Appendix 1

LESSON PLAN SCHOOL OF EDUCATION

LESSON ORGANISATION Year Level: 5 Time: 9:00- 9:45 Date: 7/03/13 Students Prior Knowledge:

Learning Area: History Strand/Topic from the Australian Curriculum

Aware of the correct letter format. Can extract information from videos. Aware of the reasons for the establishment of British colonies and important events of Australias history.

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)

Use persuasive language to create a strong point of view.

General Capabilities (that may potentially be covered in the lesson) Literacy Numeracy ICT Critical and Ethical competence creative behaviour thinking Cross-curriculum priorities (may be addressed in the lesson) Aboriginal and Torres Strait Islander histories and cultures Proficiencies:(Mathematics only) Asia and Australias engagement with Asia

Personal and Social competence Sustainability

Intercultural understandin g

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to: Write a persuasive letter from the perspective of an indigenous Australian. Comprehend and use relevant information from a video clip to write a letter regarding the colonial period. Works independently to complete task Teachers Prior Preparation/Organisation: Provided video. scribe like writing materials. Provision for students at educational risk: Place children with vision impairments close to the big screen Supervise class by moving around the room, and attending to students who tend to struggle with literacy.

LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement : Were my instructions clear and understandable? Were students able to follow the correct steps in writing a letter? Could students deliver relevant information that applies to the time period.? What did the students find challenging? Could students use calculators appropriately to check their work?

Teacher self-reflection and self-evaluation: Was the task engaging for students? What parts of the lesson can be changed or improved? Did the task achieve its desired objectives? What interruptions affected the flow of the lesson?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

Time

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant) Resources/References Motivation and Introduction: Align these with the segment where they will be introduced. 1. Teacher instructs all students to move quietly down the mat in the classroom, in front of a large projector screen. 2. Teacher begins by saying In previous lessons we have discussed the reasons for British colonisation within Australia, and the effects on Aboriginal people. Who can share with the group some of the ways colonisation may have impacted on the daily lives of aboriginal people?

3 min

3. Teacher brainstorms the topic of Aboriginal people during the colonial period with students, while also going through the basics of letter writing. 4. Today we will look at a clip which explores the roles of Captain James cook in this period, and the way Aboriginal people responded. 2 min

Lesson Steps (Lesson content, structure, strategies & Key Questions): Youtube.com/ projector. 1. When the students are seated quietly on the mat, the teacher begins the 10 minute clip on the projector screen. 10 min 2. Students use their pen and paper to take notes of the mini film, focusing on the relationship between the British and the Aboriginal people. Paper and Pen.

3. Once the movie has finished, teacher asks students to return to their desks. 4. Using the notes you have taken from the video, I would like you all to now write a letter from the perspective of an Aboriginal or Torres Strait Islander person from the time period about what they are experiencing emotionally and physically, and their feelings towards to the British people.

5. Teacher hands out writing material that looks like an old fashion scribe, and allows students 20 minutes to put together a letter.

6. Teacher circulates the room helping students who struggle with 25 min spelling or have trouble using 2
nd

person point of view.

Projector screen and softschools.com

Lesson Closure:(Review lesson objectives with students) 7. The teacher brings all the students back down to the map where they discuss key points of their letters Teacher asks students at random about the types of emotions that could possibly be felt by an Aboriginal person who lived in the colonial period. 3 min - Teacher asks a well behaved student to collect all the letters for marking.

1 min Transition: (What needs to happen prior to the next lesson?) 8. Teacher asks students to return to their seats and get out a pencil for their next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?) 9. Teacher asses a group of students using a checklist to document achieved outcomes. 10. This list will determine Student skills. This list will asses students on: Write a persuasive letter from the perspective of an indigenous Australian. Comprehend and use relevant information from a video clip to write a letter regarding the colonial period. Works independently to complete task

Checklist.