Standard Two Unit Plan

S00115815 Tahlia Salis EDLA369 Unit Overview
Queensland Studies Authority January 2012 | 1

Unit Plan Overview
English and History
Year 5 Migration

2 | Year 5 unit overview Australian Curriculum: English
Contents
Year 5 unit overview Australian Curriculum: English and History ....... 4
Content descriptions: English and History (ACARA, 2012) ...................... 5
General capabilities and cross-curriculum priorities (ACARA, 2012) ........ 5
Achievement standard (ACARA, 2012) ................................................. 7
Relevant prior curriculum (ACARA, 2012) ............................................. 8
Curriculum working towards (ACARA, 2012) ........................................ 8
Bridging content (ACARA, 2012) .......................................................... 9
Links to other learning areas (ACARA, 2012) ......................................... 9
Assessment ..................................................................................... 10
Teaching strategies and learning experiences ..................................... 11
Use feedback ................................................................................... 23
Appendix 1 Migration Sheet ..................................................... 24
Appendix 2 Migration Word Wall ............................................. 25
Appendix 3 Bubbl Map Example .............................................. 26
Appendix 4 Migration to Australia Topic Sheets .................... 27
Appendix 5 Recount Checklist ................................................. 28
Appendix 6 Assessment Rubric .............................................. 29

Appendix 7A Migrant story 1 .................................................... 30
Appendix 7B Migrant Story 2 ................................................... 31
Appendix 7C Migrant Story 3 ................................................... 32
Appendix 8A Old advertisements ............................................ 33
Appendix 8B Todays advertisements ..................................... 34
Appendix 9 Venn diagram ........................................................ 35
Reference List: ............................................................................. 36


Year 5 unit overview Australian Curriculum: English and History
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: English for Foundation10, <www.australiancurriculum.edu.au/English/Curriculum/F-10>.
School name Unit title Duration of unit:
Our school Migration to Australia 10 hours

Unit outline
Through this unit, students explore stories of migration and the reason behind migration for many families from overseas. They will study the
details and events provided in these real-life stories and take note of them. Students will analyse given texts as well as researching their own.
Students will also learn how to create their own recount of a migration story. They will base this recount on the information they have gathered
and something original they have created themselves. They are able to gain ideas and information from previously analysed texts and research.
The next part of this unit is the persuasive text section. Students will analyse and create their own persuasive texts from the 1800s and 1900s.
They will then be able to create a persuasive advertisement to convince foreigners to migrate to Australia.
Inquiry Questions:
- What is migration?
- Who migrated to Australia?
- Why did they migrate to Australia? What are their reasons?
- What would Australia be like today if people didnt migrate?
- How do people share their stories?
- Why did Australia want people to move here from overseas?


Australian Curriculum
Content descriptions: English and History (ACARA, 2012)
General capabilities and
cross-curriculum priorities (ACARA,
2012)
Language Literature Literacy
Text Structure and Organisation
Understand how texts vary in
purpose, structure and topic as
well as the degree of formality
(ACELA1504)

Literature and Content
Identify aspects of literary texts
that convey details or information
about particular social, cultural
and historical contexts
(ACELT1608)

Texts in Context
Show how ideas and points of view in
texts are conveyed through the use of
vocabulary, including idiomatic
expressions, objective and subjective
language, and that these can change
according to context (ACELY1698)
Interpreting, analysing, evaluating
Navigate and read texts for specific
purposes applying appropriate text
processing strategies, for example
predicting and confirming, monitoring
meaning, skimming and scanning
(ACELY1702)
Use comprehension strategies to
analyse information, integrating and
linking ideas from a variety of print and
digital sources (ACELY1703)
Creating texts
Plan, draft and publish imaginative,
informative and persuasive print and
multimodal texts, choosing text
structures, language features, images
and sound appropriate to purpose and
Literacy:
How to create their own
recount
Studying and analysing stories
of migration
Creating a persuasive
advertisement

Numeracy:
Students explore the different
years of people migrating
Which decades held different
reasons for migration? Eg.
1920s because of the war
Statistics how many people
migrated to Australia in our
time period?

ICT capability
Researching the internet
Finding credible sources for
their work

Historical Knowledge and
Understanding
The Australian Colonies
The reasons people migrated to
Australia from Europe and Asia,
and the experiences and
contributions of a particular
migrant group within a colony.
(ACHHK096)

Historical Skills
Chronology, terms and concepts
Use historical terms and concepts
(ACHHS099)

Historical questions and research
Identify and locate a range of
relevant sources (ACHHS101)

Analysis and use of sources
Locate information related to
inquiry questions in a range of
sources (ACHHS102)

Perspectives and interpretations
Identify points of view in the past
and present (ACHHS104)

Explanation and communication
Develop texts, particularly
narratives and descriptions, which
incorporate source materials
(ACHHS105)
Use a range of communication
forms and digital technologies
(ACHHS106)
audience (ACELY1704)
Use a range of software including word
processing programs with fluency to
construct, edit and publish written text,
and select, edit and place visual, print
and audio elements (ACELY1707)

Creating advertisement can
use ICT

Critical and creative thinking
Creating their own migration
recount using the knowledge
they have acquired
Designing and creating a
persuasive advertisement

Personal and social capability
Working in groups
cooperatively
Accepting other people
opinions
Being able to independently
and confidently write their own
work
Being aware of events in the
past which now effect their
present

Intercultural understanding
Investigation of families from
different countries
What are the reasons they
migrated to Australia? events
that happened in the world
Taking on the role of writing an
immigration recount

Achievement standard (ACARA, 2012)
ENGLISH: Year 5 Achievement Standard
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence
interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters
and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a
range of resources. Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group
discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and
punctuation, editing their work to provide structure and meaning.
HISTORY: Year 5 Achievement Standard
By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They
describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and
people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of
sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts,
particularly narratives and descriptions, using historical terms and concepts.

Relevant prior curriculum (ACARA, 2012) Curriculum working towards (ACARA, 2012)
Year 4 English:
Language:
- Identify features of online texts that enhance readability including text, navigation,
links, graphics and layout (ACELA1793)
Literature:
- Identify and explain language features of texts from earlier times and compare with
the vocabulary, images, layout and content of contemporary texts (ACELY1686)
Literacy:
- Identify characteristic features used in imaginative, informative and persuasive texts
to meet the purpose of the text (ACELY1690)
- Use comprehension strategies to build literal and inferred meaning to expand
content knowledge, integrating and linking ideas and analysing and evaluating texts
(ACELY1692)
- Plan, draft and publish imaginative, informative and persuasive texts containing key
information and supporting details for a widening range of audiences,
demonstrating increasing control over text structures and language features
(ACELY1694)
- Reread and edit for meaning by adding, deleting or moving words or word groups to
improve content and structure (ACELY1695)
- Use a range of software including word processing programs to construct, edit and
publish written text, and select, edit and place visual, print and audio elements
(ACELY1697)
Year 4 History:
Historical knowledge and understanding:
- Stories of the First Fleet, including reasons for the journey, who travelled to
Australia, and their experiences following arrival. (ACHHK079)
Historical skills:
- Sequence historical people and events (ACHHS081)
- Use historical terms (ACHHS082)
- Pose a range of questions about the past (ACHHS083)
- Identify sources (ACHHS216)
- Locate relevant information from sources provided (ACHHS084)
- Identify different points of view (ACHHS085)
Year 6 English:
Language:
- Understand how authors often innovate on text structures and play with
language features to achieve particular aesthetic, humorous and persuasive
purposes and effects (ACELA1518)
Literature:
- Make connections between students own experiences and those of characters
and events represented in texts drawn from different historical, social and
cultural contexts (ACELT1613)
Literacy:
- Compare texts including media texts that represent ideas and events in
different ways, explaining the effects of the different approaches (ACELY1708)
- Analyse how text structures and language features work together to meet the
purpose of a text (ACELY1711)
- Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital
texts (ACELY1713)
- Plan, draft and publish imaginative, informative and persuasive texts, choosing
and experimenting with text structures, language features, images and digital
resources appropriate to purpose and audience (ACELY1714)
- Use a range of software, including word processing programs, learning new
functions as required to create texts (ACELY1717)
Year 6 History:
Historical knowledge and understanding:
- Key figures and events that led to Australias Federation, including British and
American influences on Australias system of law and government. (ACHHK113)
- Stories of groups of people who migrated to Australia (including from ONE
Asian country) and the reasons they migrated, such as World War II and
Australian migration programs since the war. (ACHHK115)
Historical skills:
- Sequence historical people and events. (ACHHS117)
- Use historical terms and concepts (ACHHS118
- Identify questions to inform an historical inquiry (ACHHS119)

- Develop texts, particularly narratives (ACHHS086)
- Use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS087)
- Identify and locate a range of relevant sources (ACHHS120)
- Compare information from a range of sources. (ACHHS122)
- Develop texts, particularly narratives and descriptions, which incorporate
source materials (ACHHS124)
- Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS125)
Bridging content (ACARA, 2012)
- Students are able to extend upon their knowledge about people from different countries and their choice to move to Australia
- Students are able to extend their knowledge on Australias history by looking at what happened after the first fleet
- Students demonstrate their understanding of migrants that moved to Australia giving valid reasons
- Students understand that without all of this migration, Australia would not be the same multicultural nation
- Students are encouraged to ask parents and relatives if they have any family history related to migration
- Students need to know the reasons behind the arrival of emigrants and how this shapes Australias history
- Students are able to expand their vocabulary in different learning areas
- Students are able to explore new texts
- Students are able to reinforce and extend knowledge on narratives and create their own piece of writing
- Students create texts on a word document (ICT)
- Students are able to conduct research on migration stories using information and communication technologies
Links to other learning areas (ACARA, 2012)
This English unit has a recurring history theme of migration. This theme was produced by taking the students interest into consideration. Their interests stem from
reading the book My Place by Nadia Wheatley. One particular theme discussed within this book is families who migrated to Australia for many different reasons.
There are history aspects in every lesson, however; some lessons are used to explicitly teach English content.
The main content descriptor for History is: The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular
migrant group within a colony. (ACHHK096)

Assessment
Make judgments
Describe the assessment Assessment date
Receptive modes (listening, reading and
viewing)
- They describe how events,
characters and settings in texts are
depicted and explain their own
responses to them.
- They listen and ask questions to
clarify content.
- They understand how language
features, images and vocabulary
influence interpretations of
characters, settings and events.
Productive modes (speaking, writing and
creating)
- Students use language features to
show how ideas can be extended.
- They develop and explain a point of
view about a text, selecting
information, ideas and images from
a range of resources.
- Students contribute actively to
class and group discussions, taking
into account other perspectives.
- When writing, they demonstrate
understanding of grammar, select
specific vocabulary and use
accurate spelling and punctuation
- Editing their work to provide
structure and meaning.
Explicit teaching of English will happen in
lessons 3, 5 and 6. This teaching includes
how to write a recount as well as
persuasive writing.
There are two main pieces of assessment throughout this unit of work. These include
both formative and summative The formative assessment involves the students ability
to use knowledge acquired in class to write a recount of their own based on an
immigrant that they have created. The summative piece of assessment is a persuasive
advertisement which needs to persuade people overseas to migrate to Australia in the
1920s. All technical aspects of writing will be assessed such as text structure,
vocabulary, grammar and punctuation as well as the creativity used to create these
pieces of writing assessing their originality, recount effectiveness and persuasive
effectiveness.
The scope of years from the My Place text is around 1928. The scope of migrant stories
being looked at, range from late 1800s to early 1900s. The persuasive advertisement
they will create as summative assessment is focussed in on the 1920s as related to in
the book.
Formative:
The main piece of formative assessment is a recount that will be marked. This will be
marked using a checklist based on aspects discussed within class. (Appendix 5)
Worksheets will also be collected at the end of each lesson to observe the students
contribution, accuracy of answers and understanding of content.
Summative:
Persuasive advertisement to persuade foreigners to migrate to Australia in the 1920s.
This will be marked using a rubric (Appendix 6)
- students use correct text structure (as much as they can in an advertisement)
- writing is fluent and cohesive
- correct punctuation, spelling, grammar etc.
- correct vocabulary
- creativeness
- overall presentation of advertisement
- ICT capability

- Lesson 4

- Lesson 10


Teaching and learning Supportive learning environment
Teaching strategies and learning experiences
Adjustments for needs of learners Resources
Students will participate in a range of learning experiences that all
contribute to their understanding of migration to Australia during
the late 1800s to early 1900s. This will lead to the students writing
their own narrative on a migration story that they have created.
This is the main proficiency for the unit. Students will need to use
the correct text structure, text connectives, punctuation and
grammar.
Teaching strategies used throughout this unit plan include group
work, class discussions and the inclusion of ICT to engage students
in content being taught.

There are a range of diverse
learners in this classroom context.
Specific considerations:
- Students with learning
difficulties
- Excelled students
- ESL learner
- Student with mild level ASD

- During assessment and most lessons, there will
be a teacher aide and ESL teacher available to
provide extra support for students who need
extra assistance.
- All resources have been carefully selected to
suit all students in one way or another
- All students are encouraged to have positive
interactions and relationships with their peers

Risk assessment: management of risks for this unit
involve appropriate use of ICT and movement around
the room. Appropriate use of ICT includes respecting the
equipment being used as well as accessing appropriate
websites and information on the internet. Appropriate
movement around the classroom involves being
considerate of where you are walking as well as
walking, not running.
Lesson 1: What is migration?
Estimated Timing: 90 mins
Objective/s:
- Understand how texts vary in purpose and topic
- Identify aspects of texts that convey details or information
about historical and cultural contexts
- Navigate and read texts and applying appropriate text
processing strategies
- Use comprehension strategies to analyse information
- The reasons people migrated to Australia
- Use historical terms and concepts
- Locate information related to inquiry questions in provided
sources
- Identify points of view in the past
- Develop new vocabulary
- Students analyse information given in relation to dates and
schemes
Classroom Organisation:
- Whole class teaching
- Group work
Learning Experiences:
- Do they know what migration is?
- Look at the migration topic document on the interactive
whiteboard (IWB)
- Read through and discuss migration and the difference
between immigrants and emigrants
- Add any new words or unfamiliar words onto the word wall
- Reasons for migration: Why did characters in My Place
migrate? Refer
- Placing students in groups
allows for collaboration
amongst them
- Students who are excelled
are able to help other
students
- Students who may struggle
are able to ask these other
students for help
- Bubble map helps ESL
students as they dont need
to write down answers
- ESL teacher there to assist
ESL learners (also able to
help other students if
needed)
- There will be teacher aide
for this lesson to provide
extra assistance
- Student equipment: pencil, rubber, highlighter
etc.

- Interactive whiteboard

- Migration topic document Appendix 1

- Migration word wall Appendix 2

- My Place text by Nadia Wheatley

- Online bubble map: https://bubbl.us/
(Example in Appendix 3)
- Migration to Australia worksheets (Appendix 4)

- Place all answers/suggestions in an online bubble map
- Split up class into four groups
- Each group gets a topic from the Migration to Australia
worksheets
- Students need to highlight information they think is
important
- They need to consider dates, schemes and reasons for
migration
- After students have read through this worksheet, add more
answers into bubble map and word wall
- What type of text were we just looking at? What type of
structure did it have? What topic did it cover?
- Students share what they learnt in their topic with other
classmates

Lesson 2: Real immigrant stories
Objective/s:
- Understand how texts vary in purpose and topic
- Identify aspects of texts that convey details or information
about historical, social and cultural contexts
- Navigate and read texts and applying appropriate text
processing strategies
- Use comprehension strategies to analyse information
- The reasons people migrated to Australia
- Locate information related to inquiry questions in provided
sources
- Develop new vocabulary
- Whole class
- Group work
- What do we remember from last lesson?
- Lets have a look at our word wall to see what words we
have do we now know all of these?
- In your groups, have a look at the examples of real-life
immigrant stories
- Take turns in reading
- Highlight important information as you are reading
- Record information into your literacy books:
Who is this story about?
Where are they from?
- For early finishers, groups
can research their own
migrant stories and look at
specific details of this story
- Placing students in groups
amongst them
students
students for help

- Student equipment: pencil, rubber, highlighter
etc.
- Migrant stories (Appendix 7A, 7B, 7C)
- Online migration stories: (Migration Place
Australia, 2012)
http://www.immigrationplace.com.au/www/
248/1040427/default.asp


Why are they leaving?
Who are they travelling with?
How are they getting to Australia?
Other details:
- After all of this information has been collected, as a class
share your stories and how they are different
- Were there any extra pieces of important information to
share?
- Remember the aspects spoken about in this lesson as you
will be writing your own migration story (recount)
- Add more words onto the word wall if necessary
Lesson 3: How to write a recount and plan your own recount
Objective/s:
- Revising text structure for a recount (prior knowledge from
year four)
- Using original ideas for planning
- Keeping in mind historical and cultural content that needs to
be included
- Whole class
- Individual
- Students are asked if they remember the text type recount
- There should be some prior knowledge to draw from
- ESL teacher in this lesson to
provide assistance to ESL
learner as well as other
students
- PowerPoint provides another
mode of information delivery
- ICT is engaging and is useful
for student with ASD
- IWB for PowerPoint

- How to write a recount PowerPoint: (Lynley,
2009)
http://www.slideshare.net/LynleyJ/recounts

- Planning equipment: pencil, rubber, ruler,
English books

- Open up How to write a recount powerpoint on IWB
- Go through each slide discussing it
- Allow time at the end of the PowerPoint for questions
- Students are now able to plan their recount based on
aspects we have discussed in previous lessons
- Students hand in plan to be marked by teacher
- Are there any questions about recount?
Lesson 4: Create your own migration recount
Estimated Timing: 60 mins (not counted in overall 10 hours of
unit)
Objective/s:
- Plan and write a recount about an immigrant you have
created
- Include all information and detail discussed in previous
lessons
- Use correct language features
- Use correct vocabulary in this type of text
- Individual work
- Planning for recount is handed back to them
- Use the information you have found in previous lessons to
write a migrant story yourself
- Include your name, family, reason, date and any other
important factors
- This is done in test conditions where students are unable to
speak to each other this is to ensure authentic writing
- ESL learners can have a scribe
to write down their recount
- Another option for this is for
them to record their voice
whilst saying the recount
- ASD students are able type
up their recount if this helps
them concentrate
- Pages for recount to be written on lined paper

- Student equipment: pencil, rubber, sharpener
etc


experiences for all
- Depending on how much time students need, recounts will
be collected by teachers and marked for formative
assessment
- Students are now able to pack up equipment
Lesson 5: What are persuasive texts?
Objective/s:
- Explore persuasive text types
- What text connectives and features are used?
- Ideas and points of view are portrayed through text
- Whole class
- Individual
- Students and teacher discuss what persuasive means
- There are many different types of persuasive texts
(Examples: debate, speech, advertisement etc.)
- Students are given Year 5 worksheets to fill out in relation to
a topic
- They need to persuade their audience and create a strong
argument
- These worksheets will be collected for the teacher
- Students explore different persuasive words and sentence
starters
- These can be used for their own writing and can be added to
- Worksheets provide a
different form of writing
- Class discussion provides
opportunity for construction
of knowledge for all students
- All students are able to
participate and be actively
engaged
- Persuasive words and
sentence starters are another
way to present information
and a graphic organiser to
use
- Resources around classroom
provide reinforcement of
learning
- Accommodate for visual
learners
- Examples of persuasive words and sentence
starters: (WETA, 2013)
http://www.readingrockets.org/content/pdfs/
persuasivewordsphrases.pdf

- Persuasive text worksheets: (Whitfield, 2010)
http://www.blake.com.au/v/vspfiles/assets/images/
naplan_pri_persuasive_worksheets_download.pdf

- Student equipment: pencil, rubber etc

- IWB to look at worksheets

at any time
- They hang up on the wall of the classroom
Lesson 6: Example of persuasive writing
Estimated Timing: 60mins
Objective/s:
- Students engage in creating their own persuasive text
- Students use all knowledge about text and conventions of
text in this lesson
- Using correct vocabulary
- Using persuasive techniques
- Correct text structure
- Whole class
- Individual
- Students use previous lessons QSA worksheets for the
persuasive text structure
- Students are given a topic and they have to say if they are
for or against it and provide reasons why
- All answers need to be written in correct text format
- This is not being formally assessed however will be used as a
guide to the childrens understanding
- Topic: Students need to be given more homework every
night
- Why are you for? Why are you against?
- Students need to provide reasons to back up what they are
saying

- The topic given is something
that all children can have an
opinion about
- All students are able to state
their opinions in an open,
safe environment
- Teacher aide available for
this lesson to provide extra
assistance
- Structure has already been
provided on how to write a
persuasive text this is
reinforcement of knowledhe
for all learners


Lesson 7: Old advertisements and persuasive techniques
Objective/s:
- Explore texts used during the 1800 to 1900s
- What persuasive techniques does this advertisement do?
- Whole class
- Students discuss different/varying persuasive techniques
- Look at examples of old advertisements that convinced
immigrants to move to Australia back in the 18 and 1900s
- What techniques are used in each of these advertisements?
- Do you think they succeeded in persuading foreigners to
migrate to Australia?
- Analyse the relationship between text and image in an
advertisement. Do these examples work together to form an
advertisement?
- Overall, what are the features of persuasive
advertisements?
Images
Text
Language
Statistics
Rhetorical question
All aspects together
Colours used
- Having advertisements on
IWB gives students
something to relate back to
when they are analysing
them
- ICT is great for all students;
especially ASD and ESL
- Whole class discussion allows
all students to actively
participate and have an
opinion in an open, safe
environment
- Providing all students with
persuasive advertisement
techniques and features to
look at for their final piece of
assessment

- Examples of old advertisements (Appendix 8A)

- Advertisements will be on IWB for all to see

- As well as copies for them on their desks
- These are the features you need to try and incorporate into
your persuasive advertisement
- Any persuasive words or sentence starters to add to wall?
Lesson 8: Difference between persuasive advertisements then and
now
Objective/s:
- Exploring texts using text and images
- Exploring persuasive techniques in advertisements
- Using vocabulary
- Class works in pairs
- Students have already analysed old style advertisements
- They need to analyse the present advertisements provided
- Students use Venn diagram to compare and contrast
advertisements from 1800/1900 and now
- As a class, discuss the similarities and differences used in
these two types of advertisements

- Placing students in pairs
amongst them
students
students for help

- Venn Diagram (Appendix 9)

- Advertisements (Appendix 8A and 8B)


Lesson 9: Planning for persuasive advertisement
Objective/s:
- Students create a plan for their persuasive advertisement
- Students analyse all factors that need to be incorporated
into this planning
- Students locate and identify a range of sources
- Exploring with different text type
- Giving students the chance to
plan their advertisement to
convince foreigners to
migrate to Australia
- Able to conduct their own
research which provides
them the opportunity to take
responsibility over their own

- Student equipment: pencil, rubber etc.

- Individual laptops/computers

- Individual work
- Students and teacher discuss all persuasive techniques and
elements of this text type
Alliteration
Statistics
Language
Rhetorical Questions
Colours used
All aspects together
- Go over all persuasive words and sentence starters
- Students and teacher discuss different countries the
advertisement could be made for
- Discussion about the reason behind the advertisement are
you saying that they need to come over to get away from
the war?
- All decisions for advertisement need to be chosen during
this lessons
- Draft and layout is sketched
- Text and images are selected
- Students discuss with each other their advertisements and
reasoning behind their decisions

assessment
- ESL studnets are able to use
laptops which is easier than
writing for them
- Student with ASD also
benefits from inclusion of ICT
Lesson 10: Persuasive advertisement sections
Objective/s:
- Students use word processing program to create text for
their advertisement
- Research any pictures/information off the internet for their
advertisement
- Using historical inquiry
- Locating and identifying sources
- Individual or Pairs
- Students are given the chance to conduct research for their
planned persuasive advertisement
- They are able to engage in class discussion about relevant
topics
- Students are able to ask questions in relation to the final
assessment
- Guidance and support is provided from the teacher to help
students make their planning stage final
- Students are also able to use word or publisher to begin
their rough copy of it on the computer
- Overall, class discusses final decisions, and why these
decisions were made
- Student are given time to
create their advertisements
- They can do this as
individuals or pairs
- Students with learning
difficulties will be paired with
someone who can help them
- Student who is excelled can
provide help to their peers
- All modes of learning are
here to provide interest and
reinforcement of learning;
ICT, IWB, text, images etc.

- Scissors

Risk Assessment:

Scissors will be used appropriately
Walking around the room
Holding them correctly
All students are aware of how to use this properly


Use feedback
Ways to monitor
learning and
assessment
Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all
learners in each unit. Teachers create opportunities for discussion about levels of achievement to
develop shared understandings; co-mark or cross mark at key points to ensure consistency of
judgments; and participate in moderating samples of student work at school or cluster level to reach
consensus and consistency.
Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and
informal) and encouragement to children/students on their strengths and areas for improvement.
Children/Students reflect on and discuss with their teachers or peers what they can do well and what
they need to improve. Teachers reflect on and review learning opportunities to incorporate specific
learning experiences and provide multiple opportunities for children to experience practise and
improve.

Reflection on the unit
plan
Identify what worked well during and at the end of the unit, including:
activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how common student misconceptions that need, or
needed, to be clarified.

Appendix 1 Migration Sheet
(Found on next page)


Appendix 2 Migration Word Wall

Migration
Highland
Potato
Famine
Bounty
Scheme
Emancipist
Emigrant
Immigrant Penal
Colony
Free
Settlers
Industrial
Revolution
Appendix 3 Bubbl Map Example
https://bubbl.us/


Appendix 4 Migration to Australia Topic Sheets


Appendix 5 Recount Checklist
Student:
Aspects to have Yes or No
Creative story line/ Original idea

Retelling events of the past that they have created

Using correct punctuation, grammar and spelling

Past tense

Included all aspects of a recount (who, what, when, where,
why/orientation, events)

Clear structure to text

Writing is clear, concise and flows together


Appendix 6 Assessment Rubric



Appendix 7A Migrant story 1




Appendix 7B Migrant Story 2

Appendix 7C Migrant Story 3


Appendix 8A Old
advertisements

Appendix 8B Todays
advertisements


Appendix 9 Venn diagram

Reference List:

ACARA. (2012). The Australian Curriculum . Retrieved September 15, 2012, from Australian Curriculum Assessment and Reporting
Authority: http://www.australiancurriculum.edu.au/
Lynley, J. (2009). Slideshare - Recounts. Retrieved September 26, 2013, from http://www.slideshare.net/LynleyJ/recounts
Migration Place Australia. (2012). Tell Your Story. Retrieved September 25, 2013, from
http://www.immigrationplace.com.au/www/248/1040427/default.asp
WETA. (2013). Persuasive words and phrases. Retrieved September 26, 2013, from Reading Rockets:
http://www.readingrockets.org/content/pdfs/%0bpersuasivewordsphrases.pdf/
Whitfield, M. (2010). NAPLAN Persuasive Text. Retrieved September 26, 2013, from Blake Education:
http://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf

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S00115815 Tahlia Salis EDLA369 Unit Overview

Queensland Studies Authority January 2012 | 1

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