LEARNING EXPERIENCE PLAN (LEP)

Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course. Year level(s) 4 Duration 1hr Focus English- preparing for a recount of convict girls life Implementation date(s) 24/07/13 Curriculum area(s) English C2C Lesson 13 unit 5

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.) Prior knowledge: * Students will have completed lessons 11 and 12 from unit 5 English. * Students will recognise and be able to read a convict profile. * Student can follow instruction and answer question when given point form instructions of an event. * Students will have an understanding of how to write a recount. * Students will have prior knowledge of the times, people and conditions of the first fleet. * Students will have a fair understanding of the vocab used during the 1700s * Students will have an understanding of what a pronoun is. Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class.) Knowledge & understanding: (declarative) Skills: (procedural/do) DK1: Students will know how to read and answer questions related to profile of a person and events. DK2: Students will have an understanding of the living conditions for the convicts (in particular the 10 year old girl from the profile. DK3: Students will have some understanding of the size of the living conditions on the convict transporter ship The Scarborough during the first fleet. DK4: Students will have an understanding of first person pronouns DK5: Students will have a clear revised understanding of how to write a recount. PK1: Using information found on a convict profile students will be able to answer relevant questions with guidance. PK2: Students will be able to answer questions from with an understanding of the living conditions of a convict child. PK3: Students will be able to participate in a demonstration of the size of the convict living space on the Scarborough. PK4: Students will be able to write and articulate first person pronouns. (I, me, my) PK5: Students will be ready to write a recount. LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Learning processes:

LMQ3 - How does the learner best learn? DoL 2 - What Acquire and integrate Knowledge strategy will be the focus of this LEP and how will I support their development? DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development? DoL 2: Use a three minute pause (Use the pause to allow the students time to consider how those demonstrated living quarters would feel) DoL 2:Have students create physical and pictographic representations of information. (The students will participate in a physical demonstrate and see visual representations of the size of a convicts living quarters on The Scarborough from the First Fleet) DoL 5: Maintain an open mind. (Will encourage the students to keep an open mind and consider all sides of the information and all perspectives) Version 25 Nov 2011

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners? (Including differentiated teaching for student diversity.) DoL 1: Use a variety of ways to engage students in classroom tasks. (Using visual, ICTs, auditory and hands on activities).

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Learning procedures LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus. including teaching strategies to be used

Resources LMQ4 - What resources do I have at my disposal?

Assessment & feedback LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.) LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.)

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook Greet class and establish my expectations (Hands up when asking questions, be respectful and helpful with each other, listen and ask questions if they do not understand) 20mins Hook: Have a square marked out on the carpet (4m by 4m). Ask all the students to stand inside it then with a specially made measurement stick (1.14m high), have the students bend down to match that height. Have the students stand, sit and lay down inside the square. Then ask them How long do you think you stay in this sort of space with this many people? (Answers should vary between cheeky Forever Miss to Not long Miss). SLM will then ask do you think you could do it for 8months? and do you think you could do it with leg irons around your ankle? Have a discussion with the students while they remain seated in the square, explain that this is to scale with the living quarters for the 208 Male convicts on the First Fleet ship the Scarborough. Explain that the measurements were altered to accommodate the size difference between the men and the students. Talk about the illnesses and smells the dirty water and the smell. Have students take a 3 minute silent pause to think about how this would feel. Before the student leave the desk and return to the carpet Phase 2 Develop skills & knowledge, build, practise, acquire, integrate, extend, refine Using the interactive white board bring up sheet 8 The Storm discuss with the read it aloud to the students and discuss the two Cohesive devices Text connectives and pronouns used for first person. Introduce the questions on the handout using the PP so students can see and discuss the meaning behind the questions. Students will then be given time to answer the questions on the handout. Any students that are having difficulties including those that have learning difficulties will be offered assistance by the SLM, any available teacher aides and the Mentor Learning Manager (MLM). SLM will monitor the progress of the students during this task, offering assistance. If there is a greater number of students having difficulties or the task is taking too long the SLM will go through each question as a class. When the task is complete the SLM will ask the students for their answers at random for discussion. Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, consolidation, homework/review tasks 10mins Before the end of the lesson the SLM will discuss the next lesson. The SLM will have a discussion about what a recount is and the expectations for the task. Students will be thanked and congratulated for any positive behaviour and negative behaviour will be discussed DoL 5: Maintain an open mind. Teacher aide if available and MLM for student assistance DoL 2: Use a three minute pause DoL 2:Have students create physical and pictographic representations of information. Space 4m-4m Measuring stick (1.14m) Class discussion will show student understanding of the task.

C2C lesson 13 unit 5 Interactive whiteboard for the The Storm sheet handout. SLM constructed handout with C2C convict profile.

30mins

DoL 1: Use a variety of ways to engage students in classroom tasks.

Answers on the sheet will show understanding. Discussion will show any issues, as well as allowing students a chance to self-correct.

Interaction in the concept map will show retention.

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Version 25 Nov 2011