Lesson nine
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Learning intention: To study a dreamtime story/myth from the past.
Prior knowledge: Dreamtime stories – These two texts to be studied and compared over two sessions. What do students already know about the dreamtime stories? What was the purpose of the traditional dreamtime stories? What was the message/meaning behind the stories? How is it that we know about these stories today? What do students predict that the selected text will try and explain? Students to predict by using the title of the story. Students record prediction on prepared organiser. Activity: As story is being read, stop at designated points to discuss the characters, problems that arise within the text. Students are given an opportunity to record their findings in their notebooks. After the reading of the text students discuss what the text was trying to explain eg: why the animals appear to be the way they are. Resources:
Curriculum: To study one significant narrative, myth or celebration from the past. PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 2.2 uses strategies that build skills of productive collaboration 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.2 promotes substantive discussion of ideas experiences, knowledge and skills 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching Learning intention: To study a dreamtime story/myth from the past. Prior knowledge: Continued from previous lesson. What do students already know about the dreamtime stories? What was the purpose of the traditional dreamtime stories? What was the message/meaning behind the stories? How is it that we know about these stories today? What do students predict that the selected text will try and explain? Students to predict by using the title of the story. Students record prediction on prepared organiser Activity: As story is being read, stop at designated points to discuss the characters, problems that arise within the text. Students are given an opportunity to record their findings in their notebooks. After the reading of the text students discuss what the text was trying to explain eg: why the animals appear to be the way they are. Resources:
Curriculum: To study one significant narrative, myth or celebration from the past. PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 2.1 encourages and supports students to take responsibility for their learning 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.2 promotes substantive discussion of ideas experiences, knowledge and skills 4.4 uses strategies that challenge and support students to question and reflect 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching Learning intention: To be able to find the main ideas in a text to build base knowledge about the First Fleet. Prior knowledge: BTN- The FIRST FLEET http://www.abc.net.au/btn/story/s3934600.htm - Note Taking While watching the video students record the main ideas and important points. Students to include their opinion on facts presented in the clip. Stop at designated points to discuss and record information on the prepared organizer. Students to be provided with sentence starters to assist them with the identification and recording of key ideas. Main Idea Questions/Wonderings Thinking/Interesting Discussion Questions 1. When is Australia Day? 2. Complete the following sentence: Australia Day marks the anniversary of... 3. Describe life in Britain in the 1700s. 4. Why were prisoners transported to the colonies? 5. What sorts of crimes were committed by people who were transported? 6. How many ships transported convicts in the First Fleet? 7. What do you think life would have been like on board the ships in the First Fleet? 8. New _______________ was the name given to mainland Australia. 9. Who was the commander chosen to lead the colony? 10. Name three facts you learnt watching the BTN First Fleet story. Activity: After watching the BTN students answer the following questions:
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Students use peer assessment by working in pairs to answer another students responses to the BTN questions. Check the students answers in their workbooks and make anecdotal notes. Curriculum: Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival Use comprehension strategies to build literal and inferred meaning to expand content knowledge. PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 2.2 uses strategies that build skills of productive collaboration 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.2 promotes substantive discussion of ideas experiences, knowledge and skills 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching 6.1 supports students to engage with contemporary knowledge and practice 6.3 uses technologies in ways that reflect professional and community practice Learning intention: To understand how Captain Cook played an important role in the settlement of Australia. Prior knowledge: Shared Reading: (over two sessions) Captain Cook By Haydn Middleton; What Does it Mean to be Australian? Provide students with an image of Captain Cook Who was Captain Cook? What is he known for? How is he connected to Australia’s history? Activity: Read selected parts of the text related to Captain Cook. After reading each part of the text, select students to paraphrase information to ensure understanding. Resources:
Curriculum: Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.2 promotes substantive discussion of ideas experiences, knowledge and skills 4.4 uses strategies that challenge and support students to question and reflect 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching Learning intention: To understand how Captain Cook played an important role in the settlement of Australia. Prior knowledge: Allocate students into focus groups. Allocate a section of the reading from lesson twelve to each group. Get them to paraphrase the text and investigate words they may not understand. Each group presents to the class to ensure they have a solid understanding. Activity: Once text is read and discussed, students to create a ‘BIO Pyramid’ based on the life of ‘Captain Cook’ Person’s Name Information Illustration Describe the person’s early life. Something the person had to overcome. Something the person accomplished in his/her life. Resources:
Curriculum: Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement PoLT: 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.2 promotes substantive discussion of ideas experiences, knowledge and skills 4.3 emphasises the quality of learning with high expectations of achievement 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching 6.1 supports students to engage with contemporary knowledge and practice |
Lesson fourteen
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Learning intention: To build base knowledge about the convicts from the First Fleet.
Prior Knowledge: Have a look at some of the convicts and why they were sent here – do these crimes seem petty or is it justified to send someone away for 7 years? http://firstfleet.uow.edu.au/search.aspx (Note- 1 shilling is equivalent to 10cents) Activity: Select a convict to investigate as a class. Note down some important facts about that convict. i.e. name, crime, punishment and a description of how they felt about going to Australia. Create a ‘wanted’ poster with the class for the selected convict. Get students to reflect on this lesson afterwards through their learning journals. Resources:
Curriculum: Study stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 2.1 encourages and supports students to take responsibility for their learning 2.2 uses strategies that build skills of productive collaboration 3.3 builds on students' prior experiences, knowledge and skills 4.2 promotes substantive discussion of ideas experiences, knowledge and skills 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills Learning intention: To build base knowledge about the convicts from the First Fleet Prior knowledge: Create an anchor chart with the students and gain examples of types of crimes, punishments etc that they know of from lesson fourteen. List all examples on an anchor chart and display in the room to help assist students with the next activity. Activity: n groups and using laptops students can explore some convicts and write up a brief description of the convict they are investigating. Students to investigate their own convict in pairs and use the teachers modelled example as a guide. Students are to write in first person. Students are to create their own wanted posters in pairs. Display in class. http://firstfleet.uow.edu.au/search.aspx Resources:
Curriculum: Study stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival PoLT: 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 2.2 uses strategies that build skills of productive collaboration 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.2 promotes substantive discussion of ideas experiences, knowledge and skills 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment Learning intention: To create an aboriginal painting related to their Dreamtime stories. Prior knowledge: Get students to read over their dreamtime story from week 4. Students to share their Dreamtime story with a partner and discuss the part of the story they would like to paint. Activity: Students to use their knowledge of Dreamtime stories and distinct symbols used in Aboriginal paintings to create their own paintings. The students’ paintings will need to reflect or relate to a story of their own. Students will be involved in organising an exhibition of their art work during Parent/ Teacher interviews. Resources:
Curriculum: The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives PoLT: 1.1 builds positive relationships through knowing and valuing each student 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. 2.1 encourages and supports students to take responsibility for their learning 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching |