Lesson+A

**Lesson Outcomes:** __HSIE__ ENS2.5 Describes places in the local area and other parts of Australia and explains their significance. __English__ TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes of a variety of topics across the curriculum. V2 enjoys experiencing and responding to a range of spoken and written texts __Creative Arts (Drama)__  DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. **Lesson Overview:** Students are introduced to the focus outcome of the unit as the teacher explains that they will be learning about significant places in Australia. They learn that they will create advertising videos to encourage people to travel around Australia. Students share their experiences of travel in Australia and explain why the places they have been are special. The students take on imaginary trip in a 'campervan' (rows of chairs) around Australia as the teacher reads //Are we there yet?// by Alison Lester. Students learn about places in Australia, name them, locate and mark the places on a map, take notes about these places and evaluate their significance. Students take on roles as travellers and book characters to encourage deep reflection about significant places in Australia. At the conclusion of the lesson, students discuss what they have learned about the places mentioned in the book, and explain why these places are significant. || //Are we there yet?// By Alison Lester [picture book] Outline of Australia (approx. A2 size, state boundaries included but not labelled, no cities or landmarks) Markers Atlas Interactive whitebord (or computer with internet access) (optional) Akubra hat ||  Students seated at desks. Tell students a travel company has hired the class to make advertising videos in the next month, encouraging people from overseas and in Australia to travel around Australia. Explain to students that they need to include in the video information about significant places in Australia, so before they make the videos, they need to learn as much as they can about these important places. <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Ask students: Have you travelled somewhere in Australia? Where? What makes that place special/important? <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Ask students: How can you learn about more special places in Australia? (e.g. research, go there). <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Explain to students that today the class is going on on imaginary trip around Australia in an imaginary campervan in order to learn about some significant places in Australia. Put on the akubra hat and explain that you will be their travel guide and driver. Bring students to the floor approximately five students at a time and instruct them to “take a seat behind the driver's seat in the campervan and buckle your seat belts” (i.e. sit down in rows in front of teacher's chair). Ask students before you “start driving” where in Australia the would like to go and why it's a special or important place. Take suggestions from a variety of students. Explain that the family of an eight year old girl named Grace has invited the class to follow them on their journey around Australia as they visit lots of significant places. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Read //Are We There Yet?// by Alison Lester. <span style="font-family: Calibri,sans-serif; font-size: 11pt;">On the first double page, after reading about Nan following the family's journey on a map, refer to outline of Australia on wall. Explain to the students that as they travel they will mark the location of the special places they are visiting and write a few notes about why each place is special. Remind students that they need to gather this information in preparation for making their advertising videos.
 * Lesson A- Introduction to the unit**
 * Naomi Biddle**
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Unit Title** I’ve been everywhere man |||| <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Learning Area:** HSIE || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Yr Level:** 3/4 (Stage 2) ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Lesson Number:** 1/10 |||| <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Lesson Topic:** Introduction to significant places in Australia || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Curriculum Links:** English and Drama ||
 * **Unit Focus Outcome:** ENS2.5 Describes places in the local area and other parts of Australia and explains their significance. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Lesson Aim:** Introduce students to places in Australia and encourage them to consider their significance. Encourage students to communicate effectively in a whole-class setting. Encourage students to take on and sustain roles in a dramatic context.
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">names and locates natural, built and heritage features in Australia and evaluates their significance
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">locates, names and maps capital cities of Australia and each state, and other significant places in Australia
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Offers meaningful and relevant contributions to class discussion (e.g. offers suggestions as to why a place is significant)
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Listens attentively to teacher and other students
 * <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">Listens attentively as teacher reads
 * <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">Offers meaningful and relevant contributions to class discussion about the text
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Sustains and builds belief in their roles as 1) travellers and 2) book characters
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Interprets imagined situations through improvisation
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Resources:**
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Lesson Outline** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">__Introduction (10mins):__
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">__Teaching strategy/Learning__ __Activity:__ ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Teacher will ……** |||| <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Students will…** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">__Reading, Mapping and Talking Pictures (45 mins)__

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Ask students what is wrong with the map at present.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Ask students to label the states and territories and their capital cities and include compass directions. If they struggle, ask where they can go for help (e.g. maps in the book, Internet or atlas) and encourage them to use these resources.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Continue reading the whole story. As you read about specific places the family visits in the story, ask students to mark these places on the map and write short notes or draw pictures on the map next to each place, explaining why that place is significant. Choose a variety of students.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">As you come across a few of the larger illustrations (e.g. whale-watching at Head of Bight, Luke surfing on whale rock, snorkelling at Turquoise Bay, walking around Uluru or cave paintings at Kakadu) while you read, take off akubra hat (return to teacher role) choose students to imagine they are one of the characters in the illustration and tell the rest of the travellers what they are thinking and feeling about the place they are in, and why they think it's special. Provide an example (e.g. pretend to be Grace in the whale-watching at Head of Bight illustration. “Listen to that whale song! It sounds like a lullaby and makes me feel peaceful and sleepy. This place is special because we are so close to the whales.. it feels almost magical.”). Choose a variety of students. Replace akubra hat after each 'Talking Pictures' interlude. |||| <span style="font-family: Calibri,sans-serif; font-size: 11pt;">__Reading, Mapping and Talking Pictures (45 mins)__ <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Seated on floor in rows of about five, pretending they are in a campervan, students listen to teacher read.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students explain what is wrong with the map (e.g. it's blank, no states/territories labelled, no landmarks, no cities, no compass directions etc.). <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Selected students label the states and territories and their capital cities and use the book, the Internet (computer connected to IWB) or atlas for help. <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Selected students mark the places on the map and write notes/ draw a picture to explain why that place is significant (e.g. a picture of a whale at Head of Bight, write “fireworks” next to Sydney). <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Selected students imagine they are one of the characters in one of the illustrations and tell the rest of the class, pretending they are travellers, what they think and feel about the place they are in, and why it's special. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Thank students for travelling with you and say that you hope they enjoyed the trip. Take off akubra hat (return to teacher role). <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Remind students about the advertising videos they are going to create to encourage people to travel around Australia. Remind them that they need to include significant Australian places. Ask students which of the places they pretended to visit today would they like to include in their advertising videos, and why these places are significant. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">During class discussions, listen to student responses. Do they: <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">During reading, observe students. Do they: <span style="font-family: Calibri,sans-serif; font-size: 11pt;">During mapping exercises, observe students and during and after lesson, look at map. Do they: <span style="font-family: Calibri,sans-serif; font-size: 11pt;">During 'travelling' and 'talking pictures' activities, listen to student responses and observe. Do they: <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">Record notes in student assessment diary and use assessment to inform planning for future lessons (e.g. Do some students need help to understand why places may be significant?) || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">__Focus of Self Reflection__: Professional Teaching Standards Elements 1-4 and the Quality Teaching Framework dimensions (Intellectual Quality, Quality Learning Environment, Significance) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**PTS Element 1 Teachers know their subject content and how to teach that content to students** <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did I understand the topic well enough to teach it? (1.1.1) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Was the lesson strongly linked to the syllabus? (1.1.3) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did I used ICTs effectively for learning? (1.1.4) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did the students engage in higher order thinking? (IQ) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Were students equipped with the language to talk about their learning? (IQ) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did students gain deep knowledge and understanding about the topic? (IQ) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**PTS Element 2 Teachers know their students and how they learn** <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did my teaching cater to the diversity of the students in my class? (2.1.1, 2.1.3, 2.1.5, 2.1.6)(S) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Were the learning activities stage appropriate and achievable? (2.1.2) (IQ) (QLE) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did the lesson build on prior learning? (2.1.4) (S) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Was learning meaningful and relevant to students? (S) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Was the learning linked to other KLAs? (S) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**PTS Element 3 Teachers plan, assess and report for effective learning** <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did I plan effectively for learning? (3.1.1, 3.1.2) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Was the learning structured in a logical way? (3.1.3) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did the teaching strategies and resources used aid student learning? (3.1.4) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Was I able to assess student learning? (3.1.5) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did assessment link to syllabus outcomes? (3.1.6) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**PTS Element 4 Teachers communicate effectively with their students** <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did I question to promote learning? (4.1.2) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did the lesson require active engagement and substantive communication from all students? (4.1.3) (IQ, QLE, S) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did students know what was expected of them? (4.1.1) (QLE) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Did students have enough support from their peers? (4.1.4) (QLE) <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Were students responsible for their own learning? (QLE) || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**References**
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">__Concluding strategy:__
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Assessment:**
 * <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">Name capital cities and natural, built and heritage features in Australia and evaluate their significance? (HSIE ENS2.5)
 * <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">Offer meaningful and relevant contributions to class discussion, including in relation to the text? (English TS2.1; V2)
 * <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">Listen attentively to teacher and other students? (English TS2.1)
 * <span style="color: #000000; font-family: Calibri,sans-serif; font-size: 11pt;">Listen attentively while teacher reads? (English V2; TS2.1)
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Name and locate natural, built and heritage features in Australia and evaluate their significance? (HSIE ENS2.5)
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Locate, name and map capital cities of Australia and each state, and other significant places in Australia? (HSIE ENS2.5)
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Sustain and build belief in their roles as 1) travellers and 2) book characters e.g. by fastening seat belt, suggesting places to travel to, commenting on the place from the character's perspective (DRAS2.1)
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Interpret situations through improvisation? (DRAS 2.1)
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">**Self-reflection**

<span style="color: #000000; font-family: Calibri,sans-serif;">Board of Studies NSW (2006a). K6 Creative Arts syllabus. <span style="color: #000000; font-family: Calibri,sans-serif;">Sydney: Author.

<span style="color: #000000; font-family: Calibri,sans-serif;">Board of Studies NSW (2006b). K6 HSIE syllabus //<span style="color: #000000; font-family: Calibri,sans-serif;">. //<span style="color: #000000; font-family: Calibri,sans-serif;">Sydney: Author.

<span style="color: #000000; font-family: Calibri,sans-serif;">Board of Studies NSW (2007). //<span style="color: #000000; font-family: Calibri,sans-serif;">K //6 English syllabus //<span style="color: #000000; font-family: Calibri,sans-serif;">. //<span style="color: #000000; font-family: Calibri,sans-serif;">Sydney: Author.

<span style="color: #000000; font-family: Calibri,sans-serif;">Lester, A. (2004). Are we there yet?<span style="color: #000000; font-family: Calibri,sans-serif;">Camberwell, VIC: Penguin Group