Lesson 6: Students finish composing their assessment Storytelling presentation (60 minutes)

Lesson Outcomes: Students will

Create a presentation that represents Storytelling.
Understand and describe the diversity and longevity, and what life was like for Aboriginal peoples before the arrival of Europeans.
Compare and explain at least one major difference between the European concept of land ownership and the Aboriginal peoples.
Demonstrate knowledge and understanding of the topic through the assessment Storytelling presentation.
Compare and provide feedback to other students about their presentations.
General Capabilities/
Cross Curriculum priorities (ACARA, 2014a)
Historical Knowledge and Understanding (ACARA, 2014d)
Literacy
(ACHHK077).& (ACHHK080)
The Arts
Historical Skills (ACARA, 2014d): Identify different points of view (ACHHS085).
Intercultural Understanding
Historical Skills (ACARA, 2014d): Locate relevant information from sources provided Ethical Understanding
(ACHHS084).
Personal and social capability
English (ACARA, 2014b): Plan, rehearse and deliver presentations incorporating
Information and Communication Technology (ICT)
learned content and taking into account the particular purposes and audiences
Critical and creative thinking
(ACELY1689).
Aboriginal and Torres Strait Islander histories and
English (ACARA, 2014b): Reread and edit for meaning by adding, deleting or moving
cultures
words or word groups to improve content and structure (ACELY1695).
Resources
English (ACARA, 2014b): Use a range of software including word processing programs
Interactive White Board
to construct, edit and publish written text, and select, edit and place visual, print and
Computers
audio elements (ACELY1697).
A3 paper
The Arts (ACARA, 2014g, awaiting final endorsement) Shape and perform dramatic
Art supplies
action using narrative structures and tension in devised and scripted drama, including
History Portfolio
exploration of Aboriginal and Torres Strait Islander drama (ACADRM033).
All resources, such as books, videos and magazines
The Arts (ACARA, 2014g, awaiting final endorsement) Identify intended purposes and used during the course of the Unit.
meaning of drama, starting with Australian drama, including drama of Aboriginal and
Torres Strait Islander Peoples, using the elements of drama to make comparisons
(ACADRR034).
Cross Curriculum Priorities (ACARA, 2014a) Aboriginal and Torres Strait Islander
histories and cultures.
Content Descriptors and Elaborations

Inquiry Questions (QSA, 2013).

What was life like for Aboriginal and/or Torres Strait Islander Peoples before the
arrival of the Europeans?
Extension: Challenge students to explore empathy. Inquiry question Reflect on what
you now know about Country and Place, put yourself in the shoes of an Aboriginal
person. What emotions come to mind and why? Students explore the various resources
used throughout the unit. Use thinking hats activity to elicit emotions and responses
(Entry for History Portfolio).
Accommodation: Students will be allocated extra class time to keep working on final
assessment Storytelling presentation. Teacher will offer assistance, scaffolding and
modifications where required. Students can offer peer feedback and mentoring (where
appropriate).
Key Learning opportunities
Revise prior lesson. Revise students drafts.
Lesson:
Offer assistance to students who may be finding the task difficult, and/or offer peer mentoring if appropriate.
Revise assessment expectations: Assessment Storytelling presentation is to be based on describing the diversity and longevity of Australias
first peoples, and identifying their interconnectedness to Country and Place in a variety of ways. It must also include at least one comparison of
differences between the Aboriginal and European Worldviews
Each student to present their presentation to the class, teacher to mark oral delivery and written component.
Students to offer feedback in format of positive/something to improve on/ something well done.
Assessment
Formative Assessment: Review all History Portfolio entries during the course of the unit; assess extension activities, accuracy, conceptual
understanding and knowledge.
Summative: Assess each students Storytelling presentation for knowledge and understanding of the topic, correct use of language, information,
comparison and format, according to the chosen presentation method according to the rubric (Appendix F).
Were students able to answer the inquiry questions for this Unit of Study?
Understand and describe the diversity and longevity, and what life was like for Aboriginal peoples before the arrival of Europeans.
Compare and explain at least one major difference between the European concept of land ownership and the Aboriginal peoples.
Teacher reflection of the Unit of Study: Which activities worked well? Which activities need improving? What did the students enjoy the most?
What did the students enjoy the least? How can I improve on this Unit of Study for future lessons?