Lesson Plan - My Place

Date: 25/08/2014 Lesson Duration: 40 minutes

Unit: English Year Level: 7

Year 7 English Level Description
The English curriculum is built around the three interrelated strands of Language, Literature and
Literacy. Teaching and learning programs should balance and integrate all three strands. Together
the strands focus on developing students knowledge, understanding and skills in listening, reading,
viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes
developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community
members in a range of face-to-face and online/virtual environments. They experience learning in
both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional
and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate
and perform a range of spoken, written and multimodal texts in which the primary purpose is
aesthetic, as well as texts designed to inform and persuade. These include various types of media
texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction, poetry
and dramatic performances. Students develop their understanding of how texts, including media
texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the
oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary
literature of these two cultural groups, and classic and contemporary world literature, including
texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn
from a range of realistic, fantasy, speculative fiction and historical genres and involve some
challenging and unpredictable plot sequences and a range of non-stereotypical characters. These
texts explore themes of interpersonal relationships and ethical dilemmas within real-world and
fictional settings and represent a variety of perspectives. Informative texts present technical and
content information from various sources about specialised topics. Text structures are more
complex including chapters, headings and subheadings, tables of contents, indexes and glossaries.
Language features include successive complex sentences with embedded clauses, unfamiliar
technical vocabulary, figurative and rhetorical language, and information supported by various types
of graphics presented in visual form.
Students create a range of imaginative, informative and persuasive types of texts, for example
narratives, procedures, performances, reports and discussions, and are beginning to create literary
analyses and transformations of texts.

CURRICULUM: Content Descriptions
English Year 7 Literature
Identify and explore ideas and viewpoints about events, issues and characters represented
in texts drawn from different historical, social and cultural contexts (ACELT1619)
Geography Year 7 Geographical Knowledge and Understanding
The factors that influence the decisions people make about where to live and their
perceptions of the liveability of places (ACHGK043)
o discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on
their Country/Place or might prefer to if they had the choice

Cross Curriculum Priorities
Aboriginal and Torres Strait Islanders Histories and Cultures

General Capabilities
Literacy
Critical and creative thinking
Personal and social capability
Intercultural understanding

LESSON OBJECTIVES
By the end of this lesson, students will have an opportunity to demonstrate their ability to:
Identify different viewpoints of characters related to a historical context
Explore these views along with personal views by constructing a short oral presentation

STUDENTS PRIOR KNOWLEDGE
Students have already read and studied My Place. They have started to use their prior knowledge by
individually looking at each page to comprehend the characters, time period and the effect these
have for the story. Students have also studied Australia and the strong connection that Indigenous
peoples have to it.

MATERIALS
My Place by Nadia Wheatley & Donna Rawlins
Rotate mat
Whiteboard markers
Students writing books and materials

TEACHING AND LEARNING SEQUENCE
Time Lesson Structure Teaching Approaches &
Resources
10 mins Orientation Phase
1. Children read year 1888 page.
2. The teacher then directs them to the line Miss
Muller says that the country is really as old as
Time, and that other people were living here, long
before all of us. Father says thats the kind of idea
that youd expect from a woman who goes to work
in the city.
3. Using the mat provided, children write their
responses onto the mat and discuss them.
Rotate mat - The mat is
divided into four spaces for
four different characters. a
circle is draw in the middle
and has the questions
written in it
Whiteboard markers
My Place by Nadia Wheatly
& Donna Rawlins
Group work
4. They are given two minutes to write their
responses each time.

5 mins

5 mins


20 mins
Content
1. Students discuss with the class about the
responses written on their mats.
2. Using the thoughts in the rotate mat, students
discuss in groups whether these thoughts are still
seen in Australia today.
3. Student individually then start to draft a 1 minute
presentation about there place/home and if it
has relevance to just themselves or other people
too (family, Indigenous people, people who
occupied there house before them) and if there
view is the same as the characters in the text or
different.
Students workbooks and
materials
Individual work
1 min Conclusion
1. Students are congratulated on their concentration
and are told that they will continue their work next
lesson.


ASSESSMENT
Students are assessed on their participation in group activities
Students are assessed by the teachers judgements on their comprehension of the different
characters views
Students are assessed as they question, answer, confirm or disprove their peers views


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