Learning Experience

Lesson 1- Name: What knowledge do we know?

Estimated Timing: 60 minutes
Lesson Objectives: Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments, sharing and
evaluating information, experiences and opinions (ACELY1709)
Classroom Organisation: Whole class teacher led lesson and students working
in pairs.
Resources: Quiz cards
Learning Experiences:
1. Introduce new topic. Explain to students about their summative and
formative assessment pieces.

2. Explain to students that they will be getting into pairs and they will be
moving around the room to answer the quiz questions.

3. The students are to record their answer on the paper with what knowledge
they know or think they know and their opinions about the question or
image on the quiz card.

4. If another student disagrees with the above answer then they record their
response underneath.

5. Come together as a whole class and discuss what students answers and
opinions are. On butcher paper have the quiz card and write down
students responses.





Learning Experience
Lesson 2- Name: Students experience to the focus text
Estimated Timing: 45 minutes
Lesson Objectives: Make connections between students own experiences and
those of characters and events represented in texts drawn from different
historical, social and cultural contexts (ACELT1613)
Classroom Organisation: Whole class teacher led lesson
Resources: Cathy Freeman by Beth Dolan
Learning Experiences:
1. Introduce the focus text. Ask students questions about what makes this
text different to the text we explored last term.

2. On the board have two columns to compare the texts.

3. Using the text go through and highlight the importance of the written text.

4. Have discussion about students experience to some from the text.











Learning Experience
Lesson 3- Name: Interpreting the structure of text.
Estimated Timing: 45 minutes
Lesson Objectives: Select, navigate and read texts for a range of purposes,
applying appropriate text processing strategies and interpreting structural
features, for example table of contents, glossary, chapters, headings and
subheadings (ACELY1712)
Classroom Organisation: Whole class teacher led lesson and individual work
Resources: Cathy Freeman by Beth Dolan
Learning Experiences:
1. Looking at the focus text from front to back. Discuss with students what
the purpose of a non-fiction book is.

2. As a class ask students what structural features appear in this text? And
why these types of books have these features.

3. On the board do a mind map with the features of the text.

4. Explain about these features: table of contents, headings, subheadings,
glossary and index.

5. Have students draw the mind map in their books to refer to later on.







Learning Experience
Lesson 4- Name: Gathering information-KWL chart
Estimated Timing: 60 minutes
Lesson Objectives: Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of textual sources
including media and digital texts (ACELY1713)
Classroom Organisation: Whole class teacher led lesson
Resources: Australian Indigenous Culture
http://www.youtube.com/watch?v=jg1TEzn7Fyk&index=4&list=PLConT0
YpNu3bcBz11swD766DXs-pNIcda
Learning Experiences:
1. Create a KWL Chart with the students on the board.

2. Label each section clearly and recap the students on what a KWL chart is.

3. Introduce to students a topic and ask them to tell you what they know
about this?

4. Ask students what they want to learn about the topic?

5. Watch the YouTube clip
http://www.youtube.com/watch?v=jg1TEzn7Fyk&index=4&list=PLCon
T0YpNu3bcBz11swD766DXs-pNIcda

6. After watching the clip ask students what they learnt from it?






Learning Experience
Lesson 5- Name: Indigenous language variation
Estimated Timing: 90 minutes
Lesson Objectives: Understand that different social and geographical dialects
or accents are used in Australia in addition to Standard Australian English
(ACELA1515)
Classroom Organisation: whole class teacher led lesson and working in small
groups of 3-4.
Resources: http://www.abc.net.au/indigenous/map/
Learning Experiences:
1. Explain to class that they are going to look at different language used
within Australia.

2. Brainstorm on the board what languages they know that is used in
Australia and emphasise on the different dialects used by indigenous
communities.

3. Modell to the students that they will be using the strategy The 5 Ws.

4. On the smart board the teacher will bring up the map of languages and
they will discuss as a class about all the different dialects used.

5. Ask students if they can tell you what this strategy is? Who? What?
When? Where? Why? Explain to students that they are going to be put
into small groups.

6. Write on the board that students need to open a word document and give
their work a title and underneath they need to put their information that
they research from looking at the 5 ws strategy.

7. Students in their groups will use the above website to choose a specific
dialect and they need to research it on their laptops.

8. Together as a class we will discuss their findings on their chosen dialect.
Learning Experience
Lesson 6- Name: Question preparation
Estimated Timing: 45 minutes
Lesson Objectives: Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and audience
(ACELY1714)
Classroom Organisation: Whole class teacher led lesson and pair work
Resources: Cathy Freeman by Beth Dolan
http://www.youtube.com/watch?v=v2nC0XtJhak
Learning Experiences:
1. Explain to students that we are looking at how to develop questions to ask
or to research. Ask students what an appropriate question is and what are
inappropriate questions?

2. Show students a picture on p.21 of focus text and ask them to look at the
picture and for them to tell you what the first thing that pops into their
head is. Write these ideas on the board.

3. Ask the students if they were interviewing someone famous what would
they want to know about them?

4. Show the students a YouTube clip on someone being interviewed and tell
them to listen to the types of questions being asked.

5. Working with their buddy they are to construct appropriate questions to
ask a famous Indigenous star.




Learning Experience
Lesson 7- Name: Creating questions
Estimated Timing: 45 minutes
Lesson Objectives: Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of textual sources
including media and digital texts (ACELY1713)
Classroom Organisation: Whole class teacher led lesson, individual
Resources:
Learning Experiences:
1. Recap on last lesson on questioning

2. Explain to students that they will have a visitor coming to discuss with
them about their life as an Indigenous elder.

3. The students will be researching on the laptops about where this elder is
from, what language they speak, and general information on the
Aboriginal community of where the elder is from. While doing this the
students need to be thinking about appropriate questions to ask our
visitor.

4. Give the students an example question that is appropriate to ask.

5. As a class we will construct questions to ask.

6. Ending lesson ask students if they think the questions we have created are
appropriate enough.





Learning Experience
Lesson 8- Name: Elder visit and questions
Estimated Timing: 45 mins
Lesson Objectives: Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments, sharing and
evaluating information, experiences and opinions (ACELY1709)
Classroom Organisation: Whole class and individual
Resources: Mind map template
Learning Experiences:
1. Elder to arrive and talk to students about their life and where they come
from.

2. Students have specific questions to ask the Elder. Students to have
discussion about their different life experiences and how it compares to
the elders life.

3. As a class have a discussion about their visit from the Elder.

4. Discuss the answers to the questions asked by the students and get
students to fill out the mind map provided about their experience and
what they have learnt from the visit.








Learning Experience
Lesson 9- Name: Comprehension information reports
Estimated Timing: 60 minutes
Lesson Objectives: Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of textual sources including
media and digital texts (ACELY1713)
Use a range of software, including word processing programs, learning new
functions as required to create texts (ACELY1717)
Classroom Organisation: Whole class teacher led and small groups
Resources: http://arc.boardofstudies.nsw.edu.au/go/stage-2/english/stu-
work/a/information-report-on-an-animal-lou/
Learning Experiences:
1. Introduce an information report.

2. Explain to students that they will be looking at an information report on the
laptops.

3. On the board get them to come up and write what strategies they will be using
to look for information.
a. Looking for a posed question
b. Can they relate to the report
c. Does the report interest them
d. Will they be looking for a picture or just text
e. Have they seen another report similar

4. Working in small groups the students read through the report given to them and
get the students to use Microsoft word to type up the information they find to
the above questions.

5. The teacher will work with the below average students to enhance their
learning so they have a better understanding.

6. At the end group by group will see the teacher and go through what they have
comprehended from the report.


Learning Experience
Lesson 10- Name: Information report structure
Estimated Timing: 45 minutes
Lesson Objectives: Analyse how text structures and language features work
together to meet the purpose of a text (ACELY1711)
Classroom Organisation: Whole class teacher led lesson
Resources: Information report template
Learning Experiences:
1. Ask students if they know how to structure an information report.

2. Writing on the board there ideas of what is required in an information
report.

3. On the board bring up the model of how a report is written.

4. Discuss with students each element of the report. Explain to students
what is required in each sub heading.

5. Recap with class on what are the elements of an information report. Also
remind students the importance of an informational report is to inform
people not to tattle on. Students are to inform, provide details, and grab
the readers attention and to keep it interesting.







Learning Experience
Lesson 11- Name: Planning and drafting
Estimated Timing: 60 minutes
Lesson Objectives: Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and audience
(ACELY1714)
Classroom Organisation: Whole class teacher led lesson and individual
Resources: Cathy Freeman by Beth Dolan
Learning Experiences:
1. Recap with students on information reports. Ask questions on what is an
information report? What information is used in this kind of text? How is
an information report structured?

2. As part of the students assessment they are to give an oral presentation
on a famous Indigenous person. Students are to start their assignment in
this lesson by planning and drafting the information they have found.

3. Give students the work sheet to guide them in what is required.

4. Once they have done each section they are to bring their work up to the
teacher and they will edit their work together.

5. Students will then go back and work on fixing up their work.






Learning Experience
Lesson 12- Name: Poster creation
Estimated Timing: 60 minutes
Lesson Objectives: Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose and audience
(ACELY1714)
Classroom Organisation: Whole class teacher led and individual work
Resources: http://www.aussieeducator.org.au/reference/famousaustralians.html
Learning Experiences:
1. Using their chosen famous Indigenous person or from the list provided
students are to construct a poster.

2. Discuss what elements are required they need to make a poster.

3. As a class get the students to come up with questions or ideas they
need to include on their poster.

4. Student may use the laptops to research.

5. Once the poster is completed the class will display these around the
classroom.







Learning Experience
Lesson 13- Name: Time line
Estimated Timing: 60 minutes
Lesson Objectives: Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of textual sources
including media and digital texts (ACELY1713)
Classroom Organisation: Whole class teacher led lesson
Resources: Cathy Freeman by Beth Dolan
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Learning Experiences:
1. Recap on what is a timeline? Ask students why do we make time lines?

2. Show students the two different timelines in the focus text p.22 and p.28.

3. Go through the two timelines and as a class we will compare the two.
Explain the structure of how each one is set out.

4. Using the information collected about their famous Indigenous person
students are required to construct a timeline.

5. Using the interactive timeline the teacher will demonstrate how to use the
website by doing a timeline of events in their life.

6. Teacher will work with a small group of students that are having trouble
with the construction of timeline.

7. Once students are finished explain to them they need to put their time line
in the power point they are using. Demonstrate this on the board to show
them what is required.



Learning Experience
Lesson 14- Name: Poetry introduction
Estimated Timing: 60 minutes
Lesson Objectives: Identify the relationship between words, sounds, imagery
and language patterns in narratives and poetry such as ballads, limericks and
free verse (ACELT1617)
Classroom Organisation: whole class and small group
Resources: http://examples.yourdictionary.com/types-of-poetry-examples.html
Learning Experiences:
1. Ask students what is poetry? What are the different types of poetry? On
the board get different students to come up and write these.

2. Show on the board different types of poetry and examples.

3. Have students read poems.

4. In small groups get students to create a poem from the different types
shown earlier.

5. Once finished students are to read out their poem they have constructed
and as a class we need to guess what type of poem they created.









Learning Experience
Lesson 15- Name: Poem drafting and editing
Estimated Timing: 60 minutes
Lesson Objectives: Experiment with text structures and language features and
their effects in creating literary texts, for example, using imagery, sentence
variation, metaphor and word choice (ACELT1800)
Plan, draft and publish imaginative, informative and persuasive texts, choosing
and experimenting with text structures, language features, images and digital
resources appropriate to purpose and audience (ACELY1714)
Classroom Organisation: whole class teacher led and individual
Resources: http://www.familyfriendpoems.com/poem/i-play-football
Learning Experiences:
1. Recap from last lesson on poetry. Give students a topic (sports) and they
have to write a poem individually.

2. Show students and example of poem to do with sports.

3. With the class go through the poem and edit. (grammar and spelling)

4. Get students to write their poem. Once they have completed get them to
edit it and give to teacher to check.

5. Once students have done this get them to put poem into a word document
and get them to bold the nouns, underline the adjectives. Have students
centre the poem and leave room for them to draw a picture.






Learning Experience
Lesson 16- Name: Picture poem
Estimated Timing: 60 minutes
Lesson Objectives: Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments, sharing and
evaluating information, experiences and opinions (ACELY1709)
Classroom Organisation: Whole class teacher and pair work
Resources: Cathy Freeman by Beth Dolan
Learning Experiences:
1. Using the picture from p.23 in the Cathy Freeman text the students are to
construct a poem.

2. As a class get students to tell the teacher what kind of poems they can
construct by looking at the picture.

3. Get students to come up with different words they may use in their
poems. On the board construct a word wall.

4. Looking at the picture get the students to chat in their pairs for 10 seconds
on what they can see. As a class get the students to come up and put their
ideas on the board.

5. Explain to students that they dont have to write about the whole picture
but may only write about a specific element in the picture.

6. Once students have finished picture poems they can put away books.