriate to
the purpose, audience and context of the writing.
Discipline-based Learning
The Humanities -
History
Historical knowledge and
understanding
Demonstrate knowledge and understanding of significant events in Australian history.

Assessment Criteria and Method of Evaluation
Standards Assessment Criteria Evidence
At Level 4, students read,
interpret and respond
to a wide range of
literary, and media
texts in print and in
multimodal formats.

Students demonstrate the ability to respond to the text and
complete the given task using their understanding of their
reading. Students also contribute to group discussion in guided
reading activity.
Observation and the product of the students work.
At Level 4, students
produce, in print and
electronic forms, a
variety of texts for
different purposes
using structures and
features of language
appropriate to the
purpose, audience and
context of the writing.
Students demonstrate the ability to produce and complete the
given task.
Observation and the product of the students work.

At Level 4, students
demonstrate their
knowledge and
understanding of
significant events in
Australian history
Students demonstrate the ability to produce and complete the
given task.
Observation and the product of the students work.

Students Background Knowledge

Has been learning about Australian history.
Resources and Materials
Johns letter worksheets, Challenge copies, Fill the gap worksheets, English books.
Student Teacher Focus Class management and organisation of lesson



Stage of lesson Tasks Time Student action

Teacher action

Stage 1 Introduction

As an introduction to the lesson, have a
discussion about Sovereign Hill.

Introduce the activities:

Fill in the gaps worksheet Problems of the
First Settlement

Guided reading Challenge pg. 6-7, Poor Little
Rich Boy

Inspiration What I know about early
Australian History

A Letter from the Goldfields English book

Discuss How to write a letter

15 mins. Participating in class
discussion and
following instructions.
Questions to ask:
- Who has been to Sovereign Hill?
- Does anyone know what Sovereign Hill is about?
- What are some of the things that people can see or do
when they visit Sovereign Hill?
- Share experiences

Questions to ask:

What are important things that we need to remember when
writing letters?

For example, how do we begin writing a letter?
How do we end a letter?
What should we include in a letter? [date, greeting, farewell]
Stage 2 Body of lesson

Fill in the gaps worksheet Problems of the
First Settlement

- Read through the passage, having a
think of a word that could be used to
complete each gap.
- After you have read through this, fill in
the gaps and reread it again once you
have finished making sure it makes
sense.
- When you have completed the
worksheet, in your English book,
pretend to be one of the settlers who
have arrived in Australia and write a
letter to Governor Phillip about the
conditions you are facing and how he
could solve the problem.

35 mins. Completing tasks


After guided reading, check on the students progress.



Guided reading Challenge pg. 6-7, Poor Little
Rich Boy

Task after reading:

In your English book, create a comic strip that
tells the story of an archaeologist searching for
Tutankhamuns tomb and draw out your story to
include how the archaeologist began his search,
how he searched and what he discovered in the
tomb. What happened after that? Write a short
paragraph to summarise your comic.
Questions to ask Before reading:
- Has anyone been to Egypt before?
- Do you know what Egypt is famous for?
- Who has heard of the name Tutankhamun? Who do
you think he was?
- Look at the title - What do you notice about the title?

Questions to ask During reading:
- What do the words in bold letters mean?

Questions to ask After reading:
- Summarise article.
- What did you find interesting about this article?

Inspiration What I know about early
Australian history

In the Inspiration program, produce a concept
map/brainstorm about what you know about
early Australian history. Consider a range of
aspects of early Australian history that you
know of.

Early finishers:

Create a Glogster (online poster) about one
aspect of early Australian history such as the
gold rush or a well-known person etc.

Go to this website - http://www.glogster.com
- Click TRY TO CREATE YOURS
- Wait for it to load
- Experiment the functions of Glogster
and then present your information.
Print out when you have finished.


After guided reading, check on the students progress.


A Letter from the Goldfields English book

Task-
- Read the letter from John to his family.
- Answer the questions at the back of
the letter in their English books.
- Write a letter back to John, pretending
to be Johns mother. At least three
paragraphs.

Early finishers
- Draw a picture that describes the
conditions on the Goldfields referring to
the letter from John and a picture of
what you think the conditions maybe
like for Johns family.

EXTRA Write any letter of your choice. For
example, a complaint letter, thank you letter,
letter to editor, letter to a pen-pal etc.

After guided reading, check on the students progress.

Stage 3: Conclusion

Students finish what they are doing and sit down
at the front.
10 mins. Ask different students what they did during the lesson. List
at least one thing that you have learnt. What did you like
about this lesson? Are there any areas in which we could
improve in?
Stage 5: Closure Prepare for lunch. Students get their
lunch.