Lesson+4

CCS2.1 Describes events and actions related to the British colonisation of Australia and assess changes and consequences. || CCS2.1 Describes events and actions related to the British colonisation of Australia and assess changes and consequences. - Sequences significant events related to human occupation in Australia - Describes some aspects of ways of life and achievements in the early colony for male and female convicts and ex-convicts - Refers to different viewpoints and perspectives on significant historical events
 * ** Lesson Number: 4 ** |||| ** Lesson Topic: ** Written Grammar. Literary Recount  || ** Learning Area(s): HSIE / English  ** ||
 * ** Unit Outcome: **
 * ** Lesson Outcome/ Indicators: **

WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. - uses accurate tense and number in verb groups - uses evaluative vocabulary focusing on Affect and Judgement vocabulary.

WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. - recognises and discusses the organisational structure of a range of literary and factual texts || - Interactive Whiteboard. Slides prepared and detailed below. - Printed extract from “Convict Central”. One per student. Appendix 4a - Printed extract from “Little Felons: Child Convicts”. One per student. Appendix 4b - Aged- looking paper. One per student. (Students have already made this in a previous art lesson) - Costume handcuffs for hands, made of cardboard and crêpe paper (for teacher use) ||
 * ** Resources: **
 * ** Lesson Outline ** ||
 * __ Introduction: __ (5 mins)

Teacher enters in costume handcuffs playing role of adult convict

//“Quick my fellows convicts, we don’t have much time! I’ve found us some old paper and writing tools so we can write letters to our loved ones back home! I have a secret contact who is willing to see each letter put in the mail box with the Commandant’s personal letter home to motherland! Let’s take this chance to tell our families of the things we have experienced, our journey over and what we are being made to do in this colony. We must act quick so as not to be caught!”//

Teacher removes handcuffs and is “the teacher” again. Asks students to close their eyes and imagine themselves in the shoes of the convicts.

How would you feel in the conditions they were living in? How would it feel to be so far from home? Would you regret the your actions that resulted in you being shipped to the colony? What would you write if you could send just one letter home? || // Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will I as teacher be doing?’ What will students be doing? // || The letter will be in the form of a Literary Recount **(NB: students have written literary recounts before)**
 * __ Teaching strategy/Learning __ __Activity:__
 * ** Teacher will …… ** |||| ** Students will… ** ||
 * Tell students they will be pretending to be a convict off the first fleet and will write a letter home to their families describing their experiences.

Discuss with student the purpose of evaluative vocabulary. How it can be used in their letters to express their feelings towards their experience so far. Following definitions are expressed on the IWB: __ Slide 1- __ Affect- expressing feelings to build up empathy and suspense in writing. // “I was nervous to see what was in store for me” // Directly addressing how the writer is feeling. // “My heart was pounding like a drum” // Indirectly addresses how the writer is feeling through simile.
 * Grammar aspect of body (20 mins) **

a)Teacher asks students how else they could express how a convict might be feeling. Ask for direct and indirect examples. Draw to students attention that personal feelings are not commonly addressed in factual texts through use of Affect but rather through use of Judgement…

Teacher moves on to Judgement as a form of evaluative text.

This is less obvious than Affect as it addresses the thing being judged rather than the writer’s feelings about that certain thing.

__ Slide 2- __ Judgement- Making moral judgements of people’s behaviour.

“ The men in charge are are cruel and unkind” Does not address personal feelings, still evaluates someone’s behaviour.

b) Teacher asks for students ideas on Judgement vocabulary.

__ Slide 3- __ “The hulks were old sailing ships that had been converted into floating prisons. Conditions in the hulks were dreadful. They were filthy, airless, dark, overcrowded, damp and rat-infested.”

Model identification of evaluative vocabulary on the interactive whiteboard using above extract from “Little Felons: Child Convicts”.

c) Teacher hands out extracts from “Little Felons: Child Convicts” and “Convict Central”

d) Teacher leads a short class discussion around how students felt the text sounded when it was read excluding the Judgement vocabulary.

Teacher encourages students to use their knowledge of Affect and Judgement in their Literary Recounts in the form of letters.

Teacher opens slide on IWB that outlines key features of a literary recount (used in previous lessons) for students to refer to during their writing Teacher circulates the room supporting students as they write their letters and reminding students to include evaluative vocabulary. |||| Seated on the floor.
 * Writing Aspect of Body (25 mins) **

a)Students share their own ideas of indirect and direct examples of Affect.
 * Grammar aspect of body (20 mins) **

b) Students share their own ideas on how to use Judgement in a sentence.

c) Students work in pairs at their desks to circle the words they feel are forming evaluative vocabulary. Students can take note of whether the texts are using Judgement or Affect. How do they know?

Students read the “Convicts Central” extract aloud to their partner, leaving out the Judgement vocabulary. d) Discusses how the text sounds without use of evaluative vocabulary.

Work individually, drafting their letters in their workbooks, referring to teacher and prompts on IWB for assistance. Those who finish may have the teacher read their letter and offer feedback.
 * Writing Aspect of Body (25 mins) **

Extension activity for those who finish fast: Publish their letters onto the aged-paper they made in art. || Teacher asks students for idea on how they could use a letter like this in the video they will be making. Students brainstorm ideas, teacher records ideas on the board. Ideas may be… - As a voiceover - Could show family receiving letter - Could show convict writing letter etc.
 * __ Concluding strategy: __ (10 mins)

Teacher asks for some volunteers to share their letter to the class using the acting skills they may incorporate into the video.

Class can discuss the volunteers' successful use of evaluative vocabulary. || - Observe student engagement and understanding during lesson. Are their suggested examples about Affect and Judgement accurate? - Keep a record of students who are willing to share their work with the class as a reminder of who felt they had fully grasped the content of the lesson. - Collect students draft letters. Mark and offer feedback where necessary. Pay special attention to the inclusion of accurate content relating to aspects of life for the convicts, is it accurate? Also to students use of evaluative vocabulary in their letters. - Make note of the student’s letters that were particularly outstanding - Make not of the student’s letters that demonstrated they do not fully understand how to incorporate evaluative vocabulary in their written text or that they misunderstand what life was like for convicts of Australians colonisation || - Teacher may record the outstanding letters that may be able to be used in the multimodal video being made in lessons 9 and 10.
 * ** Assessment: **
 * ** Any special considerations or contingency plans: **

- Students who finish early are able to publish their letters onto the aged-paper the students all made in art. - Students who are struggling to recall information about convicts that was covered in earlier lessons may have access to resources teacher has been using for other lessons throughout the unit to assist them. - Teacher may directly assist students who are having difficulty in writing their literary recounts by simply asking them to verbally say what they would write to get ideas flowing. || - Were students able to meet the aims of the lesson? - Did the students enjoy the lesson? - Was sufficient time allocated for the lesson? - Was student behaviour well managed? - What would you change next time? ||
 * ** Self-reflection **