Lessons

Lesson 1: Introducing Convicts
Estimated time: 60 minutes

Lesson Objectives:

Australian Curriculum: (ACELA1504); (ACELT1608); (ACELY1698); (ACELT1610)

QCAA: (LS5 i.); (LS5 v); (VR5 ii); (VR5 viii); (WC5 i).

Classroom Organisation: Whole class teacher led discussion to engage all
students and students working in pairs and groups to reinforce collaborative learning.

Resources:
Focus Text (An Uncommonly Fine day by John Anthony King);
Photocopies of page 6 & 24 of focus text;
The First Fleet by Alan Boardman and Roland Harvey;
KWL chart;
Highlighters;

Lesson Experience:
1. Introduce the topic and explain to the students the period in Australian History
is the topic they will be studying. This being the study of colonial Australia and
England in the 1800s.
2. Introduce a K.W.L. chart with the students. This will help teachers find out
what they know, what they want to know and what they want to learn in
relation to this theme.
3. Review the students prior knowledge of historical events in relation to
colonization in England and Australia.
4. Pose questions such as:
o Who has read a text, which includes historical information?
o What events did the historical texts you have read outline?
o Were they a literary (based on fact but written with detailed
descriptions) or a non-literary factual account of what occurred?
5. Share an example of historical texts read, listened to or viewed. Introduce An
Uncommonly Fine Day by John Anthony King, which is a literary recount.
Read the whole text to the students.
6. Discuss with the students the information within the text and how the text is
written.
7. Discuss with the students the title of the text and what they think the author
means by An Uncommonly Fine Day?
8. Go to page 6 & 24 of the focus text to where the teacher will briefly enforce
the Reading to Learn approach. These two pages are showing two different
viewpoints from the British officers and convicts perspectives.
9. Hand out photocopy versions of either part of the texts (page 6 & 24) to the
students, ensuring they have a highlighter to assist them.
10. Read both parts of the texts with the students.
11. Students will then work in pairs (ensuring each pair has the same text), look
at each sentence and predict what they think is happening within the text.
Assist them with reinforcement of their prior knowledge if needed.
12. The students will then highlight the sentences in the text that show:
o Who was it?
o Where was it?
o What was it?
13. Use different coloured highlighters to assist this.
14. Students will then brainstorm and pair up with someone who has the other
part of the text.
15. Students will discuss with their pair and predict what they think will happen
next from the last sentence in the text. This will be from either perspective.
For example, discussion could include:
o I believe that the convicts were treated unfairly and seeing as they
are invading the Indigenous peoples land, I predict that the British
officers are going to take over this land and dump the convicts here.
16. Once this has been completed, the teacher will gather the students all
together to review the on their findings. This will allow children to deconstruct
and understand the quality of the text.
17. Following one from this, once the students have completed this task, the
teacher will introduce a new literary recount called The First Fleet by Alan
Boardman and Roland Harvey. This will be read.
18. Explain to the students that this will be discussed in more detail in the next
lesson.
19. Students will review the lesson as a class.
20. Lesson concluded.

Adjustments:
Indigenous & LBOTE students: Students work collaboratively to gather
information. This supports the learning needs of students, as they are able to
assist each other when one student is experiencing difficulties with the task.
Visual learners: Students, who attend to information most effectively through
visual tools and prompts, will be able to obtain a better grasp of the lesson
content through the various resources provided by the teacher (e.g. laminated
picture cards, extracts from the text etc).
EAL/D Learners: To meet the needs of students who have English as a second
language, incorporate them into group discussion as this will help children
scaffold their learning and build on their knowledge through each others
interests. Offer the guidance for the students to help locate the specific
information within texts and through ICT. Allow students to understand other
childrens cultures, share interests and needs to each other. This will improve
diversity amongst the students.
Gifted/ADHD, developmental delayed and hearing-impaired students: To
meet the needs of students who are hearing impaired, have ADHD, are gifted
and are developmentally delayed and need support assist, teachers need to
provide a fair and safe environment, ensuring we meet the needs of all learners.
Ensuring there is a significant amount of visual aid and group interaction will
allow students to feel inclusive (WebMD, 2014). Offer the guidance for the
students at all times and thoroughly explain the outcomes prior to the lesson.
Implementing practical aids where students can communication will enhance
interaction (WebMD, 2014). Ensure there are areas within the classroom that
are assessable during group time (WebMD, 2014). Students are allow extra
time during group activities to ensure they can be catered for and have an
understanding of the concept. Some students will be offered extra assistant to
ensure they have the appropriate support for this unit. Gifted students will be
paired with students who have similar abilities (Churchill et al., 2013). They will
require extension activities, grouping strategies and acceleration throughout, as
they are interdependent and strongly supported by research as central to
maximising learning outcomes for gifted students (New South Wales
Department of Education and Training, 2004).

Lesson 2: Compare and Contrast


Lesson Objectives:

Australian Curriculum: (ACELA1512); (ACELT1609); (ACELT1610); (ACELY1796);
(ACELY1699)

QCAA: (LS5 iv); (LS5 v); (VR5 iii); (VR5 iv); (VR5 viii).

Classroom Organsiation: Whole class teacher led discussion to engage all
students and students working in groups will reinforce collaborative learning.

Resources:
Online Learning Resource: Compare and Contrast map
(http://www.readwritethink.org/classroom-resources/student-
interactives/compare-contrast-30066.html).

Learning Experience:

1. The teacher will review the previous lesson.
2. The teacher will introduce the new literary recount called The First Fleet by
Alan Boardman and Roland Harvey. This will be read again for the students.
3. The teacher will explain to the students that reading this text will help
reinforce their learning by introducing a similar text that is based on the same
factual events.
4. Students will have to compare the two texts as a whole class in relation to the
historical facts that is implemented within each text.
5. Have a brief discussion about the similarities and differences within the texts.
6. Working in groups of 4, using the online resource of the Compare and
Contract map (http://www.readwritethink.org/classroom-resources/student-
interactives/compare-contrast-30066.html), the students will then make a list
of the similarities and differences within these two texts.
7. Features of this on the website include:
o A brief description of the two texts and introduce your comparison
o Discuss how they are similar and include important facts or definitions
o Discuss how they are different and include important facts or
definitions
o Conclude by summarizing the main idea, describe what is important
about the comparison or explain what the reader should learn from
this
(ReadWriteThink, 2014).

8. Students will also need to discuss particular feature such as:
o What characters did they talk about?
o What was the event that occurred?
o What did the people in the text experience?

9. Students will also need to keep in mind of the type of text, the structure, how
it is written and what information has been provided.
10. Students will review this information as a class.
11. Lesson concluded.

Adjustments:

Lesson 3: Historical Text Types and Language Features


Lesson Objectives:

Australian Curriculum: (ACELA1508); (ACELT1609); (ACELT1608);
(ACELY1699); (ACELY1796)

QCAA: (LS5 iv); (LS5 v); (LS5 vi); (LS vii); (VR5 ii); (VR5 iii); (VR5 vi); (VR5 vii);
(WC5 i); (WC5 ii); (WC5 v); (WC5 vi).

students and students working in pairs to reinforce collaborative learning.

Resources:

1. The teacher will discuss with the class some examples of recounts presenting
historical facts. Such as diaries, journals, biographies, newspapers, letters
(Seely Flint, 2014).
2. The teacher will explain that we will be focusing on journals.
3. Identify the features within a journal. This would include title, orientation,
chronological organisation, explanation of the importance of the persons life,
and narratives that describe life events (Seely Flint, 2014).
4. Explain that these types of recounts tell a sequence of factual information in
relation to historical events. They are usually experienced by someone and
are written in first person (I, me, my).
5. Teacher will review from previous lesson in relation to the focus text. The
teacher will re-read the focus text An Uncommonly Fine Day by John
Anthony King and the text The First Fleet by Alan Boardman and Roland Harvey;
6. During reading, students will now have to comprehend and take notes in
relation to the characters, whos point of view it is from, the events and the
experiences of the people who were present during the arrival of the ships of
the First Fleet to Australia.
7. After reading, have a whole class discussion and compare the two texts
again.
8. Information that will be discussed will include:
o The audience of the text
o And the purpose
9. Explain and include more details and information about the people, the
setting and surrounding circumstances
10. Explain which is more interesting and the reasons why.
11. Analyse the language features. Students will be required to write a paragraph
explaining how the language features and techniques used by the author add
to the historical events.
12. Write words and phrases encountered in the lesson such as the language
features, opinions expressed, language from earlier times, into a double
journal entry.
13. This is where the students have 2 separate columns. One column will indicate
the important facts about the texts and column two will be the students
reactions to the texts (Seely Flint, 2014).
14. This will conclude the lesson.

Adjustments:

Lesson 4: Colonial life


Lesson Objectives:

Australian Curriculum: (ACELA1500); (ACELT1608); (ACELY1698); (ACELT1610)

QCAA: (LS5 iv); (LS5 v); (LS vii); (VR5 iii); (VR5 viii); (WC5 x).


Resources:
Online Learning Resource: Compare and Contrast map
(http://www.readwritethink.org/classroom-resources/student-
interactives/compare-contrast-30066.html);
Online Learning Resource (A Convict Story)
https://schoolsequella.det.nsw.edu.au/file/427f4fb3-c587-4734-8e54-
d7f91e4561fb/1/13651/13651/index.htm;
WordWall Template for Convicts and Free Settlers;
Oliver Twist (2005 / Ronald Harwood, screenplay / Roman Polanski, director).

1. Students will review their journals and make connections between the text
and the prior knowledge of the events from the two texts used in the previous
lessons.
2. They will then discuss journals by identifying the audience and the purpose.
3. They will discuss the type of language used in earlier times.
4. Show students excerpts from the film Oliver Twist (2005 / Ronald Harwood,
screenplay / Roman Polanski, director) to see how people spoke in that time
of English history.
5. Working in pairs, create a word wall/glossary of historical terms related to
factors that influence the daily life of convicts. Students will use resources to
assist. This will be displayed within the classroom.
6. Investigate colonial life and look at the times for what it was like for a convict
and a free settler (online resource:
(https://schoolsequella.det.nsw.edu.au/file/427f4fb3-c587-4734-8e54-
d7f91e4561fb/1/13651/13651/index.htm). Students will look at the JOURNEY
section for this.
7. Continuing on from this and working in pairs, using the online resource of the
Compare and Contract map (http://www.readwritethink.org/classroom-
resources/student-interactives/compare-contrast-30066.html), and find out
the similarities and differences between life in England and life in Australia
during the 1800s, with guidance of the glossary they had previously created.
8. Use the previous resource as a guide.
9. Students will share with the class.
10. This will conclude the lesson.

Adjustments:

Lesson 5: Language features in a journal entry


Lesson Objectives:

Australian Curriculum: (ACELA1504); (ACELA1507); (ACELA1508); (ACELT1609).

QCAA: (LS5 iv); (LS5 v); (VR5 iii); (VR5 viii); (WC5 vi); (WC5 viii); (WC5 x).

students and students will work individually but can be within groups to reinforce
collaborative learning.

Resources:
o Eliza Bird, child convict by Kerri lane

1. After finding out information in regards to colonial life and looking at daily lives
of convicts and free settlers, the teacher will discuss and answer questions
about the features they have learnt of a journal.
2. Such as the structure (date and sequence), similarities and differences with
other historical texts, the type of language used, the main verb tense and the
reason why past tense verbs are more appropriate to use in journal entries
and the perspectives.
3. They will discuss how the language features influence the interpretations of
the characters, settings and events (ACARA, 2014).
4. Discuss how the addition of language features helps understanding and
maintains interest in the journal entry.
5. Students will then have to examine a literary recount in relation to colonial life
and take notes on the types of clothing, their diet, leisure, paid and unpaid
work, language, housing and the childrens' lives' (ACARA, 2014).
6. Introduce the text Eliza Bird, child convict by Kerri lane. Read sections of
text from (pages, 46, 47, 48)
7. Examine the illustrations and share the knowledge of the historical events
and facts based on the story.
8. Discuss similarities and differences from other historical texts students have
read or examined, audience and purpose and use of language.
9. Discuss how the author and illustrator may use language features, images
and various techniques to develop characters to plot to engage the audience
and create interest in the historical facts outlined.
10. Analyse the text through the character of Eliza and how you think she would
have felt during that time.
11. Deconstruct the text by finding the verbs or verb groups that describe the
convicts feelings and thoughts.
12. Find an adverb or adjective group that adds a detail about the events, two or
more text connectives and a prepositional phrase (Williams, 2014).
13. Find a complex sentence that consists with 1 main clause and 1 subordinate
clause (ACARA, 2014).
14. Identify examples from the story and explain how they provide details, enrich
the text and engage an audience.
15. The teacher will explain that the students will have to complete a task in the
next lesson where they have to write a paragraph explaining how language
features and techniques used by the author add to the historical events. They
will use all 3 texts for this.
16. The lesson will conclude.

Adjustments:

Lesson 6: Analyse language features


Lesson Objectives:

Australian Curriculum: (ACELA1504); (ACELA1500); (ACELT1608); (ACELY1699);
(ACELT1609);(ACELY1703).

QCAA: (LS5 i.); (LS5 vi); (LS vii); (VR5 ii); (VR5 iii); (VR5 vi); (VR5 vii); (WC5 v);
(WC5 vi); (WC5 vii); (WC5 viii); (WC5 ix).


Resources:
o Eliza Bird, child convict by Kerri lane;
o Focus Text (An Uncommonly Fine day by John Anthony King);
o The First Fleet by Alan Boardman and Roland Harvey;
o WordWall Template for Convicts and Free Settlers.

1. Review the students knowledge they have learnt.
2. The teacher will re explain the task that they have to do which was discussed
in the previous lesson.
3. Students will use the 3 texts from this to explain how each author uses
language features and techniques to add to the historical events.
4. Students will need to write a paragraph in clearly-formed joined letters to
explain how these languages add meaning to the text, add information and
details and add the readers interest.
5. Students will write words, phrases encountered in the previous lessons. Such
as languages, opinions expressed, language from earlier times, how the
language features are sequenced to the events and add meaning.
6. Students will be required to use historical vocabulary to extend on the
knowledge of vocabulary and spelling. Use the word wall to assist.
7. They will need to focus on their own point of view of the topic and use the
appropriate metalanguage to reflect on viewpoints of others (ACARA, 2014).
8. Students will use comprehension skills from the information they have
analysed in the previous lessons to link these ideas.
9. Students will be required to write in first person for this task.

Adjustments:

Lesson 7: Perspectives from a child convict


Lesson Objectives:

Australian Curriculum: (ACELT1610); (ACELY1702); (ACELA1508); (ACELT1795);
(ACELY1796).

QCAA: (LS5 iv); (LS5 v); (LS vii); (VR5 i); (VR5 ii); (VR5 iii); (VR5 vi); (VR5 vii).


Resources:
o Desk groups (allocated to each learners individual needs)

1. Ask the students to study the cover of the book, Eliza Bird, read the blurb,
skim through the book and look at the illustrations
2. Ask questions to focus on developing knowledge of the book.
3. Question such as:
o From looking at the cover and illustrations, what historical facts could this
book be about? (criminal activity because of poverty and overcrowding in gaols in
England, leading to convicts being transported to Australia)
o Do you think Eliza Bird was a real person?
o How is the author helping us engage with the characters in this recount?
o What language features are used to help enrich the text, add information
and provide details of the circumstances, direct and indirect speech to get
to know the characters through what they say?
o Do you think this is a recount of their stories?
o How can you tell? What do you think there thoughts and feelings are?
4. Read the text.
5. Discuss with the students if they made connection to the texts and discuss
some of their own knowledge and experiences.
6. Remind students while reading the text to use these strategies for
understanding the text.
7. Divide the class into their reading groups.
8. Students will read the text to each other. During this, the students will have to
think about the factual information and how the author uses language
features to make the facts come to life.
9. Ask students to read Eliza Bird in reading groups. Encourage group
discussion during reading.
10. Students will collaborate and discuss features such as:
o How does the author bring the characters to life??
o What language features capture the characters appearance, speech,
behaviour, thoughts, opinions and feelings? (Such as the organization of
the texts, clauses, noun groups/phrases, adjective groups/phrases, the
use of images, what vocabulary they have used. (ACARA, 2014)).
o How the events are recounted in this book the factual historical
information we have learnt about this time? Such as what the life was like
during the 1800s, how people would have felt, why people lived like this?
Why they became convicts etc.
11. Students will take notes of any language features, direct speech; opinions
expressed which they felt when reading the text.
12. Explain using metalanguage to describe the effects of ideas and language features in literary
texts:
o When we talk about how the author used language features to affect our
understanding and enjoyment of the text, we use metalanguage.
Metalanguage includes words about how the language features influence
the text and affect the reader (Williams, 2014).
13. Have a brief discussion after reading.

Adjustments:

Lesson 8: Sequencing the story


Lesson Objectives:

Australian Curriculum: (ACELA1500); (ACELA1504); (ACELA1512);
(ACELY1698); (ACELT1795); (ACELT1610); (ACELY1699).

QCAA: (LS5 i); (LS5 iv); (LS5 v); (LS vii); (VR5 ii); (VR5 iii); (VR5 iv); (VR5 vii); (VR5
viii); (WC5 i); (WC5 x).

students and students will be working in groups to reinforce collaborative learning.

Resources:
o Making Sequences App
o IPads
o Desk groups (allocated to each learners individual needs)


1. Following on from the previous lesson, students will be focusing on Elizas
point of view from the text.
2. Skim the text with the students, by looking at the pictures and the sequence
of events.
3. Discuss with the students if they can see any sequence of chronological order
the author portrays within the text.
4. Introduce imaginative texts and familiarize the students with the concepts of
orientation, complication, resolution, character, setting and title.
5. The students will then have to identify features of the story by sequencing
pictures.
6. The students will work together in small groups to complete the task.
Maximum group of 4 students.
7. Students will use the App Making Sequences to assist with this activity.
8. Students will need to consider the types of features that have been used
within the text to show that it was from Elizas point of view. Such as verbs
and pronouns etc.
9. Students will present and discuss this to the class.
10. Students will then have a class discussion in regards to this activity.
11. Points that will be considered will be:
o What are some of the verbs used to describe the speech of Elizas
character?
o How does your point of view on Eliza in the book change when using
these verbs?
o Does the use of verbs and metalanguages used indicate if Elizas point of
view has changed?
o Were they different than you thought they were going to be?

Adjustments:

Lesson 9: Role Play


Lesson Objectives:

Australian Curriculum: (ACELA1500); (ACELT1610); (ACELY1699);
(ACELY1704); (ACELT1798); (ACELA1512).

QCAA: (LS5 vi); (LS vii); (VR5 iii); (WC5 vi); (WC5 viii); (WC5 x).

students and students working in groups to reinforce collaborative learning.

Resources:
o Camera;
o Eliza Bird, child convict by Kerri Lane.

1. Following on from the previous lesson of sequencing the story, students will
create a script and participate in a role-play and act out a particular scene
from the text.
2. Students will now use role-play to help the students explore the concept of
point of view.
3. In their allocated groups, have one student be the authority figure (Eliza),
while the others play an officer, mother or father or a sibling.
4. This will stimulate the students thinking by discussing how they would act
and feel in this time of age.
5. Create a short script for this.
6. Students will take notes of the events and decide whether how they would
feel.
7. The role-play will help students understand how it is possible for people to
see the same event differently, from multiple points of view. Use this to
explore how point of view can affect the way a person remembers events
(Education Services Australia, 2010).
8. Students will discuss this as a whole group.
9. Points that will be considered will be factors but posing questions such as:
o Why did you portray that character like that?
o What were the sorts of things you were feeling at the time?
o How do you think that character felt when you were spoken to like that?
10. Lesson will conclude.

Adjustments:
Department of Education and Training, 2004)

Lesson 10: Timelines


Lesson Objectives:

Australian Curriculum: (ACELA1512); (ACELT1608); (ACELT1609); (ACELT1610);
(ACELA1508); (ACELY1704); (ACELY1796)

QCAA: (LS5 v); (VR5 iii); (VR5 vi); (WC5 ii); (WC5 v); (WC5 vi); (WC5 viii); (WC5 x).

students and students working in groups to reinforce collaborative learning.

Resources:
o Eliza Bird, child convict by Kerri lane;
o Online learning resources (http://vcp.e2bn.org/prisoners/quicksearches.php) -
Crime and punishment;
o Focus Text (An Uncommonly Fine day by John Anthony King).

1. Review the structure of a timeline and the main features you would include in
one.
2. Following on from the previous lesson of role-play, students will use their
sequenced stories that they created to create a timeline of the factual events
taken place during the 1800s era.
3. This will be a comparison and refer to the focus text An Uncommonly Fine
Day and the text Eliza Bird, child convict.
4. Students will discuss whose point of the story it is told from and how each
character feels about the event as it happens.
5. This will be Captain Phillips in the focus text and Eliza Bird in the Eliza Bird,
child convict text.
6. Question the students about how they know what each character is feeling
and how the effect these point of views have on other characters in the text
and in comparison to Captain Phillips and Eliza.
7. Explore this through the illustrations, word choices and grammar.
8. Students will be devised into two groups. One will focus on Captain Phillips
point of view; the other group will focus on Elizas point of view.
9. Introduce the Crime and punishment resource. This resource will assist
students with vocabulary, definitions of certain words, information regarding
convict profiles and what time of the year these events were taken place.
10. Reassure to the students that they can use this as a resource to guide their
learning.
11. To devise this timeline, students will be posed questions such as:
o Whose point of view is the story told?
o How does each character feel about each event as it happens? How do
you know this?
o What effect does this have on other characters?
o How are the effects revealed through illustrations, word choice and
grammar?
12. Record their answers.
13. Compare and contrast the two, particularly focusing on word choices,
language features.
14. Discuss as a whole group, how the author from each text can change the
point of view of that story.

Adjustments:

Lesson 11: Convict Identities


Lesson Objectives:

Australian Curriculum: (ACELA1500); (ACELA1512); (ACELT1798); (ACELY1699);
(ACELY1796)

QCAA: (LS5 v); (LS vii); (VR5 i); (VR5 ii); (VR5 iv); (WC5 v); (WC5 vi); (WC5 viii);
(WC5 x).


Resources:
o Online learning resource (http://www.founders-storylines.com) - Convict
identities
o Example of primary resources Use online learning resource;
(http://www.convictrecords.com.au/timeline/1787) - Convict timeline.

1. Review the assessment, with focus on the information within.
2. Introduce the inquiry questions of:
o What do we know about the lives of people in Australias colonial past and
how do we know?
o How did colonial settlement change the environment?
o What were the significant events and who were the significant people that
shape Australian colonies?

3. Students will discuss these questions as a whole group.
4. Introduce primary sources to the students.
5. Show students primary source journals written at the time of the events took
place by someone who was there at the scene.
6. Examine journal entries, newspapers and biographies of either an officer or a
child convict.
7. Show some examples of this.
8. Use online learning resource about Convict identities to assist.
9. This will help assess and review the students knowledge and understanding
through the topic.
10. Students will need to take notes and think of some of the factors such as
whos view point is this from, why would they write these journals, the
language they would use with particular words and phrases from earlier
times, the structure, what tense will the verbs and verb groups be and why?
(Williams, 2014).

Adjustments:

Lesson 12: Reviewing imaginative texts


Lesson Objectives:

Australian Curriculum: (ACELY1704); (ACELY1705); (ACELT1798); (ACELT1610);
(ACELT1795); (ACELT1609); (ACELT1608); (ACELA1512); (ACELA1507);
(ACELA1508).

QCAA: (LS5 i.); (LS5 v); (VR5 i); (VR5 vi); (VR5 vii); (VR5 viii); (WC5 iii); (WC5 v);
(WC5 vi); (WC5 vii); (WC5 viii); (WC5 ix); (WC5 x).


Resources:
identities;
o WordWall;
o Online learning resource (http://www.convictrecords.com.au/timeline/1787) -
Convict timeline.

1. Review the sequence of imaginative texts based on the information discussed
in class.
2. Discuss with the students that this is their assessment piece and that they
have to write a journal entry, indicating a series of factual events that took
place in that time.
3. Introduce to the students that their assessment piece is a class
collaborations of all their journal entries.
4. This is where the students work together to write a collaborative book from
the events that occurred during the 1800s.
5. Students will have to write collaborative biographical journal entry. This
means each student will write about one event from a convicts perspective
(either child or adult), and then the pages are assembled in chronological
order (Tompkins, 2012).
6. During research, students will need to ensure they include all the features in
this that they have learnt over the unit.
7. The date is the most important feature to include. Once completion of the
assessment, students will have to arrange their entries into a chronological
form.
8. Students will begin to plan for their imaginative text.
9. Students would work together in pairs to brainstorm possible characters and
setting.
10. Students would have to make a list of the characters and events as the main
element of the imaginative texts.
11. Students will use the online learning resources and word wall to assist with
this

Adjustments:

Lesson 13: Constructing the imaginative text


Lesson Objectives:

(ACELA1508).



Resources:
identities;
o WordWall;
o Online learning resource (http://www.convictrecords.com.au/timeline/1787) -
Convict timeline;
o Online learning resources (http://vcp.e2bn.org/prisoners/quicksearches.php) -
Crime and punishment;
o Eliza Bird, child convict by Kerri lane.

1. Students will continue planning from the previous lesson
2. Students will continue devising their plan by listing details such as the
characters and the events as elements of an imaginative text.
3. Students will need to consider the language and review from the previous
lessons in regards to the research they did on the journals.
4. They need to consider which perspective they are speaking from.
5. Use Eliza Bird as an example.
6. When planning, students need to make a list of factual events they will be
discussing with the appropriate dates to support this discussion.
7. Use the online learning resources and word wall to assist with this.
8. Introduce the Crime and punishment resource. This resource will assist
students with vocabulary and what year they would mainly like to focus on.
9. Students will create a literary text using settings and characters based on the
texts we have read throughout the unit.
10. Students will need to use complex sentences to link ideas in time. Give
examples such as, When we arrived, I raced off the boat (ACARA, 2014).
11. Use the events as a way of developing character and setting.
12. Use specialist vocabulary to express the precision of meaning.
13. Use patters of language that are appropriate to the roles adopted in the text.
14. Complete draft of the imaginative text.
15. Students will have to edit and make any changes in a draft text for next
lesson.

Adjustments:

Lesson 14: Final Assessment task Construct an imaginative journal entry
written from an officer or a child convicts perspective during the Australian
colonial era in the 1800s.


Lesson Objectives:

(ACELA1508).


students. Students will assist in independent work and then collaborative together in
the end for class discussion.

Resources:
o Computer;
o Written and edited draft plan.

1. Students will have a few minutes at the beginning of the lesson to edit and
make any further changes in their draft before the assessment begins.
2. Students will write a constructive journal entry based on the factual historical
events and from the profiles they researched in the previous lesson.
3. Students will complete this on the computer, ensuring they include word
processing program with fluency, which will help them construct, edit and
publish the written work (ACARA, 2014).
4. Once completion of the task, students will collaborate together for class
collaboration to sequence their journal entries in a chronological order.
5. The teacher will use these documents and store in the students portfolios for
assessment purposes.

Adjustments:

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Lesson 1: Introducing Convicts

Estimated time: 60 minutes

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