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Natasha Mills S00102397 Year 5 unit overview — Australian Curriculum: English and History Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>. School name Unit title Duration of unit: 15 hours X State School Migrating to Australia 2 weeks: 10 Hours Unit outline This unit will allow students to identify change and the causes and effects of change on society. They will be able to understand experiences of different people within the past. This unit will allow students to compose texts through writing and creating. Students will adapt a story chosen from the book My Place by Nadia Wheatley and Donna Rawlins and gain the skills to be able to write and create further texts from it using their text, grammar, word and visual knowledge. They main ideas for the unit is for students to look into the history of the aboriginal culture and understand what happened in Australia’s History and the impacts of the European Settlement. The key concept that students will be learning about is the frontier conflict and how it impacted many people’s lives. This will be achieved through the creation of a letter to signify the experiences of a migrant. Inquiry Questions: 1. What do we know about our past? 2. How did Australians live in the past? 3. How did the colonial settlement change the environment? Queensland Studies Authority January 2012 | 1

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Natasha Mills S00102397

Year 5 unit overview — Australian Curriculum: English and HistorySource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation–10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

School name Unit title Duration of unit: 15 hours

X State School Migrating to Australia 2 weeks: 10 Hours

Unit outline

This unit will allow students to identify change and the causes and effects of change on society. They will be able to understand experiences of different people within the past.

This unit will allow students to compose texts through writing and creating. Students will adapt a story chosen from the book My Place by Nadia Wheatley and Donna Rawlins and gain the skills to be able to write and create further texts from it using their text, grammar, word and visual knowledge.

They main ideas for the unit is for students to look into the history of the aboriginal culture and understand what happened in Australia’s History and the impacts of the European Settlement. The key concept that students will be learning about is the frontier conflict and how it impacted many people’s lives. This will be achieved through the creation of a letter to signify the experiences of a migrant.

Inquiry Questions:1. What do we know about our past?2. How did Australians live in the past?3. How did the colonial settlement change the environment?

Each Student will write a one page letter to a family member back in his or her homeland, taking on the perspective of a migrant living in Australia. The letter is to be written in first person through the eyes of their migrant. The task is to ascertain the students understanding of the life and experiences endured during the time of their characters immigration.

Queensland Studies Authority January 2012 |1

Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum prioritiesLanguage Literature Literacy

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501).

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502).

Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

HISTORY YEAR 5

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608).

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609).

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610).

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic, objective and subjective language, and that these can change according to context (ACELY1698)

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

LiteracyRecognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Numeracy Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

Critical and creative thinkingCreate literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Asia and Australia’s engagement with Asia

The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

2 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Identify curriculum

Historical Knowledge and Understanding:

The reasons people migrated to Australia from Europe and Asia and the experiences and contributions of a particular group within a colony (ACHHK096)

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

Historical Skills

Use historical terms and concepts (ACHHSO99)

Identify points of view in the past and present (ACHHS104)

Develop texts, particularly narratives and descriptions, which incorporate sources materials (ACHHS105)

Use a range of communication forms (oral, graphic, written and digital technologies (ACHHS106).

Achievement standard

Queensland Studies Authority January 2012 |3

Identify curriculum

English

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.

HistoryBy 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.

Relevant prior curriculum Curriculum working towards

4 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Identify curriculumYear 4 Achievement Standard English

Receptive modes (listening, reading and viewing)

By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.

They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.

Productive modes (speaking, writing and creating)

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Year 4 Achievement Standard HISTORY

By the end of Year 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change.

Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms.

Year 6 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.

Year 6 Achievement Standard HISTORY

By 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.

Queensland Studies Authority January 2012 |5

Identify curriculum

Bridging content

Literacy Indicators

Comprehending texts through listening; Composing texts through speaking: LS 5

Use interaction and communication skills to contribute to and extend discussions by:• clarifying ideas• offering explanations for a point of view• introducing topics using agreed protocols

Comprehending Texts through Viewing and Reading: VR 5Independently view and read and demonstrate understanding of learning area texts by:• synthesising information to link ideas across texts• interpreting, analysing and justifying ideas from literal and inferred ideas and information

Composing texts through writing and creating WC 5

Identify the purpose, content, context, text structure and writer–reader relationships when writing and creating learning area texts

Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information

Write paragraphs that maintain the pace or sense of texts, and organise texts using structures including:• problem and solution• cause and effect• compare and contrast

Proofread and edit writing, using knowledge of editing technique.

Links to other learning areas

6 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Identify curriculum

History:

This unit will link with the learning areas of History as it is underpinning the events that have occurred within Australia’s History and the establishment of British Colonies in Australia and how it impacted the Aboriginal and Torres Straight Islanders lives.

Knowledge: Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) Processes: The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal

exploration, the advent of rail, the expansion of farming, drought. (ACHHK095) Skills: Identify points of view in the past and present (ACHHS104) Explicit Teaching of the historical events that took place should be taught within a time-line. This will need to be addressed to fill in the Gaps for

students understandings. The use of other texts within this topic will also help this process – i.e The Rabbits by John Marsden and Shaun Tan. Another way to bridge content is to watch Rabbit Proof Fence at is a visual that allows the students a better understanding of what has happened within

the History of Australia.

Queensland Studies Authority January 2012 |7

Assessment Make judgments

Describe the assessment Assessment date

Receptive modesThey describe how events, characters and settings in texts are depicted and explain their own responses to them.Students are to demonstrate this through the venn diagram, letter task as well as through reflection notes. Students will research a character and characters similar and interpret and respond from another viewpoint. They listen and ask questions to clarify content

Productive modes

They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students will write a letter to a relative from the perspective of a migrant.

When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning

Summative Assessment:

Students will: Create a Venn Diagram contrasting their lives with the chosen characters Write a draft letter from the perspective of a chosen migrant. Create a map of their own lives and Write short reflection/notes from the point of view of a migrant within the

year provided. Throughout this unit, students are to add to the class website/blog page

weekly about the information they have obtained under each section. http://year5history.weebly.com/

These tasks will be collected and used as work samples that will guide the students into the Formative Assessment Task. Feedback will be given on each task in order for the students to go back and fix their work as well as learn what they need to improve on.Formative Assessment: WrittenEach Student will write a one page letter to a family member back in his or her homeland, taking on the perspective of a migrant living in Australia. The letter is to be written in first person through the eyes of their migrant. The task is to ascertain the students understanding of the life and experiences endured during the time of their characters immigration.

These assessment pieces will cater to different children’s needs as some students may have never written a letter before or experiences this type of writing. Therefore scaffolding of the letter writing process will be put into each lesson. The purpose of this assessment is for the students to identify key reasons why people migrated to Australia. Students are to learn about the contributions and the experiences of immigrants to Australia.

Lesson 3Lessons 6+7Lesson 4Lesson 8

Due: End of Lesson 10

8 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Queensland Studies Authority January 2012 |9

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Lesson 1: All about My PlaceEstimated Timing: 60 minutesObjective/s:

Use historical terms and concepts (ACHHSO99) Understand how to move beyond making bare

assertions and take account of differing perspectives and points of view (ACELA1502).

Use interaction and communication skills to contribute to and extend discussions by:• clarifying ideas• offering explanations for a point of view• introducing topics using agreed protocols

Classroom Organisation:Whole Group, Individually, Pairs, Whole Group, Pairs, Whole Group

Learning Experiences:Students will use their research skills to research the character year from the book My Place and gain an insight of migrants and why they came here.

Students are going to each receive a copy of My Place, they are going to turn to the year1798 and read it together as a class (The teacher reads and the students follow).

Assessment of Learning

Observation Workbooks

-My Place by Nadia Wheatley and Donna Rawlins for each Student

Bubble Map- https://bubbl.us/

Laptops- Google- Encyclopaedia -http://www.britannica.com/- YouTube

Word Wall

10 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Students are to independently read Sam’s Story in My Place by themselves. Once they have finished they are to Think-Pair-Share ideas and concepts about this story within the book (students have prior knowledge of My Place).

Within an online bubble map students are now to come back as a whole class group and discuss what issues were within this story and who the character is where he lives and other generalisations using bubbl.us website to represent these issues. The bubble map can be saved, printed and glued into their workbooks.

Students are now to get into research pairs and go onto their computers to research the year 1798. They are to find out events that occurred within this year and research general facts about migrants within this time. They are to note this either in their workbooks or type it up in a word documents and print it. Each student must have this information in their own books. Students are to now come back as a class and discuss what they researched and what they have found. Students can write down any information they didn’t already have or find more interesting.

From the information provided the students are to pick out interesting or new words to start a word wall for this unit.

Queensland Studies Authority January 2012 |11

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Lesson 2: Migration to AustraliaEstimated Timing: 60 minutesObjective/s:

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

The reasons people migrated to Australia from Europe and Asia and the experiences and contributions of a particular group within a colony (ACHHK096)

Use interaction and communication skills to contribute to and extend discussions by:• clarifying ideas• offering explanations for a point of view• introducing topics using agreed protocolsStudents will use their research skills to explore reasons why people migrated to Australia.Classroom Organisation: Whole class, Individually, Small GroupLearning Experiences:

Students are to watch the Migration to Australia DVD to build a base understanding of Migration for different people.

Discuss the arrival of people from different societies and the reasons some of them may have come, and the impact this had on Australia. Reflect back to the character Sam, we looked at yesterday within My

Assessment of Learning

Observation Consultation Workbooks

DVD: Australian Migration: The colonial years: (Info from My Place DVD Box Set)My Place by Nadia Wheatley and Donna Rawlins for each Student

Websites:My Place Onlinehttp://www.abc.net.au/abc3/myplace/Give students this website to explore. For character Sam click the year 1798.Decade History Sheets (Info from My Place DVD Box Set)

Worksheet: Questions to guide students’ exploration and research. REFER TO APPENDIX A.

Word Wall

12 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Place. Students are to work individually to investigate the

contributions that particular migrant groups made within the colony. Groups to explore are: The gold rush, The First Fleet, Early/Free Settlers and Cameleers.

Students can make use of resources and computers to research and complete questions about when, where and why their character came to Australia (worksheet)

Students come back as a group and share what information they discovered throughout their research.

Any new words add to the word wall.

Lesson 3: Contrasting LivesEstimated Timing: 60 minutesObjective/s:

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608).

Comprehending Texts through Viewing and Reading: VR 5Independently view and read and demonstrate understanding of learning area texts by:• synthesising information to link ideas across texts• interpreting, analysing and justifying ideas from literal and inferred ideas and information character from the book My Place.

Assessment of Learning Work Samples Consultations/

Record/Anecdotal Notes

Venn Diagram App on I-padsIf can’t get app refer to APPENDIX B for hardcopy.

My Place by Nadia Wheatley and Donna Rawlins for each Student

Queensland Studies Authority January 2012 |13

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Classroom Organisation: Whole class, Individual, Whole classLearning Experiences: Create a Venn Diagram Contrasting their lives with the chosen

As a class read the year 1798 again and look at the character within this year. Discuss the characters back ground, clothing, housing, animals, worries etc.

Remind students of how to use the venn diagram again (students have had previous experience using a venn diagram) and then explain that their task is to compare their lives to Sam’s (convict character from My Place). Students are to make a draft of this on paper and present to the teacher throughout the lesson to check.

Once the draft has been checked students are to get an Ipad and use the venn diagram app to put their information into and save and print the final copy into their books.

As a class come back together and discuss the similarities and differences that they have found.

Students are to add new words to word wall throughout lesson.

Word Wall

14 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Lesson 4: MappingEstimated Timing: 60 minutesObjective/s:Classroom Organisation: Whole Group, Pairs, IndividualLearning Experiences:

Students are to turn to Sam’s Story again and focus on the map provided. Students are to copy this into their workbooks under the title Sam’s Place.

In pairs they are then to talk about their own homes and where they live as well as what is close to them or where they travel a lot. Come back together as a class to discuss.

Students are then given a task sheet they are to complete the tasks on it and then glue it into their working books and hand it into the teacher for marking.

Assessment of Learning Observation Work Samples

Task Sheet. REFER TO APPENDIX C.My Place by Nadia Wheatley and Donna Rawlins for each Student

History Books

Lesson 5: De Bonos HatsEstimated Timing: 60 minutesObjective/s:

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610).

Identify the purpose, content, context, text structure and writer–reader relationships when writing and creating learning area texts

Observation Discussion/Anecdotal

Notes

Coloured Hats – De Bonos Hats. REFER TO APPENDIX D.

Questions Stapled to Hats. REFER TO APPENDIX E.

(Add more questions that are necessary to the hats at this point within the unit).

Coloured Cardboard for the correct hats

My Place by Nadia Wheatley and Donna Rawlins for each Student

Queensland Studies Authority January 2012 |15

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Classroom Organisation: Groups and Whole ClassLearning Experiences:

Students are to be separated into groups of six.

Students are going to have a copy of Sam’s story in my place on their table.

Place a De Bono Coloured Hat on each table (Students have worked with De Bonos approach before).

Students are to read the text again and use the hats to answer the question on it. They are to write their responses on the cardboard provided. Students are to rotate to the next hat after 7 minutes.

As a class come back together and go through each hat and responses.

My Place – Copy of Sam’s Story. REFER TO APPENDIX F.

Lesson 6: Letter PracticeEstimated Timing: 60 minutesObjective/s:

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information

Assessment of Learning Consultation Work Samples Marking against criteria

Letter Example. REFER TO APPENDIX G.

My Place by Nadia Wheatley and Donna Rawlins for each Student

Students History Books

Students English Books

16 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)

Classroom Organisation: Whole Group, IndividualLearning Experiences: Students develop a practice letter to demonstrate their understanding of the reasons and experience of a convict. In this case Sam’s Story in My Place will be used.

Read and discuss a drafted letter from a person who has migrated to Australia.

Explain to the students the learning goal is for them to be able to construct a letter to a ‘loved one’ about their migration to Australia.

Talk about the important elements to use when constructing a letter.

Write important elements on the board Have students write important elements in of a letter

in their English workbooks. Students continue to use resources and computers to

research and complete questions about when, where and why their character came to Australia.

Information Sheet: Elements of a letter.

http://www.primaryresources.co.uk/english/englishD3.htmREFER TO APPENDIX H (Informal Letter).

Queensland Studies Authority January 2012 |17

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Students are introduced to the criteria sheet/task sheet for their final assessment.

Students will compose their draft letter to a family member by using all the information of the character chosen (Sam).

Whilst writing students can refer to word wall to include words that are appropriate within this context.

Lesson 7: Letters ContinuedEstimated Timing: 60 minutesObjective/s:

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples (ACHHK097).

Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information

Classroom Organisation: IndividualLearning Experiences:

Go over the elements of how to write a successful letter.

Students are continuing on with the work of their draft letter from previous lesson. (Students will compose their draft letter to a family member by using all the information of the character chosen

Assessment of Learning Consultation Work Samples Marking against criteria

My Place by Nadia Wheatley and Donna Rawlins for each Student

Word Wall.

18 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

(Sam)). Collect Students books giving them feedback

regarding their draft letter and make reference to the criteria sheet.

If students finish early looks at handwriting, spelling, punctuation, synonyms and other things to include within the letter that may emphasise and make it sounds more emotional.

Whilst writing students can refer to word wall to include words that are appropriate within this context.

Lesson 8: Reflect LessonEstimated Timing: 60 minutesObjective/s:Use interaction and communication skills to contribute to and extend discussions by:• clarifying ideas• offering explanations for a point of view• introducing topics using agreed protocols

Independently view and read and demonstrate understanding of learning area texts by:• synthesising information to link ideas across texts• interpreting, analysing and justifying ideas from literal and inferred ideas and information

Assessment of Learning Observation Workbooks

Newspaper Articles onlinehttp://trove.nla.gov.au/

History Onlinehttp://www.aushistorytimeline.com/

Queensland Studies Authority January 2012 |19

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

Classroom Organisation: Individual, Group, Individual

Learning Experiences: In this lesson, students are to research different

events that have taken place within a chosen era using newspaper articles and other resources. Students are to enquire within this year or surrounding years to gain insight of the cultural, social and historical concepts as well as reflecting on the viewpoints of others.

Once they have required information, they are to come back as a class and are to be given the outline of how to write a reflection. Students are to copy this into their English workbooks.

After this they are to write a reflection as if they were living within this time. Students are to use the information required to reflect on what living would be like for them within this time. They are to look at different migrants roles.

Students are to discuss their findings with a peer who has a different era to theirs.

20 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

Lesson 9: Literacy Word GameObjective/s:

Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic, objective and subjective language, and that these can change according to context (ACELY1698)

Classroom Organisation: GroupsLearning Experiences:Using the words on the class word wall as well as some other integrated new words that the teacher has found relevant with the topic over the past lessons, students will play a literacy game in teams.

Divide the class into two teams. The aim of the game is for each team to figure out the meaning of a word in as few steps as possible, and thereby gain the most points.

Each team needs: a scribe, to write the word on the board for the other team• a reader, to read it out in the context of the lines of the text• one or more copies of their table of words and meanings (below)• (optional) access to a dictionary, the internet or other resources•

If the team identifies the meaning: by the word only – 5 points• when it is read in context – 3 points• when given a hint / access to a dictionary – 1 point•

Assessment of Learning Observations Anecdotal Notes

Word Wall Words

REFER TO APPENDIX I FOR EXAMPLE OF GAME USED IN A DIFFERENT CONTEXT.

Sentences from My Place

Queensland Studies Authority January 2012 |21

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

The teacher might need to come up with the hints (unless the other team does so), and to keep score!

For example

word/s page context meaning

welt ……he said I was a liar and he could welt me or any of my breed ….. wound,

liberty… when I got my liberty … freedom.

Take sentences from Sam’s story within My Place for this game.

Lesson 10: ASSESSMENTEstimated Timing: 60 minutes (extra time if needed)Objective/s:

The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound

Assessment of Learning Marking against criteria

Criteria Sheet. REFER TO APPENDIX J.Assessment Task Sheet. REFER TO APPENDIX K.I-pads/ComputersWord Wall

22 | Year X unit overview Australian Curriculum: English

Natasha Mills S00102397

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment of Learning and Students Needs

Resources

appropriate to purpose and audienceClassroom Organisation: IndividualLearning Experiences:

Students are given the Criteria Sheet and the task sheet. Students will compose their letter to a family member by using all the information of the character chosen. Students can use the word wall, as well as other resources and their history workbooks to refer to.

Queensland Studies Authority January 2012 |23

Use feedback

Ways to monitor learning and assessment

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.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.

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.

24 | Year X unit overview Australian Curriculum: English