Lesson+1

__HSIE: __ CCS2.1- Describes events and actions related to the British Colonisation of Australia and assesses changes and consequences. · //Explains the role played by some significant people during the occupation of Australia as a penal colony by the British e.g. Pemulwuy, Arthur Phillip, Elizabeth Macarthur, Francis Greenway, James Ruse, Richard Johnson. // __English: __ RS2.6- Uses efficiently a range of skills and strategies when reading and interpreting written texts. · //Skims a text for key information on a specific topic. //  · //Makes brief notes of information relevant to the topic. // || * Interactive Whiteboard * Images of 6 significant individuals (Appendix A)  * Class retrieval worksheet "Important People in Colonial Australia- Retriever Chart" (digital or poster copy) (Appendix D)   * Access to Historic Houses Trust Information on Arthur Phillip * "Important People in Colonial Australia" worksheet (x5) (Appendix B)  * Printed copies of People Factsheets (x5- one person per group) (Appendix C)  |||||| **Lesson Aims: ** This lesson reintroduces the topic of Colonial Australia to the students as they would have prior knowledge from their studies within Year 3. By having students engage in activities which examine the contributions of 6 significant colonial figures, this lesson provides important content which contextualises the unit and the multimodal text. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">This lesson also develops students’ skills in reading factual texts and extracting relevant information within the text based upon a pre-organised scaffold. || //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">The Teacher… // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">1. Introduce the topic of colonisation. Ask students to brainstorm what colonisation is, based on prior learning. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">2. Write the names of the six significant individuals on the board. Place the six pictures of the people on the board. Have students try to match their names with the faces. Explain that they will be finding out more information about each of these six people. |||| //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">The Students… // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">1. Students brainstorm "What is colonisation?" They offer answers in the class brainstorm. <span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 115%;">2. Match names to faces. Listen to the task explanation. || //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">The Teacher… // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">1. Display the information on Arthur Phillip on the interactive whiteboard. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">2. Scaffold students on how to effectively scan their given text to find relevant information. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Remind students that they will be reading to find information which will assist them in filling out their table, thus, they should highlight important points as they come across them, as well as look out for key words which will help them locate the information they need. <span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 115%;">3. Model this procedure by filling out the first column of the retriever chart (Arthur Phillip) as a class. 4. Split the students into five groups. Explain that each group will be given some information on an important person in colonial history and a table of information to fill in. Students should scan the text and highlight important information. They can also underline any words they do not understand and use a dictionary to find out their meaning.
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Unit Topic: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Colonial Australia |||||| **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Curriculum Link: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">HSIE, English  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Stage: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Two, Year Four  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson Number: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">One |||||| **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson Topic: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Important people in the colonisation of Australia  || **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Timing: **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">1 hour  ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson Outcomes: **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Resources: **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson Outline ** ||||  ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Introduction: __<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;"> (10 mins)
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Body: __<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">(40 mins)

<span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 115%;">5. As groups work together to complete the task, the teacher can observe and assist any groups that need extra support.

<span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 115%;">6. When all groups are finished, have the class return to the floor with their completed tables. Allow each group to present their findings, and fill in the class retriever chart at the end of their presentation. |||| //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">The Students… // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">1. View and read the information. Scan the text (with teacher support) looking for specific information. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">2. Assist the teacher in providing answers for the retriever chart. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">3. Go to the assigned group. Work together to scan text and look for information. Underline any unknown words and look them up in a dictionary. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">4. Work together and fill out information table. <span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 115%;">5. Students listen as groups present their findings. Assist teacher in filling out retriever chart. || //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">The Teacher… // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">1. Conclude the lesson by having students look at the retriever chart again. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">2. Have students work in pairs to discuss two new pieces of information they were able to discover <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">3. Draw links between this lesson and the multimodal task that students will complete throughout the unit by explaining that the multimodal task will be based upon an individual within the colonial period. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">4. Introduce concepts for the following lesson by indicating that students will be looking at examples of literary recounts and writing their own recount based on a recent event. |||| //<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">The Students… // <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">1. Look at the chart. Discuss with a partner two new pieces of information. <span style="display: block; font-family: Verdana,sans-serif; font-size: 10pt; line-height: 115%;">2. Listen as the task is explained. || · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Were students engaged in the introduction? Was the task successful? · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Were students able to scan text to find relevant information? Was more scaffolding necessary? · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Did students work successfully in groups? Did the groups need to be changed? · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Could students present their findings? Were other groups actively listening? · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Did students reflect on their learning? Did they need more scaffolding? · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Which aspects of the lesson were successful? Which aspects needed improvement? || APPENDIX A
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Conclusion: __<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;"> (10 mins)
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 115%;">Evaluation **



APPENDIX B



APPENDIX C





APPENDIX D



<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__**References:**__

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Australian Dictionary of Biography. (2006). Johnson, Richard (1753?-1827). Retrieved September 20, 2010 from []

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Australian Dictionary of Biography. (2006). Macarthur, Elizabeth (1766-1850). Retrieved September 20, 2010 from<span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px; url: //www.wikispaces.com/i/a.gif);">[]

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Australian Dictionary of Biography. (2006). Pemulwuy (c.1750-1802). Retrieved September 20, 2010 from <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; cursor: pointer; padding-right: 10px;">[]

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Australian Dictionary of Biography. (2006). Ruse, James (1760-1837). Retrieved September 20, 2010 from []

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Historic Houses Trust. (2010). Captain Arthur Phillip. Retrieved September 20, 2010 from [].

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Historic Houses Trust. (2010). Francis Greenway. Retrieved September 20, 2010 from []