LESSON 13 & 14
Estimated Time: 120 minutes
Learning Objective
This will be the final opportunity for students to reflect on and demonstrate their knowledge of the language, culture and traditions that are used in Ardiyooloon (One Arm Point) community. Students will be required to complete a creative writing task that includes the content that has been taught throughout this unit.
Australian Curriculum
English | Year 5 | Language | Text structure and organisation
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
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)
English | Year 5 | Literature | Creating Literature
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
Humanities & Social Sciences | Geography | Year 5 | Geographical Knowledge & Understanding
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
Classroom Organisation
This assessment piece will be individual work. Students will not be required to discuss their story/recap with other students.
Learning Experience Instructions
1. Teacher will start by reading the focus text one last time to students
2. Students will go back to their desk and take out their English books
3. Teacher will explain to the students that they will be required to design a creative text based on one of the following:
a. "How did Ardiyooloon get the name ‘One Arm Point’ community?" or "Imagine that you have just visited Ardiyooloon (One Arm Point) community. Write a story about the things you did, the things you saw, what you learnt and people you met."
4. Teacher will remind students what goes in a creative text and the format
5. Teacher will explain to students that they are required to use everything they have learnt within this unit in this assessment as it is the final piece that demonstrates their understanding of Ardiyooloon (One Arm Point) community customs and traditions.
6. Students will have 2 x 60 minute lessons to work on this along with outside school hours
7. Students will aim to have a draft completed by the first week which will be checked by the teacher
8. Students will begin to type their final draft in the second lesson which will then be added to their folio and handed to the teacher.
Assessment
This is the main summative assessment piece to this unit as it demonstrates the students knowledge and understanding of the topic. Once teacher has marked each students assessment, it will be placed in their folio which will be given to the parents at the end of the year along with all of their other assessment pieces and topics.
Learning Objective
This will be the final opportunity for students to reflect on and demonstrate their knowledge of the language, culture and traditions that are used in Ardiyooloon (One Arm Point) community. Students will be required to complete a creative writing task that includes the content that has been taught throughout this unit.
Australian Curriculum
English | Year 5 | Language | Text structure and organisation
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
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)
- Selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
- Using vocabulary, including technical vocabulary, appropriate to purpose and context
English | Year 5 | Literature | Creating Literature
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
Humanities & Social Sciences | Geography | Year 5 | Geographical Knowledge & Understanding
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
- Identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management
Classroom Organisation
This assessment piece will be individual work. Students will not be required to discuss their story/recap with other students.
Learning Experience Instructions
1. Teacher will start by reading the focus text one last time to students
2. Students will go back to their desk and take out their English books
3. Teacher will explain to the students that they will be required to design a creative text based on one of the following:
a. "How did Ardiyooloon get the name ‘One Arm Point’ community?" or "Imagine that you have just visited Ardiyooloon (One Arm Point) community. Write a story about the things you did, the things you saw, what you learnt and people you met."
4. Teacher will remind students what goes in a creative text and the format
5. Teacher will explain to students that they are required to use everything they have learnt within this unit in this assessment as it is the final piece that demonstrates their understanding of Ardiyooloon (One Arm Point) community customs and traditions.
6. Students will have 2 x 60 minute lessons to work on this along with outside school hours
7. Students will aim to have a draft completed by the first week which will be checked by the teacher
8. Students will begin to type their final draft in the second lesson which will then be added to their folio and handed to the teacher.
Assessment
This is the main summative assessment piece to this unit as it demonstrates the students knowledge and understanding of the topic. Once teacher has marked each students assessment, it will be placed in their folio which will be given to the parents at the end of the year along with all of their other assessment pieces and topics.