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ItalyLiteracy

Key Learning Area (KLA): Literacy Author: Heather Turner (4184385)Topic: Italian Landmarks Stage/Year group: Stage 3Lesson number: One of five Duration: One hourOutcome(s):EN3-3A: uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.

EN3-7C: thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts.

EN3-8D: identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.

Indicators: Interpret picture books, comic strips and

sequences of digital images, which do not contain written text.

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.

Recognise how aspects of personal perspective influence responses to text.

Interpret events, situations and characters in texts. Think critically about aspects of texts such as

ideas and events.

Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.

Recognise how the use of language and visual features can depict cultural assumptions in texts.

Identify and describe the representation of people, places and events in film and the media.

Lesson AimTo build on students’ prior knowledge and understanding of Italy and landmarks found there, by reading and viewing different modes of literacy relating to the topic. Students will work as a whole class to decode texts, and discuss how authors use varied modes to communicate ideas and information.Resources: Notebook file: “Italy” Travel brochures Notebook file: “Travel Advertisement” A3 paper Sharpie pens

Differentiation strategies: Technology failure: If there is no IWB or

computer, or problems encountered, print copies of texts will need to be used and referred to. Have back up music access on personal device if brought to school.

Use of different text types, multimodal, to support students’ learning strengths (visuals are a focus for students with ADHD, ADD, Autism, non-verbal)

Collaborative learning: roles assigned during activity to promote collaboration. Can group together students based on ability levels (similar or different) and peer tutor from this. Assigned roles help students with sharing and listening skills.

Content: (Introduction)Teacher opens notebook file, “Italy” (appendix A) and opens to the page labelled “videos”. Teacher asks students to close their eyes and listen for ‘sound scape’ to be introduced (video through notebook file). As teacher plays the audio students are asked to imagine where they think they are. If and when students answer “Italy” follow up with questioning about how they came to the conclusion, including what images they pictured when hearing it.

Return to notebook file, and a new page. Begin writing up a class brainstorm to collect the ideas and information students suggest with teacher prompt: “What do you think of when I say Italy?”

Body:

Open “Italian Landscapes” page on notebook (appendix A). Students will have a turn identifying which of the pictures are located in Italy. Extend some students further by asking what may be some common features of the architecture design (columns, arch shapes). Concluding the activity return to brainstorm page to collect more ideas from students about their perceptions of Italy (colours, shapes, feelings).

Students will watch two videos about facts on Italian landmarks: Leaning Tower of Pisa and the Colosseum (videos page, notebook file). Add anything more to the brainstorm previously started based off the videos.Discuss how the authors of the video might know the information they collected is right:

How do we know the authors of the video have the information correct? Where might you go to collect the information you need on a place – particularly if you’re

planning to visit it? (Visit the place or travel agents if planning a visit, library for books, search on the internet, ask someone who has been)

Divide class into five groups and assign roles to each member to include (four members per group): scribe (mind mapping answers), speaker (when sharing information with the class), material manager (ensure everything to be used is collected for task and returned at conclusion of task) and facilitator (leadership and direct group to discussion, turn taking, help with problem solving, make sure everyone has had a turn to speak) Everyone will still be asked to contribute to the task verbalising ideas.

Activity: Students in these groups will look to the IWB and see the photos of the Italian landmarks and list reasons why they think, from their own feelings and experiences, people will want to visit them. Encourage students to think about what other people might want to see and why they might go (e.g. family holiday, experience and learn history). Concluding (X) time allocated to task (based on time left for lesson), the speakers for each group will share one or two key ideas the group shared.Conclusion:Summarise the purpose authors have in communicating ideas and information for an audience. The class discussed methods used by authors, using examples from the images and videos, and sharing experiences and feelings, to persuade the class into visiting Italian landmarks. Inform the class next lesson they will understand a bit more why they had done this activity.

Exit Slip: Ask them to write one reason why they would like to visit an Italian landmark based from the discussions this lesson.(Appendix I)Assessment: Students demonstrate understanding of what are some Italian landmarks, and how they are similar

and different from other landmarks in the country (aural feedback) Interpret multimodal texts to make meaning (aural feedback, observations of group discussions,

anecdotes) Recognise how the use of language and visual features can depict cultural assumptions in texts

(aural feedback, observations of group discussions, anecdotes, work sample from groups)Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson Were students engaged with the lesson content, and contribute to areas of discussion and activities? Could students draw from previous experiences and knowledge on the content to support answers? Are the pairings designated for summative task to work? How did students respond when they found

out who they were paired up with? Did their exit slip reflect what I hoped for students to achieve today?

ItalyLiteracy

Key Learning Area (KLA): Literacy Author: Heather Turner (4184385)Topic: Italian Landmarks Stage/Year group: Stage 3Lesson number: Two of five Duration: One hourOutcome(s):EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

EN3-6B: uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Indicators: Use comprehension strategies to interpret and

analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

Understand that language is structured to create meaning according to audience, purpose and context

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

Select appropriate language for a purpose, e.g. descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

Lesson AimTo build on students’ knowledge and understanding of persuasive texts through advertising, and looking at the modes used to sway an audience to a decision in favour (or not) of buying into the product, in this unit’s case: visiting an Italian landmark.

Resources: Notebook file: “Travel Advertisement” Travel brochures English books (or if none, A4 paper)

Differentiation strategies: Worksheets: Everyone will receive the same

advertisement and similar questioning however there are two sheets: one for students who can work independently, and another who require some guidance.

Engagement: Students who are lacking in concentration or feel they cannot contribute, involve them in questioning and tasks first. Allow a chance for everyone to speak, particularly questions of significance and own experiences.

Content: (Introduction)Inform students they will be making a class travel brochure, specifically one advert, over the next three lessons.

Display “travel advertisement” notebook file (appendix B) and start with the first image (a few images are in the file for different ideas, and based on time allowed for lesson). Ask students to tell you what they first think when they see the advertisement (for each text used). Spend time sharing ideas and documenting on the IWB, or on paper, what students noticed, or liked about the features of the advertisement.

Body:Spend time now with the whole class looking at the written language used to describe the country, city, or landmark in the description of the advert. Ask students to come to the board and circle the adjectives and verbs used in detail, or unfamiliar words. Follow this with looking for any similes or metaphors used, with another coloured circle.

Have a discussion with students why the author may have chosen to use those specific words, when they could use informal language such as they would to describe somewhere they have been (use their examples, such as “where did they go on holiday,” and, “what did you see and do?”). Could they use

another word or phrase to communicate one of the sentences or ideas better? Ask for their thoughts on other features of the advert and why maybe certain elements were used.

Activity: Students to return to their tables and collect their English books. They will be asked to write some of the words and phrases and ideas down that they have found on the advertisements into their books for reference later.

Following this students will be provided with an example travel advertisement and independently repeat the activity above on their worksheet (appendix C)

Conclusion: Spend the remainder of the time showing the class an example of what it is they will be making in

pairs. They will make an advert persuading readers to want to visit a landmark selected for them randomly.

Organise students into pairs and follow up with randomly drawing the name of each landmark out of a hat and assigning their task to be written about it. Landmarks will at least have 2-3 pairs writing about it. They will be one of the following:Colosseum, Leaning Tower of Pisa, Pantheon, Sistine Chapel, Trevi Fountain

Teacher to record the delegations and will inform the class they will spend the next lesson reviewing and practicing research and drafting for written texts.

Summarise the key points involved with persuasive writing involving language conventions including similes, metaphors (visual and figurative language) and adjectives and verbs, and relate back to their feelings expressed when they first saw the images and sounds.

Exit Slip: Ask them to write one thing they found interesting about the way an author writes an advertisement, which will be referred to later when engaging in their assessment task.(Appendix I)

Assessment: Use comprehension strategies to interpret and analyse information and ideas, comparing content

from a variety of textual sources including media and digital texts (anecdotal notes, observation, work samples).

Understand that language is structured to create meaning according to audience, purpose and context (work samples).

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (anecdotal notes through class discussion, observation).

Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson Did the students engage with the learning activities, and how long were they engaged for? Did they contribute in discussions? Who appeared to speak more, or were more willing to do the

activities? Could I see any reason why students may have not been engaged? Was the independent activity easy or challenging for students? How will this be reflected in the following lessons during paired tasks?

ItalyLiteracy

Key Learning Area (KLA): Literacy Author: Heather Turner (4184385)Topic: Italian Landmarks Stage/Year group: Stage 3Lesson number: Three of five Duration: One hourOutcome(s):EN3-2A: Composes, edits and presents well-structured and coherent texts.

EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

EN3-6B: uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Indicators: 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

Compose imaginative and informative texts that show evidence of developed ideas

Assess the reliability of resources, including digital resources, when researching topics

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts



Select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

Lesson AimThis paired research task will be the first of three steps to creating their travel advertisement, for the class brochure, where students must draw on their knowledge, understanding and skills to research their selected landmark in Italy. As a whole class, students will revise how to identify appropriate and reliable websites books, and retrieve relevant information that will provide the basis for composing their own text.

Resources: Notebook file: “Travel Advertisement” Travel brochures Access to internet Computers English books

Differentiation strategies: Collaboration: deliberate pairing to support students

who may be struggling with literacy skills with a peer who may be able to show them how to write, and find information. Students engaged in ongoing interaction, developing social skills for students with English as an Additional Language or Dialect (EAL/D) or special needs.

Content: (Introduction)Students will be introduced to the first part of this lesson: research skills. Students have previously undertaken research based activities in class however it serves the purpose of demonstrating the teacher’s expectations of how to complete the task.

The teacher will walk through with the class how to access Google and look for search terms using the quotation marks, plus symbol between phrases or words if looking for a specific search term (appendix D). Teacher to ask students what are some indicators of suitable websites they can access for information. Some examples might include the web address with ‘.gov.au’ (or relative to the country); tour or travel websites particular to the country of interest. Ask class for what words they could use in their search, to better support students who may need some ideas of where to start. Practice using

landmarks that are being researched during the lesson.

Body:Inform class they will work together in their pairs, during this lesson only, to retrieve relevant facts and information they think will help them to write their persuasive advertisement. They will need to write their ideas into their English book (to retrieve later for drafting their work), and save three images they like to potentially use when they format their work.

Allow for a period of time for everyone to find information and collect images. This works on the premise there are 13 computers available for students to work on. If there are less, set up a timer on the IWB for rotation purposes. Students can rotate between research and planning their advertisement layout with access to hard copies of travel brochures to gather ideas.

During their research ask for students to share aloud some websites they have found with information they thought was helpful that might give ideas for their peers. This would benefit any pairings struggling to identify relevant or reliable references. The teacher will perform formative assessments to identify skills demonstrated by students and understanding gathered on performing the task appropriately and to the standard set.

Conclusion:Teacher will take this time to check with students they have enough information to draw from to write their persuasive advertisement next lesson. Revise over some of the language features needed to make a good advertisement.

Exit Slip: Students will receive a smiley face rubric to help the teacher reflect on how they are feeling about the task ahead, if they feel ready to work with their partner on the task, and how they felt they worked with their peer in this lesson (appendix I).

Assessment:Students will be assessed through observation, and a checklist (appendix E) that they have: Identified authentic and reliable sources Used these sources to retrieve relevant information and images on their selected landmark Collaborate through turn taking, sharing roles, communicate effectively, problem solve

Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson Were students able to recall their knowledge and understanding of research? How easily could they? How was the flow of the research time for the pairs? How effectively did they use their time? Did it appear all students were engaged with their task? If not, what seemed to distract them? How can I rectify this so next lesson they may be more engaged with their partner and with their

task? What time will be needed next lesson to support students still researching information?

ItalyLiteracy

Key Learning Area (KLA): Literacy Author: Heather Turner (4184385)Topic: Italian Landmarks Stage/Year group: Stage 3Lesson number: Four of five Duration: One hourOutcome(s):EN3-2A: Composes, edits and presents well-structured and coherent texts.

EN3-6B: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies.

EN3-8D: Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.

EN3-9E: Recognises, reflects on and assesses their strengths as a learner.




Reread and edit students' own and others' work using agreed criteria and explaining editing choices



Select appropriate language for a purpose, e.g. descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

Recognise how the use of language and visual features can depict cultural assumptions in texts

Reflect on own learning achievements against specific criteria

Identify selections of own writing that they believe reflect their growth and competence as writers

Lesson AimFollowing on from previous lesson, students will use the information they collected from the paired research to begin drafting their persuasive arguments, ready to create into a brochure. “Why should you visit ______” will be the stimulus to base the writing from.

Resources: Notebook file: “Travel Advertisement” English books Computers Writing checklist Advertisement template

Differentiation strategies: Collaboration: deliberate pairing to support students

who may be struggling with literacy skills with a peer who may be able to show them how to write, and find information. Students engaged in ongoing interaction, developing social skills for students with English as an Additional Language or Dialect (EAL/D) or special needs.

Content: (Introduction)Students will be reintroduced to a travel advertisement and recall some of the language features and devices that can used to strengthen the persuasive text to engage an audience. The teacher will also call up an example (made by them) of what their advertisement may look like by the end, and work together to identify the advertisement’s strengths. Students might also identify some literary devices that could improve the work. This will guide them in their drafting stage of their advertisement.

Body:Inform students they only need to pick two facts from their research to include in their advertisement, as the room offered in their template to put their work together cannot offer more than this. They will also use the stimulus, “why should you visit _____” (landmark assigned to their pairing).

Students will draft their advertisement into their English books. The focus will be emphasised on the persuasive element, rather than the visual elements. When they think they have finished they will use their writing checklist for editing purposes (appendix ___), then bring up to the teacher to proofread.

If the teacher observes some changes need to be made the students will need to revise their text prior to publishing. Some questions may need to be asked for the students to regulate their own learning and edit independently such as, “where in this text does it say why I should visit?”; “what are your arguments to support people visiting the landmark?”; “where are your similes, metaphors, your adjectives or verbs?”

Should the pair be satisfied with their text and has been edited and proofread, they may approach one other pair of students to read their draft to see if they agree it is finished. Then, they may begin to publish their work on the computer using a teacher made template to work in the parameters of (appendix F; notebook file “Travel Advertisement”).

Conclusion:Due to timing the conclusion of this lesson will include saving student works on the computers, if they are up to publishing, or if they are still writing their draft the teacher will collect to proofread what they have written to prepare them for their next lesson to publish their writing.

Exit slip: Ask students to write one thing they have found most interesting throughout the unit so far, and one challenge they have encountered during the unit.

Assessment: 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 (work samples)

Select appropriate language for a purpose, e.g. descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts (work samples)

Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson How well did the pairs work together to problem solve and critically think through their task? What problems arose that need to be addressed in the final lesson? What resources or materials might need to be sourced to further support pairs needing additional

help? How can I improve my time in assessing during the lesson so I can make notes and support students

at the same time?

ItalyLiteracy

Key Learning Area (KLA): Literacy Author: Heather Turner (4184385)Topic: Italian Landmarks Stage/Year group: Stage 3Lesson number: Five of five Duration: One hourOutcome(s):EN3-2A: Composes, edits and presents well-structured and coherent texts.

EN3-8D: Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts.

EN3-9E: Recognises, reflects on and assesses their strengths as a learner.




Reread and edit students' own and others' work using agreed criteria and explaining editing choices

Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

Recognise how the use of language and visual features can depict cultural assumptions in texts

Reflect on own learning achievements against specific criteria

Identify selections of own writing that they believe reflect their growth and competence as writers

Lesson AimBringing together students’ knowledge, understanding and skills on the topic, and practices of composing their own persuasive text (in the form of an advertisement for a brochure), by using relevant information through research. Students will have completed the task at the end of the lesson and present their advertisement to their peers.

Resources: Notebook file: “Travel Advertisement” Computers and IWB USB Printer

(printing each pair’s advertisement at the end for peer assessment)

Differentiation strategies: Some students may still require more time to

compile their advertisement. Offer time following the unit for completion, however look for positive points about what has been completed when presentation takes place.

Compose advertisement as digital or print text (if technology is out of order, they may need to compose their work on sheet of paper for this lesson).

Collaboration: deliberate pairing to support students who may be struggling with literacy skills with a peer who may be able to show them how to write, and find information. Students engaged in ongoing interaction, developing social skills for students with English as an Additional Language or Dialect (EAL/D) or special needs.

Content: (Introduction)Short introduction informing students of the expectations of the lesson so they may work right away on finishing any drafting necessary, and moving onto the publishing phase. The emphasis for this lesson is publishing the information. Visual presentation of the advertisement is secondary and may be done once their text is typed and saved.

Body:Offer appropriate time for typing and editing their text onto the template provided for the assessment (35

minutes).

Teacher will conduct formative assessment throughout lesson time and summative assessment at the conclusion of the unit.

Once time has finished, ask student to print off their work to the designated printer location (to be advised). Send a pair to collect the advertisements from the printer location (awaiting 12 copies). Teacher to pass along USBs to save their file directly on to.

When print outs have come back to the classroom, and files saved, the teacher will load the files onto the computer linked to the IWB and showcase each pairing’s advertisement. Each pair will have the opportunity to speak about why they think the class should visit their landmark.

Following the short presentations the class will be given post it notes and go to each advertisement and make one positive comment on how well the advert worked for them (including use of language, visuals etc.) and one thing they would improve on based on what they have learned and not personal preferences.

Conclusion:Summarise the concept of persuasive texts, why they are used and how they can be found outside of advertisements.

Exit slips:A short peer reflection smiley face chart (appendix I)Did they like the task they were set to do? What did they like about it? If they didn’t, how could it be improved?

Assessment: Reflect on own learning achievements against specific criteria (anecdotal from presentations,

work samples) Sticky notes to add to brochures – everyone having a say on the work (work samples) 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

Compose imaginative and informative texts that show evidence of developed ideas(Summarive assessment, mark against rubric, appendix J)

Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson How engaged did the students appear when they finalised their work? Was the feedback activity effective in both peer support and in reflection of their task? Was I happy with the way the unit ran? What could be adjusted for future use of the unit?

ItalyPhysical Education

Key Learning Area (KLA): PE, English Author: Heather Turner (4184385)Topic: Celebrating Soccer Stage/Year group: Stage 3Lesson number: One of five Duration: One hourOutcome(s):V5: Willingly participates in regular physical activity.

INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations

GSS3.8: Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules

EN3-3A: uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.

Indicators: Values the importance of physical fitness to

personal health. Appreciates the need to participate in physical

activity with safety.

Demonstrates actions that support the rights and feelings of others e.g. fair play, consideration, encouragement, peer tutoring

Analyses a video of a performance and devises practices to improve skill level

Describes the roles they play as a team member e.g. captain, defense player, goalkeeper, attack player

Explains the rationale for particular strategies and rules in individual and team games and sports

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.

Lesson AimTheory lesson. This lesson aims to set up students’ understanding of the knowledge and skills involved with playing soccer, including positions and rules for players. This lesson will also take a look at Italian Soccer teams, famous players and how it connects to soccer being played in Australia.

Resources: Notebook file: “Soccer” Worksheets (appendix K)

Differentiation strategies: Questioning: Vary the questions asked to allow

opportunities for all students to speak and share, as well as time to answer. Prompts may be needed to direct answers.

Language: Ensure short, explicit instructions are delivered, with visuals and demonstrations. Positive and encouraging language (avoid “don’t do, you shouldn’t…” (Aboriginal perspectives: avoid shaming)

Worksheet: Students who can independently write, draw and do pen work will complete sheet. Students who may need support will do cutting and pasting variation in a small group with the teacher for guidance.

Content: (Introduction)Introduce the game of soccer to students with two videos featured in the “Soccer” notebook file (appendix N). Explain that this lesson they will be gaining a basic understanding of the rules involved with soccer and the positions played by a team.

Body:Work through with students the understanding of:

Field: positions, how it is laid out, who can play in the areas

Players/Positions: 11 each side (3 Defenders, 4 Mid fielders, 3 Strikers & 1 Goalkeeper) Rules: cover topics of – Kick off, Kicking only (except goalkeeper), Handball, (not worrying about

off sides this unit (because under 12 years old according to FIFA laws it is not in play) – likely student will ask, accessing prior knowledge), Fouls (safety rules), Corner, Sidelines, Goal kick and Penalty.

Each of these learning focuses have their own slide in the notebook file to work through as a whole class including identifying field positions, play position locations on the field and understanding their roles, and learning rules of play.

Look at the Italian soccer logo, player line up and a short video on how a game is played.

A worksheet will be worked through by students independently by most students. Some students requiring additional and guided support (students in class grouped in lower ability for literacy including EAL/D, special needs, Aboriginal students) will work with the teacher through a cutting and gluing exercise on the same worksheet.Conclusion:Students will provide feedback and comments on something they learned about soccer. Students who may participate in soccer for extra curricular may be asked by the teacher on what position they play in their club, what is their role and what they like and do not like about playing that position.

Assessment: Describes the roles they play as a team member e.g. captain, defense player, goalkeeper, attack

player (work samples, observation, group discussion, anecdotal notes) Explains the rationale for particular strategies and rules in individual and team games and sports

(work samples, observation, group discussion, anecdotal notes)

Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson Were students engaged with the lesson content, and contribute to areas of discussion and activities? Could students draw from previous experiences and knowledge on the content to support answers? What could be improved to engage students further who may be already familiar with how to play the

game? How can I better explain the content to include everyone?

.


Key Learning Area (KLA): PE Author: Heather Turner (4184385)Topic: Celebrating Soccer Stage/Year group: Stage 3Lesson number: Two of five Duration: One hourOutcome(s):V5: Willingly participates in regular physical activity.







Participates in games and sports containing strategy, teamwork, movement skill and fair play

Combines a series of skills for use in a game e.g. run, kick, catch and pass

Develops strategies for effective teamwork

Lesson AimStudents begin to build up kicking skills with a soccer ball – the focus for this lesson will be kicking the ball using both feet.

Wet Weather arrangements: Should the weather not be suited to conduct lesson, the school hall will be accessed.

Resources: Soccer Balls (13) Witches cones Outdoor grass area (school oval)

Differentiation strategies: Positioning: Some students with special needs may

need assistance to position and demonstrate actions required to participate. Physical contact may be required.

Adapting: may need to be flexible on the day to cater for injuries, physical needs of students or more control over what students can achieve.

Collaboration: Encouraging partnerships for students with different backgrounds and needs to participate together, no segregations

Questioning: Vary the questions asked to allow opportunities for all students to speak and share, as well as time to answer. Prompts may be needed to direct answers.

Experiential learning: hands-on learning, natural environment to engage


Content: (Introduction)Warm up activities including a short jog doing a lap around the oval or designated area, leg stretches (one leg down, bring the other back and hold with hands, stand on tips of the toes and stretch up with whole body including arms and more).

Sit students down on the school oval facing the layout of the soccer field. Ask students what they think one of the essential skills to the game of soccer is (kicking), when kicking and dribbling the ball do they think players rely on the one foot to get the ball from one point to another?Teacher to demonstrate what that looks like. Show what happens when students kick the ball with both

feet, and dribble with both feet (ovals representing feet):

Body:Each student will be paired together to practice this kicking movement between their feet, using the inside of their foot, on the spot. One of the pairings will practice this skill, while their peer observes their technique. They should offer positive encouragement on what they like about their skill technique by the end of their turn. If the player kicking the ball may not be accurate in kicking between their feet or making big kicks, their observing partner could suggest alternatives to their technique. Students will swap turns after a few minutes.

The students shall stay in their pairings but join two other pairings to make a group. Students will now be instructed to kick the ball between their feet in a relay-style activity. They will run and kick the ball up to a witches cone, and turn around the cone to come back and then kick the ball to the next student in their team:

For the final skill activity students will line back up in their pairs and facing each other. They will kick the ball to each other using one foot, then at their next turn change feet. They will point the opposing kicking foot at the direction they aim to kick, and use their kicking foot to kick in that direction. They must make contact with the ball using the inside of the (kicking) foot:

If time allows, offer students the chance to run up the field practicing the combination of these and kick to their partner at the end of the length of the running field.

Conclusion:Gather students together and practice cool down stretches of legs (sit down, legs out in front of them and try to touch their toes, shake legs while sitting).

Ask what skills they found valuable, for themselves, and why was it important for them. Did they learn something new they did not know before? For students who have already obtained these skills through extra curricular activities, did they think it was important to re-learn the skills, and why?

Assessment: Demonstrates actions that support the rights and feelings of others e.g. fair play, consideration,

encouragement, peer tutoring (observations, journaling, conferencing with students) Participates in games and sports containing strategy, teamwork, movement skill and fair play

(observation, journaling) Combines a series of skills for use in a game e.g. run, kick, catch and pass (observation, journal)

Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson Was everyone able to participate in the activities? How can I better support students who may not be able to participate or struggle with coordination

skills? What might need to be taught more explicit next time to achieve the desired outcomes and results?

Italy

Physical Education

Key Learning Area (KLA): PE Author: Heather Turner (4184385)Topic: Celebrating Soccer Stage/Year group: Stage 3Lesson number: Three of five Duration: One hourOutcome(s):V5: Willingly participates in regular physical activity.










Lesson AimStudents will participate in the lesson by demonstrating the skills required to make an accurate kick in the direction they intend to make the ball move including to other players and to the goals in a soccer game.


Resources: Soccer Balls Witches cones Portable soccer goals Outdoor grass area (school oval) Chair









Students will recall last lesson the skills they practiced that are important to the soccer game. Ask two students to demonstrate for the class what the skills were (facing the class sitting on the ground).

Body:This lesson they will build up on their kicking skills towards targets, the goals. Students will be in one of four groups and will take turns around a circuit set up to practice their kicking: Kicking to each other

Lining up in lines opposite each other (3 in each line) students will kick at a small distance to each other. Starting slow for accuracy, they will then be prompted by the teacher floating between the circuits to speed up their kicks. Challenge the students to see how accurate their kicks are when they are doing it quickly.

Kicking at a goalUsing the goal net and stands set up, students line up (four soccer balls at this station) and use the footing position and inside of foot to kick at the goals. Work on the strength needed to kick the ball harder towards the goals.

Kicking at distanceOne student will stand at a considerable distance ready to receive the ball. Students line in a row and kick the ball each to the student, using this ‘inside of the foot’ technique. Once all students have had a kick, another student swaps with their peer at the distance and rotate through until everyone has had a turn.

Kicking at a small goalUsing a chair, the group have to make an accurate kick with this technique to get the ball between the legs of the chairs. For friendly competition see how many time the ball rolls under the legs for each group.

Conclusion:Gather students together and practice cool down stretches of legs (sit down, legs out in front of them and try to touch their toes, shake legs while sitting).

Ask students to share some of the challenges they experienced when they were participating in the activities, including team work, trust, fair participation from their peers, skill challenges.Assessment: Demonstrates actions that support the rights and feelings of others e.g. fair play, consideration,


(observation, journaling) Combines a series of skills for use in a game e.g. run, kick, catch and pass (observation, journal)




Key Learning Area (KLA): PE Author: Heather Turner (4184385)Topic: Celebrating Soccer Stage/Year group: Stage 3Lesson number: Four of five Duration: One hourOutcome(s):V5: Willingly participates in regular physical activity.



Indicators: Values the importance of physical fitness to personal

health. Appreciates the need to participate in physical



Participates in games and sports containing Combines a series of skills for use in a game e.g.

run, kick, catch and pass Develops strategies for effective teamwork

Lesson AimStudents will learn the skills involved with protecting the ball from the goal post including stopping with hands and feet.


Resources: Soccer Balls Witches cones Soccer gloves (4 pairs) Portable soccer goals (4)









Students today will be working on how to kick a ball at a goal net and post, as well as the skills involved in protecting the ball from entering. The name of this player in this position is the goalkeeper. Teacher will demonstrate what the goalkeeper duties include (grabbing the ball up to a certain marked area, catching the ball, kicking the ball and throwing the ball) as two students kick the ball towards the

teacher at the goals.

Body:Students will separate into four groups and take turns being the goalkeeper (wearing soccer gloves). Their job will be to try and stop the ball entering the goal box with either their hands by catching the ball, or batting it away with their hands (this is likely if students play soccer for an extra curricular activity). They may also try to kick the ball away from goal. The teacher will ask students to try different techniques for an experienced understanding of the skills necessary for this player’s position. Students kicking at the goals are only attempting to kick to the goal, not for a goal, so the student acting as goalkeeper will have a chance to collect the ball.

Safety precautions:Teacher will advise the students before commencing the activities that those who are kicking the ball must kick the ball along the ground and not attempt high kicks at head level. Witches cones will be marked as to where the students can kick from, so the power behind the kick will not be hard. Students who may choose to ignore this rule and measure set up may as a consequence sit out of the activity and miss a turn (if it appears deliberate, at the teacher’s discretion).

If time remains the students may challenge the teacher to have a kick at the goals, and see if they can get the ball in without the teacher stopping them. See how many goals the students as a team can get past the teacher.

Conclusion:Gather students together and practice cool down stretches of arms and legs (sit down, legs out in front of them and try to touch their toes, shake legs while sitting; standing and stretching arms up with the air while on tip toes; one arm over the body and other arm over forearm and pull across body while holding it.).

Discuss the challenges a goalkeeper might face in a game of soccer, including issues of safety, mobility, personal pressures and emotions.

Assessment: Demonstrates actions that support the rights and feelings of others e.g. fair play, consideration,


(observation, journaling, conferencing with students) Combines a series of skills for use in a game e.g. run, kick, catch and pass (observation, journal)




Key Learning Area (KLA): PE Author: Heather Turner (4184385)Topic: Celebrating Soccer Stage/Year group: Stage 3Lesson number: Five of five Duration: One hourOutcome(s):V5: Willingly participates in regular physical activity.



Indicators: Values the importance of physical fitness to personal

health. Appreciates the need to participate in physical




Describes the roles they play as a team member e.g. captain, defence player, goalkeeper, attack player

Explains the rationale for particular strategies and rules in individual and team games and sports



Lesson AimStudents will demonstrate their understanding of the skills required, as well as the theoretical knowledge and understanding, to play a class game of soccer as a class safely and with promotion of teamwork.


Resources: Soccer Balls Witches cones Soccer gloves Portable soccer goals








Content: (Introduction)

Warm up activities including a short jog doing a lap around the oval or designated area, leg stretches (one leg down, bring the other back and hold with hands, stand on tips of the toes and stretch up with whole body including arms and more).

The class will play a short game of soccer and be split up into two teams. Ask the students how many players are needed each side, the roles everyone will play and what the teacher will do as a referee of the game.Body:A game of soccer will be played as a class for 25-30 minutes. They will use the game to demonstrate to the teacher the skills acquired, with kicking, when passing, dribbling and aiming to score goals. These will be the main indicators the teacher will look for, followed by examples of fair play, teamwork, and sportsmanship.

If the game in scoring begins to become one sided, the teacher will announce a rotation of players on each side and new goalkeepers (this role should be rotated often throughout the game play so everyone may have a turn at demonstrating the skills and knowledge needed).Conclusion:Gather students together and practice cool down stretches of arms and legs (sit down, legs out in front of them and try to touch their toes, shake legs while sitting; standing and stretching arms up with the air while on tip toes; one arm over the body and other arm over forearm and pull across body while holding it.).

Students will return to class to fill out a feedback form (appendix L) from the experiences of their activities to demonstrate to the teacher their understanding of the skills and values involved with soccer. It will help to shape the teacher’s assessment notes through formative assessment each week, and prepare final notes as a summative assessment.

Assessment: Feedback forms address the outcomes set for the unit and students will demonstrate theoretically

how they met the outcomes and understanding of the sport (accompanying the observation notes and journal entries made by the teacher).

Rubric outlining the outcomes, filled out by teacher as summative assessment (appendix M)Reflection:Through teacher journaling, and consider revising and making adjustments for the next lesson How engaged did the students appear when playing their class game of soccer? Was the feedback activity effective in both peer support and in reflection of their task? Was I happy with the way the unit ran? What could be adjusted for future use of the unit?

Italy Unit of Work

ReferencesBoard of Studies New South Wales (2012). NSW Syllabus for the Australian Curriculum:

English K-10 Syllabus. Sydney, NSW: Board of Studies New South Wales.

Board of Studies. (2007). Personal Development, Health and Physical Education Syllabus.

Retrieved from https://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/330e5ccb-782a-

432b-8ce5-122a8c42967e/k6_pdhpe_syl.pdf?MOD=AJPERES

Board of Studies. (1999). Personal Development, Health and Physical Education Modules.

Retrieved from https://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/525adbee-4076-

4b49-8828-4213922412d7/pdhpek6_modules.pdf?MOD=AJPERES

Clipart Panda (2016, n.d.). 98 Images for Soccer Ball Clipart [Image]. Clipart Panda. Retrieved

from http://www.clipartpanda.com/categories/soccer-ball-clipart

Coaching Kids Soccer (2016). Get the Quick Soccer Rules. Retrieved 17 October 2016, from

http://www.coaching-kids-soccer.com/soccer-rules.html

Driver, M (2015, n.d.). Italian Flag Wallpaper [Image]. Wallpaper Safari. Retrieved from

http://wallpapersafari.com/italian-flag-wallpaper/

Emoji (2016, n.d.). Copy and Paste Emoji [Image]. Emoji. Retrieved from http://getemoji.com/

Google+ (2016, n.d.). FIGC Vivo Azzurro - Nazionale Italiana Calcio [Image]. Google+. Retrieved

from https://plus.google.com/u/0/+FIGCVivoazzurro

Leaning Tower of Pisa (2016, n.d.). Leaning Tower of Pisa [Image]. Leaning Tower of Pisa.

Retrieved from http://www.towerofpisa.org/

M&J Hostel and Hotel (2015, December 29). The Pantheon [Image]. M&J Hostel and Hotel.

Retrieved from http://www.mejplacehostel.com/17545/

Morgana Hotel (2016, n.d.). Trevi Fountain in Rome [Image]. Morgana Hotel.

Retrieved from http://www.hotelmorgana.com/en/trevi-fountain-rome/

Soccer for Parents (2016). Soccer Positions Made Easy. Retrieved 17 October 2016, from

http://www.soccer-for-parents.com/soccer-positions.html

Traveldigg (2016, May 3) Colosseum, The Arena of Life And Death of The Rome Gladiators

[Image]. Traveldigg.com. Retrieved from http://traveldigg.com/colosseum-the-arena-of-

life-and-death-of-the-rome-gladiators/

Walks of Italy (2016, n.d.). 9 Things You Didn’t Know about the Trevi Fountain [Image]. Walks of

Italy. Retrieved from https://www.walksofitaly.com/blog/rome/9-surprising-facts-trevi-

fountain-rome

Italy Unit of Work

Appendices

Appendices: Page

A: “Italy” Notebook file thumbnails 2

B: “Travel Advertisement” Notebook file thumbnails 3

C: Lesson 2: Worksheet 4

D: Lesson 3: Google search screenshot 5

E: Lesson 3: Assessment rubric/checklist 7

F: Lesson 4: example of advertisement (teacher made) 8

G: Lesson 4: Writing checklist 9

H: Lesson 4 & 5: Advertising Template 10

I: Exit slip question sheets 11

J: Rubric for Summative Assessment (landmarks) 12

K: Soccer worksheet 13

L: Soccer feedback form 14

M: Rubric for Summative Assessment (soccer) 15

N: “Soccer” Notebook file thumbnails 16

Appendix A - “Italy” Notebook file thumbnails

Appendix B - “Travel Advertisement” Notebook file thumbnails

Appendix C: Lesson 2 - Worksheet

Sheet A: Students working independently

Name: ____________________________

What are some elements you see that stand out in this advertisement?

What are some words in the description that use adjectives and verbs?

From the description what do you think is the most important information the author is trying to communicate?

Why do you think the author wants the audience to visit Italy? (look at the key ideas in the description)

Sheet B: Students working with some guidance

Name: ____________________________

What are some elements you see that stand out in this advertisement?

Circle words that are verbs (doing words)

Highlight words that are adjectives (describing words)

What are some of the things the author wants visitors to see and do in Italy?

Do you think the author wants you to visit Italy? Did his advertising work?

Appendix D: Google search example

Plus symbol

QuotationMarks

Googlewill attemptto autofillyour answer.You may choose to let it, but ifyou would like specific searches Be careful not to rely on allkeep typing to type more information information to the side. Some

facts come from Wikipedia, which is not a very reliable source for information (people can edit information freely)

Appendix E: Assessment rubric/checklist

Student names:

Team were able to find revenant references.

Students were able to find relevant information to their topic.

Students could extract important information ready for drafting process.

Each member communicated ideas and shared together (not one sided).

They could problem solve as a team.

Team shared roles and responsibilities throughout the lesson.

Students completed task.

Comments

Appendix F: Example of advertisement (teacher made)

Appendix G: Writing checklist

Proofreading Checklist

Grammar & Spellingo Have you capitalised the first word in each

sentence, names and places?o Did you put an appropriate full stop, a

question mark, or an exclamation mark after each sentence?

o Did you use commas between clauses, or listing, (as if taking a breath between them)

o Did you spell your words correctly?

Proofreading Checklist

Persuasive Texto Does your text give a reason for visiting the

landmark?o Did you make that reason clear?o In your text, did you choose exciting verbs

and adjectives to support the what and where statements?

o Did I check with my partner they are happy with what we have written together?

o Did any of our peers agree the text would persuade them to visit? Ask them for a reason why from your text.

Appendix H: Advertising template

Student names:

Appendix I: Exit slips

Each table on this page includes on exit slip per lesson. Teacher will need to make enough copies for students in the whole class

EXIT SLIPWrite one reason why you would like to visit an

Italian landmark based from the discussions this lesson.

EXIT SLIPWhat is one thing you found interesting about the way an author writes an advertisement?

EXIT SLIP

I’m not sure I sort of understand I get it!

We did not We worked together We did wellwork well! alright, but could have done better

EXIT SLIPWrite one thing you have found most interesting throughout this unit so far

What is one challenge you have encountered during the unit?

EXIT SLIP

We did not We worked together We did wellwork well! alright, but could have done better

We did not We shared some of We didshare the the workload everythingwork together

EXIT SLIPDid you like the task you were set to do? What did you like about it?

If you didn’t, how could it be improved?

Appendix J: Rubric for Summative Assessment

Student name: ____________________________ Days / Lessons absent during the task: ____ / 5

1 - Not able 2 - Unsatisfactory 3 - Good 4 - Excellent

Class Participation

Was away and not able to contribute to discussions or group work.

Did not answer questions or add ideas to class discussions. Did not give ideas to group work.

Attempted to answer a question and/or share an idea with the class. Gave some input into their group work.

Gave several suggestions and ideas to help others understand facts. Gave some input into their group work.

Quality of Writing

Could not finish their writing within the time frame allocated due to absence one or more days.

Attitude towards the writing was negative and no attempt was made to finish. Any writing finished was not met with care, organisation or attention to range in vocabulary.

Writing was complete with some attempt to use compound and complex sentences, vocabulary range and broken up into paragraphs. Headings and diagrams were used.

Writing was complete and an excellent writing quality was demonstrated. Use of vocabulary was varied to create engagement. Diagrams included. Paragraphs written, organised and no headings needed.

Proof Reading No proof reading could be complete due to absence or inability to finish the task.

No attempt was made to proof read their own work. Any suggestions provided by the teacher were not acknowledged.

Some feedback from the teacher was acknowledged and included in the writing. No further attempts for self correction (punctuation, grammar, spelling) were made.

Feedback from the teacher was recognised and added to the writing. Clear flow of reading of the text is evident and demonstrates proof reading was conducted.

Presentation Was not able to finish the task therefore presentation of the work could not be complete.

Minimal attention to presentation given. They did not attempt to make writing legible or organised. No diagram provided. No colour or quality drawings added for engagement and interest.

Some attention has been given to make the task look presentable. Colour has been added, and some drawings were included. Their writing is legible and can be read.

The student has created an exciting and engaging piece. They have neatly written their work, and is colourful. Drawings have been added throughout. It appears the student was engaged throughout the task.

Student Acknowledgement

Did not finish the task therefore could not use the checklist and sign it off.

Did not take care to use the checklist and reflect they understood the task requirements.

Some of the elements on the checklist were reflected in their writing and communication. Not everything was met.

Was able to meet all the requirements set for the task, could be reflected in their writing and presentation.

Signed by teacher: ________________________ Dated: ____________

Mark: _____ / 20

Appendix K: Soccer worksheet

Soccer

Identify the positions: Colour the goalkeepers red Colour the defenders orange Colour the midfielders blue Colour the strikers green

Label the positions

Striker Midfielder Defender Goalkeeper

Which position do you think you would like to play in a game? What would your duty include? Why would you like to play this position?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Students with additional needs may need hand-over-hand guidance to complete the colouring and cutting/pasting of the position names. They will not be expected to write a response to the reflection question. If they can verbalise their response with the teacher notes will be taken on their behalf. Students capable of independent work will write the positions on the field image, and write a response to the reflection question.

Appendix L: Soccer feedback form

Student name: _______________________

I understand that participating in sport, like soccer, is important because…

One way I can be safe in a game of soccer is…

I showed I was a good sport during the soccer game when…

What is the role of the goalkeeper?

What is the aim of soccer? What is one way I can be a good team member in soccer?

Appendix M: Rubric for Summative Assessment (soccer)

Student name: ____________________________

Not able Unsatisfactory Good Excellent

Participation in activity

Was away and not able to participate

Actively chose not to participate. Did not demonstrate value or worth of the activity.

Attempted every activity with some level of enthusiasm and willingness to have a turn.

Demonstrated enthusiasm and willingness to take on feedback to improve their skills needed to participate in a game of soccer.

Acts in ways that contribute of self and others in a range of cooperative situations

No attempt was made to demonstrate sportsmanship towards peers.

Attempted to demonstrate sportsmanship and fair play with peers, including turn taking, sharing, and facilitate safe play.

Able to purposefully and see the importance of full participation from peers and see everyone had a role to play. Facilitated safe play and actively took turns with peers in kicking the ball.

Applies movement skills in games and sports that require communication, cooperation, decision making and observation of rules

Did not demonstrate an understanding of the roles involved in a game of soccer. Purposefully did not show a willingness to take on feedback for skill demonstration, and did not willingness to improve on skills.

Communication was attempted to let peers know of decisions and attempts with peers. Some positive talk to build up peers’ self esteem was used. Sound knowledge of player roles, but minimal communication made.

Actively and openly communicated with peers intention to play, share, offer suggestions for what peers could do, and positive talk.Could explain the parts everyone played in the game and offer ideas and strategies how to improve their skill and practice.

Signed by teacher: ________________________ Dated: ____________

Appendix N: “Soccer” Notebook file thumbnails

Italy Unit of WorkGlossary of Terms

Dribble: Sport skill term to describe the little kicks made by the foot against a soccer ball to move the ball along the ground in the direction of a person’s body.

Interactive White Board (IWB): Technological equipment that features a projector shone onto a screen, connects to the classroom computer, or laptop, and displays what is seen on the computer screen. It contains special inkless pens and eraser that, when used and activated on the computer, will act like whiteboard pens and erasers would.

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