keithperretteportfolio.weebly.com · web viewunit outline. student’s will develop and...

Table of Contents

Unit outline............................................................3Key inquiry questions..........................................................................................3

Identify curriculum.................................................4Content descriptions to be taught........................................................................4Achievement standard.........................................................................................7

Assessment..........................................................11Make judgments................................................................................................11Describe the assessment..................................................................................11Assessment date...............................................................................................11

Teaching and learning...........................................15

Supportive learning environment...........................15Teaching strategies and learning experiences..................................................15Adjustments for needs of learners.....................................................................15Resources.........................................................................................................15Use feedback.....................................................................................................30

Appendixes...........................................................31Appendix 1:........................................................................................................31Appendix 2.........................................................................................................31Appendix 3.........................................................................................................31

Queensland Studies Authority January 2012 |1

Appendix 1.........................................................................................................32Appendix 2.........................................................................................................34Appendix 3.........................................................................................................36

References...........................................................38

2 | Year X unit overview Australian Curriculum: English

School name Unit title Duration of unit: 15 hours

Australian Catholic University What happened from the period 1913 through to 1923 4 weeks

Unit outline

Student’s will develop and understand the significance of World War 1. Students will learn about the events that affect Australian between 1913 and 1923. Students will gain an understanding of how the Australian people were affected during the war, what life was like in Australia as well as what the people in the ward endured and the living conditions they were subjected too.This unit allows for students to develop their knowledge of Australian history around 1918, it also allows students to develop their reading and writing abilities by reading through newspapers, journals and other sources and writing out their findings as well as seeing the difference in how people wrote and spoke in 1918 and how that has changed in 2013.

Key inquiry questions What happened between the years 1913 and 1923? What major events occurred during this time frame? Who was affected by these events? Why did these events come about? Where did Australians end up going during World War 1? What was life like then, both in Australia and overseas? Why did we go to war?


Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum priorities

Language Literature Literacy

Expressing and developing ideas

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

Literature and context Make connections between

students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)Responding to literature

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)Creating Literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative

Texts in context Compare texts including

media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Interacting with others Participate in and

contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices

LiteracyICT capabilityCritical and creative thinkingPersonal and social capabilityIntercultural understanding

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1709

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1613

(ACELA1518) ways (ACELT1618) Experiment with text

structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

for modality and emphasis (ACELY1710)

Creating texts Plan, draft and publish

imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

HISTORY – YEAR _6 Historical Knowledge and Understanding

Historical SkillsChronology, terms and concepts

Sequence historical people and events. (ACHHS117)

Use historical terms and concepts (ACHHS118)


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHHS117


http://www.australiancurriculum.edu.au/Glossary?a=E&t=create



http://www.australiancurriculum.edu.au/Glossary?a=E&t=audience

http://www.australiancurriculum.edu.au/Glossary?a=E&t=language%20features


http://www.australiancurriculum.edu.au/Glossary?a=E&t=text


http://www.australiancurriculum.edu.au/Glossary?a=E&t=modality

Historical questions and research

Identify questions to inform an historical inquiry (ACHHS119)

Identify and locate a range of relevant sources (ACHHS120)

Analysis and use of sources Locate information related

to inquiry questions in a range of sources. (ACHHS121)

Compare information from a range of sources. (ACHHS122)

Perspectives and interpretations Identify points of view in

the past and present (ACHHS123)

Explanation and communication Use a range of

communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Achievement standard

ENGLISH





Receptive modes (listening, reading and viewing)

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Productive modes (speaking, writing and creating)

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

HISTORYBy the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.

Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources


http://www.australiancurriculum.edu.au/Glossary?a=&t=Develop

http://www.australiancurriculum.edu.au/Glossary?a=&t=Describe

http://www.australiancurriculum.edu.au/Glossary?a=&t=Identify

http://www.australiancurriculum.edu.au/Glossary?a=&t=Compare

http://www.australiancurriculum.edu.au/Glossary?a=&t=Locate



http://www.australiancurriculum.edu.au/Glossary?a=&t=Represent

http://www.australiancurriculum.edu.au/Glossary?a=&t=Sequence

http://www.australiancurriculum.edu.au/Glossary?a=&t=Explain





http://www.australiancurriculum.edu.au/Glossary?a=&t=Considered

http://www.australiancurriculum.edu.au/Glossary?a=&t=Demonstrate


http://www.australiancurriculum.edu.au/Glossary?a=&t=Understand


http://www.australiancurriculum.edu.au/Glossary?a=&t=Select

http://www.australiancurriculum.edu.au/Glossary?a=&t=Analyse






Relevant prior curriculum Curriculum working towards

English Achievement Standard Year 5

Receptive modes (listening, reading and viewing)

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.

They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating)

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.

Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

History Achievement Standard Year 5

English Achievement Standard Year 6

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.



http://www.australiancurriculum.edu.au/Glossary?a=&t=Considered














http://www.australiancurriculum.edu.au/Glossary?a=&t=Account









By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change.

Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

Bridging content

Teacher will have to show students a timeline which will include key dates and events Teacher will need to explain what WW1 was about How WW1 came about Teacher will need to show students videos, newspaper articles, books and documents on WW1 Teacher will need to guide students discussions about how to write a newspaper article or a diary entry Teacher will need to show the students how to research the topics of the assessment pieces What the lifestyle was in 1918 Looking at different texts Discussing the book My Place and how it depicts lifestyles over a few decades People, places and items that are historically important to Australians during WW1

Links to other learning areas

History




http://www.australiancurriculum.edu.au/Glossary?a=&t=Locate



http://www.australiancurriculum.edu.au/Glossary?a=&t=Sequence





Chronology, terms and concepts Sequence historical people and events. (ACHHS117) Use historical terms and concepts (ACHHS118)

Historical questions and research Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120)

Analysis and use of sources Locate information related to inquiry questions in a range of sources. (ACHHS121) Compare information from a range of sources. (ACHHS122)

Perspectives and interpretations Identify points of view in the past and present (ACHHS123)

Explanation and communication Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)






Assessment Make judgments

Describe the assessment Assessment date Expressing and developing ideas

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)Responding to literature

Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

Within this unit, there will be two assessment pieces. The first is a formative assessment in which student will have to write a video review of the movie Gallipoli. The second assignment, also formative, will involve the students researching a place, person, item, or event between 1913 and 1923. They will be given time throughout this unit in which to conduct their research and may work in pairs or by themselves. This assignment will be presented to the class in the form of an oral presentation supported by PowerPoint slides.

Assessment 1 Format: Students will watch the movie Gallipoli in sessions. During these sessions the students will be required to take notes on what happens in the movie (Appendix 1) students after watching each 30min snippet will engage in teacher lead decision about the topics they have taken notes on. Upon finishing the movie the students will be engage in a class discussion about the movie, including characters, scenes, key events, items, style of movie as well as enjoyment and any other points they enjoyed/disliked. From this the students will be given time to practice their writing in a future lesson. The lesson after will be when the assessment will be completed. Students will be allocated the entire of the lesson to complete their work and once finished will hand in their assignment.

Difference of learning:As this assignment will be performed under exam conditions students will be working by themselves and restricted talking will be in place. Students though that struggle with writing will be allowed additional time to complete

Assessment 1 is due in week 10: write a video review on the Gallipoli movie

Assessment 2 is due in week 17: Research presentation.



this assignment as well as the assistance of the teacher aid that can assist as a scribe for a student that struggles to write. The teacher will also be able to perform this role.

Resources required:The movie Gallipoli, note sheets for students to take notes and fresh A4 lined paper for students to write their assignment on.

Length:Students will have 3 lessons to watch the movie and compare notes with one another, they will then have 1 lesson in which to practice the assignment and they will be given a full session 1.5hrs in which to complete the assignment.Assessment 2 Format:Students will be paired up and assigned a topic involving a topic between 1913 and 1923 which they will have to research and present to their peers in the form of a 10minute oral presentation supported by a PowerPoint slideshow. Student’s order in which they present will be done randomly via drawing groups out of a hat. Students will be given time in class and home time in which to research and prepare their assignments.

Difference of learning:Students will be placed into heterogenic groups which allow the students to learn and teach one another and scaffold their learning by assisting one another. Every student is able to ask for assistance from the teacher while researching their assignments. Students that struggle with speaking will be supported and encouraged from peers and the teacher while presenting.

(ACELT1615)Creating Literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

Interacting with others Participate in and contribute to

discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)



http://www.australiancurriculum.edu.au/Glossary?a=E&t=modality



Resources required:Laptops, Ipads, internet access, informative books and journals on WW1, newspaper articles from the time, the program PowerPoint, interactive whiteboard.

Length:Students will be given class time and home time in which to research their assignment. The presentations will be done over the period of 2 lessons,

Creating texts Plan, draft and publish

imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Analysis and use of sources Locate information related to

inquiry questions in a range of sources. (ACHHS121)

Compare information from a range of sources. (ACHHS122)

Perspectives and interpretations Identify points of view in the past

and present (ACHHS123)Explanation and communication





http://www.australiancurriculum.edu.au/Glossary?a=E&t=create



http://www.australiancurriculum.edu.au/Glossary?a=E&t=audience


http://www.australiancurriculum.edu.au/Glossary?a=E&t=text


Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)



Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners

Resources

Lesson 1: Introduction to the book “My Place” and introduction to the unitEstimated 45minutes:

Objective/s:Students gain an understanding of the assessment they will be completing in this unit, students will also gain a small understanding of this time period from reading the double page spread on 1918 from the book My Place.

Classroom Organisation:Students will be gathered on the mat where group time is held. Students will be read the double page spread on 1918. Students will also have the assignments discussed with them that they will be doing throughout the unit.

Learning Experiences: Teacher will read the book My Place focusing on the double page

of 1918. Teacher will lead in discussion about what the page may be saying

happened around that time. What do the characters look like? How are people represented?

Students are in a relaxed environment where they can enjoy the book so they can pay attention.

Questioning allows for the transferring of information to be more successful.

Asking if students know anything that happened in this time period allows for the scaffolding of prior knowledge for students.

Interactive whiteboard Pens The book My Place (Rawlins,

2008) Group time area




Resources

What events are spoken about? What do we think is happening to the people of Australia around

this period of time? Does anyone know anything interesting that happened in this

period of time?These questions and answers will be written down on the whiteboard for students to see.

Lesson 2: Name of Lesson: 1913-1923, the key events of WW1Estimated Timing: 30Min

Objective/s: Introduce the students to the key events leading up to and after WW1.

Classroom Organisation:Students will be at their desks so they are able to write the information given to them in their History books. Teacher will show students a timeline covering the events between 1913 and 1923. Teacher will then lead in discussion asking what the students have learnt and what they would like to learn. finish by reinforcing that the assignment will be covering aspects of WW1Learning Experiences:

Teacher led lecture style on the events over the time period. Cover the pre-war build up

All students are easily able to read off the whiteboard. This allows all students to view what is being spoken about.

Interactive whiteboard Students history books Laptop Internet access Timeline for 1910’s (Australia

in the 1910's, 2013)




Resources

major events during the war Post war impacts on the rest of the world

Lesson 3: Name of Lesson: The Media during WW1Estimated Timing: 30min

Objective/s:Provide the skills and knowledge on writing critically.

Classroom Organisation:Students will be at their desks so they are able to read the information off the whiteboard and as a class discuss the article that is being viewed.

Learning Experiences: Select a text on WW1 from lesson 2. Identify the language style and bias. Knowledge on bias and objectives of language. Examples on positive and negative Bias. Identifying the message of a piece of text.

Students are able to assist one another in their learning. Teacher is able to point out things within a text that need to be understood by underlining or circling on the whiteboard. This allows for students to be guided in their learning.

Interactive whiteboard Article on WW1 (Memorial,

2013) Students English books

Lesson 4: Name of Lesson: The Media during WW1 Students are able to assist one Interactive whiteboard




Resources

Estimated Timing: 1hr

Objective/s: From a collection of newspaper articles from the era, review, and analyse the articles. Establish the differing views and portrayal of the situation 1913-1918

Classroom Organisation:Students will be at their desks viewing the information on the whiteboard. Through class discussion students will deconstruct the articles to determine the message they are portraying.Learning Experiences:

Teacher displays article and gets student to read aloud the article. Teacher identifies the main message Discuss the bias and view of the articles Produce examples of different web sites information can be found

on and the reliability of the information.

another in their learning. Teacher is able to point out things within a text that need to be understood by underlining or circling on the whiteboard. This allows for students to be guided in their learning.

English books Laptop and internet Newspaper articles (Warwick

Examiner and Times, 1915) (Wikipedia, 2013)

Lesson 5: Name of Lesson: The Media during WW1Estimated Timing: 1hr

Objective/s: From a collection of newspaper articles from the era, review, and analyse the articles. Establish the differing views and portrayal of the situation 1919-1923

Students are able to assist one another in their learning. Teacher is able to point out things within a text that need to be understood by underlining or circling on the whiteboard. This allows for

Interactive whiteboard English books Laptop and internet Newspaper articles (Post,

1917) (Wikipedia, Wikipedia the free encyclopedia, 2013)




Resources

Classroom Organisation:Students are at their desks viewing the information on the whiteboard. Teacher leads discussion in asking students how the article is bias, who would have written the article, how we could change the bias of the article.Learning Experiences:

Teacher displays article and gets student to read aloud the article. Teacher identifies the main message Discuss the bias and view of the articles How could the article have been written to change the bias? How could it have been written from the other side of the

argument? Produce examples of different web sites information can be found

on and the reliability of the information.

students to be guided in their learning.

Lesson 6: Writing Newspaper articlesEstimated Timing: 45min

Objective/s: Practice writing skills and develop knowledge of the time period.

Classroom Organisation:

Students are able to raise their hand and ask for guidance or assistance from the teacher or teacher aid.

English book




Resources

Students are in their desks practicing their writing abilities. Students are expected not to talk to one another. Teacher will gather the students work at the end of the lesson to review it and give feedback to the students on how they have done and where they are able to improve.

Learning Experiences: Students are given an event and directed to write two newspaper articles that are less than 300 words The articles are to be written from the prospective of both sides.

Lesson 7: Name of Lesson: Video Review "Gallipoli"Estimated Timing: 1hr

Objective/s: Provide video material to allow discussion of the underlying topic and how it is portrayed to the world.

Classroom Organisation:Students are in their desks or on the floor so they are all able to see the video, but at the same time able to take notes throughout the video. Students at the end of the video will sit back at their desks to finish their notes as well as discuss what has been shown in the film.Learning Experiences:

Prior to commencing give students a worksheet top complete while watching the film

Students will be guided in their note taking so they know what to focus on; students that struggle taking the notes will have another opportunity to take notes at the end when the discussion takes place.

Video on Gallipoli (Weir, 1981)

Interactive whiteboard Worksheets Appendix 1




Resources

Watch 30min of the Gallipoli Movie Teacher led discussion on the people and how they are portrayed

and viewed. During discussion cover off on all of the main points of the

worksheet,

Lesson 8: Name of Lesson: Video Review "Gallipoli"Estimated Timing: 1hr

Objective/s:Provide video material to allow discussion of the underlying topic and how it is portrayed to the world.Classroom Organisation:Students are in their desks or on the floor so they are all able to see the video, but at the same time able to take notes throughout the video. Students at the end of the video will sit back at their desks to finish their notes as well as discuss what has been shown in the film.Learning Experiences:

Learning Experiences: Prior to commencing give students a worksheet top complete

while watching the film Watch 30min of the Gallipoli Movie Teacher led discussion on the people and how they are portrayed


Video on Gallipoli Interactive whiteboard Worksheets Appendix 1




Resources

and viewed.During discussion cover off on all of the main points of the worksheet,

Lesson 9: Name of Lesson: Video Review "Gallipoli"Estimated Timing:

Objective/s:Provide video material to allow discussion of the underlying topic and how it is portrayed to the world.Classroom Organisation:Students are in their desks or on the floor so they are all able to see the video, but at the same time able to take notes throughout the video. Students at the end of the video will sit back at their desks to finish their notes as well as discuss what has been shown in the film.Learning Experiences:

Learning Experiences: Prior to commencing give students a worksheet top complete

while watching the film Watch 30min of the Gallipoli Movie Teacher led discussion on the people and how they are portrayed

and viewed. During discussion cover off on all of the main points of the

worksheet.


Video on Gallipoli Interactive whiteboard Worksheets Appendix 1




Resources

Lesson 10: Name of Lesson: Reflection on ANZACEstimated Timing:1 hour

Objective/s: Identify the type of people the ANZAC's were and how they dealt with the situations they encountered.

Classroom Organisation:Students are in their desks so they are able to view the information presented on the whiteboard, they are then able to discuss with each other as well as the teacher about each point covered.Learning Experiences:

Discussion in the life of an ANZAC. What did it mean to be an ANZAC. What was the significance of the Battle at Gallipoli. Why is it that now people remember Gallipoli so much?

Through discussion the teacher is able to be reassured that the information intended has been transferred to the students. students are also able to ask for something to re-explained so they have a better understanding

Interactive whiteboard Laptop Internet access website (Affairs, 2000)

Lesson 11: Name of Lesson: Write a Video Review Assignment 1Estimated Timing: 1.5hrs

Objective/s: Students using the knowledge and information from the last four lessons are to write a 500-600 word review on the Gallipoli Movie.

Students that are struggling will have more time for finish the assignment as well as the teacher and teacher aid able to give small help or scribe what the student wants to write.

4 x A4 sheets for students to write on

Whiteboard to write time left on




Resources

Classroom Organisation:Students are separated in seating arrangement and are explain that there is to be silence as it is exam conditions.Learning Experiences:

Teacher led review of the last 5 lessons Students to sit down and write review on the movie for submission

the next morning.

Lesson 12: Name of Lesson: Assignment 2Estimated Timing: 45minutes

Objective/s:Give students events in WW1 to give presentations on.

Classroom Organisation:Students will be divided into pairs or individual groups and asked to sit in their groups. Students will have a topic given to them and explained that they have to research and present their topic to the class and that it is an assessment piece.Learning Experiences:

Divide the class into groups of three and from a list on the board, through a selection process assign the students with a topic to research and give the presentation on.

Students that need extra help will be pair with students that will be able to give extra assistance. Students are also able to see the teacher or teacher aid and obtain assistance with their topic

Students will determine the resources they will need for the assignment




Resources

If the group chooses to do a group presentation then each student is to give a 4-5min part of the one presentation on their topic.

If they choose to do individual presentations then each student is to give a 5-6min in total presentation.

Students will be given 15mins to decide what they need to perform their research, how they will divide up their work and ask for any help if they need some.

Lesson 13: Name of Lesson:Estimated Timing: 45minutes

Objective/s:Students obtain ideas on how to present their research in a PowerPoint as well as have the assignment discussed if they are unsure on the topic.Classroom Organisation:Students will be sat in their groups to allow for discussion on their assignment as well as ask for help if they are unsure on presentation ideas or recap on how to use PowerPoint.Learning Experiences:

The teacher is to give a review on presentation techniques and good use of PowerPoint (15minutes)

Continue on the presentation research and construction of the presentation. (30minutes)

Students are able to ask for the teacher to re-explain anything they don’t understand in the lesson.

Interactive whiteboard PowerPoint




Resources

Lesson 14: Name of Lesson:Estimated Timing:

Objective/s:Students continue researching and preparing their assignments.Classroom Organisation:Students work in groups to continue their assignment work.Learning Experiences:

Continue research and development of the presentation. Rough draft should be completed by the end of this lesson.

Teacher is available for students to see and ask for assistance in doing their assignment.

Laptops Ipads Interactive whiteboard Books on WW1 History books Internet access

Lesson 15: Name of Lesson:Estimated Timing:

Objective/s:Students continue researching and preparing their assignments.Classroom Organisation:Students work in groups to continue their assignment work.Learning Experiences:

Final day of research and presentation development. Students should now be finished the presentation and have idea on palm

Teacher is available for students to see and ask for assistance in doing their assignment.

• Laptops• Ipads• Interactive whiteboard• Books on WW1• History books• Internet access




Resources

cards/speaking points. Teacher to ensure that each student is at the appropriate stage in

the development.

Lesson 16: Name of Lesson: Review of the topicEstimated Timing: 1hour

Objective/s:Review of what has been covered in the topicClassroom Organisation:Students will be at their desks throughout this lesson. Students will be able to engage in teacher initiated discussion about what they have covered in this unit.Learning Experiences:

Review writing styles and bias perspectives. Review language and analysing literature. Review the main events of the time period and how people of the

era are portrayed. Review public speaking and identify do and don’ts Students to rehearse presentations and apply any final changes.

Students have any information they are unclear of repeated and re taught so that the students get a full understanding of what has been covered in this unit.

Interactive whiteboard Students history and English

books Any worksheets

Lesson 17:: Final Assessment presentations Students will be encouraged by




Resources

Estimated Timing: 1 hr.

Objective/s:Groups present their assignments.Classroom Organisation:Class sitting in their desks, learning from their peers presenting their topics.Learning Experiences:

Students to give their presentations Give opportunity to have peers ask questions Group discussion on the presentations for that day

teacher and peers if they are struggling in presenting their research. Extra time will be allowed so they can finish if time management is an issue.

Interactive whiteboard Laptop PowerPoint

Lesson 18: Final Assessment presentation:Estimated Timing: 1hr

Objective/s: Develop Literacy skills and public speakingGroups present their assignments.Classroom Organisation:Class sitting in their desks, learning from their peers presenting their topics.Learning Experiences:

Students to give their presentations

Students will be encouraged by teacher and peers if they are struggling in presenting their research. Extra time will be allowed so they can finish if time management is an issue.

Interactive whiteboard Laptop PowerPoint




Resources

Give opportunity to have peers ask questions Group discussion on the presentations for that day


Use feedback

Ways to monitor learning and assessment

Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency.Teacher is to collect the practice test for assignment 1 so that students are able to get feedback on where they are able to improve and what they are doing correctly. The first assessment will be collected and once marked will be placed in the students folder to share at parent teacher conferences and to give back at the end of the year so student has all their assignments back. During the second assessment teacher will make notes and give students a rough grade, though will review over the notes to give final grade once all assignments are done. The teacher will use formative assessment to determine the abilities of the students and where they will need to improve for the next terms or units work.

Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to children/students on their strengths and areas for improvement.Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for children to experience, practise and improve.

Reflection on the unit plan

Identify what worked well during and at the end of the unit, including: activities that worked well and why activities that could be improved and how assessment that worked well and why assessment that could be improved and how common student misconceptions that need, or needed, to be clarified.


Appendixes

Appendix 1: Worksheet GallipoliAppendix 2: Rubric Assessment 2

Appendix 3: Rubric assessment 1


Appendix 1Worksheet for Gallipoli Movie

How are the characters portrayed?

What events occur during the film?

Where is the movie set?

Are there any major problems the characters encounter?

What is the mood of the film?


What emotions does the film make you experience and why?


Appendix 2Rubric for Assignment 2

Teacher Name: Mr. Perrett

Student Name: ________________________________________ CATEGORY A B C D

Time-Limit Presentation is exactly on time limit

Presentation is 1-2 minutes to long or short.

Presentation is 3-4 minutes to long or short.

Presentation is 5-6 minutes too short or too long.

Uses Complete Sentences

Always (99-100% of time) speaks in complete sentences.

Mostly (80-98%) speaks in complete sentences.

Sometimes (70-80%) speaks in complete sentences.

Rarely speaks in complete sentences.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word.

Often mumbles or cannot be understood OR mispronounces more than one word.


Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but needs more preparation.

Student does not seem at all prepared to present.

Props Student\'s power point presentation is very effective and supportive.

Student \'s power point presentation is effective and supportive.

Student \'s use a power point presentation.

Student uses no power point presentation.


Appendix 3Assessment rubric Assignment 1

Teacher Name: Mr. Perrett

Student Name: ________________________________________

CATEGORY A B C DGrammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-4 errors in grammar or spelling.

Writer makes 5-8 errors in grammar or spelling.

Writer makes more than 9 errors in grammar or spelling.

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

Sequencing (Organization)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order, but the way in which they are presented/ introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Transitions (Organization)

A variety of thoughtful

Transitions clearly show how

Some transitions work well; but

The transitions between ideas are


transitions are used. They clearly show how ideas are connected.

ideas are connected, but there is little variety.

connections between other ideas are fuzzy.

unclear or nonexistant.


References

Australia in the 1910's. (2013, September 30). Retrieved from My Place for teachers: http://www.myplace.edu.au/decades_timeline/1910/decade_landing_9.html

Affairs, D. o. (2000). Time, Continuity and Change. Retrieved from http://www.anzacsite.gov.au/download/ryebuck_anzac.pdf

Memorial, A. W. (2013, September 27). First World War 1914-18. Retrieved from Australian War Memorial: https://www.awm.gov.au/atwar/ww1.asp

Post, C. (1917, March 26). Retrieved from Trove digitised newspapers and more: http://trove.nla.gov.au/ndp/del/article/40240685?searchTerm=Gallipoli&searchLimits=l-textSearchScope=*ignore*|*ignore*|||l-category=Article|||l-category=Literature|||l-title=62|||l-title=61|||l-title=286|||l-title=186|||l-title=259|||l-title=408|||l-word=

Rawlins, D. W. (2008). My Place. Newton, NSW.: Walker Books Australia.

Rawlins, D., & Wheatly, N. (2008). My Place. Newtown, NSW: Walker Books Australia .

Silverwing, K. (2012, April 5). GOLD- Who is Edward Hargraves. Retrieved September 23, 2013, from Youtube: http://www.youtube.com/watch?v=h53d63lQHrk

Warwick Examiner and Times. (1915, January 27). Retrieved from Trove Digitised newspapers and more: http://trove.nla.gov.au/ndp/del/article/82822491?searchTerm=World%20War%201%20AND%20%28World%20OR%20War%20OR%201%29&searchLimits=exactPhrase|||anyWords=World+War+1|||notWords|||l-textSearchScope=*ignore*|*ignore*|||fromdd|||frommm|||fromyyyy|||todd|||tomm

Weir, P. (Director). (1981). Gallipoli [Motion Picture].

Wikipedia. (2013, September 26). Military history of Australia during World War 1. Retrieved from Wikipedia the free encyclopedia: http://en.wikipedia.org/wiki/Military_history_of_Australia_during_World_War_I

Wikipedia. (2013, September 30). Wikipedia the free encyclopedia. Retrieved from ANZAC Cove: http://en.wikipedia.org/wiki/ANZAC_Cove


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