Unit Plan

1
EDLA309 Adam Russell S00116469

Year 5 Unit Overview Australian Curriculum: English and History.
School name Unit title Duration of unit: 10 hours
Hill Valley Primary School My Place by Nadia Wheatley and Donna Rawlins 12 x 50 minute lessons

Unit outline
The focus of this unit involves an in-depth study of the picture book My Place by Nadia Wheatley and Donna Rawlins. This unit is important for students to
compare and contrast the world in which they live by analysing a period of Australias history that helped to shape the world of today. Looking back through history
gives the learner a deeper understanding of contemporary societys values, beliefs and laws.

The 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 gained in English will also affect those of History. Literature is heavily focused on the study of set texts from a variety of cultures and sources, as such
this allows to better 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.

2 | Year 5 Unit Overview Australian Curriculum: English and History
Unit outline

Questioning techniques will be used throughout the unit to get students thinking about the impact the text has on both Literary and Historical studies.
Examples of this are:
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?

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Identify curriculum
Content descriptions to be taught
General capabilities and
cross-curriculum priorities
Language Literature Literacy
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)

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)

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)

Literacy

Numeracy

ICT capability

Critical and creative thinking

Ethical behaviour

Personal and social capability

Intercultural understanding

Sustainability

Identify curriculum

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 standard
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.

5

Relevant prior curriculum Curriculum working towards
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 students 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):

Be able to sequence historical events via timelines (ACHHS081): Australian
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):

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.
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: History: Historical Skills.

To be able to understand that points of view held in the past differ from today
(ACHHS104): Australian Curriculum, Year 5: 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 effectively to the Year 5 standard, several things will have
to be taught explicitly, whilst others need to be developed on their own. Examples of this explicit teaching may include:
The difference between descriptive and emotional writing.
Using different forms of questioning so the students can gain a deeper understanding of both the text and peer opinions.
Examine the choices that authors make and learn from these choices.
Re-examining the prior knowledge of narratives.
The importance of drafting/writing/editing/publishing students work.
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.
The reasons and attitudes of migration to Australia. What were the circumstances for those involved?
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.
Developing texts with the use of source materials. Guidance may be required; using a similar text may be useful in this instance.
Links to other learning areas
History: Whilst My Place is a fictional story, the time frames portrayed have a large amount of historical fact behind them. Students will be required to use skills
such as the ability to interpret 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. slave labour. During and at the end of the unit, they will be required to
formulate their own texts, through the use of differing source materials.

ICT: This will be required for both further research and word processing.

Maths: Students have a prior knowledge of number lines in Mathematics and a timeline of events can link back to this knowledge. Whilst the book is in descending
order, a students knowledge of number lines will allow the use of a timeline in ascending order.

7

Assessment Make judgments
Describe the assessment Assessment date Assessment 1
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)

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
materials (ACHHS105)
Assessment 1: Their Place
Students are to interview a grandparent or family friend about themselves during the
late 1940s. Questions such as, what occupations did your parents have; Are there
any landmarks or buildings still around today that were there in your era; who were
your heroes; will assist the students to complete this task. This assessment is
summative and is to be completed between lessons 3 and 6. The type of
assessment is a project. Students are required to take notes of their interview to
compose a text of their grandparent/family friend in the 1940s and to illustrate it with
either actual photographs or illustrate their own drawing to accompany it.

If a grandparent/family friend cannot be found a historical figure will be assigned to
the student, e.g. Don Bradman, Robert Menzies, etc. Rather than interview they will
conduct research using safe browsing options and biographies. Students who may
not be suited to the task, for a variety of reasons, will be assisted by the teacher. A
less detailed version will be accepted for those not at the required level.

Minimal risk is involved in this tasks completion. 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.

Student work will be compiled 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?

The purpose of this assessment is to identify whether students are meeting the
requirements for the Year 5 standard found within the Australian Curriculum. The
format is to be two A4 pages or one A3 page. They will contain two or more
paragraphs and two illustrations (photograph, portrait or students own illustration).

Between lessons 4 and 8.
Due at the end of lesson 8.

Assessment Make judgments
The resources required for this piece of assessment are as follows; two A4 or one
A3 sheets of paper, coloured pens, pencils, crayons and/or paints, access to a class
computer or access to graphite pencils.
Rubric located in Appendix 1

Assessment 2: Stuck in 1948
The students have been sent back in time to 1948. Their task is to interview their
peer about what they would miss the most from their current lives if they were stuck
in 1948. The findings are to be presented orally in front of the class.

The students will use their interviewing techniques gained from assessment 1 to
assist in completing assessment 2. The aim of the oral presentation is for students
to discuss what their peer would miss, what they would enjoy and which time frame
they would rather live in.

The purpose of this assessment is to analyse the writing style and ability to present
in front of a class. It is a summative assessment at the completion with formative
aspects taken from their responses and involvement during class discussions.

There is minimal risk in the completion of this assessment. Psychologically a student
may encounter difficulty if the teacher does not enforce a strict guideline of
politeness in regards to what is written about another student. This needs to be
constantly monitored to ensure that the speech is written in a courteous fashion.
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 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
speeches.

Rubric located in Appendix 2

Between lessons 9 and 12.
Due at the end of lesson
12.
Assessment 2
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.

9

Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
Lesson 1: My Place a Book Walk
Estimated Time For Lesson: 50 mins
Objective/s: read the text My Place by Nadia Wheatley, (ACELA1511
Classroom Organisation: Children seated on floor in front of teacher.
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.
Questioning to be used throughout
Once the text has been read, have students record any unfamiliar words to
the word-wall.
Students who have difficulty seeing
or hearing can sit nearer to the
teacher.

Students with muscular difficulties
are permitted to sit on a chair or
personal device.

Questioning will be used to break the
monotony of reading a text
The set text, My Place by Nadia
Wheatley and Donna Rawlins.
Lesson 2: My Place Then and Now
Objective/s: To gauge what students know about 1948, (ACELT1608), (ACHHK096),
(ACHHS104), (ACELY1698)
Classroom Organisation: Seated on the floor in front of the teacher, transition to
desks.
Reflect upon first lesson.
Re-read the two page spread of 1948.
Explore the themes and attitudes of 1948 through the use of a KWL chart.
What they know from the text, what they want to know further and what they
have learnt (at the end of the unit).
Add terms/words that require more investigation on the word-wall.
The students knowledge of 1948
may be quite thin, anecdotal
accounts may be required to assist,
e.g. WWII finished in 1945, Don
Bradmans last test series was in
1948, etc.
The set text
A2 poster for KWL chart
Whiteboard/permanent markers
Word-wall
Lesson 3: Interview and Research Why Is It Important?
Objective/s: Researching Primary and Secondary sources, (ACHHS104),
(ACHHS105), (ACHHK096), (ACELY1796)
Students with learning disabilities
can be seated closer to the teacher
or assisted by an aide.

Students will record how to
Computers
Word-wall
Interactive whiteboard
Stylus/Pen
Classroom Organisation: Students seated at desks.
Reflect upon KWL chart from Lesson 2.
Choose a person to interview who grew up in the 1940s (grandparent/family
friend/historical figure (Australian). Each student will inform the teacher of
their choice before the end of the lesson or will be allocated an Australian
historical figure.
How to interview effectively. What questions need to be asked?
What is relevant? What do we do if we are unsure of a landmark, building or
person from the era?
How to research safely and effectively.
Add terms/words that require more investigation on the word-wall.
interview/research effectively in their
notebooks for future reference.
KWL chart
Students notebook
Lesson 4: How To Interview
Objective/s: How to ask effective interview questions, (ACHHS104), (ACHHS105),
(ACHHK096), (ACELY1796)
Reflect upon strategies for effective interviewing and research.
Create a class list (based on previous lessons knowledge) of effective
questions to be asked.
Students will devise a set of 7 questions to ask their person (or to research
their chosen/allocated historical figure) about life in the 1940s.
These 7 questions need to be shown to the teacher for approval.
Add any terms/words that require further investigation on the word-wall.
This interview will form the Their Place poster about their chosen
person/historical figure
Homework Task
Interview chosen grandparent/family friend with the questions devised in
class.
teacher.

Students with learning disabilities will
be designated an aide to assist.
Students notebook (with last
lessons notes)
Stylus/Pen
11

Those who chose or were assigned a historical figure must research three of
their questions.
Lesson 5: Composing a Text
Objective/s: Have students understand the elements of a text composed with
historical influences, (ACELY1796), (ACELY1707), (ACHHK096), (ACELA1511)
Review the homework task.
Were all of your questions asked?
Analyse the format of the chosen text.
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, etc.
Use KWL chart from Lesson 2 to analyse the things that students want to
know.
Devise a new list entitled Life in 1948. This will assist them when they
compose 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 1948 list, and any new words to
the word-wall.
Ensure to question students of their
understanding of the task at hand.
Use the Life in 1948 list to assist with
this.

Those with learning difficulties will
get additional assistance from an
aide.
The set text
Word-wall
Life in 1948 list
Stylus/Pen
Lesson 6: Composing Your Text
Objective/s: Using the research/responses from the interview, students will begin to
develop their own texts, (ACELY1796), (ACELY1707), (ACHHK096), (ACELA1511),
Students who may struggle with the
task can be assisted in both
research and the composing of their
text by the classroom teacher or
Life in 1948 list
Word-wall
KWL chart
The set text
(ACHHS105)
Using the research/responses gathered students are to begin composing
their text.
If further research is required, the students may use the computers provided.
Reinforce the style of text that is required (emulating the authors style).
Each student is to show their progress to either the teacher or aide.
aide.

Students with learning difficulties will
require the assistance of an aide.
Students notebook
Computers
Lesson 7: First Draft and Editing
Objective/s: Complete a first draft and improve upon it, (ACELY1704), (ACELY1796),
(ACELY1707), (ACHHK096), (ACELA1511), (ACHHS105)
Students are to have completed their first draft and have it viewed by the
teacher for feedback.
Once feedback has been received they are to edit their work to improve it.
Students begin artwork/arrange photographs for their pages.
No more research is allowed.
Students who will have trouble
drafting narratives can work with the
classroom teacher/aide.
Students notebook
Art supplies
Glue
Scissors
Lesson 8: Completing The Poster
Objective/s: To have students complete their page, (ACELY1704), (ACELY1796),
Classroom Organisation: Students working at their desks/computers/carpet.
Have children complete their narratives, either handwritten or composed on
the computer, and glued atop of their artwork in the style My Place uses.
Compile the completed pages and display as a class version of My Place.
Complete the What have we learnt section of the KWL chart.
Students having trouble completing
their pages can be assisted by
students who have already
completed their work or the
classroom teacher/aide.
The set text
A3/A4 paper
Art supplies
Glue
Scissors
Computers
KWL chart
13


Lesson 9: Stuck In Time
Objective/s: Students interview their peer about their life and what they would miss
most, (ACELY1796), (ACELY1707), (ACHHK096)
Classroom Organisation: Students seated at desks, transitioning to pairs.
The students have been sent back in time to 1948. As they have learnt, life is
very different in 1948 and there are a lot of things they do not have the
technology to do.
Brainstorm a list of activities that would not be possible and of things that
would still be possible in 1948.
Students will be allocated into pairs. Their task is to interview their peer
(using their effective interviewing techniques) to determine the things they
would miss most about 2013. Use similar questions from Assessment 1 to
assist with this.
teacher.

Students with learning disabilities will
be designated an aide to assist.
Stylus/Pen
KWL chart
Life in 1948 list
Students notebook
Lesson 10: Composing Your Text
Objective/s: Complete a first draft and improve upon it, (ACELY1704), (ACELY1796),
Students are to collate the responses from their peer to being a first draft of
their peers life in 1948.
Students are to have completed their first draft and have it viewed by the
teacher for feedback.
Once feedback has been received they are to edit their work to improve it.
Students will be constantly reminded to be courteous and polite in what they
write about their peer.
Students who may struggle with the
task can be assisted composing of
their text by the classroom teacher
or aide.

Students with learning difficulties will
require the assistance of an aide.
KWL Chart
Life In 1948 List
Students notebook
Lesson 11: Final Draft and Preparing To Present
Objective/s: Students will complete their final draft in preparation to present next
lesson, (ACELY1796), (ACELY1707), (ACHHK096)
Classroom Organisation: Students seated at desks, transition to computers.
This lesson will give time for students to complete their final draft and prepare
for their speech.
Students are permitted to use the computers to type their final draft.
Students are again reminded to be a courteous and polite as possible with
what they write about their peer.
Students with learning difficulties can
utilize an aide for assistance.

Students are permitted to practice
their speech if they finish early.

Early finishers can also choose to
present this lesson if they are ready
(and there is available time to do so).
Computers
Students notebook
Life in 1948 list
Lesson 12: Presentations
Objective/s: All students to present their peer interviewed speech, (ACELY1796)
Classroom Organisation: Students seated on the carpet.
Students to present their speech about the things their peer will miss most if
they were stuck in 1948.
Students not presenting are to behave in a respectful, courteous manner at
all times.
Students are to speak between 2 to 3 minutes.
All presentations are to be
completed by the end of the lesson.

Students who require assistance can
utilize an aide for assistance.

Nervous students can be calmed by
individual tips.
Life in 1948 list
Students completed speech
(either in palm card or full speech
format depending on confidence)

15

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 Assessment 1: All students will have their work displayed around the classroom. Children can compare their work with others to
reflect on their own performance and the standard of the class. This will assist for assessment 2.
Assessment 2: Students will be given individual feedback on both the oral and written components of their assessment. Students
who struggle will be given tips on how to improve in the future.
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

Appendix 1 : Their Place
Teacher Name: Mr. Russell
Student Name: ________________________________________

CATEGORY Well Above Expected Above Expected At Expected Below Expected
Required Elements The poster includes
all required elements
as well as additional
information.
All required
elements are
included on the
poster.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
Attractiveness The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.
The poster is
attractive in terms
of design, layout
and neatness.
The poster is
acceptably
attractive though it
may be a bit
messy.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive.
Knowledge Gained Student can
accurately answer all
questions related to
facts in the poster
and processes used
to create the poster.
Student can
accurately answer
most questions
related to facts in
the poster and
processes used to
create the poster.
Student can
accurately answer
about 75% of
questions related
to facts in the
poster and
processes used to
create the poster.
Student appears to
have insufficient
knowledge about
the facts or
processes used in
the poster.
Grammar There are no
grammatical
mistakes on the
poster.
There is 1
grammatical
mistake on the
poster.
There are 2
grammatical
mistakes on the
poster.
There are more
than 2 grammatical
mistakes on the
poster.
Overall The student has
achieved well above
the expected level.
The student has
achieved above the
expected level.
The student has
achieved the
expected level.
The student has
not achieved the
expected level.

17

Appendix 2: Stuck in 1948
Teacher Name: Mr. Russell
Student Name: ________________________________________

CATEGORY Well Above Expected Above Expected At Expected Below Expected
Preparedness Student is
completely prepared
and has obviously
rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Time-Limit Presentation is 2-3
minutes long.
Presentation is 1
and a half minutes
long.
Presentation is 1
minute long.
Presentation is less
than 1 minutes OR
more than 5
minutes.
Content Shows a full
understanding of the
topic.
Shows a good
understanding of
the topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.
Listens to Other
Presentations
Listens intently. Does
not make distracting
noises or
movements.
Listens intently but
has one distracting
noise or
movement.
Sometimes does
not appear to be
listening but is not
distracting.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.
Overall The student has
achieved well above
the expected level.
The student has
achieved above the
expected level.
The student has
achieved the
expected level.
The student has
not achieved the
expected level.

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EDLA309 Adam Russell S00116469

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