Lesson Eleven: Final Drafts

Lesson Duration: 1 hour

Curriculum Links:
English: ACELY1698; ACELY1701; ACELY1704; ACELY1705
Literacy Indicators: LS5.iii; LS5.vi; VR5.i; VR5.iv; WC5.i; WC5.iii; WC5.x; WC5.ix

Geography: ACHGK027; ACHGS039

Learning Objectives:
- Students will develop their ideas and points of view on how language features
change depending on context by continuing to draft their own oral presentations
- Students will show their understanding so far of information text types by
attempting to complete their draft planner booklets
- Students will continue to plan and draft their speeches through filling in their
planner and writing their speech good copies
- During this lesson students will read and edit their own work as well as the work of a
peer
- Through drafting their presentations, students will continue to develop an
understanding of the influences that people can have on the environmental
characteristics of Australian places
- Students will begin to reflect on their learning and start writing individual and
collective action to respond to the damage being caused to the Great Barrier Reef
Resources Required:
- Filled in research sheets
- Assignment Planning Booklets (1 per student- Completed)
Classroom Organisation:
- Group organisation with nothing on desks except filled in research sheets and
assignment planning booklets
Learning Experiences:
- This lesson is the final lesson in which students will be given time to work on their
speech drafts so their planners need to be complete and their final copies written
- They will have time to finalise their speeches followed by a peer review in which
they will perform their presentation for a peer who will fill in a checklist and give
them verbal feedback
- Once this is finished students will be given time to finalise their Strip Designs and
their speech good copies
- Students will be encouraged to take their speeches home to rehearse (after they
have taken photos on their iPads- in case they forget to bring them back tomorrow)
- In the final 10 minutes of the lesson, students will be gathered together for a
discussion on what makes a good speaker and they will be required to respond to
this on the BLOG
Assessment:
Assessment as Learning: Informal assessments will take place through observations
of work, BLOG posts, and keeping record of any students not participating
appropriately in their groups and intervening when necessary.
Assessment for Learning: Will take place at a later stage in unit when children begin
drafting their speeches and Strip Design posters.
Assessment of Learning: Will take place in the final two lessons where students
deliver their oral presentations for this unit of work.

Adjustments:
- Children are broken in to Heterogeneous groups (3 groups of 5 and 2 groups of 6) so
that there is room for peer support and peer scaffolding throughout each lesson.
However, within these groups, the children with English as an Additional Language or
Dialect (EAL/D) will be placed into the same group so that support staff can work
with them during research times and speech drafting
- Visual aids are employed for students with EAL/D and student with hearing
impairment (as well as whole class as we understand that children are visual learners
- Activities are engaging and hands on and require the focus of all members of the
class to complete