learningwithjason.files.wordpress.com€¦ · web viewweek 1 inquiry question: how can children...

Smith_Jason

Week 1 Inquiry Question: How can children change the world? Year 3Monday Tuesday Wednesday Thursday Friday

9.30-9.40: Principal’s address at Covered Over Learning Area (COLA)9.40-9.45: Discuss with class the events of the week9.45-10.30: Spelling lists. New words read to class; children write in workbooks. Lists differentiated by ability. Definitions and discussions.10.30-10.40: Crunch and Sip (CAS) break10.40-11.30: Integrated LessonSetting the scene: Active CitizensOutcomes: English: Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) (ACARA, 2016a); HASS: Draw simple conclusions based on analysis of information and data (ACHASSI058) (ACARA, 2016b)Framework For School Age Care (FSAC) link: Outcome 1: children have a strong sense of identity (Department of Education, Employment and Workplace Relations [DEEWR], 2011, p. 19) evidenced when children express themselves and actively listen to peers.Objectives: By the end of this lesson the students will be able to: Explain that the local community is made up of people from diverse cultures and backgrounds; Describe the audience of a persuasive text.Resources: Cup of water; torn piece of bread, bowl with dry oats, large opaque sheet, images of Parramatta Female Factory and teacher’s family treeHook (3.00): A large sheet sits draped over several items on a desk at the front of the room as the children enter. Children speculate about the items. Teacher leads the class with a series of What Am I? clues. Items are revealed for children to contemplate.Introduction (3.00): Teacher explains this was a day’s supply of food for female convicts held at Parramatta in 1821. Teacher shows an image of the Female Factory (gaol) at Parramatta from the 19th century, and the teacher’s family tree showing ancestral links to a female convict at the gaol.Sequence (31.00): Ask stimulating questions. Why might the history of the prison be important? What places are significant to you? Have ancestors ever shared stories from the past?Show video excerpt of convict prison descendants campaigning for the preservation of the prison buildings.Refer to texts and audiences. Who is the audience for this video? What kind of people will respond to this? Is this an imaginative, informative or persuasive text? How do you know? Class discussions. Children write explanations in their HASS journals.Personal identity. In triads children discuss their different cultural backgrounds and why their culture is important. In their HASS journals the students answer: How has your family history influenced what you believe is important?Conclusion (8.00): Whole class discussion seeks consensus about the role of history and culture in forming a personal identity, and their roles in motivation and action. Ideas added to the interactive board.Assessment: Journal entries show level of understanding about the role of history and culture in shaping personal identity. The entries also show perceptions about the audience for the persuasive text. (Checklist: Appendix B)Differentiation: (Process) Teacher asks open questions to allow for individual thinking and varied input; (Product) Early finishers add more detail and write in paragraphs (increasing); Some students permitted to make bullet points (decreasing)Extension: Children list significant people, times or places in their lives; Children make a list of action groups11.30-12.20: LUNCH (playground duty 12-12.20)12.20-1.00: Maths test (closed book) – Numbers and place value from textbook (unit 12)1.00-1.30: Reading groups (mixed ability) using reading cards and class magazine1.30-2.05: News time – sharing cooking experiences2.05-2.20: AFTERNOON TEA2.20-3.25: Gymnastics (external provider; teacher to assist)3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-11.30: Relief from face to face teaching (RFF). Review and reflect upon first Integrated Lesson yesterday.

11.30-12.20: LUNCH

12.20-1.15: HPE (Fair Play. Why do we have rules?)1.15-2.05: Maths (Patterns and algebra). Collectively work through problems in class textbook.

2.05-2.20: AFTERNOON TEA (playground duty)

2.20-3.00: Big Writing – using expressive language to tell a story3.00-3.25: Brain exercises: problem solving with RUCSAC3.25-3.30: End of day pack up

9.30-10.00: School assembly in the hall. Merit awards.10.00-10.30: Scripture/non-scripture/ethics10.30-10.40: CAS break10.40-11.30: Integrated LessonSetting the scene: Who am I? Who are we?Outcomes: English: Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) (ACARA, 2016a); HASS: Pose questions to investigate people, events, places and issues (ACHASSI052) (ACARA, 2016b)FSAC link: Outcome 1: children have a strong sense of identity (DEEWR, 2011, p. 19) shown when children share their heritage with others.Objectives: By the end of this lesson the students will be able to: Actively listen and speak in large and small group discussions; Pose clear questions to obtain explicit information about the past.Resources: SBS on Demand account login; A2 cardboard Culture WallHook (5.00): As children enter the room they are invited to write their country of birth on the classroom Culture Wall (inclusive learning environment)Introduction (5.00): Whole class discussion about the varied countries of birth in the class, and how this might reflect multiculturalism in the community.Sequence (28.00): Watch excerpt from Adam Goodes’ appearance on Who Do You Think You Are? (SBS TV).Children share personal history and culture as they understand it. Teacher asks questions to stimulate thinking and discussions. Why is your heritage important to you? What are the important times, people, places and events from your past and your family’s past? What makes them special? What would you like to know about your cultural past? Why? Children work individually, in pairs or triads (learning environment differentiation) to list questions to ask a parent, grandparent, older relative or Elder about their cultural heritage. Questions written into each child’s HASS journal. Teacher explains the ‘interviews’ are conducted as a home task due on Monday of the next week prior to the Incursion.Children add more information to Culture Wall such as languages spoken at home and parents’ countries of birth.Conclusion (7.00): Whole class discussion to share some children’s questions and prompt divergent thinking.Teacher reminds students of the home task deadline and its importance.Assessment: Teacher observes and monitors student input to discussions (whole class and small groups) and poses questions to shy/quiet students as needed (Checklist: Appendix B); Student journal entries evaluated for quality and quantity of questions.Differentiation: (Process) Allow children sufficient time to complete their questions (decreasing) and challenge advanced students to pose more complicated questions (increasing); (Content) Invite children to write on the Culture Wall in their home language (decreasing)Extension: Students research their cultural heritage; Students share their journal entry questions with a buddy who poses additional questions; Children add to the Culture Wall11.30-12.20: LUNCH (playground duty 11.30-12.00)12.20-1.10: Science. Earth rotation. What makes the world go around?1.10-1.40: Arts: Music. Parent helper to demonstrate woodwind instruments; children to try.1.40-2.05: Maths Olympics. Addition and multiplication challenges.2.05-2.20: AFTERNOON TEA2.20-2.50: Reading time. Individual and buddy reading program.2.50-3.25: Class circle: What are our goals for this term? What would we each like to achieve, why, and how can we help each other to get there?3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-10.30: IT studies (external provider; teacher to attend)

10.30-10.40: CAS break

10.40-11.30: Maths. Patterns. Identifying patterns in word problems. How do patterns help us with strategies?

11.30-12.20: LUNCH

12.20-1.00: Spelling lists. Define your words and use them in creative sentences.1.00-1.30: Speaking and listening: Sharing our sentences, giving constructive feedback to our peers. How can we help our friends improve?1.30-2.05: School Parliament (assembly hall)

2.05-2.20: AFTERNOON TEA

2.20-3.25: Sport with Mr Jamison. Teacher to assist (top oval)3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-10.30: Spelling test. Announce words, children write them in workbooks, check and give feedback.10.30-10.40: CAS break10.40-11.30: Integrated LessonAcquiring Knowledge: Active citizens in our worldOutcomes: English: Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) (ACARA, 2016a); HASS: Why people participate within communities and how students can actively participate and contribute (ACHASSK072), (ACARA, 2016b)FSAC link: Outcome 2: children are connected with and contribute to their world (DEEWR, 2011, p. 24) evidenced by children recognising their role in the classroom and society.Objectives: By the end of this lesson the students will be able to: Explain how persuasive texts can influence others to take action; Describe how active citizens contribute to the community.Resources: Waste paper, A2 size Citizenship Word Wall; Links for 5 videos; KWL chartsHook (4.00): Classroom floor is littered with waste paper as children enter.Teacher invites children to find a place to sit on the floor where there is no rubbish. Children struggle to find a clear space. Teacher engages in discussions about litter. Children invited to take action to tidy the room.Introduction (4.00): How would you feel if the classroom was always messy or dirty? What would it say about us as a class? What would you do about it? Why? Children complete K and W of their KWL charts.Sequence (42.00): Play videos of Ian Kiernan, Rosa Parks and Jack Mundey. Brief class discussions follow each viewing.Children work in pairs or triads to watch at least one of another two videos featuring active citizens Keelen Mailman and Cora Buala. Students make notes in their HASS journals about emerging common themes (from the videos/audios) and list persuasive terms and words.Whole class discussions and sharing of ideas about active citizens. Students act as scribes to write key words on the Citizenship Word Wall. Jointly the students construct a clear and concise definition of ‘active citizen’.Children share thoughts and ideas in groups about how active citizens persuade, and the persuasive language they use. Mini-lesson opportunity for some students about persuasive language (process). Early finishers write persuasive terms on the Wall.Teacher stimulates thinking through questions. What do these people have in common? How are they all different? What do you have in common with them? Why? Stimulate understanding that anyone can become an active citizen.Conclusion (4.00): Children complete the L component of their KWL charts in their HASS journals.Assessment: Teacher observation of children’s contributions to class discussions about active citizens; KWL charts show understanding of active citizenship; Journals show understanding of persuasive language (Checklist: Appendix B).Differentiation: (Process) Students can explore one or more of the active citizens in greater detail (increasing); (Process) Mini lesson about persuasive language; (Content) KWL charts allow for flexibility of thoughts and expressionExtension: Children add terms and words to the Citizenship Word Wall; Who do they know who is an active citizen?11.30-12.20: LUNCH12.20-1.10: Arts: Colour creation. Matching watercolours to your mood.1.10-1.50: Reading groups (mixed ability) using reading cards and class magazine1.50-2.05: Behind the News (ABC). Discussions as needed.2.05-2.20: AFTERNOON TEA (playground duty)2.20-3.25: Drama and dance groups in the hall with Ms Davies. Teacher to assist.3.25-3.30: End of day pack up

1

Smith_Jason


9.30-9.40: Principal’s address at COLA9.40-9.45: Discuss with class the events of the week9.45-10.30: Spelling lists. New words read to class; children write in workbooks. Lists differentiated by ability. Definitions and discussions.10.30-10.40: CAS break10.40-11.30: Integrated LessonAcquiring Knowledge: Why become active?Outcomes: English: Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) (ACARA, 2016a); HASS: Why people participate within communities and how students can actively participate and contribute (ACHASSK072) (ACARA, 2016b)FSAC link: Outcome 2: children are connected with and contribute to their world (DEEWR, 2011, p. 24) evidenced by children recognising the need to take actionObjectives: By the end of this lesson the students will be able to: Actively share ideas with others about active citizenship; Explain what motivates people to take action; Identify local issues that are important to themResources: Waste paper; Rubrics for Summative assessment (Appendix A)Hook (1.00): Classroom floor is again littered with waste paper. Teacher greets class at the closed door; asks students to think about how active citizens might act when they enter.Introduction (4.00): Children enter the room (and take action). Discussions explore what motivates people to become active citizens. Reference to earlier lessons.Sequence (37.00): Children work individually, in pairs or triads, using graphic organisers to express their understanding of what motivates active citizens, how active citizens feel about issues, and what active citizens do to make positive changes.Children make a list of issues in the local community that are important to them. When each student, pair or triad clearly identifies one important issue, they write it onto the Citizenship Word Wall.Whole class discussion stimulates thoughts about what action could be taken about these local issues. Encourage class and small group conversations. Class suggests ideas for action, and students act as scribes to list ideas on the Wall.Introduce Summative Task (due in lesson 14). Children will conduct inquiries into their chosen issue, develop a presentation (electronically or in person) that explains their campaign plan and persuades others to join the cause. Intervening lessons will provide information and learning.Rubric shared with the class and discussed for understanding.Conclusion (5.00): Children begin craft a focus question for their inquiry in their journals. Teacher provides guidance as necessary.Assessment: Observations monitor active listening and contributions (Checklist: Appendix B); Graphic organisers show children’s developing understanding of active citizens; Students’ inquiry outlines and questions reviewed and feedback provided (written/oral).Differentiation: (Content) Graphic organisers used to include all students; (Process) Children develop outlines using a variety of tools from simple to complex (decreasing and increasing); (Product) Varied product options for the taskExtension: Students contemplate and expand upon the basic outline for their inquiry.11.30-12.20: LUNCH (playground duty 12-12.20)12.20-1.00: Maths test (closed book) – Numbers and place value from textbook (unit 13)1.00-1.30: Reading groups (mixed ability) using reading cards and class magazine1.30-2.05: News time – movie reviews2.05-2.20: AFTERNOON TEA2.20-3.25: Gymnastics (external provider; teacher to assist)3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-11.30: RFF. Review and reflect upon Integrated Program so far.

11.30-12.20: LUNCH

12.20-1.15: HPE (Movement. Developing children’s capacity to move effectively on the sports field)1.15-2.05: Maths (Patterns). Provide word problems for children to identify patterns with buddies. Discuss patterns and possible strategies as a class.


2.20-3.00: Big Writing – how can you make a story funny? Discussions and exercises.3.00-3.25: Brain exercises: problem solving with RUCSAC (refer to patterns)3.25-3.30: End of day pack up

9.30-10.00: School assembly in the hall. (Year 2 hosting)10.00-10.30: Scripture/non-scripture/ethics

10.30-10.40: CAS break

10.40-11.30: Planning for hosting assembly next week. What ideas do you have? How can we make it fun, but not make it silly? Brainstorm and plan.

11.30-12.20: LUNCH (playground duty 11.30-12.00)

12.20-1.10: Science. Earth revolution. Where does the Earth go? Focus on orbit.1.10-1.40: Arts: Music. Extension to woodwind instruments. Woodwinds from around the world. View videos and discuss. Design a woodwind instrument.1.40-2.05: Maths Olympics. Addition and multiplication challenges.


2.20-2.50: Reading time. Individual and buddy reading program.2.50-3.25: Class circle: bullies and behaviour. What are children’s resilience strategies?3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-10.30: IT studies (external provider; teacher to attend)10.30-10.40: CAS break10.40-11.30: Maths. Algebra. What is it, how do we use it, and how does it help us solve problems?11.30-12.20: LUNCH12.20-1.50: Integrated LessonAcquiring Knowledge: Incursion (Management Plan: Appendix C; Consent Form: Appendix D)Outcomes: English: Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) (ACARA, 2016a); Examine how evaluative language can be varied to be more or less forceful (ACELA1477) (ACARA, 2016a); HASS: Why people participate within communities and how students can actively participate and contribute (ACHASSK072) (ACARA, 2016b)FSAC link: Outcome 3: children have a strong sense of wellbeing (DEEWR, 2011, p. 29) as children share their cultural identitiesObjectives: By the end of this lesson the students will be able to: Make positive and thoughtful contributions to discussions about personal identity formation; Identify how personal identity can be motivation for active citizenship; Explain how some historical texts influenced public opinion about some culturesResources: Dr Carol Liston of the University of Western Sydney; Children’s home interviewsHook (5.00): Dr Liston engages the children with a powerful and humorous story about her family’s convict past.Introduction (6.00): Dr Liston introduces the children to an historical text which refers to Indigenous Australians in a derogatory manner. Children discuss the use of language and how it can influence readers.Sequence (62.00): Children review multimodal texts that portray non-dominant cultures in a negative way. If your culture/history was described this way, how would you feel? Would you want to do something about it? Stimulate thoughts about how people’s views of another culture or country might be influenced by texts rather than personal experience or facts, and how this has motivated many active citizens.Children make journal entries about persuasive language and its potentially negative impact on opinions about cultural difference. What image did the text try to create? How would you change the language to make it fair?Students invited to briefly share their family history interview results. Student scribes add newly-learned cultural identities to the class Culture Wall, illustrating the diversity within the class. Dr Liston engages the children in discussions about how each child’s heritage plays a role in identity formation. Is that something worth preserving? How are you preserving your cultural identity? Links between cultural history/personal identity and taking action for positive change made explicit.Children extend their journal notes to explain how their actions can contribute to an important community issue.Conclusion (10.00): How does my family history influence who I am and what I believe is important? Children write in their journals.Assessment: Student Observation Sheet (Henderson, 1997) monitors children’s contributions to discussions; Journal entries show understanding about persuasive texts, and children’s connections between identity and action. (Checklist: Appendix B)Differentiation: (Content) Some students’ interview records can be read by another person as appropriate (decreasing); (Process) Advanced learners encouraged to make more detailed records in their journals (increasing)Extension: Children consider their inquiry plan and whether the topic might be changed or modified.1.50-2.05: Spelling lists. Define your words and understand them.2.05-2.20: AFTERNOON TEA2.20-3.25: Sport with Mr Jamison. Teacher to assist (top oval)3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-10.30: Spelling test. Announce words, children write them in workbooks, check and give feedback.10.30-10.40: CAS break10.40-11.30: Arts: What colour is your friend? Painting portraits using colours as expression.11.30-12.20: LUNCH12.20-1.20: Integrated LessonAcquiring Knowledge: Heritage inventoryOutcomes: Mathematics: Create and interpret simple grid maps to show position and pathways (ACMMG065) (ACARA, 2016c); HASS: How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063) (ACARA, 2016b).FSAC link: Outcome 4: children are confident and involved learners (DEEWR, 2011, p. 32) evidenced by thoughtful responses to the heritage inventoryObjectives: By the end of this lesson the students will be able to: Describe how the school grounds have changed over time; Explain why communities might change; Use scale and cardinal directions to create a simple map of the school.Resources: https://maps.six.nsw.gov.au/; Compasses; clipboards; https://www.zeemaps.com/Hook (2.00): A black and white aerial photograph of the school grounds is displayed on the IWB as the children enter the classroom. Children invited to sit quietly and think about the photograph.Introduction (8.00): Teacher asks the students to share their thoughts. When the location is identified (by the children, with scaffolding questions if necessary), discussions are held about how the school has changed since 1943. How? Why? Better or worse? Why? Children share their thoughts with a buddy.Sequence (45.00): In their journals, children write about how and why the school has changed, and express a view about the changes.Students distribute compasses. Teacher checks for understanding (mini lesson as needed). In school grounds, children make draft maps of school, identifying key features. Maps identify North and use scale.Children return to class and create an accurate version of the map (using technology if preferred), annotating the map appropriately, using scale, colour codes and a key.Conclusion (5.00): Children express and justify their views (journals) about the most important items on their maps.Assessment: Entries in journals about changing communities are reviewed for feedback; Children’s annotated school maps evaluated for use of scale and cardinal points.Differentiation: (Content) Mini lessons on compasses as needed (decreasing); (Process) Maps can be hand-drawn or created using technology; (Process) Students encouraged to use rulers, colour codes and a key in their maps for accuracy (increasing); (Learning environment) Some students can buddy with an advanced student to support their map creation (decreasing)Extension: In their journals, children relate their personal identity to their community. Why is your community important to you? What changes are you seeing (removal of trees, increased development, increased traffic, etc.)? How could the area be improved?1.20-1.50: Reading groups (mixed ability) using reading cards and class magazine1.50-2.05: Behind the News (ABC). Discussions as needed.2.05-2.20: AFTERNOON TEA (playground duty)2.20-3.25: Drama and dance groups in the hall with Ms Davies. Teacher to assist.3.25-3.30: End of day pack up

2

https://maps.six.nsw.gov.au/

Smith_Jason


9.30-9.40: Principal’s address at COLA9.40-9.45: Discuss with class the events of the week9.45-10.30: Spelling lists. New words read to class; children write in workbooks. Lists differentiated by ability. Definitions and discussions.

10.30-10.40: CAS break

10.40-11.30: Big Writing – ideas for keeping the reader excited and engaged. Share examples and start writing.

11.30-12.20: LUNCH (playground duty 12-12.20)

12.20-1.00: Maths test (closed book) – Patterns from textbook (unit 14)1.00-1.30: Reading groups (mixed ability) using reading cards and class magazine1.30-2.05: Preparation and rehearsal for hosting Wednesday’s assembly.


2.20-3.25: Gymnastics (external provider; teacher to assist)3.25-3.30: End of day pack up

All day: Integrated Lesson9.00: Children to arrive at school9.15: Coaches arrive in Keegan Street.9.20: Roll call9.30: Board coaches9.35: Depart school on coachesAcquiring Knowledge: Excursion (Excursion Management Plan – Appendix C; Consent Form – Appendix E; Medical Information Form – Appendix F)Outcomes: English: Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) (ACARA, 2016a); Art: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110) (ACARA, 2016d)FSAC link: Outcome 2: children are connected with and contribute to their world (DEEWR, 2011, p. 24) evidenced by experiences that broaden their cultural perspectives.Objectives: By the end of this lesson the students will be able to: Explain how Indigenous Australians can communicate through artwork; Use an Indigenous art technique for their purposes.Resources: Excursion management plan; Contact information for Muru MittigarHook (15.00): Children enjoy a Welcome to Country ceremony upon arrival at the Muru Mittigar at CastlereaghIntroduction (10.00): Children are introduced to the Muru Mittigar philosophy of Knowledge – Country – People (Muru Mittigar, 2015).CAS breakSequence (3 hours): Knowledge: An Aboriginal artist displays his completed artworks and explains how art is used to communicate historic stories and for creative expression. The artist demonstrates a technique for creating intricate artworks that communicate stories or feelings.Morning teaThe children are invited to apply the technique and create an artwork using Indigenous symbols.Country: Leaders walk the children through the bush to explain the importance of the land to Indigenous Australians, and the work of active Aboriginal citizens in restoring damaged bushland at Castlereagh.LunchPeople: A leader discusses with the children the motivation for protecting and preserving knowledge and country. The leader links this to active citizenship and personal identity.Conclusion (15.00): Children share ideas about how Indigenous perspectives are informing their views about active citizenship.Assessment: Teacher observes students’ understanding of art as a communication tool (Checklist: Appendix B); Artwork demonstrates initial application of art techniqueDifferentiation: Students are challenged to create detailed artworks applying the newly-learned techniques (increasing); Students apply the techniques in a manner suited to their ability levels (decreasing)Extension: Children to consider how to apply the art technique to communicate their personal identity in a future lesson.2.20: Children to board coaches2.25: Coaches depart3.25: Coaches arrive at school3.30: Roll call and children depart school for home.

9.30-10.00: School assembly in the hall. Year 3 hosting!10.00-10.30: Scripture/non-scripture/ethics10.30-10.40: CAS break10.40-11.30: Science: Earth. Reasons for the seasons. How does revolution make the seasons? POE.11.30-12.20: LUNCH (playground duty 11.30-12.00)12.20-1.30: Integrated LessonAcquiring Knowledge: Refining Your TopicOutcomes: English: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) (ACARA, 2016a); HASS: Pose questions to investigate people, events, places and issues (ACHASSI052) (ACARA, 2016b)FSAC link: Outcome 3: children have a strong sense of wellbeing (DEEWR, 2011, p. 29) evidenced by expression of personal identity and targeted focus questionsObjectives: By the end of this lesson the students will be able to: Use knowledge of persuasive language to make judgements about the value of texts for research; Develop precise questions for determining specific information about a chosen topic.Resources: KWL charts; Summative assessment rubricHook (1.00): Teacher announces a provocative/controversial inquiry question to the class.Introduction (10.00): Mini-lesson: Teacher facilitates discussion about the need to create effective inquiry questions. Examples and non-examples provided.Sequence (54.00): Children reflect upon their learning and their concept of active citizenship. How is this shaping your sense of identity? Children articulate their personal identities in their journals.Refer to the children’s community issues from lesson 4. Does this issue still concern you? Why? Refer again to the rubric for the Summative assessment.As children finish their question they complete the K and W components of the KWL chart to focus their research.Children commence research on the Internet. Teacher circulates throughout this time to provide scaffolding as necessary and ensure children are evaluating online texts that can answer their inquiry question.Conclusion (5.00): Children refer to their KWL charts to identify what information remains outstanding.Assessment: Teacher monitors the development of children’s inquiry questions, and evaluation of resources. (Checklist: Appendix B)Differentiation: (Content) Mini lesson on identifying persuasive language in texts (decreasing); (Content) Scaffold questions for reflection (decreasing); (Process) Children expected to craft precise questions to direct their research (increasing)Extension: Children list specific questions that need to be answered for their research to progress successfully. Share ideas with a buddy for feedback.1.30-2.05: Maths: Algebra. Working through problems using algebra to identify solutions. How does this apply to everyday life?2.05-2.20: AFTERNOON TEA2.20-2.50: RFF in lieu of excursion day.2.50-3.25: Class circle: reflect upon this morning’s assembly. What was successful? What could we improve? How can we help the other grades when it’s their turn?3.25-3.30: End of day pack up


10.30-10.40: CAS break

10.40-11.30: HPE: Creating a new sport. How can we design a game that is fair and involves good movement skills, and includes all the children? Discuss, plan and test.

11.30-12.20: LUNCH

12.20-1.00: Spelling lists. Define your words and use them in creative sentences.1.00-1.30: Speaking and listening with your buddy. Share your sentences, and provide constructive feedback. What was great? What could be improved?1.30-2.05: School Parliament (assembly hall)



9.30-9.40: Principal’s address at COLA9.40-10.30: Spelling test. Announce words, children write them in workbooks, check and give feedback.10.30-10.40: CAS break10.40-11.30: Integrated LessonAcquiring Knowledge: ResearchOutcomes: HASS: Locate and collect information and data from different sources, including observations (ACHASSI053) (ACARA, 2016b); English: Identify the features of online texts that enhance navigation (ACELA1790) (ACARA, 2016a)FSAC link: Outcome 4: children are confident and involved learners (DEEWR, 2011, p. 32) evidenced by self-motivated research into their chosen topicsObjectives: By the end of this lesson the students will be able to: Identify credible sources on the internet for research purposes; Use effective navigation techniques to conduct internet research efficientlyResources: Library/technology room accessHook (5.00): Teacher invites students to share their refined inquiry questions with the class. This acknowledges the diversity of questions and interests, and confirms understanding of a focus question.Introduction (5.00): Teacher explains that this lesson is devoted to gathering all the remaining information the children need for their inquiry. They are advised to work effectively and efficiently, to maximise the time provided.Sequence (55.00): Children with advanced technology skills are invited to commence their research using the internet and library books.Mini-lesson: Teacher provides explicit instruction about effective internet research techniques.Students work individually, in pairs or triads to conduct their research. Sharing of ideas and credible websites with others researching the same topic encouraged and applauded. Teacher circulates to monitor children’s research progress and provide scaffolding as needed.Conclusion (5.00): Children share examples of efficient research techniques they employed, any challenges they had with locating and identifying credible information sources for their topic, and how they overcame such challenges.Assessment: Teacher circulates and scaffolds as necessary, providing specific and immediate feedback on the children’s research techniques (Checklist: Appendix B). Teacher examines HASS journals for evidence of the quality of the students’ researchDifferentiation: (Process) Mini lesson about effective internet navigation (decreasing); (Process) Set expectations for children to identify credible information sources (increasing)Extension: Children begin to summarise the information they have gathered.11.30-12.20: LUNCH12.20-1.10: Maths Olympics. Addition and multiplication challenges.1.10-1.50: Reading groups (mixed ability) using reading cards and class magazine1.50-2.05: Behind the News (ABC). Discussions as needed.2.05-2.20: AFTERNOON TEA (playground duty)2.20-3.25: Drama and dance groups in the hall with Ms Davies. Teacher to assist.3.25-3.30: End of day pack up

3

Smith_Jason


9.30-9.40: Principal’s address at COLA9.40-9.45: Discuss with class the events of the week9.45-10.30: Spelling lists. New words read to class; children write in workbooks. Lists differentiated by ability. Definitions and discussions.10.30-10.40: CAS break10.40-11.30: Maths. Algebra. Children solve and develop word problems requiring algebra. Ideas shared in groups.11.30-12.20: LUNCH (playground duty 12-12.20)12.20-1.40: Integrated LessonUsing: Artwork creationOutcomes: English: Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) (ACARA, 2016a); Art: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM110) (ACARA, 2016d)FSAC link: Outcome 4: children are confident and involved learners (DEEWR, 2011, p.32) as demonstrated by their application of learned art techniques.Objectives: By the end of this lesson the students will be able to: Use an Aboriginal art technique to create an artwork that expresses their personal identity; Explain how they applied the art technique as a form of communicationResources: Paint supplies; Cardboard, recycled timber, fallen bark etc. as painting surfaces; Artworks from the excursion; Worked example of artworkHook (3.00): Teacher shows a completed artwork using the Aboriginal art technique and explains how it communicates the teacher’s personal identity.Introduction (4.00): Facilitate the sharing of a diversity of ideas about how children can use the technique to express their identity. Students act as scribes to add ideas to the IWB.Sequence (63.00): Whole class discussion about the art technique learned and explored during the excursion to Muru Mittigar cultural experience. Clarify understanding about the technique.Children review their personal identity information in their journals and make draft sketches on scrap paper.Students create a meaningful artwork using the Aboriginal art technique from the excursion to express their personal identity. Children can work in the classroom or in the tree-shaded playground area immediately adjacent to the classroom. Teacher reminds children of careful paint practices. Teacher circulates to monitor children’s application of the technique and connections to personal identity. Scaffolding provided as necessary.Pack away and tidy.Conclusion (10.00): Children create a clearly-written explanation of how they applied the art technique to express their personal identity.Assessment: Artworks are evaluated for application of the Aboriginal art technique; Children’s writing in their journals is assessed for ability to explain how the artwork was used as a way of communicating personal identity (Checklist: Appendix B)Differentiation: (Learning environment) Children can work indoors or outdoors, sitting at desks or on the floor/ground; (Product) Children control the artwork they are creating and how to express themselves through the art; (Product) Children challenged to create a thoughtful paragraph using expressive language (increasing)Extension: How does the artwork relate to the importance of your inquiry?1.40-2.05: News time – how I’m saving energy at home.2.05-2.20: AFTERNOON TEA2.20-3.25: Gymnastics (external provider; teacher to assist)3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-11.30: RFF. Review and reflect upon Integrated Program to date.

11.30-12.20: LUNCH

12.20-1.15: HPE. Health messages. What do we see, hear and read in the media about health? Who can we trust? How do we know?1.15-2.05: Maths test (open book) – Algebra from textbook (unit 15)


2.20-3.00: Big Writing. Children share examples of funny stories from texts, and identify words and phrases. Discussions to develop a ‘theory’ of humorous writing.3.00-3.25: Brain exercises: problem solving with RUCSAC (triangle puzzles)3.25-3.30: End of day pack up

9.30-10.00: School assembly in the hall. (Year 4 hosting)10.00-10.30: Scripture/non-scripture/ethics10.30-10.40: CAS break10.40-11.30: Science: Earth rotation and revolution. Children draw and build models of Earth and its orbit around the Sun.11.30-12.20: LUNCH (playground duty 11.30-12.00)12.20-1.15: Integrated LessonUsing: ConsolidationOutcomes: English: Identify the point of view in a text and suggest alternative points of view (ACELY1675) (ACARA, 2016a); HASS: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056) (ACARA, 2016b)FSAC link: Outcome 4: children are confident and involved learners (DEEWR, 2011, p. 32) as they consider other views and justify their positionsObjectives: By the end of this lesson the students will be able to: Identify and consider alternative viewpoints in research; Use evidence to justify their viewpoint when confronted by a different view; Develop a clear position statement.Resources: Summative assessment rubric; Class tablets; Online graphic organisersHook (2.00): Teacher makes a controversial/unpopular statement. Seek the children’s reactions/responses.Introduction (10.00): Facilitate discussions about how different viewpoints challenge our thinking and sometimes make us question what we believe. How can opposing views help us? How can different views force us to reconsider our opinion? Can a different view strengthen our position? Refer to the children’s research. Invite contributions from students about evidence they found which opposed their view. How do we deal with this evidence? Is it valuable?Sequence (33.00): Children work individually to carefully review the research they have located, examining the value of different viewpoints. What information supports your view? How are alternative views influencing your viewpoint, and why?Students draw or use online graphic organisers (linear sequencing, ranking or attribute maps (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, 2010)) to classify their research and clarify what they now understand about their chosen topic. What has your research told you? Have your understandings/perceptions changed? How and why?Children create a statement that expresses their viewpoint. Share ideas with each other and the class to stimulate thinking.Conclusion (10.00): Children write one sentence that clearly states their viewpoint.Assessment: HASS journal entries are evaluated for children’s recognition of different viewpoints in their research; Written statements assessed for strength. (Checklist: Appendix B)Differentiation: (Process) Children can use digital technology to assist with organising their evidence (decreasing); (Product) Students develop unambiguous statements (increasing)Extension: Buddies swap journals with each other and provide constructive feedback about their position statements.1.15-1.40: Arts: manipulating images to make a statement/express an opinion. Examine examples and children create their own.1.40-2.05: Maths Olympics. Pattern challenges.2.05-2.20: AFTERNOON TEA2.20-2.50: Reading time. Individual and buddy reading program.2.50-3.25: Class circle: Unit of work for next term. Brainstorm ideas with the children about focus areas for the next integrated program.3.25-3.30: End of day pack up


10.30-10.40: CAS break

10.40-11.30: Maths. (Fractions and Decimals). Start with simple everyday examples to develop concepts. Check for initial understandings and misconceptions.

11.30-12.20: LUNCH

12.20-1.00: Spelling lists. Define your words, and use them in creative sentences to demonstrate understanding. Share with buddies for feedback.

1.00-1.30: RFF in lieu of excursion day.

1.30-2.05: School Parliament (assembly hall)



9.30-9.40: Principal’s address at COLA9.40-10.30: Spelling test. Announce words, children write them in workbooks, check and give feedback.10.30-10.40: CAS break10.40-11.30: RFF in lieu of excursion day.11.30-12.20: LUNCH12.20-1.20: Integrated LessonUsing: Action PlanOutcomes: English: Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) (ACARA, 2016a); HASS: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060) (ACARA, 2016b)FSAC link: Outcome 1: children have a strong sense of identity (DEEWR, 2011, p. 19) evidenced by making their own choices for action.Objectives: By the end of this lesson the students will be able to: Develop a detailed plan of action based on a personally meaningful issue; Describe how the action plan will be implemented to achieve a clear goalResources: Summative assessment rubric; Images of Jack Mundey being arrested, Rosa Parks sitting on the Montgomery bus, and Ian Kiernan picking up rubbishHook (3.00): Display the photos of Jack Mundey, Rosa Parks and Ian Kiernan on the IWB. What was the one thing all these people had in common? Elicit responses (scaffolding if necessary) until children state that these citizens took action.Introduction (5.00): Refer to the rubric and the children’s upcoming presentations. Explain that this lesson will be used to formulate an action plan based on their position statement developed in the last lesson.Sequence (45.00): Children write their position statement onto a piece of scrap paper and place it in view of their workspace. They are required to develop a plan of action that strongly aligns with their position statement. Teacher explains that for every step of the plan the children should re-read the statement and to ensure they are staying on track. The plan must include a clearly-defined goal (how will you know when the goal is achieved?), a timeline for implementation (what is the deadline for completion/accomplishment?), and clearly-stated steps to achieving the goal (what must be done first, second, third, and so on). Those three questions are displayed on the IWB for guidance. Teacher circulates and scaffolds throughout the lesson as necessary.Children work with buddies to share their action plans. Students ask each other the three questions on the IWB, and provide immediate verbal feedback about the plans.Children use peer feedback to make modifications to their plans. Early finishers share their plans of action with each other for additional feedback and modification.Conclusion (7.00): Class discussion about the process of creating an action plan, the challenges students encountered, and how they overcame any obstacles. Students invited to share their modified plans of action with the class (time permitting).Assessment: Students provide feedback to each other based on guiding questions; Teacher assesses the action plans and provides written or oral feedback in a timely manner (Checklist: Appendix B)Differentiation: (Product) Refer to the rubric and create high expectations about the quality of the children’s action plan (increasing); (Product) Allow children to create an imaginative action plan using drawings or diagrams as necessary to communicate their message (decreasing)Extension: Think about Ian Kiernan’s Clean Up Australia and Clean Up The World campaigns. Draw a diagram or make notes about what you think his action plan might look like.1.20-1.50: Reading groups (mixed ability) using reading cards and class magazine1.50-2.05: Behind the News (ABC). Discussions as needed.2.05-2.20: AFTERNOON TEA (playground duty)2.20-3.25: Drama and dance groups in the hall with Ms Davies. Teacher to assist.3.25-3.30: End of day pack up

4

Smith_Jason


9.30-9.40: Principal’s address at COLA9.40-9.45: Discuss with class the events of the week9.45-10.30: Spelling lists. New words read to class; children write in workbooks. Lists differentiated by ability. Definitions and discussions.10.30-10.40: CAS break10.40-11.30: Maths. Fractions and Decimals. Similarities, differences and examples. Practical exercises.11.30-12.20: LUNCH (playground duty 12-12.20)12.20-1.30: Integrated LessonCommunicating: Presentation PreparationOutcomes: English: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) (ACARA, 2016a). Digital Technologies: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013) (ACARA, 2016e)FSAC link: Outcome 4: children are confident and involved learners (DEEWR, 2011, p. 32) evidenced by working in a flexible learning environment.Objectives: By the end of this lesson the students will be able to: Plan a persuasive presentation designed to influence an audience; Use digital technology to develop and support a presentationResources: Link to campaign speech by Dr Martin Luther King (https://youtu.be/Oehry1JC9Rk); Summative assessment rubricHook (3.00): Play Dr King’s “mountaintop” speech.Introduction (7.00): Teacher facilitates discussions about passion, emotion, personal identity and active citizenship in successful campaigns from history.Sequence (60.00). The children prepare their campaign presentations to be delivered at the next lesson. Teacher refers the children to the rubric, and reminds children that digital technology must be incorporated into their presentation in some way.There are two parts to the presentation: A simple and effective slogan. The children’s position

statement is a valuable starting point. They create a banner that carries their slogan. Decoration should be minimal but effective. They can create this by hand or using digital technology. Is the slogan persuasive?

A brief presentation (no longer than two minutes) that clearly states their cause, and calls the audience to take action. What imagery, language and techniques will best engage the audience for maximum impact? Children can create this using Power Point, Prezi, or as a speech, a song, or another performance of their choice. A narrated Power Point presentation is also acceptable.

Conclusion (5.00): Children review the rubric carefully and identify areas requiring modification.Assessment: Students self-assess their planned presentations against the rubric; Teacher observes and provides feedback to students’ presentation preparations (Checklist: Appendix B)Differentiation: (Process) Students given control over how best to prepare their presentations; (Process) Requirement for all children to use digital technology to some extent (increasing); (Product) Children can hand-draw posters or use technology to support (decreasing); (Product) Considerable flexibility is given in creation of the presentation, to cater for all ability levels (decreasing)Extension: Research other campaign speeches from history (for example, John F Kennedy’s moon mission speech, Gough Whitlam’s ‘It’s Time’ speech) in preparation for delivering the presentation.1.30-2.05: News time – technology old and new. Children bring photos or artefacts to share and discuss.2.05-2.20: AFTERNOON TEA2.20-3.25: Gymnastics (external provider; teacher to assist)3.25-3.30: End of day pack up

9.30-9.40: Principal’s address at COLA9.40-11.30: RFF. Review and reflect upon Integrated Program to date.

11.30-12.20: LUNCH

12.20-1.15: HPE. Health messages. How can we create a ‘healthy living’ message for our school?

1.15-2.05: Maths. Fractions and Decimals. Work through problems and tasks to extend understanding.


2.20-3.00: Big Writing. How and why do authors use language to create tension? Share examples and create sentences that build tension. What makes them effective?

3.00-3.25: Brain exercises: problem solving with RUCSAC (logic puzzles)3.25-3.30: End of day pack up

9.30-10.00: School assembly in the hall. (Year 5 hosting)10.00-10.30: Scripture/non-scripture/ethics10.30-10.40: CAS break10.40-11.30: Science: Heat. How is it created? Examples and misconceptions.11.30-12.20: LUNCH (playground duty 11.30-12.00)12.20-2.05: Integrated LessonCommunicating: PresentationOutcomes: English: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) (ACARA, 2016a); Science: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060) (ACARA, 2016f)FSAC link: Outcome 5: children are effective communicators (DEEWR, 2011, p. 37) as children have varied resources to support their communication.Objectives: By the end of this lesson the students will be able to: Use research in a presentation to persuade an audience to adopt a viewpoint; Use persuasive language and techniques appropriately in a presentation.Resources: Summative assessment rubric; Constructive Feedback sheets for each student; Digital camera for recording presentations (with parent/carer consent); Opaque bag with all students names on slips of paperHook (2.00): Teacher plays soft relaxing music, artificial candles ‘burning’ in the classroom, and the window blinds are down to create a relaxing and comfortable space. Children enter the room quietly and to sit where they feel comfortable.Introduction (3.00): Teacher invites children to close their eyes and think about a favourite happy place, and to think deeply about how they feel when they are there.Sequence (96.00): Teacher explains how the presentations will be delivered. All students’ names drawn in random order from an opaque bag. Students speaking order listed on IWB. Teacher explains the peer feedback system. All children are given a Constructive Feedback sheet. The final speaker will evaluate the first speaker. The first speaker will evaluate the second speaker, the third will evaluate the fourth, and so on.In chosen order, students deliver their presentations. They show their banner containing the slogan (digital or hard copy) and briefly explain its significance and the choice of language (1 minute). Children then deliver their presentations, incorporating digital technology as necessary, and with assistance if needed (2 minutes).Each previous speaker evaluates the current speaker by completing the Constructive Feedback sheet.Conclusion (4.00): Children reflect upon their presentations. They make notes in their HASS journals about what was successful and what could be improved for future learning.Assessment: Teacher records each presentation using digital camera; Rolling evaluations conducted by peers using Constructive Feedback sheets; Teacher refers to digital recordings for completion of the rubrics (Checklist: Appendix B)Differentiation: (Product) Students are expected to deliver their presentations on their own in front of the class (increasing); (Product): Students are permitted to deliver their presentations with an assistant if necessary (decreasing); (Learning Environment) Children are permitted to deliver their presentation to a smaller group of peers if necessary (decreasing)Extension: Children reflect in their HASS journals about the most significant things they have learned about themselves during the unit.2.05-2.20: AFTERNOON TEA2.20-2.50: Reading time. Individual and buddy reading program.2.50-3.25: Class circle: Goals. How are we progressing towards our individual and class goals? What more can be done?3.25-3.30: End of day pack up


10.30-10.40: CAS break

10.40-11.30: Maths. Fractions and Decimals. Extending children’s understanding with a maths trail in the school grounds.

11.30-12.20: LUNCH

12.20-1.00: Spelling lists. Define your words, and use them in creative sentences to demonstrate understanding. Share with buddies for feedback.

1.00-1.30: Arts: combining manipulated images with colour. Children paint grayscale manipulated images to show mood.

1.30-2.05: School Parliament (assembly hall)



9.30-9.40: Principal’s address at COLA9.40-10.30: Spelling test. Announce words, children write them in workbooks, check and give feedback.10.30-10.40: CAS break10.40-11.30: Maths Olympics. Fractions and Decimals challenges.11.30-12.20: LUNCH12.20-1.20: Integrated LessonEvaluating: Feedback and ReflectionOutcomes: English: Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792) (ACARA, 2016a); HASS: Interact with others with respect to share points of view (ACHASSI059) (ACARA, 2016b)FSAC link: Outcome 4: children are confident and involved learners (DEEWR, 2011, p. 32) evidenced by reflection.Objectives: By the end of this lesson the students will be able to: Provide valuable and specific feedback to peers; Listen attentively to peers and take their feedback into consideration. Resources: Completed Constructive Feedback sheets; Completed Rubrics; Student feedback spreadsheetHook (2.00): Teacher tells a funny personal story about receiving ‘destructive’ feedback as a humorous way to introduce the evaluation session.Introduction (6.00): Mini-lesson: Teacher provides guidelines for providing and listening to effective constructive feedback. Teacher role-plays with a student as an example. Check for understanding before proceeding.Sequence (37.00): Teacher displays Student feedback spreadsheet showing the logistics of how students will provide and receive peer feedback efficiently. Students partner with evaluators for their oral and written feedback. This continues until all students have received and provided peer feedback.Teacher provides general summative task feedback to the class, identifying what was generally done well and what could be improved upon.Assessment rubric results are returned to each student for quiet individual contemplation.Whole class discussions about what was most successful and what areas require attention. Teacher elicits questions and thoughts from the class.Students given time to make reflective notes in their HASS journals.Whole class discussions reflect on the learning journey throughout the unit. Students share ideas and thoughts about active citizenship, what it means to them, and how their thoughts and viewpoints have developed.Conclusion (10.00): Students review their HASS journals from the start to finish of the unit and answer the questions: What does it mean to be an active citizen?; What have I discovered about myself that I did not know at the start of the unit?; How can I encourage others to be active citizens?Assessment: Students provide written and oral feedback to their peers; Teacher circulates to monitor students’ feedback and listening skills (Checklist: Appendix B).Differentiation: (Content) Students provided with additional coaching for giving and receiving feedback through role plays as necessary (decreasing); (Product) Students set their own learning goals beyond this unit (decreasing); (Product) Students expected to demonstrate progress of their action plans (increasing)Extension: Students make a written commitment to a class buddy to execute their citizen action plan including agreed dates for peer review of progress.1.20-1.50: Reading groups (mixed ability) using reading cards and class magazine1.50-2.05: Behind the News (ABC). Discussions as needed.2.05-2.20: AFTERNOON TEA (playground duty)2.20-3.25: Drama and dance groups in the hall with Ms Davies. Teacher to assist.3.25-3.30: End of day pack up

Collection and Sharing: Each student creates a portfolio at the conclusion of the unit. The children’s HASS journals are a detailed and accurate demonstration of their progressive sense-making throughout the unit. Students select pages from their journals that they feel best reflect their progress. The KWL charts from lessons 3 and 8, the graphic organisers from lesson 4, and the initial and final artworks from lessons 7 and 10 are all included in the portfolio. The final element is the video recording of each student’s active citizenship presentation from lesson 14. In totality, the portfolio serves as a record and display of each child’s growth and achievement throughout the program.

5

https://youtu.be/Oehry1JC9Rk

Smith_Jason

6

Smith_Jason

Appendix A

Summative Task Rubric

Criteria Working towards Expected Above expected Outstanding

Preparation (5)This criteria looks at how well you have prepared your banner and presentation.

Your presentation has been let down by inadequate preparation for the task.

0 – 2.0

Your presentation showed evidence of adequate preparation.

2.5 – 3.5

The quality of your presentation reflects a good level of preparation.

3.5 – 4.0

You have clearly prepared very well for this task, and your planning has strongly enhanced your presentation.

4.5 – 5.0Active citizen (12)Is it clear to the audience that you understand what it means to be an active citizen?

The definition of ‘active citizen’ was either absent or poor, and there was no link to your campaign.

0 – 5.5

Your presentation included a definition of ‘active citizen’ and there was a link to your campaign.

6.0 – 8.0

You have a good understanding of ‘active citizen’ and you linked the term clearly to your campaign.

8.5 – 10.0

You have provided a clear and comprehensive definition of ‘active citizen’ and strongly related the definition to your campaign.

10.5 – 12.0Campaign (12)Did you fully explain what the campaign is about and what you will do?

There was little or no information provided about the campaign and/or what you will be doing.

0 – 5.5

You explained your campaign, including your goal and your action steps.

6.0 – 8.0

You described your campaign, goal and action steps clearly and with some detail.

8.5 – 10.0

The campaign was thoroughly explained, your goal was very well stated, and your action steps were described in detail.

10.5 – 12.0Persuasive language (8)This criteria examines how you used language in your slogan/banner and presentation.

The use of persuasive language was either poor or absent. There was no call to action.

0 – 3.5

There was evidence of persuasive language used in your presentation. You included a call to action.

4.0 – 5.0

Your presentation was enhanced by including some persuasive words. The audience could understand your cause, and your call to action was effective.

5.5 – 6.5

Your presentation included well-chosen persuasive language. Your cause was clearly and concisely stated, your message was convincing, and the call to action was strong and inspiring.

7.0 – 8.0Delivery (8)Was the presentation smooth, easy to follow and convincing?

The presentation was difficult to follow and/or the delivery was unconvincing.

0 – 3.5

Your presentation made sense. It flowed in a logical manner and your delivery had some convincing elements.

4.0 – 5.0

The presentation was logical and understandable. Your delivery style made it convincing.

5.5 – 6.5

The delivery of your presentation was excellent. It was easy to understand, thoughtful, and strongly convincing.

7.0 – 8.0Technology (5)Did you include technology to create your banner and/or presentation?

There was no evidence of technology used to create or present the information.

0 – 2.0

Technology was used for creating or delivering one part of the presentation.

2.5 – 3.0

At least one part of the presentation incorporated technology.

3.5 – 4.0

The inclusion of technology in at least one part improved the presentation and strengthened your message.

4.5 – 5.0Total / 50

Teacher’s remarks

7

Smith_Jason

Appendix B

Assessment ChecklistEnglish

Integrated Program: How can children change the world?

Student name: ________________________________________

Key: E (emerging); M (meeting); B (beyond)

Achievement level/date

Lesson Outcome(ACARA, 2016a)

Learning indicators(ACARA, 2016a)

Notes/comments

Active citizens Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented

Who am I? Who are we?

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views

Active citizens in our world

Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

Identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented

Why become active? Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)


Incursion Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)


Incursion Examine how evaluative language can be varied to be more or less forceful (ACELA1477)

Exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of probability or obligation

Excursion Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

Learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

8

Smith_Jason

Refining your topic Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification

Research Identify the features of online texts that enhance navigation (ACELA1790)

Becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps

Artwork creation Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

Consolidation Identify the point of view in a text and suggest alternative points of view (ACELY1675)

Recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others

Action plan Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

Presentation preparation

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact

Presentation Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

Feedback and reflection

Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

Participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

9

Smith_Jason

Appendix C: Incursion / Excursion Management Plan

This plan is in accordance with the NSW Department of Education’s [NSWDE] excursions policy (2016) and the Department’s implementation procedures (2014).

Incursion: The visit by Dr Carol Liston (Historian) will be held on Thursday 11 May, 2017.

Excursion: The excursion to Muru Mittigar Aboriginal cultural experience at Castlereagh will be held on Tuesday 16 May, 2017.

Educational value

The educational value of the excursion and incursion has been assessed in relation to the students’ learning needs for the unit of work. Students are expected to gain significant educational benefits from the experiences, both of which are aligned to the learning outcomes.

Inclusivity

The specific needs of the students have been identified. Discussions with Dr Liston and organisers at Muru Mittigar have confirmed that all children will have full access to all learning experiences. One adjustment will be made to the Country experience at Muru Mittigar to ensure inclusion.

Duty of care

The safety and welfare of all students is of paramount importance. Weather forecasts and warnings for Tuesday 16 May will be monitored and a decision to postpone will be made in accordance with duty of care requirements. The school first aid kit, in accordance with the Education Department’s First Aid Procedures will be taken to Muru Mittigar. The Principal and three teachers will accompany the 47 students (two classes) on the excursion.

Risk management

The Risk Management Process and Proforma (NSWDE, 2014, item 7.1.2) has been completed and submitted to the Principal.

Consent

Parents and caregivers will be required to provide the school with written consent for attendance at the incursion and excursion (Hazell, 1994, p. 11) (Appendices D and E), and provide payment. Parents/caregivers will also complete a Medical Information Form (Appendix F).

Transport

Mode of transport for the excursion is by one seat-belted bus provided by Glenorie Coaches.

Student behaviour

Students attending the experiences are expected to behave politely, safely and respectfully at all times. The expected behaviour will be discussed explicitly with the children prior to each event.

10

Smith_Jason

Appendix D

27 March 2017

Dear Parent/Guardian,

RE: Incursion with Dr Carol Liston

This term the children are learning about what it means to be active citizens through a unit of work called: How can children change the world?

To support and extend their learning, 3S and 3F will be visited by noted historian Dr Carol Liston of the University of Western Sydney. She will share historical perspectives with the children as they develop their understandings of heritage and culture.

The incursion will take place on Thursday 11 May, 2017 within school grounds and be supervised by class teachers Jason Smith, Daniel Felsman and Robyn Miller.

There is no cost. This incursion has the approval of the Principal.

Please complete and return the consent form at the bottom of this page by 31 March, 2017.

Yours sincerely,

(3S and 3F class teachers)

----------------------------------------------------------------------------------------------------------------------------------

I hereby give consent for _____________________________________ of _______________ (Class) to attend the incursion by Dr Carol Liston on Thursday 11 May, 2017.

Signature of parent/guardian: ________________________________________________

Date: ____________________________11

Smith_Jason

Appendix E

27 March 2017

Dear Parent/Guardian,

RE: Excursion to Muru Mittigar

This term the children are learning about what it means to be active citizens through a unit of work called: How can children change the world?

To support and extend their learning, 3S and 3F will be visiting the Muru Mittigar Aboriginal experience at Castlereagh, NSW, on Tuesday 16 May, 2017. On the day they will learn about Aboriginal art techniques, and the important roles that people and places play in culture.

The children will be accompanied on the day by class teachers Jason Smith, Daniel Felsman and Robyn Miller, and the Principal. Transport will be by seatbelt-equipped coaches. Children need to arrive at school by 9.00am, and will return to school by 3.30pm. Children are to wear full winter school uniform, bring a labelled bag with their Crunch and Sip, morning tea, lunch and water. The cost of the excursion will be $16 per student.

Another note will be sent home with your child closer to the day of the excursion.

This excursion has the approval of the Principal.

Please complete and return the consent form at the bottom of this page by 31 March, 2017.

Yours sincerely,

(3S and 3F class teachers)

----------------------------------------------------------------------------------------------------------------------------------

I hereby give consent for _____________________________________ of _______________ (Class) to attend the excursion to Muru Mittigar Aboriginal experience on Tuesday 16 May, 2017.

I understand that a fee of $16 per student is payable to the school by Tuesday 9 May, 2017.

Signature of parent/guardian: ________________________________________________

Date: ____________________________

12

Smith_Jason

Appendix F

Medical Information Form

(adapted from NSW Department of Education and Training, 2016)

Student name: _________________________________________ Class ___________________

Medicare number: _______________________________________________________________Parent/caregiver contact details

Name: ________________________________________________________________________

Address: ______________________________________________________________________

______________________________________________________________________________

Phone: (home) _________________ (work) ________________ (mobile) ___________________List any existing medical conditions:

Special dietary requirements, and possible medical reactions to foods:

Will regular medication need to be administered during the excursion? Yes _____ No _____If yes: medication name; administration instructions; administration time/s; possible reactions.

Signature of parent/guardian: _______________________________ Date: _________________

13

Smith_Jason

References

ABC News (2016). Mother of the Year calls for more support to keep Indigenous

families together [streaming audio]. Retrieved from http://tinyurl.com/hyppz5c

Australian Curriculum, Assessment and Reporting Authority (2016a) (v8.2). English:

Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/english/curriculum/f-10?

layout=1#level3

Australian Curriculum, Assessment and Reporting Authority (2016b) (v8.2). F-6/7

HASS: Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/

hass/curriculum/f-10?layout=1#yl-3

Australian Curriculum, Assessment and Reporting Authority (2016c) (v8.2).

Mathematics: Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?

layout=1#level3

Australian Curriculum, Assessment and Reporting Authority (2016d) (v8.2). Visual

arts: Curriculum. Retrieved from http://www.australiancurriculum.edu.au/the-

arts/visual-arts/curriculum/f-10?layout=1#level3-4

Australian Curriculum, Assessment and Reporting Authority (2016e) (v8.2). Digital

technologies: Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/technologies/digital-technologies/

curriculum/f-10?layout=1#level3-4

14

Smith_Jason

Australian Curriculum, Assessment and Reporting Authority (2016f) (v8.2). Science:

Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/science/curriculum/f-10?

layout=1#level3

Bio (2010, January 26). Rosa Parks – Mini bio [video file]. Retrieved from

https://youtu.be/v8A9gvb5Fh0

Clean Up the World (2011, February 10). 2011 – Ian Kiernan – Clean up the world

welcome message, [video file]. Retrieved from https://youtu.be/wrg0S2OfIMU

Department of Education, Employment and Workplace Relations. (2011). My time,

our place: Framework for school age care in Australia. Dept. of Education,

Employment and Workplace Relations, Barton, A.C.T.

Hazell, V. (1994). School camps and excursions: Timesavers. Gosford, NSW:

Ashton Scholastic.

Henderson, T. (1997). Student observation sheet. Retrieved from

http://ed.fnal.gov/help/97/sightsound/stdinfst.html

Murdoch, K. and Hornsby, D. (1997). Planning curriculum connections: Whole-

school planning for integrated curriculum. South Yarra, VIC: Eleanor Curtain

Publishing.

Muru Mittigar (2015). Programs. Retrieved from http://www.murumittigar.com.au/

News Politics Info (2010, April 4). Martin Luther King’s last speech: I’ve been to the

mountaintop [video file]. Retrieved from https://youtu.be/Oehry1JC9Rk

15

Smith_Jason

NSW Department of Education and Communities (2014). Excursions policy

implementation procedures. Retrieved from

https://education.nsw.gov.au/policy-library/associated-documents/proced.doc

NSW Department of Education (2016). Excursions policy. Retrieved from

https://education.nsw.gov.au/policy-library/policies/excursions-policy

NSW Department of Education and Training (2016). Going to a public school: School

excursions medical information form. Retrieved from

http://www.schools.nsw.edu.au/media/downloads/languagesupport/excursions

/medical_info/emi_english.pdf

NSW Government Spatial Information Exchange (2016). Six maps [online tool].

Retrieved from https://maps.six.nsw.gov.au/

Parramatta Female Factory Friends (2014, April 1). Parramatta Female Factory

[video file]. Retrieved from https://www.youtube.com/watch?

v=CeDmIC6LrPg&sns=em

SBS TV (2012). Who do you think you are? Season 6, Episode 6 – Adam Goodes

[video file]. Retrieved from

http://www.sbs.com.au/ondemand/video/313380419793/who-do-you-think-

you-are-adam-goodes

SHFA The Rocks (2012, March 28). Jack Mundey and the unions – Part 2 of 3 [video

file]. Retrieved from https://youtu.be/xll4BD7DUwo

UNICEF (2006). Digital Diary: A youth anti-violence activist in the Philippines tells

her story [streaming audio]. Retrieved from https://beta.prx.org/stories/13925

16

Smith_Jason

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C. and Nanlohy, P. (2010). Learning

for teaching; teaching for learning (2nd ed.). South Melbourne: Cengage.

Zee Source (2016). Create and publish interactive maps [online tool]. Retrieved from

https://www.zeemaps.com/

17

learningwithjason.files.wordpress.com€¦ · web viewweek 1 inquiry question: how can children...

Documents