Lesson+1

The unit "British Colonisation of Australia" aims to enable students to use a variety of media to investigate about the given topic and to construct a multimodal text that presents their findings in a structured and coherent manner. **Focus Outcome:**  Human Society and its Environment CCS2.1 ** Describes events and actions related to the British colonisation of **** Australia **** and assesses changes and consequences. ** ** 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. · Contributes to a class summary after reading or viewing · Interprets a variety of literary and factual texts · Skims a text for overall message using headings, subheadings, layout and graphics · Makes brief notes of information relevant to the topic from a variety of sources · Attempts several strategies when reading difficult texts || Interactive Whiteboard Computer lab- 10 computers KWL worksheets (Appendix A)  || Teacher introduces the topic of colonisation. Ask students to brainstorm what colonisation is, based on prior knowledge. Teacher shows students AustralianHistory.org website and the whole class explores the section Colonisation (1788-1900). Teacher explains to students that the topics are arranged like a timeline. Teacher goes through 1788-1900 timeline with students. Students contribute any knowledge they have about Colonisation. Students fill out the “What I know” section on the KWL Chart worksheet. ||
 * ** Unit Topic: ** British Colonisation of Australia |||| ** Curriculum Link: ** English and HSIE  || ** Yr Level: ** Stage 2 (Year 4)  ||
 * ** Lesson Number: ** 1 of 10 |||| ** Lesson Topic: ** Introduction to Colonisation in Australia 1788-1901  || ** Learning Area(s): **  English   HSIE  ||
 * ** Unit Aim or Outcome: **
 * · **** 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 **
 * · **** explains the roles played by some significant people during the occupation of **** Australia **** as a penal colony by the British, eg Pemulwuy, Arabanoo, Arthur Phillip, Mary Reiby, Elizabeth Macarthur, Francis Greenway, James Ruse, Richard Johnson ** ||
 * ** Lesson Outcome: **
 * English **
 * RS2.5** Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.
 * RS2.6 ** Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.
 * **Resources:** Website []
 * ** Lesson Outline: ** To determine student’s prior knowledge and understanding of Pre-1788 and to reintroduce the topic of Colonial Australia to the students. By having students explore the interactive website, students gain contextual understanding of the unit and the multimodal text This lesson develops student’s skills in reading factual texts and obtaining relevant information within the multimodal text. ||
 * ** Introduction (10 mins): ** Teacher explicitly articulates to the class that a rich multimodal text about British colonisation will be produced at the end of this unit of work. Teacher explains that students will write a factual recount on British colonisation that will be supported by visual images. This text, along with accompanying images, will be placed in a PowerPoint presentation and audio will be added.
 * **Teaching / Learning Activity (25 mins): ** ||
 * ** Students will: ** Students provide teacher with ideas on what they want to learn about Colonisation. Students fill out second column of KWL chart.

Volunteer topic suggestions e.g. Early Years- Penal Colony, Australian Explorers, Convicts etc View, listen and read information.

Scan the text (with teacher assistance) looking for specific information.

Individually come to the interactive whiteboard and underline one main idea. Explain to the class why this is so. Students contribute to discussion about main ideas and assists teacher in reconstructing original text. Students discuss process with teacher. |||| ** Teachers will: ** Teacher asks the class what they want to know/learn about this topic. Teacher asks students to fill out the second column of their KWL chart.

Teacher chooses a student to choose a topic under the Colonisation 1788-1900 section of the AustralianHistory.org website. Teacher reads out factual text chosen

Scaffold students on how to effectively scan given text to find relevant information on the Interactive Whiteboard. Pose specific questions such as “Who were the First Fleet?” “How did they get to Australia?” Remind students that they will be reading to find information about a chosen topic and reconstructing the text later on in groups. Using the interactive whiteboard the teacher picks students to come up and underline main points in the text. As a class fill out the “What I learned” section of the KWL chart. The reads out main ideas, pools ideas and as a whole class reconstructs original text. Teacher discusses the process with students. || Teacher assigns students in mixed ability groups of 3. Teacher explains to students that they will explore the website together, choose a topic of interest and then play a game of Dictagloss. Assign one student in each group the role of ‘teacher’. Teacher reads the chosen text aloud (at a normal reading pace). The remaining students listen to the passage being read twice, the first reading being listened to passively and in the second reading, students jot down main ideas individually. Students then pool ideas together and collaboratively produce a group reconstruction of the text, with one student acting as a scribe. Students then fill out “What I learnt” section of the KWL Chart and then students then present reconstructed text to the rest of the class. || Was the lesson engaging for the student? Did the students understand the concepts explored throughout the lesson? Did the student understand the relevance of the lesson? What aspects of this lesson would I modify? ||
 * ** Concluding Strategy (15 mins): **
 * ** Assessment: ** The students will be formatively assessed on their progress throughout the session through teacher observation and their ability to complete group work. In the introduction to the lesson, students will be assessed on their ability to contribute to whole class discussions, recalling prior knowledge of colonisation. In the body of the lesson, the teacher will observe students abilities to scan given text and identify main points relating specifically to the topic and explaining why it is a main point. At the end of the lesson, teacher will observe students abilities to work in smaller groups, in their various roles. Students will be assessed on their ability to present their information to the class. KWL worksheets can also be collected and used as assessment of understanding. ||
 * ** Any special considerations or contingency plans: ** As students are working in groups, it important to assign students in mixed ability groups so that all students will benefit from each others’ abilities. Teacher assistance is also necessary to ensure that all students are working collaboratively and productively. ||
 * ** Self-reflection: ** Was the lesson successful in meeting established outcomes?

Rebecca Chan