2017

LESSON/LEARNING EXPERIENCE/UNIT TEMPLATE: BLANK

Preservice teacher: Collaborators

Vyanah Lethbridge. Linda Caldinez

ACARA/EYLF Learning Area: Time/day/week/term:

English and Mathematics Week 2: Wednesday and Thursday

Learning Objectives
ENGLISH:
Year 6:
LITERACY:
 Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting
arguments, sharing and evaluating information, experiences and opinions(ACELY1709 - Scootle )

LANGUAGE:
 Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain
ideas (ACELA1522 - Scootle )

Year 7:
LITERATURE
 Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of
agreement and difference with others and justifying a point of view (ACELT1620 - Scootle)
 Create literary texts that adapt stylistic features encountered in other texts, for example, narrative
viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625 - Scootle )

MATHEMATICS:
Year 6:
MEASUREMENT AND GEOMETRY:
 Solve problems involving the comparison of lengths and areas using appropriate units(ACMMG137 -
Scootle )

Year 7:
MEASUREMENT AND GEOMETRY:
 Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-
solving (ACMMG159 )

Year level/age range/ability information: Year 6/7 Students

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Learning Experience:

SESSION 1: Activity 1:

INTRODUCE THE BOOK:

What do we see?
Can someone read us the title?
Based on the picture and title, what do you think this book is going to be about?
Read the blub – discuss what they think the book is going to be about now.

SESSION 1: Activity 2:
Read through questions: This is what you are going to be looking out for.
READ THE BOOK – Demonstrating fluency and enthusiasm.

SESSION 1: Activity 3:

Get yourselves into 6 groups: There must be at least 2 girls and 2 boys in each group.
Each group is going to start at a table. On that table, there is a question. As a group students are to answer the question and
document it on the piece of paper.

After 3 minutes students will be asked to move around to the next station, completing the next question.

After all questions have been answered (Groups have rotated 5 times). The group that is at each question, is to summarise how
the rest of the class has answered the question. 1 person is then nominated from each group to present this finding to the whole
class.

QUESTIONS:
1) How would you summarize the story?

2) What gave you the impression throughout the book that Wombat didn’t like the changes to his burrow that his friends were
making? –The pictures portray Wombats to appear confused, worried even angry.

3) What does the sentence, “And next thing you knew, before Wombat could blink” tell you throughout the story? –That
Wombat didn’t have a say in the decisions being made.

4) Why do you think that Wombats friends wanted to help him redecorate? Because his borrow was cold, dark with oodles of
space.

5) What intention did wombat have for inviting his friends over to his new home? – To show them, his new house that he was
proud of.

6) Do you agree with the actions of Wombat? Do you think that Wombat done the right thing by telling his friends that he liked
the house the way it was?

SESSION 2: Activity 4: (Could be started at the end of session 1)

JOINT CONSTRUCTION
*If start of session 2 briefly summaries what happened in the book.

Explain what the task is going to be- Students will have to recreate the story by telling it from another character’s point of view.
Brain storm the list of characters – Galah (paint), Bilby (heat), Numbat (light), Platypus (plants).

Tell students that we are going to work as a team to recreate this text. What character would we like to be?

Once decided, allow students time to discuss with a peer, how we can tell this story from their point of view. Think about the
concepts, who, what, when, where and how but also think about the feelings of this character (Eg. how did they feel about seeing
wombats house? How did they feel when decorating?).

Eg. – Galah! … I was so excited to see Wombats new burrow .. but when I got in there it appeared … so I thought he would love..
 2017

everyone came to help redecorate…it looked fantastic… but Wombat didn’t like it…

SESSION 2 & 3: Activity 5: (extra time may be needed to complete this activity to a year 6/7 standard/quality)

INDEPENDENT TASK:
Provide a copy of the joint constructed text to each student.

TASK: The story was told from Wombats point of view. Students are to recreate the story, telling it from another character’s point
of view (cannot use the same animal that we used for joint construction).

This will be produced as a short paragraph with an image. Make sure that the writing is completed first and that the visual that
you draw after adds meaning to the text!

What do you think that we can do to make sure these are completed to the best of our abilities? – write a draft in your book, edit
it checking your spelling and punctuation and then write your good copy. I don’t want to see anyone writing directly on the paper
before doing a draft.

EXTENSION TASK:
If another animal was to visit this burrow, tell it from their point of view.

SESSION 4: Activity 6
Example will be given at the front of the class.
How do you shorten your writing but still keep the same meaning and interest?
Go through the one that I have created. – asking them what is important, what is not important, would we still understand the
story if we got rid of that key part.

Read the task and the learning intensions for the lessons. – What is paraphrasing? How do we go about paraphrasing?
Get children to read the text provided.
In partners think and discuss what we are learning today and identify why are these sections are highlighted.

When Paraphrasing we have to look at what is important/significant about that text, what is unnecessary information (eg called
me on my phone – doesn’t matter).

Together we are to share ideas and paraphrase the first two paragraphs of the written text – explaining how we go about doing
this and still keep the same meaning.

Why would we have just highlighted the word ‘extraordinary’? – this word emphasises everything we just discussed in that
sentence before.

Students will then go through the remainder of the text underlining with lead pencil what the significant sections are.

What have we identified to be important? – why?

I want you to go through and reword the next paragraph or 2. I will give you 5 minutes and we will share as a group.

Get children to go back through their work and edit. This story they have created needs to be summarised
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POSSIBLE MATHEMATICS LESSON:

Session 5 - Activity 7:

Refer back to the book. What was the book about? If you had your own special place would you like to be the one that designs it?

MATHS EXTENSION: PLAN A NEW BEDROOM LAYOUT.

Students will receive a plain outline of a box on grid paper measuring (3m x 3.5). This will be their own special place- their

bedroom. The students are to work out the perimeter and area of this room and conduct research and estimations to design their
new bedroom layout with all the furnishing they require.
Needs to have a bed, cupboard and a desk for their study.
Students may choose to add side tables, draws, TV cupboard, a rug ect. (depending on the space and size of these objects).
Students must position and draw their furnisher on the grid paper and document the area and perimeter of these objects.
Students will then add up all the areas they have calculated and make sure that these totals fit accordingly with the total area of
the bedroom. If it doesn’t they may think about what they are willing to remove (what isn’t essential).
Focus Questions to enhance the planning processes
Know students and how they learn: What relevant
information, skills or knowledge will my students need to
possess to help them to engage? What information do they
need to know in order to progress (concepts, knowledge,
skills or experiences required before independent/group
tasks)?
Know the content and how to teach it: What choices do I
have about content (appropriate choice about focus/topic,
sequencing of content) to support engagement and
development? How does organisation of content, resources
and delivery enhance development? What is the topic of
focus of this lesson (what content should be covered at this
age/developmental stage)? What do I need to include to
support Indigenous learners and to accommodate for the
diverse needs of my learners?
Plan for and implement effective teaching and learning:
How do I ensure that my planning is challenging for my
learners? How do I measure engagement and progress? How
do I use feedback to strengthen my planning for future
teaching?
Create and maintain supportive and safe learning
environments: How does my planning for teaching support
engagement, minimise disruption and prioritise learning?
How does my planning support individual participation and
equitable access for all of my students?
Assess, provide feedback and report on student learning:
How do I assess my students’ learning of this content to
support their development? What assessment strategies
further enhance the opportunities for student engagement?
Engage in professional learning: What professional learning
do I need in order to enhance my planning and teaching of
this content? How can colleagues and available staff enhance
my preparation for teaching the chosen content? How can
evaluations of my planning and teaching improve student
engagement and learning?
Engage professionally with colleagues, parents/carers and
the community: How else can I enhance my planning for
teaching and student learning?
2017
Links to AITSL Standards:
AITSL Standard 1.
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of
abilities
1.6 Strategies to support full participation of students with disability
AITSL Standard 2.
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation
between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology
AITSL Standard 3.
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
AITSL Standard 4.
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
AITSL Standard 5.
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
AITSL Standard 6.
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
AITSL Standard 7.
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities