Lesson+7

CCS2.1 Describes events and actions related to the British colonisation of Australia and assess changes and consequences.
 * ** Lesson Number: ** 7/10 |||| ** Lesson Topic: ** Consequences of British colonisation || ** Learning Area(s): ** HSIE, English ||
 * ** Lesson outcomes/indicators: **
 * //Sequences significant events related to human occupation of Australia.//
 * //describes the involvement of some people and groups from other countries in Australia’s heritage, including European and Asian contact and exploration, eg the trading expeditions of the Macassans, exploration by the Dutch and Portuguese, James Cook, the British First Fleet.//
 * //describes some of the consequences of the British invasion for Aboriginal people, eg displacement, disease, dispossession, genocide, war//
 * //describes some of the environmental consequences of occupation in the Sydney region, eg changes in land practices//

WS2.9 Drafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topic, audience and written language features. By the end of the lesson students will have produced a factual recount based on the varying consequences of British colonisation. Students will have a clearer understanding of the grammatical features of a factual recount with a particular focus on writing in the past tense. || __ Location- computer lab __ Teacher will take on the role of an 'Australian convict' in 1788 and will give a spoken factual recount of a typical day in the life of convicts in the penal colony of NSW. Teacher should use some dramatic skill perhaps by using a rough British accent and/or using a prop such as a loaf of bread the convict may have 'stolen' earlier! This introduction will engage and possibly entertain students as they watch the teacher 'become' a convict in 1788. The spoken recount of a typical day in the life of a convict will provide an initial scaffold of the text type students will be producing. Students have been introduced to the text type 'factual recount' in previous units of work, however the teacher will re-introduce the grammatical features of the text type to refresh students memory. Stepping out of character, the teacher will produce a written sample of a factual recount on the IWB. Introductory focus questions
 * //uses other texts as models for aspects of writing such as text organisation, grouping of information under headings//
 * //contributes to joint text-construction activities//
 * //demonstrates understanding of a range of topics//
 * //selects relevant information to use in own writing//
 * //researches specific topics to write about// ||
 * ** Lesson Outcome: **
 * ** Resources: ** Computer lab room (two computers per group of five), Group information fact sheets (1 per group), story boarding worksheets (1 per group) student HSIE work books, IWB. ||
 * ** Lesson Outline ** ||
 * __ Introduction: (10 minutes) __
 * //What are some of the grammatical features of this text? (written in past tense, factual information, chronological order, action verbs, use of general human and non-human nouns in historical recounts- generalising, use of pro-nouns to name people, places or things)//
 * //What does the text tell us? (who, what, when, where and why)//
 * //What is the structure of the text? (1. Orientation- background information, 2. a recount of events- chronological order, and 3. re-orientation- rounds of series of events usually by resetting events in time)//

Teacher should use prompting questions to guide discussion around the features of the text type and scaffold student understanding by pointing out the grammatical features of the example factual recount. (Teacher should write the key grammatical features of a factual recount on the IWB for students to refer to throughout the lesson). ||
 * __ Teaching strategy/Learning __ __Activity:__ ||
 * ** Teacher will: ** |||| ** Students will: ** ||
 * **Writing a factual recount (25 minutes)**

Teacher explains to the students that they will be creating their own short factual recount in groups. Each group will write a short factual recount on a different aspect of British colonisation including;
 * Group 1: 'Who, why and when they came' (First Fleet)
 * Group 2: 'Daily life of convicts'
 * Group 3: 'Aboriginal response to British colonisation
 * Group 4: 'Environmental consequences of British colonisation' (changes in land use and practices)

Teacher should explain that the factual recounts will contribute to the making of their class movie on British colonisation (this will help motivate students as they can see an end goal for their work).

Each group is provided with an information 'fact sheet' regarding their topic. The fact sheets provide factual information in bullet point form on each groups topic. Teacher explains to students that they will use the 'fact sheet' information to construct a factual recount on their topic.

Teacher should re-iterate the grammatical features of a factual recount such as; //written in past tense, factual information, chronological order, action verbs, use of general human and non-human nouns in historical recounts- generalising, use of pro-nouns to name people, places or things.//

Teacher instructs students to begin writing their factual recount as a whole group. Teacher must approach each group throughout this segment of the lesson, to see whether groups are on task and understanding the structure of the text type.


 * Story boarding (20 minutes)**

After students have completed their factual recount, teacher explains that groups will need to create a 'story board' based on their factual recount. The groups factual recount and story board ideas will contribute to the class movie at the end of the unit.

Each group will be provided with a story board worksheet that will scaffold the layout of their story board. Teacher needs to explain that the written text from their factual recount will be narrated in the class movie and that students need to story board the visuals that will supplement the spoken words in the movie.

Teacher should review the format of a story board including; a linear structure, rough sketches of the main actions of each scene in the movie, associated spoken text (factual recount) to match the associated sketches. Teacher should encourage students to be creative and to think about how they can express the main ideas of their recount visually (re-enactments, still images of paintings etc).

Teacher should support each group as they story board their main ideas for their section of the class movie. Teacher to move around the classroom and assist students. |||| Under teacher instruction, students sit in their designated groups at desks with their HSIE workbooks, pencils.

One person from each group will read aloud the information on the group fact sheet.

Students can refer to the grammatical features of a factual recount on the IWB.

A scribe from each group will begin to draft a factual recount based on the contributions of the whole group.

Students to complete a factual recount on their topic.

Students to work in previous groups to create story board. A new scribe will be selected to sketch the main ideas on to the story board. Each member should contribute to the construction of their story board.

Students will complete their story board to present to the whole class. ||
 * ** Concluding strategy (10 minutes) **

A representative from each group will come to the front of the class to present their written factual recount and also the story board created by their groups. Teacher will guide a class discussion based on the similarities and differences of each groups written work and story boarding. what are the similarities of each groups factual recount//What are some of the main grammatical features of each recount?// //What are some differences between each recount?// //How do the story boards support the written text visually?// ||
 * ** Assessment: **

Teacher to observe the contribution of members to their group work and check for understanding. Teacher to read and mark the factual recounts, checking for errors in spelling/punctuation and possible ways to improve the written text that groups may wish to revise. || //Have students demonstrated an understanding of the grammatical features of the text type?// //Have students identified key information to include in the factual recount?// //Has each group produced an appropriate factual recount in relation to their topic?// //Have all students worked well in groups?// //Have all students had the opportunity to contribute to discussion and production of the text?// //Were students able to create an appropriate story board to support the spoken text for the class film?// //Have students been engaged through out the lesson?//
 * ** Any special considerations or contingency plans: **
 * Teacher will sort students in to the four groups based on mixed literacy skills. In this way more able students can support less able students in the group work task.
 * Special consideration of students from Indigenous back grounds. Throughout research, students may come across images of people who have passed away. Teacher should make special mention of this to Aboriginal students. ||
 * ** Self-reflection **// (anticipated self-questioning) // ||