Summary+of+unit+of+work



**Lesson 1**- **(Focus lesson)** //HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences //

//English Talking and listening: TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum //

//English Learning to write: WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type //

//DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations //

In this lesson the teacher will introduce the topic of British Colonisation and explain to students that we will be producing a multimodal text at the end of the unit. Students will discuss the terms colonisation and invasion and brainstorm their knowledge about these terms. Student’s watch a short video clip ‘Encounter’ on the IWB whilst thinking about differences in the two cultures. Students then partake in activity focusing on the two different cultures. __First Contact Game__ The class is divided in half and each half will represent a different culture. Each culture will have a different set of rules that group members need to follow. Students will discuss what happened in this activity, the difference in rules between the two groups and what it felt like interacting with the other group. Students are then to write a personal reflection on their experience.

**Lesson 2**- (lesson 3 will continue on from lesson 2) //HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences //

//HSIE: ////CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. //

//English Talking and listening: TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. //

//English Reading: RS2.5 Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. //

In this lesson students will learn about different perspectives of British colonisation of Australia. This will involve students learning about and analysing the reliability of primary and secondary sources (whole class activity). The class will then be split into 5 groups, each covering a different aspect of colonisation. Both Aboriginal and non- Aboriginal perspectives will be explored. The five topics are: - The voyage / arrival - Crime and punishment - Food, shelter and health - Significant people - Life before colonisation Each group will be designated a folder containing primary and secondary resources along with questions that can be asked to prompt student thinking and questioning. Resource books and in class computers will also be available for students to look through. Groups are to work together to analyse information about their topic. Brainstorming paper is to be used to write down information.

**Lesson 3-** //HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences //

//HSIE: ////CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. //

//English Skills and Strategies: TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. //

//English Reading: RES1.7 Demonstrates an emerging awareness that written and visual texts convey meaning and recognises that there are different kinds of texts that serve different purposes. //

This lesson continues on from the previous lesson. Students reform their groups. The work they did in the previous lesson will have been kept in their group folder. Groups are to use this information to design a PowerPoint on their topic. Their PowerPoint should include background information, Aboriginal and non- Aboriginal perspectives, primary or secondary sources e.g. paintings, maps, newspaper articles. Each group will then share their PowerPoint with the rest of the class.

**Lesson 4- (Focus Lesson)** //HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assess changes and consequences.//

//English Learning to write: WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. //

//English Learning to write: WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. //

This lesson starts by the teacher entering in costume handcuffs playing role of adult convict. The teacher acts out a skit in character. Students are to imagine themselves in the shoes of the convicts. Students discuss what their life would have been like. Students are then to write a literacy recount pretending to be a convict off the first fleet writing a letter home to their families describing their experiences. In this lesson students will discuss the grammar aspects of a literary recount focusing on following the structure of orientation, record of events and reorientation. Evaluative vocabulary is discussed and should be included in their piece of writing.

// CCS2.1: Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. //
 * Lesson 5- (Focus Lesson) **

// V8: Understands how language is used to include and exclude others. //

// RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. //

In this lesson students will view a map to explore visual conventions of maps and to draw conclusions about aspects of life in early Sydney from this information. Students will also compare two sources (primary and secondary) showing Aboriginal and non-Aboriginal Perspectives. They will look at use of demand/offer, use of social distance, and what these tell us about the creator’s own thoughts about the topic.

**Lesson 6-** // HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences //

// HSIE: CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. //

// Drama: DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. //

// English Talking and Listening: TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. // <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> In this lesson students will explore aspects of British Colonisation through Drama activities. These activities include: __Hot seat:__ Class wanders around the room taking on the different characters the teacher calls out e.g. you are a convict, Author Phillip, an Aboriginal watching the first fleet arrive. Teacher instructs ‘characters’ to talk to one another. After the whole class has had a chance to practice a range of characters students are selected to be hot seated. This involves student sitting at the front of class, taking on a certain character. The rest of the class asks questions about what life is like for them, their feelings about British colonisation etc. __Still frames:__ This activity requires students to form groups of approximately 6 people. Students are to pretend they have time travelled back in time and must take on the characters the teacher describes. The teacher gives students a situation which they then recreate. E.g. “You have just arrived into Botany Bay after being on the boat for over 8 months. You are taking your first step of the boat, chained to your fellow convicts.” “You are hiding behind the scrubs watching this large strange looking vessel come into the bay”. Students are to create still picture of what these situations may have looked like. The teacher will use ‘tapping in’ techniques to allow students to talk in character about what they are seeing and how they feel about this. __Journal Writing:__Following on from these drama activities s tudents are to choose a character explored in the lesson. Students are to stay in character to write a journal entry. These entries can include what has been occurring in the last few days, what they spent the day doing, how they are feeling etc.

**Lesson 7**- **(Focus Lesson)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assess changes and consequences.// <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//English Learning to write: WS2.9 Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features.//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson begins with the teacher taking on the role of an 'Australian convict' in 1788 and giving a spoken factual recount of a typical day in the life of convicts in the penal colony of NSW. This spoken recount provides an initial scaffold of the text type students will produce. Class then discusses the grammatical features text type of a ‘factual recount’. Students analyse a factual recount on the IWB.Students are divided into groups to write a factual recount on a different aspect of British colonisation. The groups are: - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group 1: 'Who, why and when they came' (First Fleet) - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group 2: 'Daily life of convicts' - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group 3: 'Aboriginal response to British colonisation - <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group 4: 'Environmental consequences of British colonisation' (changes in land use and practices) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">These recounts will contribute to the making of the class movie on British colonisation (will help motivate students as they can see an end goal for their work).Each group is given an information 'fact sheet' on their topic to use when constructing their factual recount. Each member of the group is to contribute to the writing of the recount.After finishing the factual recount groups will present their written factual recount to the class. Class discussion will focus on the similarities and differences of each groups written work and the main grammatical features of each groups work.

**Lesson 8** – // HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences //

// Drama: DRAS2.3 Sequences the action of the drama to create meaning for an audience. //

// English Talking and listening: TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts. // This lesson works towards completing the video on British Colonisation of Australia. Working in the groups established in the previous lesson students are to story board their section of the video. Each section is to approximately go for 1½ minutes. In this lesson groups are to choose the roles they would like for the video. Each group is to have one director and 1 filmer/ editor. The remaining students will be actors. Each group is then to story board their section of the video. Students will need to address what information/ facts they will include and what their part of the video will look like i.e. what they will do to convey this information. Groups will need to discuss where they will be filming and what props they will need. The storyboard should convey a short explanation of each stage of the video, a sketch of how it will be filmed, and a description of necessary resources. Teacher will provide guided feedback throughout this process.

**Lesson 9** – //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Drama: DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Drama: DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">English Skills and Strategies: TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations //

In this lesson students will film their section of the video. Each group is to first practice their script and performance. The director and editor/filmer should pay attention to building the action qualities of the film through movement and vocal changes as well as filming techniques such as close up shots, long distance shots, birds eye view shots etc. Once students are ready and after gaining teacher approval groups can film their piece. This may require a few attempts.

__ Extension activity: __ If finished before other groups/ if waiting for a spare video camera students to are to start creating posters to advertise their movie to the school. When the video is finished it will be shown at school assembly. These posters need to generate student interest in the film. They should be creative and use attention grabbing techniques.

**Lesson 10**- //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">HSIE: CCS2.1 Describes events and actions related to the British colonisation of Australia and assesses changes and consequences //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing amongst aspects of subject matter //

In this lesson the footage taken in the previous lesson will be edited and compiled into the final product. This will require the editors and directors working together to edit their group piece. After finishing that the editors will have to join their sections together to make one video. Whilst the editors and directors are working on this the rest of class will continue on the previous lessons extension activity. Each group is to work on creating an advertising campaign for the viewing of their video to the whole school. At the end of the lesson the whole class will view and evaluate their movie.