Contents:

Page 2/3: Page 4/5: Page 5: Page 6: Page 7: Page 7: Page 9: Page 12: Page 18: Page 19: Page 21: Page 22: Page 23: Page 24: Page 25: Page 26: Unit Outline Content Descriptors Achievement Standards Relevant Prior Curriculum Bridging Content Links to Other Areas Assessment Lessons Feedback References Appendix 1 (My Place by Nadia Wheatley Appendix 2 (Assessment Piece 1 Rubric) Appendix 3 (Assessment Piece 2 Rubric) Appendix 4 (Word Wall) Appendix 5 (KWL Chart) Appendix 6 (Life in 1818 list)

EDLA309

Ashley Harland S00116205 | 1

Year 5 unit overview Australian Curriculum: English and History. School name
Xaviers School for Gifted Youngsters.

Unit title
My Place by Nadia Wheatley.

Duration of unit: 10 hours

Unit outline
Focus of the unit involves the study of My Place by Nadia Wheatley, to allow students to better understand the effect the developing world has had, and how the world has changed significantly since the colonisation of Australia. It is an important unit of study as it will allow students to see how one small area has changed over a relatively small space of time, and will in turn allow them to better appreciate the changes that go on around their own homes. The two page spread that the unit will be primarily focusing on is the 1818 narrative. Unit contributes to achieving English standards by:

Allows children to recognise, celebrate and display the differences between different social and cultural groups over time. Allows students to create their own literary text, based off the work of a specific author. Allows students to explore and discuss the effect of a first-person narrative. Allows children to discuss the effect opinions have on literary texts, when written from the point of view of a solitary character, and how these opinions can differ from their own. Have students participate in class and group discussions about the text. Has children discuss the impacts of the images contained within the text on the viewer.

The skills that the students have culminated in English will in turn have an effect on History. Literature, with its heavy focus on the study of texts from a variety of cultures and sources, better allows students to understand differing perspectives and achievements of different cultures and the people coming from them, in both past and present contexts. In History, students utilise their English skills to undertake research, read texts with a level of critical analysis, and create texts that display historical understanding both clearly and logically. Unit contributes to History standards by: Allowing students to explore the reasons behind the migration to Australia, both voluntary and convict. To identify different points of view held by people in the past, and how they differ from today. To develop texts that contains elements and references to source material.

Year 5 unit overview Australian Curriculum: English/History

Unit outline

Questioning will be used throughout the unit in order to get the students thinking about the impact the text has on both a literary/English studies way and a historical/History sort of way. Examples of this may include: How do you think the areas you live in have changed over time? How do you think people in the past would feel about how your area has changed? Why do you think people moved to your area? Why do you think Nadia Wheatley chose to write the book from different points of view? How important do you think the pictures within My Place are to the story?

EDLA309

Ashley Harland S00116205 | 3

Australian Curriculum: English and History Grade 5.

Content descriptions to be taught Language
Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers interpretations (ACELA1511)

Literature
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

Literacy
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) 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) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

General capabilities and cross-curriculum priorities Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding Aboriginal and Torres Strait Islander histories and cultures Sustainability

Year 5 unit overview Australian Curriculum: English/History

Australian Curriculum: English and History Grade 5.

HISTORY YEAR 5 Historical Knowledge and Understanding
The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

Historical Skills
Identify points of view in the past and present (ACHHS104) Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

Achievement standards: ENGLISH Receptive modes (listening, reading and viewing)

By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.

Productive modes (speaking, writing and creating)

Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning.

HISTORY
By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

EDLA309

Ashley Harland S00116205 | 5

Relevant prior curriculum

To be able to understand the difference between emotive and reporting language (ACELA1489): Australian Curriculum, Year 4, English: Language. Understanding what makes texts cohesive, e.g. linking devices, pronouns and connectives (ACELA1491): Australian Curriculum, Year 4: English: Language. Posses the ability to incorporate new words into a vocabulary from a range of sources, including new words encountered during research (ACELA1498): Australian Curriculum, Year 4: English: Language. Understanding, on some level, the differences between the language of opinion, and the language of feeling (ACELA1489): Australian Curriculum, Year 4: English: Language. Explore the effect that images can have on a range of texts (ACELA1496): Australian Curriculum, Year 4: English: Language. Understand how different authors may represent similar storylines, ideas and relationships in different contexts (ACELT1602): Australian Curriculum, Year 4: English: Literature. Be able to discuss literary experiences with others, sharing points of view (ACELT1603); Australian Curriculum, Year 4: English: Literature. Know how authors and illustrators make stories compelling by utilising a variety of techniques, e.g. plot tension and character development (ACELT1605): Australian Curriculum, Year 4: English: Literature. Know how to create literary texts that explore st udents own experiences (ACELT1607): Australian Curriculum, Year 4: English: Literature. Having interaction skills that allow students to acknowledge each others points of view, and being able to speak clearly and coherently (ACELY1688): Australian Curriculum, Year 4: English: Literature. Be able to sequence historical events via timelines (ACHHS081): Australian Curriculum, Year 4: History: Historical Skills. Be able to identify different points of view (ACHHS085): Australian Curriculum, Year 4: History: Historical Skills. Develop narratives based on the past (ACHHS086): Australian Curriculum, Year 4:

Curriculum working towards

To be able to interoperate narrative texts as wordless picture books, relying on illustration for understanding (ACELA1511): Australian Curriculum, Year 5, English: Language. Understanding that some elements of literature convey information about cultural elements and differences (ACELT1608): Australian Curriculum, Year 5: English: Language.

Be able to draw upon a variety of forms of fiction in order to compose a narrative point of view, while using figurative language, and basing work of selected authors (ACELT1798): Australian Curriculum, Year 5: English: Literature. To be able to identify the narrative voice in a story, and be able to discuss the impact of their voice (ACELY1698): Australian Curriculum, Year 5: English: Literature. To have the skills to be able to plan, draft and publish imaginative, informative and persuasive texts that are audience appropriate (ACELY1704): Australian Curriculum, Year 5: English: Literature. To be able to use interaction skills such as; paraphrasing, questioning and interpreting and being able to interoperate non-verbal cues (ACELY1796): Australian Curriculum, Year 5: English: Literature. To be able to use a variety of word processing programs to construct, edit and publish a written text (ACELY1707): Australian Curriculum, Year 5: English: Literature.
To be able to understand and formulate opinions of when people migrated to Australian, and the experiences that they went through (ACHHK096): Australian Curriculum, Year 5: History: Historical Knowledge and Understanding. To be able to understand that points of view held in the past differ from today (ACHHS104): Australian Curriculum, Year 5: History: Historical Skills.

Year 5 unit overview Australian Curriculum: English/History

History: Historical Skills. To be able to develop texts, narratives in particular, that incorporate source materials (ACHHS105): Australian Curriculum, Year 5: History: Historical Skills.

Bridging content For the class as a whole to be able to transition from the Year 4 standards of both English and History to the Year 5 standard, several things will have to be taught explicitly, and others allowed to develop on their own. Examples of this explicit teaching may include: Reminding students the difference between descriptive and emotional writing. Introducing new questioning techniques the students can use to gain insight into both the text and other students opinions. Examining choices made by authors, in order to be able to emulate them. The concept of a narrative voice may need to be addressed for some students who are unfamiliar with fictional texts or first person stories. Some students may need to be reminded how the drafting/writing/editing/publishing process goes; this could be addressed by doing a class activity before any small group/individual activities. Some students may not have the skills necessary to paraphrase and or question texts, but may be able to do so in conversation. Taking the time to transitional those skills should allow them to progress. Some students may have to be made aware of the idea of migration, and of the circumstances of which many people travelled to Australia over the years. This could be done with a simple questioning activity. Some students may struggle with the concept of opinions changing over time, to rectify this, students could be asked when their opinions have changed on something after some time had passed, and explain that the concept is the same. Students may have issues with developing texts that utilise source materials. They could be guided through the activity, until they understand that they are simply being asked to write a narrative based in a certain time period. Parallels with other fict ion read in the classroom could be drawn, e.g. What time was The Hobbit written about? Links to other learning areas: The unit involving the study of My Place by Nadia Wheatley relates to several other learning areas, other than English. The first and most obvious of these is History. My Place is a book that journeys back through time, all the way up to before the colonisation of Australia. Due to this, things that are found within the History section of the Australian Curriculum will be included in the unit. Examples of this include; the ability to interoperate and paraphrase historical information, e.g. what were the circumstances of which people arrived in Australia? They will also be required to formulate an opinion on this, reflecting on their own familys migration to Australia, and if it was similar. They will be required to examine opinions that are portrayed within My Place, and recognise that they differ from opinions held today, e.g. the keeping of slave labour. And at the end of the unit, they will be required to formulate their own texts, with influences from a variety of source materials. Another area that will be targeted by the unit is ICT. Students ICT skills will be required in order to utilise word proces sing programs that will be required to

EDLA309

Ashley Harland S00116205 | 7

develop texts and do research throughout the unit.

Year 5 unit overview Australian Curriculum: English/History

Assessment
Describe the assessment Assessment Piece 1 (Appendix 2): Students are to be put into heterogeneous groups of three-to-four, depending on class size and student requirements. Students are to study two maps of the local area, one recent, and one from a number of decades ago. Each group will be given a different map, so as they do not double up. Students are then to list differences and similarities between the two maps. E.g. lagoons that have not moved, but marshlands that have been turned into real-estate. Once they have listed out the similarities and differences, they can begin work on a poster that they will present to the class. The poster should include; photographs of buildings or locations that have changed with small paragraphs on the differences next to them, captions for photographs, title. The student groups will then present their poster to the class, highlighting the differences between the two time periods. Once that has been established, the group has to state what theyd miss if they lived in their time, what theyd like about their time periods and state which one theyd rather live in. The purpose of this assessment piece is for students to be able to gain early feedback on possible inclusions to their created page that they will have to complete by the end of the unit. It is a formative assessment, and will be mainly assessed by teacher supervision and recording, rather than the submitted poster. It also gives students a chance to work on their presenting skills. There is little risk involved in completing the task. Care should be taken while using tools such as scissors when walking around the classroom. The classroom rules involving such should prevent any harm or injury. The purpose of this piece of assessment is to identify whether the student groups are able to meet the requirements for the Year 5 standard located within both the Australian Curriculum English and History. The format will be a poster to aid the presentation visual, and the spoken presentation itself. The poster is required to have at least two photos for a low-end standard, and more photos, captions and paragraphs will result in a higher grade. The grade standard will be displayed on a modified, more child-friendly version of the rubric and will be displayed on the interactive whiteboard when the children are working on their posters and speeches. Lessons 3-5 Assessment date

Make judgments
Assessment 1: Receptive modes (listening, reading and viewing):
Understanding that some elements of literature convey information about cultural elements and differences (ACELT1608): Australian Curriculum, Year 5: English: Language.

To be able to use interaction skills such as; paraphrasing, questioning and interpreting and being able to interoperate non-verbal cues (ACELY1796): Australian Curriculum, Year 5: English: Literature.
To be able to understand that points of view held in the past differ from today (ACHHS104): Australian Curriculum, Year 5: History: Historical Skills.

Productive modes (speaking, writing and creating): To be able to use a variety of word processing programs to construct, edit and publish a written text (ACELY1707): Australian Curriculum, Year 5: English: Literature. To have the skills to be able to plan, draft and publish imaginative, informative and persuasive texts that are audience appropriate (ACELY1704): Australian Curriculum, Year 5: English: Literature.

EDLA309

Ashley Harland S00116205 | 9

Assessment
The resources required for this piece of assessment are; a piece of cardboard, markers, glue, access to computers for images and composing texts, printer and paper. Exceptions for students with learning disabilities could be that they are placed within a more supportive group, and more monitored by the classroom teacher and or aide. Lessons 8-11.

Make judgments
Assessment 2: Receptive modes (listening, reading and viewing):
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers interpretations (ACELA1511)

Assessment Piece 2 (Appendix 3): Creating a page for a class version of My Place. This piece of assessment is summative, and will be completed during the final lessons of the unit. The type of assessment is a project. Students are to compose a text, either by hand or by using a word processing program on a classroom computer, and illustrate a drawing to accompany it. The style used should emulate the style Nadia Wheatley uses throughout My Place. Details, such as the area chosen and the date, can be decided by the student; however they should be encouraged to do their own homes, or the school. They will be encouraged to illustrate a small map of the school in its current state, and by looking at old photographs and interviewing other teachers/parents, draw a map of what it wouldve looked like some time in the past. Students who may not be suited to the task, for a variety of reasons, will be assisted by the teacher. If required, they can produce a less detailed version of the map, and a closer to the present date. Student work will be compiled and bound into a version of My Place for the classroom. Students will be able to evaluate their work once it has be amassed, and by comparing and contrasting their work with the others in the class, they will be able to see what they need to work on in order to improve for future assessment pieces. The rubric will be displayed on a whiteboard whenever the task is being worked on, in a more student-friendly manner, displayed as a checklist. E.g. Am I using colours? Do my sentences flow onto each other? There is little risk involved in completing the task. Care should be taken while using tools such as scissors when walking around the classroom. The classroom rules

Productive modes (speaking, writing and creating):

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) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707) Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Develop texts, particularly narratives and descriptions, which incorporate source

10

Year 5 unit overview Australian Curriculum: English/History

Assessment
involving such should prevent any harm or injury. The purpose of the assessment is to identify whether students are meeting the requirements for the Year 5 standard found within the Australian Curriculum. The format will be two A4 pages. They will contain two or more paragraphs, and an illustrated map. The map does not have to have any more detail than the ones in My Place, which is very little. The resources required for this piece of assessment are as follows; multiple A4 pieces of paper per students (in case of mistakes), a variety of coloured pens, pencils, crayons and (if desired) paints, access to a class computer or access to graphite pencils.

Make judgments
materials (ACHHS105)

EDLA309

Ashley Harland S00116205 | 11

Teaching and learning

Teaching strategies and learning experiences Lesson 1: Book Reading: Estimated Timing: 45 minutes. Objective/s: To read the text My Place by Nadia Wheatley, ACELA1511. Classroom Organisation: Seated on the carpet Learning Experiences: Book walk through the text, relying on images primarily to tell the story. Once having gauged students reactions and predictions, begin to read the text. Ask questions to break up the monotony of the large text. Once the text has been read, have students record any unfamiliar words to the word-wall. Lesson 2: Exploring My Place: Estimated Timing: 55 minutes. Objective/s: To ascertain what students know of 1818, ACELT1608, ACHHK096,
ACHHS104, ACELY1698.

Supportive learning environment

Adjustments for needs of learners Students that have troubling seeing or listening to texts for extended amounts of time can sit up the front nearer the teacher, and the text will be broken up with questions about the text. Resources/Special Safety Considerations The text, My Place by Nadia Wheatley. Safety: N/A

Classroom Organisation: Seated on the carpet, transition to desks. Learning Experiences: Re-read the text. Chose a two-page spread to focus on. Explore the narrative themes by questioning students on their knowledge of the time period. E.g. What was life like during 1818? Start a KWL chart on 1818. Lesson 3: Begin on first assessment piece: Estimated Timing: 50 minutes. Objective/s: To ensure students understand their first assessment piece, ACELY1796,
ACELY1707, ACHHK096.

Students who struggle/are not confident enough to think of ideas on their own can be questioned towards answers, so they can be included on the KWL chart.

The text My Place by Nadia Wheatley, large piece of butchers paper, whiteboard/permanent markers. Safety: N/A

Students who typically struggle with group work can be placed within an amicable group, capable of assisting them through any struggles. If there are multiple students with

A simple version of the rubric of the first assignment to be displayed up on the board. Safety: N/A

Classroom Organisation: Students seated at desks, transitioning to clusters. Learning Experiences:

12

Year 5 unit overview Australian Curriculum: English/History

Teaching and learning

Teaching strategies and learning experiences To understand what the first assessment piece consists of. Be sure to clarify all questions and reduce student stress level. To have students understand what standards they have to meet for their first assessment piece. To organise the mixed-level groups students will be presenting. Begin research on changes occurring in and around 1818. Lesson 4: Continue working on assessment: Estimated Timing: 40 minutes. Objective/s: To continue working on first assessment piece, and clarify any issues that may reveal themselves, ACELY1796, ACELY1707, ACHHK096 Classroom Organisation: Students to work in clusters with their presenting groups. Learning Experiences: Clear up any questions that may be raised from student research. After a significant amount of time has passed (during which classroom teacher monitors and records students work levels) bring the class together, and have them share interesting facts that they have discovered. Add facts to the KWL chart.

Supportive learning environment

Adjustments for needs of learners similar learning disabilities, they can be placed together and have constant assistance from the classroom teacher/aide. Resources/Special Safety Considerations

Ensure that students that need learning support are given it, either by the teacher, aide, or their fellow students. Make sure that all students remain on task, and are not distracted by their group members, or misuse the Internet.

Computers. Books which are relevant to the time period. Exercise books for students to record their findings into. KWL chart. Whiteboard/permanent markers. Rubrics for initial marks. Safety: Internet awareness and safety.

Lesson 5: Finalise and begin presenting assessment piece 1. Estimated Timing: 50 minutes. Objective/s: To have students finish their posters, and begin their presentations, ACELY1796. Classroom Organisation: To be at desk clusters, until presentations, transitioning to the carpet. Learning Experiences: Allow students to finish their posters. Allow time for them to prepare their speeches. Students who have finished can present, while those still working can

Students who finish early can present their posters to the class, and be the audience for the next group. If all groups present, and are waiting on a couple of stragglers, especially helpful students can assist the lower groups.

Word Wall, KWL Chart, posters, rubrics. Safety: N/A

EDLA309

Ashley Harland S00116205 | 13

Teaching and learning

Teaching strategies and learning experiences continue doing so while listening. Once all the completed posters have been presented, add any new facts to the KWL chart and any new words to the Word Wall.

Supportive learning environment

Adjustments for needs of learners Resources/Special Safety Considerations

Lesson 6: Final presentations. Estimated Timing: 50 minutes. Objective/s: For any presentations that havent been previously done to be completed, ACELY1796. Classroom Organisation: On the carpet. Learning Experiences: Have students complete their final presentations. If still waiting on students to complete their posters, the rest can read My Place. Pick students two take turns in reading, while supervising poster completion. Add any new facts to the KWL, and new words to the Word Wall. Lesson 7: Studying specific pages. Estimated Timing: 50 minutes. Objective/s: To further understand life in 1818, and begin to look at the writing and art style used within My Place, ACELY1796, ACELY1707, ACHHK096, ACELA1511. Classroom Organisation: Students at desks. Learning Experiences: Go through what should be a fairly full KWL chart. Begin a new list, entitled Life in 1818, to be displayed around the classroom. Take the facts from the KWL chart, and add the important ones onto the list. Observe the 1818 spread from My Place. Ask students to call out what they see. List down observations, anything from types of clothes, to the colours used on the page. Ask the students what kinds of things were used to create the art on the page.

Groups that are particularly struggling with the task can be assisted by the classroom teacher. Ensure that all presentations have taken place by this point.

My Place by Nadia Wheatley. Posters. KWL Chart. Word Wall. Safety: N/A

Any students with learning disabilities can be seated closer to the classroom teacher or supportive peers.

My Place by Nadia Wheatley. White/interactive board. Pen/stylus. KWL Chart. Life in 1818 list. Safety: N/A

14

Year 5 unit overview Australian Curriculum: English/History

Teaching and learning

Teaching strategies and learning experiences Ask the students what kind of writing is used on the page. Add both these things to the top of the list. Explain that the students will have to make their own page soon.

Supportive learning environment

Adjustments for needs of learners Resources/Special Safety Considerations

Lesson 8: Composing a text. Estimated Timing: 60 minutes. Objective/s: To have students understand the elements of a text composed with historical influences, ACELY1796, ACELY1707, ACHHK096, ACELA1511. Classroom Organisation: Students at desks. Learning Experiences: Have children identify some elements of the text that makes it unique. E.g. This is my place... stating name and age, reason for moving, simple text, etcetera. Have students add these thing to the Life in 1818 list, so they can use them when composing their own texts. Compose a class text, using an example character. This will give the class a chance to see how composing texts with certain elements work. Explain that you are emulating the authors style, and that will be required of the students. Point out how the narrative is written using historical context. Add any new points that arise to the Life in 1818 list, and any new words to the Word Wall. Lesson 9: Beginning on own texts. Estimated Timing: 60 minutes. Objective/s: To have students begin research, ACELY1796, ACELY1707, ACHHK096,
ACELA1511, ACHHS105.

Take time to explain requirements to students who have trouble listening and remembering tasks. Use the 1818 list to help this. Perhaps make one of the more forgetful students the scribe.

My Place by Nadia Wheatley. Word Wall. Life in 1818 list. White/interactive board. Pens/stylus. Safety: N/A

Classroom Organisation: Students at desks, transition to carpeted area and computers. Learning Experiences: Explain to students that they can now begin researching for their own page of

Students who may struggle with the task can be assisted in both research and the composing of their text by the classroom teacher, and should be encouraged to choose their focus as the school.

Local maps dating back to 1818. Books written on the surrounding suburbs. Newspaper articles about expansions of the area and the school. Old school registers/papers. Computers.

EDLA309

Ashley Harland S00116205 | 15

Teaching and learning

Teaching strategies and learning experiences My Place. Explain that they can choose to either represent their own homes, or the school, and how it has changed over the years. Encourage children to seek research as far back as 1818, but allow for more contemporary dates. There may not be research for everyones area dating back that far. Allow children to begin researching using either the computers or the Internet. Explain that people will be coming in that they can interview, if they chose to do the school. Also mention that they can interview their parents or other relatives.

Supportive learning environment

Adjustments for needs of learners Resources/Special Safety Considerations Safety: Internet awareness and safety.

Lesson 10: Continued research, begin writing. Estimated Timing: 40 minutes. Objective/s: To have children begin composing their texts, ACELY1704, ACELY1796,
ACELY1707, ACHHK096, ACELA1511, ACHHS105.

Students who will have trouble drafting narratives can work with the classroom teacher/aide.

Interviewees. Art supplies.

Classroom Organisation: Students at computers, desks and carpet. Learning Experiences: Have the neighbouring teachers/aides give interviews to the students about what they remember changing in the school during their time there. Students are then to compile their research, and begin to draft their narratives. Have students begin artwork for their pages. Lesson 11: Complete pages. Estimated timing: 40 minutes. Objective/s: To have students complete their page, ACELY1704, ACELY1796,
ACELY1707, ACHHK096, ACELA1511, ACHHS105.

Safety: Knowledge of interviewees.

Classroom Organisation: Students working at desks or the carpet. Learning Experiences: Have children complete their narratives, either handwritten or composed on

Students having trouble completing their pages can be assisted by students who have already completed their work or the classroom teacher/aide.

My Place. White/interactive board. Safety: N/A

16

Year 5 unit overview Australian Curriculum: English/History

Teaching and learning

Teaching strategies and learning experiences the computer, and glued atop of their artwork in the style My Place uses. Display the book on the board as a guide. Compile the completed pages and display as a class version of My Place.

Supportive learning environment

Adjustments for needs of learners Resources/Special Safety Considerations

EDLA309

Ashley Harland S00116205 | 17

Use feedback
Ways to monitor learning and assessment Teachers are to meet collaboratively throughout the unit, to ensure that the needs of all learners are being met by the unit. If not, a meeting will be held and the unit plan altered until all learners are being provided for. Co-marking and cross-marking will be used to ensure that all students are marked upon the level of their work fairly, and at the same level to reach consensus and consistency. Feedback to students The first assessment pieces results will be discussed with the collaborative student groups, and they will be given tips on how to improve for their next presentation. If there is a specific area in which all groups struggle, a lesson can be taught to improve the strength of the class as a whole. Students will not be singled out during this process. The second piece of assessment will be displayed alongside the others. Children will be able to reflect on how their work compares to the class standard, and know what to work on for next time. Reflection on the unit plan Areas to observe: Activities that worked well, and why: Ways to improve activities: Assessment that worked well, and why: Improvements to assessment: Student misconceptions, and how they can be clarified:

18

Year 5 unit overview Australian Curriculum: English/History

References:

Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian Curriculum: English. Date accessed 20/9/13
http://www.australiancurriculum.edu.au/Download/F10 Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian Curriculum: History. Date accessed 20/9/13 http://www.australiancurriculum.edu.au/Download/F10 Tompkins, G., Campbell, R. & Green, D. (2012). Literacy for the 21st Century. China: Pearson Australia.

EDLA309

Ashley Harland S00116205 | 19