Lesson+1

Yr 4 (Stage 2) ||
 * Our Australian Adventure ** ||
 * Curriculum Link: ** HSIE ||
 * Yr Level: **
 * Yr Level: **
 * Lesson Number: ** 1/10 ||
 * Lesson Topic: ** Exploring areas of significance in Australia by viewing a travel video and representing the sequence of events in a recount. ||
 * Learning Area(s): ** HSIE/English ||
 * Learning Area(s): ** HSIE/English ||

· names and locates natural, built and heritage features in their local area and evaluates their significance · gives a more detailed recount · uses a wide range of conjunctions and adverbial phrases to indicate time and location · retells and discusses key events, main characters and setting in factual recounts · interprets basic maps, charts, diagrams and photographs that may form part of a recount · contributes to joint text-construction activities · writes more involved recounts || Smartboard with internet access YouTube vides (Travel Australia for 1 year) [] Butchers paper Pencils, textas || __ Introduction: 10 mins __ Explain to students that the topic this term is Our Australian Adventure and that we will be exploring significant places in the local area and around Australia. __ Teaching strategy/Learning activity: 40 mins __ || Watch YouTube video. || Play YouTube video. || Discuss visual elements. || Introduce visual elements (codes) in order to understand visual literacy. Discuss: Character, camera shots, music. || Reflect and respond to feelings about video, the video maker and the topic. || Ask: What do you feel about this video? What do you feel about the topic? || Watch YouTube video again and make notes in worksheet. || Explain: We will watch video again and in groups of 4, come up with an accurate and detailed recount of the places visited. Hand out worksheet to each student and go through the structure of a factual recount is. Revisit grammatical features of a recount eg the use of conjunctions and adverbial phrases, nouns, adjectives. Ensure all students have deep understanding of the task ahead. || Watch YouTube video again and make notes in worksheet. || Organise students in groups of 4. Make sure everyone can see screen and have a worksheet and pencil each. Play YouTube video again. || Participate in small group discussion. Collaborate to produce a recount on butchers paper. || Ask students to begin discussion in their small groups based on the notations on their worksheet. Remind them to focus on selecting key events in retelling. Students work on writing their group recount. Provide them with butchers paper and textas. || Present recount to class. Students not presenting to listen and evaluate their peers work. Comment on who/what/when/where/why. || Groups to present recount to the class. As each group completes their oral recount, encourage rest of class to listen to and evaluate the organisation of their peer’s oral recount. They will need to make comments about who/what/when/where/why. || __ Concluding strategy: 10 mins __ Log on to Aardvark Map on smartboard [] and show students how to create their own map. Allow students time to experiment on whiteboard. || · Note students’ response after first viewing of video – do they understand the visual elements (codes)? What are their thoughts/feelings about the video, the video maker and the topic? · Observe students as they are writing in worksheet during second viewing of video – are they able to transpose information from video to the worksheet? · Oral presentation – did students follow the structure of a factual recount? Were key grammatical features of recount used (wide range of conjunctions and adverbial phrases to indicate time and location, nouns, adjectives)? · Analyse information of group recount on butchers paper as students present. · Analyse written worksheet – what sort of details were included in the recount? || · Ensure that all students can see/hear the video. · Provide opportunity for students to have a third viewing if requested. · Form novice/expert partnership for ESL students || · Were students engaged in learning more about significant places in Australia? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Was the resource (YouTube video) appropriate/adequate for the lesson? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Were students able to participate in discussion of the video? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Did students complete their worksheet? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Were students able to participate in oral recount to peers? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Were key grammatical features of recount used in both oral presentation and worksheet? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What were the comments/feedback provided by the other students? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Were students able to understand and navigate the Aardvark Map software? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Was the timing of each activity appropriate? ·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Were the needs and abilities of all students catered to in the lesson? || ** __WORKSHEET LESSON 1: FACTUAL RECOUNT__ ** ||
 * Unit Aim or Outcome: ** Students become familiar with the significance of places in their local area and other parts of Australia and also learn how to develop a travel plan for a trip around Australia. ||
 * Lesson Outcome: **
 * ENS2.5 ** Describes places in the local area and other parts of Australia and explains their significance
 * Lesson Outcome: **
 * ENS2.5 ** Describes places in the local area and other parts of Australia and explains their significance
 * TS2.1 ** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum
 * RS2.5 ** Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events
 * WS2.5 ** Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
 * Resources: **
 * Resources: **
 * Lesson Outline ** ||
 * Lesson Outline ** ||
 * Ask: ** What places have you visited in Australia? Why did you visit this place? Was it significant? What do you know about this place? Teacher writes the names of these places on the whiteboard. Sort into categories – students decide if it is to be sorted based on states/historical significance/tourist attraction etc. ||
 * Students will …… ** ||
 * Teacher will… ** ||
 * Teacher will… ** ||
 * Assessment: **
 * Assessment: **
 * Any special considerations or contingency plans: **
 * Any special considerations or contingency plans: **
 * Self-reflection: **
 * Self-reflection: **
 * ORIENTATION: ** Sets a context for understanding the events that follows; provides background information about who, where, when, etc.
 * ORIENTATION: ** Sets a context for understanding the events that follows; provides background information about who, where, when, etc.
 * RECORD OF EVENTS ** : Recounted in chronological order.
 * RECORD OF EVENTS ** : Recounted in chronological order.

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 * REORIENTATION: ** ‘Rounds off’ the sequence of events usually by resetting events in time.
 * REORIENTATION: ** ‘Rounds off’ the sequence of events usually by resetting events in time.