Miss Justine Brinkworth (S00115947)

Year 5 unit overview Australian Curriculum: English and History

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.

School name
John Paul College Primary School

Unit title
1800s Gold Rush Written and oral presentation

Duration of unit:
10 hours

Unit outline

This unit will focus on the 1800s in relation to how the Gold Rush has shaped and impacted Australian colonies today. Students will focus on researching, planning and delivering an oral presentation and informative essay. This unit is important as students are required gain understand of historical impacts on todays society. In grade 5 students are expected to plan, rehearse and deliver presentations as well as planning informative texts. The main concept of this unit for students to gain knowledge and understanding on the 1800s era and how understand how finding gold has impacted Australia today.

Inquiry questions- How would you feel if you were in the gold rush? How has the gold rush shaped and impacted Australian colonies today?

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Identify curriculum
Content descriptions to be taught Language Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation Literature Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Literacy
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and justify a point of view (ACELY1699) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) 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 (ACELY1704) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

General capabilities and cross-curriculum priorities

ICT capability Use of computers for research Critical and creative thinking Planning, creating and developing information Personal and social capability Personal skill development of writing, oral presentation and researching Intercultural understanding Researching Australia as a multicultural country Aboriginal and Torres Strait Islander histories and cultures Researching the history

(ACELA1797)
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

(ACELT1609)

Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Identify curriculum

HISTORY YEAR 5

Historical Knowledge and Understanding 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

Historical Skills
Chronology, terms and concepts Use historical terms and concepts ACHHS099 Historical questions and research Identify questions to inform an historical inquiry ACHHS100 Identify and locate a range of relevant sources ACHHS101 Analysis and use of sources Locate information related to inquiry questions in a range of sources ACHHS102 Compare information from a range of sources ACHHS103 Perspectives and interpretations Identify points of view in the past and present ACHHS104 Explanation and communication Develop texts, particularly narratives and descriptions, which incorporate source materials ACHHS105 Use a range of communication forms (oral, graphic, written) and digital technologies ACHHS106

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Identify curriculum
Achievement standard: 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.

Achievement standard: History

By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947)

Relevant prior curriculum: English Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Discuss literary experiences with others, sharing responses and expressing a Curriculum working towards: English Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold

point of view (ACELT1603)

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

(ACELA1505)
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

(ACELY1700)
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

(ACELY1701)
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) 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 (ACELY1704) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

(ACELY1694)
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

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Bridging content This unit will extend on students history knowledge whilst improving their planning, researching, developing, and oral presentation skills. Students will study the 1800 era in relation to the gold rush and improve their informative writing skills. Links to other learning areas

This unit links in with the History KLA. Students will be developing and using their English learning area and produce assessment pieces in relation to history content. They will be prompted with hands on materials and activity at the beginning of the unit then provided with the assessment task for further their knowledge and research how the gold rush has impacted and shaped Australia today.

Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Assessment

Describe the assessment Formative assessment Type: Oral presentation Cater for abilities of students: The time length can be altered for students with difficulties. For high achieving students allow a longer period of time. Those students who have severe circumstances can arrange a time to present to the teacher only Feedback: one on one feedback throughout lessons. Lesson 12 students practice oral presentation in pairs and give feedback. Task: Students develop and deliver an oral presentation that explains how the gold rush of the 1800s has impacted and shaped Australian colonies today. D evelop and deliver an oral presentation of approximately 23 minutes to answer the key question. Purpose: The purpose of this assessment is for students to build on presentation skills Conditions of assessment: Format: Oral presentation Length: 2-3 minutes Assessment date Formative: Lesson 13 Summative assessment 1: Lesson 1 Summative assessment 2: Lesson 13

Make judgments
English: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and

language features (ACELY1694)

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) History: 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.

Summative assessment 1 Type: KHLW chart Cater for abilities of students: Read questions aloud for students who have difficulties. Allow 1 example for each. Feedback: Adjustment to lessons and students abilities. Risk assessment strategies: Purpose: Students complete the KWLH chart first lesson to inform the teacher what students already know and want to know-in relation to the 1800 Gold Rush

(ACHHK095)
Identify questions to inform an historical inquiry ACHHS100 Identify and locate a range of relevant sources ACHHS101

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Assessment
Conditions of assessment: Format: individual work assessment Length: 20 minutes to complete as much information as possible Resources: KWLH chart

Make judgments

Summative assessment 2 Type: Written informative essay Task: How the gold rush of the 1800s has impacted and shaped Australian colonies today? Cater for abilities of students: Teacher aide will suppose those students who are having difficulties. Assessment 2 will be altered for student depending on needs and circumstance. High achiever students may extend the length of their essay. Purpose: Build skills on planning, researching, creating and writing an informative essay Feedback: Written draft feedback and one on one feedback throughout lessons. Conditions of assessment: Format: Written informative essay Length: Around 500 words Resources: Appendix A- P, Library book, internet/computer

Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Teaching and learning

Teaching strategies and learning experiences Modelling Class discussions conducted by teacher Think pair share Small group work Hands on materials Student journal Visual materials Visually impaired: One on one questioning of appendix A (record students answers) Struggling students: Read the questions aloud for those students and provide 1 example Appendix A: KWLH Chart Student journal

Supportive learning environment

Adjustments for needs of learners Resources

Lesson 1: Establish prior knowledge Estimated Timing: 30 minutes Objectives: 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) Classroom Organisation: Children seated in separate desks- exam conditions Learning Experiences: 1. Inform class that over the next few weeks we will focus on the era 1858 in particular the Gold Rush 2. Provide students with appendix A. Notify students that in this first lesson students will complete an individual KWLH chart to inform the teacher what we already know and want to know in relation to the Gold Rush 3. Ensure students glue quiz into their journal for teacher to mark 4. Conduct a class 5 min discussion in relation to the KWLH chart - Students share and justify answers 5. Teacher collects journals to mark Lesson 2: Introducing the unit Estimated Timing: 30 minutes Objective/s: dentify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Classroom Organisation: Grouped tables, whole class teacher led lesson

Advanced achievers: Allow students to incorporate own questions and keep note of any interest information Struggling students: Allow

Video: http://dl.nfsa.gov.au/module/993/ Appendix B: Video Worksheet

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Teaching and learning

Teaching strategies and learning experiences Students work in pair with partner beside them Learning Experiences: 1. Introduce unit by viewing the film Gold Rush in the West (3 mins) 2. Group discussion -What did you learn? - What did you notice? 3. Then provide video worksheet (appendix B) for students to watch film again and fill in the questions. 4. Students into pairs with person beside them; share answers 5. Follow up discussion on the film and information students have recorded - Video/worksheet will introduce the key information about the gold rush - Go through each answer and question whilst explaining more in depth 6. Ensure students paste worksheet into journal Lesson 3: My Place by Nadia Wheatley Estimated Timing: 60 minutes Objective/s: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Classroom Organisation: Sitting as a group on carpet led by teacher then working individually at own desk Learning Experiences: 1. Teacher introduces book My Place by Nadia Wheatley. Explain to the children how the book was written (one entry every 10 years from 1788 to 1988) and the purpose. 2. Read selected 1858 double spread Benjamin Franklin 3. Class discussion about the pages read - Why does Ben move houses often? - What is Ben feeling? Why does he feel like that? - What is Bens Dad looking for? - How would you feel moving house often?

Supportive learning environment

Adjustments for needs of learners students to work in pairs if required Resources

Advanced students: Provide more leaves for those students and allow student to write full sentences Struggling students: Provide examples for students- Model activity Visually impaired: Allow student to work in pairs and partner can include both answers

Book: My Place by Nadia Wheatley Appendix C: Word wall tree

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Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Teaching and learning

Teaching strategies and learning experiences - Discuss topics of gold rush, family, culture and land 4. Create a word wall tree (appendix C) filled with words and phrases you would feel if you were Ben Provide children with a handful of leaves for them to write on then add to the word wall tree displayed in the classroom 5. As a class, discuss students responses by looking at the word wall tree Questions: Why would he feel like that? What would it feel like to be in the 1800s era of the gold rush Lesson 4: Comparing 1858 to todays society Estimated Timing: 30 minutes Objective/s: Identify points of view in the past and present (ACHHS104) Classroom Organisation: Whole class led by teacher then children work in pairs Learning Experiences: 1. As a class, discuss a few similarities and compare 1858 society to todays society - Family - Friendship across cultures - Social justice - Lifestyle - Technology - Events - Schooling - Jobs 2. Provide each student with Venn Diagram (see appendix D). Students are to work in pairs (although both provided with a copy to fill in) utilising computers and/or books to assist their research 3. Explain to the class how to fill in the Venn diagram 4. Whole class discussion led by teacher on students findings. Complete a whole class diagram on a poster with students answers and responses. 5. Display in classroom Struggling students: First aide teacher will work with these group of children during this activity High achievers: Draw pictures and diagrams to support answers Appendix D: Venn Diagram Computers/internet Books in relation to topic Poster for enlarged Venn diagram Students Journal

Supportive learning environment

Adjustments for needs of learners Resources

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Teaching and learning

Teaching strategies and learning experiences 6. Students are to glue Venn diagram into journal Lesson 5: How the discovery of gold shaped Australias identity Estimated Timing: 30 minutes Objective/s: -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) -Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Classroom Organisation: Whole class led by teacher then children work in pairs Learning Experiences: 1. Show concept map (appendix K ) projected on whiteboard- also provide a copy for each student to write on and glue on journal 2. Discuss topic and write students answers on concept map - How has the discovery of gold shaped Australias identity? 3. Show pictures and text (appendix L). Discuss with students how these materials from the 1800s have changed Australia today Focus on: - Family - Friendship across cultures - Lifestyle - Technology - Schooling - Jobs 4. By looking at appendix L students should have gained more knowledgerevisit the concept map and write students answers 5. Ensure students are copying down answers into own sheet

Supportive learning environment

Adjustments for needs of learners Resources

High achievers: This activity will allow high achievers to analyse and interoperate at own level Visual leaners: This activity is designed to suppose visual leaners by using images and text Struggling students: This activity is clearly set out for students to understand. The use of images and text will suppose struggling students.

Appendix K: Concept map Projector on whiteboard Student journal Appendix L: Set pictures and text on 1858 gold rush

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Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Teaching and learning

Teaching strategies and learning experiences Lesson 6: Introduce Major 1 assessment task Estimated Timing: 60 mins Objective/s: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and

Supportive learning environment

Adjustments for needs of learners High achievers: Students are able to work at own pace and extend questions whilst added more questions Struggling students: For those students, who struggle, allow more time whilst allowing students to finish at home. Ensure teacher is providing assistance and supporting those students Resources Appendix N: Informative text Appendix E: Identifying questions worksheet Students journal Books Internet/computer

scanning (ACELY1702)
Identify questions to inform an historical inquiry (ACHHS100) Classroom Organisation: Whole class discussion led by teacher and individual research Learning Experiences: 1. Introduce major 1 assessment task and explain in depth - Research how the gold rush of the 1800s has impacted and shaped Australian colonies today. - Develop an informative research paper - Deliver an multimodal presentation 2-3 minutes 2. Group discussion- What is an informative text? (Appendix N )The purpose of an informative text is to teach the reader about true information on a topic 3. What sources could we use to find information? (books, articles, internet, etc). What is and is not an appropriate sources e.g not Wikipedia 4. Provide students with identifying questions worksheet (Appendix E) 5. First research point; consider using question starts (who, what, when, where, why). 6. Allow students to use different resources to complete information 7. Throughout lesson review students sources and their set of inquiry questions to ensure these are appropriate 8. Ensure worksheet is glued into students journal

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Teaching and learning

Teaching strategies and learning experiences Lesson 7: Locating historical sources and developing a hypothesis Estimated Timing: 60 minutes Objective/s: Identify questions to inform an historical inquiry (ACHHS100) Identify and locate a range of relevant sources (ACHHS101) Classroom Organisation: Whole class led by teacher then individual work Learning Experiences: 1. Whole class discussion- what sources can tell about changes over time 2. Review the differences between primary and secondary sources 3. What is a hypothesis? A proposed explanation made on the basis of limited evidence as a starting point for further investigation 4. Provide each student with Appendix F 5. Demonstrate and provide 1 example to whole class 6. Provide support with locating other primary and secondary sources and documenting relevant information. 7. Ensure worksheet in glued into journal for marking Lesson 8: Answering questions Estimated Timing: 60 minutes Objective/s: Identify questions to inform an historical inquiry (ACHHS100) Identify and locate a range of relevant sources (ACHHS101) Classroom Organisation: Whole class discussion led by teacher then individual work Learning Experiences: 1. Ensure each student is clear on where they are up to 2. Whole class discussion on students findings so far - Each student state their hypothesis and identify areas for improve 3. Students final research stage- Provide each student with answering questions worksheet (Appendix G). 4. Display worksheet on projector screen to ensure student are following along

Supportive learning environment

Adjustments for needs of learners Struggling students: Teacher aide will support a group of students during this lesson to ensure they develop standard hypothesis Resources Appendix F: Sources Students journal Books Internet/computer

Struggling students: Provide an example for students who require assistance. If needed able to think pair share with a partner High achievers: Able to extend work

Appendix G: Answering questions Projector Books Internet/computer Students journal

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Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Teaching and learning

Teaching strategies and learning experiences - Explain how to complete worksheet - State an example - Are there any questions? 5. Provide support for students who require assistance 6. Ensure each students glues worksheet into journal 7. Teacher marks each students journal and to ensure all research is completed before next lesson Lesson 9: Developing presentation Estimated Timing:60 mins Objective/s: -Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text Struggling students: Students are able to refer to appendix H. Students journal will visually assist students Appendix H: Informative powerpoint Whiteboard Appendix I: Presentation planning sheet Students Journal Appendix J: Class check list Books Internet/computer

Supportive learning environment

Adjustments for needs of learners Resources

(ACELY1701)
-Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797) Classroom Organisation: Whole class discussion led by teacher then individual work Learning Experiences: 1. Whole class discussion about planning students informative essay (write answers on whiteboard for visual learners) - Purpose? (To purpose of an informative essay is to inform and educate the readers about topics that they may not know. An informative essay educates an idea, reveal a fact, or explain a process) - How many paragraphs? - Brainstorm paragraph ideas - What to say in each paragraph? 2. After completing brain storming thoroughly go through informative power point (Appendix H). Identifies how to write an informative piece

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Teaching and learning

Teaching strategies and learning experiences 3. Allow students rest of lesson to complete planning sheet (appendix I) - Finish introduction and background information (allowing students to work on these sections at home if not completed in class) 4. Ensure students are refereeing to research planning journal and/or researching if still needed 5. Provide assistance for students having difficulties or have questions 6. Attend to each student at least once over the two lessons. Tick of students names when seen (appendix J) 7. Ensure planning sheet is glued into journal Lesson 10: Developing presentation Estimated Timing: 60 minutes Objective/s: -Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797) -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 (ACELY1704) Classroom Organisation: Whole class- think pair share- Individual work Learning Experiences: 1. 10 minutes recap on last lesson - What to put in each section (refer to whiteboard answers from previous lesson) 2. 5 mins think pair share with a partner - Discuss findings 3. Allow lesson for students to finish their planning sheet (Appendix H) - Complete changes, impact and conclusion section - Allow students to complete planning sheet at home if not finished 4. Provide support for students who are having difficulties 5. Attend to each student at least once over the two lessons. Tick of students names when seen (appendix J)

Supportive learning environment

Adjustments for needs of learners Resources

Struggling students: Planning sheet will give students a clear idea and understand of planning High achievers: students can modify planning sheet by adding in and adjusting own paragraphs

Appendix H: Presentation planning sheet Journal Appendix J: Class check list Internet/computer

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Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Teaching and learning

Teaching strategies and learning experiences Lesson 11: Construct informative essay Estimated Timing: 60 minutes Objective/s: -Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) -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 (ACELY1704) Classroom Organisation: Whole class led by teacher Learning Experiences: 1. Whole class- Remind students how to write an essay - Use appendix M to assist when teaching whole class - Read through Appendix M to class and ensure they understand how to start the sentence, the purpose of the starting sentence and what to include in each paragraph when writing - To ensure students understand select children to answer questions - What does a topic sentence do? - What must a topic sentence contain/tell? - What does a concluding sentence contain? - What are some transition words we can use? 2. Students will have this lesson write a 2-3 minute informative essay - Ensure children are referring to planning and research in their journals - Assist children who require help - Answer any students questions 3. Teacher continue to attend each students- class check list (appendix J) 4. If children do not finish essay in class- able to take home and finish before next lesson 5. Mark students informative essay and provide written feedback

Supportive learning environment

Adjustments for needs of learners Struggling students: Teachers aide will support students this lesson to ensure children are understanding how to write an informative piece with their current information and research Allow more time in school and at home High achievers: Proof read and edit informative essay Teacher check and mark work Resources Appendix M: Paragraph and sentence information Student journals Appendix J: Class check list

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Teaching and learning

Teaching strategies and learning experiences Lesson 12: Edit, Proof read and practice Objective/s: Reread and edit student's own and others work using agreed criteria for text structures and language features (ACELY1705) Classroom Organisation: Grouped table groups. Whole class discussion led by teacher. Partner practice. Learning Experiences: 1. Discussion of oral presentations- When presentation an oral what are some things to think about? What are things we should not do in an oral? 2. Provide each student with appendix O. Students are to work in table groups (4 students) and complete the worksheet (what to do and what not to do in an oral presentation). Allow students 10 mins 3. Create a poster from the class answers and discuss responses. Refer to appendix P. 4. Provide students with their draft of written essay 5. Students are to edit and proof read essay 6. When finished students are to practice presentation with partner for feedback Lesson 13: Presentations and Written essay due Estimated Timing: 60 minutes Objective/s: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

Supportive learning environment

Adjustments for needs of learners Struggling students: -Utilise dictionary - Work with partner to edit and proof read each others work High achievers: Rehearse and practice If complete perfect and up to date student can design crops and/or outfit for oral presentation Resources Appendix O: Oral presentation tips Poster Appendix P: Tips for a great oral presentation

Struggling students: Depending on circumstance assessment will be adjusted e.g if crucial one on one presentation High achievers: Allow more time for oral presentation Longer length for written essay

Whiteboard Hate Class names Appendix Q: Oral rubric Appendix R: Written rubric

(ACELY1700)
-Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

(ACELY1701)
Classroom Organisation: Whole class seated on floor in front of teacher Learning Experiences: 1. Allow students 5 minutes to rehearse oral presentation to a partner 2. Whole class seated on floor in front of teacher 3. Each students name will be placed into a hat

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Year 5 unit overview Australian Curriculum: English

Miss Justine Brinkworth (S00115947) Teaching and learning

Teaching strategies and learning experiences 4. 6. 7. 8. Select a student to pull a name out of the hat without looking That student will be presenting first; write name on whiteboard Student presenting first full a name out of the hat; write name on board Complete this method until whole class order of presentations is written on the whiteboard 5. Each student will present their 2-3 minute oral presentation to the class 6. Mark individual student according to rubric provided (appendix Q) 7. Once class has presented mark written essay (appendix R) one week turn around

Supportive learning environment

Adjustments for needs of learners Resources

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Use feedback
Ways to monitor learning and assessment/ Feedback to students Teachers will mark individual KWLH charts (lesson 1). Teach will then meet to collaboratively cross mark and make judgments about assessment 1. From there, teachers will collaboratively meet to adjust lesson according to the results from students. Teachers will keep a class check list and ensure each student is attended two over lessons 11 and 12. Provide one on one feedback as well as written notes if needed. Ensure all students are on track and attending to any grey areas/questions. Teacher will be checking over throughout lessons and after lessons to ensure each activity has been completed and on task. Teachers will mark oral presentation according to provided rubric. Types: Reflection on the unit plan Oral feedback Written feedback One on one feedback Notes Observations Students in pairs give feedback

As a teacher it is always important to reflect upon each lesson and improve on areas. Consider these questions when reflecting: - What worked well? What did not work well? - What activities need to be modified? - Does the lesson cater for all students needs/abilities? - Did the teacher provide enough feedback? - Did you accomplish time management? - Was the lesson scaffolded well? Why/why not? - Was the assessment suitable for the age group? - Did the assessment suit all abilities? - Was the assessment adjusted to suit students needs and requirements? - Were there enough visual materials for hands on learners? Was the assessment well structured?

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Year 5 unit overview Australian Curriculum: English