Year 6 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 Unit title Duration of unit: 10 hours Australian Catholic University Why do people come to Australia? 10 hours explicit teaching + time allocated for assessment completion.
Unit outline The focus of this unit is for children to learn new concepts of English and History in a context that they havent learnt about before. The context is that of learning about immigrants coming to Australia, whether it is in the 1700s to the present time. This unit will give children an insight into this beautiful country and how it has housed many people in need over hundreds of years. This unit contributes to children achieving in English in Year 6 by covering many different content descriptors from the Australian Curriculum. In general terms, what they will be learning about in English is: How to write a biography and present on a multimodal presentation, how to present their biography effectively using the right volume/tone/pitch/pace, how to compare their lives currently to those back in older historical times, how to write with their feelings/senses and how to edit their work effectively. They will also be covering one of four content descriptors from the Australian Curriculum: History. They will be learning in depth about different people who were refugees in Australia around war times, researching why people still come to Australia today and researching a famous Australian immigrant to present on. The main inquiry question that shapes this unit is Why do people come to Australia?. Students will be researching this in accordance with choosing a famous Australian immigrant, then performing a presentation.
2 | Year 6 unit overview Australian Curriculum: English and History Identify curriculum Content descriptions to be taught General capabilities and cross-curriculum priorities Language Literature Literacy Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)
Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613) Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Literacy
Historical Knowledge and Understanding Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)
Reread and edit students own and others work using agreed criteria and explaining editing choices (ACELY1715) Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
Historical Skills Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120) Locate information related to inquiry questions in a range of sources. (ACHHS121) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) 4 | Year 6 unit overview Australian Curriculum: English and History
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. 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. Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 5 Relevant prior curriculum Curriculum working towards Year 5 English 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) Reread and edit student's own and others work using agreed criteria for text structures and language features (ACELY1705) Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) 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) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Year 5 History The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096) Identify questions to inform an historical inquiry (ACHHS100) Identify and locate a range of relevant sources (ACHHS101) Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104) Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106) Year 7 English Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720) Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726) Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728) Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764) Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529) Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528) Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619) Year 7 History Sequence historical events, developments and periods (ACHHS205) Identify and locate relevant sources, using ICT and other methods (ACHHS208) Identify the origin and purpose of primary and secondary sources (ACHHS209) Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) 6 | Year 6 unit overview Australian Curriculum: English and History Draw conclusions about the usefulness of sources (ACHHS211)
Bridging content To bridge the gap between Year 5 and Year 6, these concepts will need to be explicitly taught for English: Comparing students personal experiences with those from other historical and cultural backgrounds Discover how vocabulary choices can express meaning, feelings and opinion. Explore that different families use different dialects other than Standard Australian English How to create texts that inform and engage the listener Expand on the childrens presentation skills e.g. tone of voice, volume, pitch and pace.
. Links to other learning areas This includes links to Australian Curriculum History. This unit will link to Australian Curriculum History as we will be discovering and researching people who have emigrated to Australia for various reasons. This links to content descriptor ACHHK115 Stories of groups of people who migrated to Australia (including ONE from an Asian country) and reasons they migrated, such as World War II & Australian migration programs since the War. We will be exploring some famous Australians who first started off as immigrants from Europe, Asia and Africa. They will then (using their English skills) be exploring how to research a particular person and plan a presentation.
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 7 Assessment Make judgments Describe the assessment Assessment date English: Receptive modes: 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: 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. 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 Summative assessment: The formative assessment for this unit is the children are required to research and present a biography on a famous person who had immigrated to Australia. The children will select a person from a list, research them and create a biography on their life. They will then present their biography to their classmates using Prezi. Resources required: Marking rubric (Appendix One: a), overhead projector, laptop and access to the internet. Length: The biography should be 500 words or less. For children with diverse needs: If a child is unable to deliver a presentation due to their diverse needs, they are able to just hand in their written final copy of their biography to me. Feedback: Children will receive feedback of their presentation by the teacher going through the marked rubric with them after theyve presented.
Formative assessment: The children will be given a checklist from the teacher that relates to their research assignment. They will need to go through a check their assignments for factors including: Finished a draft, checked by teacher, final copy written up, it contains a heading, contains basic general information about the person, why they came to Australia and have finished their Prezi. Once they believe that they have ticked off all on their checklist, they will then need to conference with the teacher. Resources required: Checklist (Appendix One: b), access to laptops with internet. For children with diverse needs: If a child is feeling overwhelmed by the checklist, they are able to conference with the teacher and they can go through the checklist with them personally. Feedback: The child will receive feedback on a regular basis by the teacher conferencing with them after the checklist is completed and when they hand in a draft.
Week 9
Given to in Week 7, expected to be completed by Week 9 when Formative Assessment is due. 8 | Year 6 unit overview Australian Curriculum: English and History Assessment Make judgments developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.
Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 9 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Lesson 1: Name of Lesson: Why did people come to Australia many years ago? Estimated Timing: 1.5 hour Objective/s: For students to understand why people immigrated to Australia when war was happening. Classroom Organisation: Children will be sitting in pairs. Preparing for assessment: Background knowledge of why people immigrated to Australia. Learning Experiences: Write on the whiteboard Why do people come to Australia?. Ask children what they think. Promote thoughts of because for a better life, jobs, its a beautiful country, etc. Instruct children to go to http://www.nma.gov.au/education- kids/classroom_learning/multimedia/interactives/new-homes on their laptops. Write URL on whiteboard. Demonstrate that the children will be researching either Petronella Wensing or Lilija Brakmanis on the website and why they came to Australia. In their pair, they will get one person each and have to research them, then they will teach each other about their person. Hand out a worksheet (Appendix 2) they need to complete while learning about these two women. Demonstrate to them what they need to do on the website. Allow 40 minutes for the children to play the interactive game and write down their answers. Ask children to discuss to the other person in their pair about who they have done. Conclude the lesson by asking two students to tell the class overall what they had found out about these two ladies. Have a discussion about what these two ladies had in common e.g. Did they come to Australia for the same reason? Was it around the same time? A teacher-aide will be present in the classroom as well as the teacher, this ensures that the children stay on the right track on the laptops and can give additional help if needed.
People needed: Teacher-aide, teacher. Resources: Website from National Museum of Australia, laptops with access to the internet, worksheet provided in Appendix 2.
Risk management strategies: As children are on the internet, precautions need to be taken. Children are aware that if something inappropriate pops up, they are to close the lid immediately and inform the teacher. They will then be debriefed. Lesson 2: Name of Lesson: Comparing our lives to those living a hundred years ago If children are not People needed: Teacher. 10 | Year 6 unit overview Australian Curriculum: English and History Estimated Timing: 1 hr Objective/s: For children to compare their lives now to those who lived hundreds of years ago. Classroom Organisation: Children will be sitting at their own desks. Preparing for assessment: Giving background knowledge about life hundreds of years ago why immigration happened. Learning Experiences: Read to the children the book My Place by Nadia Wheatley & Donna Rawlins. Discuss with the children if they noticed any patterns within the book e.g. it goes back 10 years at a time, the map of the area is generally the same but loses elements as it goes back in time, how the children change. Explain to the children how to do a Venn diagram. Explain on the left side they have their life now, on the right they have life back then and then in the middle some similarities between the both. Explain to the children that they will be using this diagram to compare their lives now to that of Sams in 1798. Give out to the children a copy of the two pages so they are able to re-read it again. Allow the children 40 minutes to complete this activity. After 40 minutes, gather the children for a discussion to conclude. Ask them how their lives are different, how they might be the same and things that they have now that they wouldnt have had in 1798.
comfortable sharing their answers, they can show me what they have done after the lesson. Walk around during the lesson to see if the children understand what a Venn diagram is and if they are using it properly. Resources: The book My Place by Nadia Wheatley & Donna Rawlins.
Risk management strategies: N/A Lesson 3: Name of Lesson: Introduction to some famous Australian immigrants Estimated Timing: 1hr Objective/s: For children to learn about famous Australias who immigrated from other countries, and to pick someone to do their biography assessment on. Classroom Organisation: Children will be sitting at their own desks in groups of 4. Preparing for assessment: The children are learning how to do Prezi they are required to do a Prezi presentation in their summative assessment. Learning Experiences: Instruct children to go to prezi.com and to sign up with their student email and password. If children need help with their laptops and registering to Prezi, there will be a teacher-aide present and the teacher available to help. People needed: Teacher-aide, teacher. Resources: Laptops with access to internet, overhead projector and prezi.com
Risk management strategies: As children are on the internet, precautions need to be taken. Children are aware that if something inappropriate pops up, Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 11 Show children how to create a new Prezi, add a template, add a image, add text. Explain that they need to use this properly as they will be using Prezi to do their biography assessment on later in the term. Allow children to explore Prezi for majority of the lesson. This allows them to get a feel for it.
they are to close the lid immediately and inform the teacher. They will then be debriefed. Lesson 4: Name of Lesson: Introduction of assessment Estimated Timing: 1hr Objective/s: Children will be informed on their assessment for this semester, and taken through their assessment booklet. Classroom Organisation: Children will be sitting at their own desks in their groups of 4. Preparing for assessment: Introducing the assessment preparing the students to have knowledge about what they are being marked on. Learning Experiences: Distribute to the children their assessment booklet and talk them through the different components formative and summative assessment, rubric, checklist, questions and a list of famous immigrants. Explain the rubric in detail to the children. E.g. this is how they will get above expected, expected and below expected. Instruct children to pick one of the immigrants from the list given and highlight it. Once they have chosen, they are to write the inquiry question: Why did this person come to Australia? in their history books. They are then to research on their laptops and provide two dot points in their book as to why they came to Australia. Once they have done this, they are to come and show the teacher their book. If a child has issues with writing in their book, they are able to get a teacher-aide to scribe their research. They are also able to type this into a word document if they are physically unable to write it. If the child has issues researching, they are to ask the teacher. People needed: Teacher-aide, teacher. Resources: Assessment booklet (Appendix one)
Risk management strategies: As children are on the internet, precautions need to be taken. Children are aware that if something inappropriate pops up, they are to close the lid immediately and inform the teacher. They will then be debriefed. Lesson 5: Name of Lesson: How to be an effective presenter 101 Estimated Timing: 1 hour Objective/s: In this lesson, the children will learn how to be effective presenters in preparation for their biography assessment. Everyone regardless of diverse needs are encouraged to participate in this activity. People needed: Teacher Resources: Whiteboard, paper and pens to write their ideas.
12 | Year 6 unit overview Australian Curriculum: English and History Classroom Organisation: Children will be working in groups for this activity. Preparing for assessment: For their summative assessment, they have to do a presentation. This will give them tips and tricks how to have an effective presentation. Learning Experiences: Explain that in this lesson, children will be split into 3 groups. These three groups will be: An above expected presentation, an expected presentation and a below expected presentation. Explain that in their groups, they will be given one of these 3 presentation types. They then will have to work out in their group how you would do this type of presentation e.g. what does it take to be an above expected/expected/below expected presenter? Explain that after about 20 minutes of discussion time in groups, they then will have to demonstrate to the class what they think that their category means. They will have to act out whatever expectation they are given. Allow 30 minutes for the students to collate their ideas, and then 10 minutes for them to demonstrate to the class their interpretation. Have a whole class discussion for 20 minutes about what they have just been shown. Draw a table on the board that has Above Expected, Expected and Below Expected as headings. Ask the students what goes under each section and engage in discussion as to why they would put that there. If students do not feel comfortable performing their expectation level, someone else can be nominated to do so by the teacher. Risk management strategies: N/A Lesson 6: Name of Lesson: How to write a biography Estimated Timing: 1hr, plus 30 minutes for assessment Objective/s: To teach students how to write a biography for their summative assessment. Classroom Organisation: Children will be sitting at their own desks in their usual groups. Preparing for assessment: Children are required to write a biography for their summative assessment, and this lesson will give them the fundamentals to know how to construct a biography. Learning Experiences: Start the lesson with a discussion. Ask the students what they think a biography is. List their examples on the board. Get them the example of a biography of Mae Jemison to read through. Allow A teacher-aide can support students if needed, as well as the teacher. People needed: Teacher, teacher-aide. Resources: Whiteboard, Biography of Mae Jemison, the childrens assessment booklet.
Risk management strategies: N/A Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 13 about 10 minutes for them to read it. Have a discussion with the class about the different elements of a biography that are included on the worksheet e.g. Heading, explanation of who the biography is about, information on their childhood, how they worked hard to achieve their goals, examples of accomplishments and a conclusion. Write them on the board and go through with the children about what they all mean. Ask them to get out their biography template in their booklet (Appendix one). Go through the biography template. Ask them what they should put in each section. Allow for the rest of the 30 minutes in the lesson for the students to work on their biography template. This will allow for questions to be asked about the biography and their assessment in general.
Lesson 7: Name of Lesson: How to create interesting writing with feelings Estimated Timing: 1 hour Objective/s: Children will learn to go from boring sentences to great sentences, by learning to write with their feelings/senses. Classroom Organisation: Children will be sitting at their own desks in their usual groups. Preparing for assessment: This will teach students how to have interesting and engaging texts, which is essential for a presentation. Learning Experiences: Distribute the Details, details, details worksheet to the children. Ask the children What do we need to do to make our writing interesting? and write their responses on the board. Explain that we are going to work on this worksheet to help us write using our senses and feelings. Ask the children why we would do this activity. E.g. to make our work more personal/interesting. Go through the first question with the class so they get the general idea. Allow for the rest of the lesson for them to do the worksheet. It is important that they do this so they can learn to write interesting sentences for their If children need help, they can ask a peer or a teacher. This worksheet isnt asking for anything academic that may be detrimental to some students, so therefore is less worrying for them. People needed: Teacher Resources: Whiteboard, printed worksheet.
Risk management strategies: N/A 14 | Year 6 unit overview Australian Curriculum: English and History biography. Walk around the classroom to ensure children are fulfilling the worksheet properly.
Lesson 8: Name of Lesson: How to research properly/cyber safety on the internet. Estimated Timing: 1hr
Classroom Organisation: At their own desks with a laptop. Preparing for assessment: Students need to know how to research to complete their summative assessment successfully. Learning Experiences: Explain to the students that today we will be learning how to research properly on google. Instruct all to go onto google. Explain that they need to be specific - they just cant type Ned Kelly and expect the information they are looking for to pop up. Give an example that if they were to need information about Ned Kellys childhood, they would type Ned Kellys childhood. This allows for the search engine to generate more accurate results according to what they have described. Introduce the topic of cyber safety. Ask the students what they should do if something that isnt related to what they are researching pops up. Develop a class action plan according to what the children believe they should do if something inappropriate arises. Display the rules up where everybody can see and remind students that if something happens, think of these rules. The teacher aide can assist the teacher in monitoring the correct usage of the computers. People needed: Teacher and teacher aide Resources: Laptops with internet
Risk management strategies: The students will be risk assessing their internet themselves in this lesson by identifying some objectives to do if they see something inappropriate on the computers. Lesson 9: Name of Lesson: How do you edit your work? Estimated Timing: 1.5 hrs Objective/s: For students to use the checklist to edit and make sure their work is correct. Classroom Organisation: Students are at their own desk. Preparing for assessment: Students will need to know how to edit their work in order People needed: Teacher Resources: Assessment booklet, prepared worksheet.
Risk management strategies: Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 15 to present a flowing and effective presentation. Learning Experiences: Ask students to get out their assessment booklet and go to the checklist. Ask the students about each section, one by one. Have a discussion about what each of these are and what they mean in relation to their assessment. Write the discussion on the board so all children understand what is going on. Explain what a bibliography is and why they need it in their work. Ask the children what do you do to edit your work? Discuss different grammatical things they will need to do to edit their work e.g. look for full stops, long sentences. Give them the prepared worksheet. It is a basic grammar worksheet that they should be able to fill in. Explain that this will jog their memories with grammar to prepare them for their assignment writing.
N/A Lesson 10: Name of Lesson: Time to write assignments. Estimated Timing: 1hr
Objective/s: For children to work on their draft of their biography assignment. Classroom Organisation: Students will be at their own desks working independently. Preparing for assessment: This lesson gives them time to complete their assessment. Learning Experiences: Inform the children that this lesson will be dedicated to them beginning their biography assignment. Instruct that they fill in the biography table first (APPENDIX one) , and then they begin writing their biography. Inform the children that the teacher and the teacher-aide will be available to help and give feedback.
The teacher-aide can give support to students who may need it by taking them to the learning support room. People needed: Teacher Resources: Assessment booklet, laptops.
Risk management strategies: N/A Lesson 11: Name of Lesson: Assignment writing and feedback Objective/s: Children are able to write their assignments in this lesson and get feedback from their teacher. Classroom Organisation: Students will be working independently. Preparing for assessment: This time gives them an opportunity to prepare The teacher will be supporting those in this lesson to help write their biography and to give feedback on their work. People needed: Teacher Resources: Assessment booklet, laptops.
Risk management strategies: 16 | Year 6 unit overview Australian Curriculum: English and History themselves for their summative assessment. Learning Experiences: Children have the opportunity to work on their biography assessment. By this lesson, they should have most of their checklist completed and ready to get feedback from the teacher. The teacher will be walking around helping students with their biographies.
N/A Lesson 12: Name of Lesson: Assignment writing and feedback Objective/s: Children are able to write their assignments in this lesson and get feedback from their teacher. Classroom Organisation: Students will be working independently. Preparing for assessment: This time gives them an opportunity to prepare themselves for their summative assessment. Learning Experiences: Children have the opportunity to work on their biography assessment. By this lesson, they should have most of their checklist completed and ready to get feedback from the teacher. The teacher will be walking around helping students with their biographies.
The teacher will be supporting those in this lesson to help write their biography and to give feedback on their work. People needed: Teacher Resources: Assessment booklet, laptops.
Risk management strategies: N/A Lesson 13: Name of Lesson: Editing their biography 1 Estimated Timing: 1hr Objective/s: Children will spend this lesson editing their biography or keep writing it. Classroom Organisation: Students at their own individual desks. Preparing for assessment: This time gives them an opportunity to prepare themselves for their summative assessment. Learning Experiences: In this lesson, students will be able to edit and proofread their work. They will also be allowed to swap with another student so they are able to edit each others work. They will then need to write their good copy after a conference with the teacher. The teacher will be supporting those in this lesson to help write their biography and to give feedback on their work. People needed: Teacher Resources: Assessment booklet, laptops.
Risk management strategies: N/A Lesson 14: Name of Lesson: Editing their biography 2 Estimated Timing: 1.5 hours The teacher will be supporting those in this People needed: Teacher Resources: Assessment booklet, Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 17
Objective/s: Children will spend this lesson editing their biography or keep writing it. Classroom Organisation: Students at their own individual desks. Preparing for assessment: This time gives them an opportunity to prepare themselves for their summative assessment. Learning Experiences: After students have had a conference with the teacher, they are then able to go write their good copy and create their Prezi. They then need to finish their checklist rehearsing, correcting Prezi.
lesson to help write their biography and to give feedback on their work. laptops.
Risk management strategies: N/A Lesson 15: Name of Lesson: Finalising assessment Estimated Timing: 2hrs Objective/s: This last lesson to work on assessment is where they need to meet with the teacher, finish their Prezis and begin rehearsing. Classroom Organisation: Students sit at their own desks and work independently. Preparing for assessment: Completing the final stages of their assessment by rehearsing and finishing Prezis. Learning Experiences: Inform the students that this is the last lesson they have before presentations. They need to finish their checklist have a conference with the teacher, finish their Prezi. The students will be able to rehearse their presentation in this time.
The teacher will be supporting those in this lesson to help write their biography and to give feedback on their work. People needed: Teacher Resources: Assessment booklet, laptops.
Risk management strategies: N/A Lesson 16: Name of Lesson: Presentations of biography Estimated Timing: 2hrs Objective/s: For students to present their biography to their peers. Classroom Organisation: Children sitting on the carpet, student presenting the the front of the class. Preparing for assessment: N/A as they are now presenting their assessment. Learning Experiences: Students will present their biography in this lesson. If a student cant present for whatever reason, they can just give their Prezi on a USB with their final copy. People needed: Teacher Resources: Overhead projector, students completed assessment, rubric for marking summative assessment.
Risk management strategies: N/A 18 | Year 6 unit overview Australian Curriculum: English and History
The teacher will mark them according to the rubric and will be given feedback straight after the presentation. Amelia Taylor, S00115711 EDLA369 Semester 2, 2013 | 19 Use feedback Ways to monitor learning and assessment Throughout this unit, the teachers will meet together to ensure they are covering all aspects of the unit plan in their lessons. Teachers will be able to monitor learning every week by looking at the students progress in their biography, how they are participating in class and whether they are applying what they have learnt in the lessons to their work. Feedback to students The teacher will constantly be giving children feedback in this unit plan. The most significant way children will receive feedback is by their assessment checklist, that has to be given to the teacher and then the student and teacher have a conference together. This is where the teacher tells the student where they need to improve, what they are doing well in and a general comment on their progress. The teacher would give this feedback verbally, but also will write it down for future reference.