Eml306 11543097

LESSON PLAN 1
Unit/Lesson Title: Recounts, Features of Recounts Lesson duration: 45 Stage 2 Year 3 Class/Group 3G
minutes
National Standard: Focus Area:
Rationale Syllabus Outcomes Syllabus Content
This lesson will serve as an EN2-4A: Uses an increasing range of skills, strategies Use metalanguage to describe the effects of ideas, text
introduction to the unit and as and knowledge to fluently read, view and comprehend a structures and language features of literary texts.
a skill building exercise. range of texts on increasingly challenging topics in
different media and technologies. Read different types of texts by combining contextual,
Students will be learning how semantic, grammatical and phonic knowledge using text
to deconstruct texts to find EN3-5B: Discusses how language is used to achieve a processing strategies for example, monitoring meaning,
their key features. widening range of purposes for a widening range of cross checking and reviewing.
audiences and contexts.
Identify and explain characteristic text
structures and language features used
in imaginative, informative and persuasive texts to meet the
purpose of the text.
Prior Knowledge Risk Assessment Resources

Students have previously had the book Students will be located in their seats for the The Little Refugee
read to them and have completed previous entirety of the lesson to minimise hazards, Pens/pencils
units on a variety of text types. students must raise their hand if they wish Interactive White Board
Markers
to leave their seat.
Students have read and written their own PDF copy of The Little Refugee
recounts in the past, this includes Swinging on chairs is strictly prohibited, Sheet for EAL/D students
deconstructing simpler recounts/narratives. students provide their own ICT device to
use for the activity with those requiring
access to a power point must sit at the desk
immediately corresponding.
Syllabus Time Content/Learning Experience Teaching Class Assessment &

Indicators Guide Strategies Organisation Recording
strategies
These should Content/Learning Experience At the beginning of Students will
be precise the lesson build begin the lesson Diagnostic: This lesson is
Introduction (Engagement)
indicators of the field for the situated on the to assess the students
Liam Grady, 11543097, EML306, Assessment 2. 1
intended 10 – 15 Begin the lesson with the students seated on the students, this floor in front of understanding of text
student learning minutes floor in a quiet orderly fashion. Greet the students involves accessing the teacher. This types and text features.
and begin with a discussion about text types the prior student allows for After being called upon
knowledge and
students have recently covered before introducing discussion with and giving a response
creating an initial
recounts. engagement the whole class mark the students name
between the and students are on the class roll.
• Narratives: foundational features exist in students and the within easy eye
nearly all narratives, characters, conflict and content. view of the
climax, theme, setting, plot and dialogue,
and perspective. Medium and imagery are teacher at all
Discussion: This times.
two additional important features. lesson utilises a
• Information Reports: description of discussion of the
appearance, environment and behaviour of text, different text
the subject of your report. types and their Students will
• Procedure: A procedural text is generally features with the
instructing users on how to make or do return to their
whole class. The
something i.e. recipe, instructions, desks for the
teacher reads
directions. through the text body of the
with the class lesson where
This discussion allows for early diagnostic stopping frequently they will be
assessment and provides a rough idea of the to discuss seated in their
students’ prior knowledge. Reintroduce the text, features. assigned desks.
The Little Refugee by Anh and Suzanne Do, take
advantage of a PDF version of the text and display Visual Aides: As
it on the IWB for all students to easily see. Students this text is a
have had the text read to them in the past and are multimodal text it EAL/D students
familiar with its content and characters. Have a brief will be displayed
discussion about the text with the class before will be permitted
on the board, this
dismissing to their desks. to work in pairs
can assist EAL/D
students who may during the
be new to English lessons activities.
If EAL/D students have struggled previously with in understanding
activities based off using literature show them the and engaging with
following short video the text through
https://www.youtube.com/watch?v=kxVlMUZVqSs the powerful
imagery.

The video is The Little Refugee with sound effects Metalanguage/cod
that match with the imagery on the page and the ebreaking: When
narrator’s words. This provides these students with discussing the
features of text
a different avenue to access this text.
with the students
utilise and promote
Body (Exploration/Transformation/Presentation)
the use of
Proceed through the text with the class taking your
metalanguage.
time to break down the text with the class, utilise Doing this
the black/white board next to the IWB to list and encourages
describe text features. Some of the features students to use the
include: correct language
25 – 30 to discuss
minutes Structural: language.
• Recount: Orientation, Sequence of Events, Explicit Teaching:

Conclusion Students will be
Students are modelling the
learning the • Language: Stage appropriate teacher and taking
structure of a notes on the
recount, • Structure: 1 – 3 paragraphs a page features found in
the text, these will
• Complex Sentences also be listed on a
board for students
Students are Language Features: to copy.
learning how to
deconstruct a • Proper nouns Curriculum Cycle:
text. Modelling the text
• First and Third person and Building up
Field Knowledge
• Verbs/Verb groups are undertaken in
this lesson to
Students are • Clauses provide students
learning about with a basis for
the language Multimodal: future work in this
and visual unit.
features utilised • Colour: demonstrates time, hope/optimism
in The Little Group Work: To
Refugee and support students
discussing their • Angles: frontal medium shot at a low angle with Learning
importance and pg11, medium high angle pg14. difficulties and
effect on the EAL/D
text. Going through the text with the students and backgrounds
analysing its features provides explicit teaching and group work can be
utilised with
modelling for the students. Ensure to take time to
students being
field any questions students may have with the allowed to quietly
features found in the text. Allow for EAL/D students discuss with their
to work collaboratively during this time, provide peers.
them with a print-out detailing features of the text,
students need to cut these out and glue them under Multimodality:
the corresponding feature name. https://www.youtub
e.com/watch?v=kx
Conclusion VlMUZVqSs
This is a reading of
(Presentation/Reflection) The Little Refugee
5 Reflect on what has been learnt today by having a with accompanying
minutes brief discussion and quiz on the features of a sound effects to
recount. This helps to consolidate the learning in the images drawn
the students minds and can be used to address any in the book.
misconceptions students may have from today’s
learning. After discussing and asking the students
some questions proceed onto the next lesson
Transitions to next lesson
Intellectual Quality Quality Learning Environment Significance

Deep knowledge Explicit quality criteria Background knowledge
Deep understanding Engagement Cultural knowledge
Problematic knowledge High expectations Knowledge integration
Higher-order thinking Social support Inclusivity
Metalanguage Students’ self-regulation Connectedness
Substantiative communication Student direction Narrative

LESSON PLAN 2
Unit/Lesson Title: Recounts, Collaborative Writing Lesson duration: 45 – 55 Stage 2 Year 3 Class/Group 3G
minutes
This is the second lesson in EN2-4A: Uses an increasing range of skills, strategies Experiment and share aspects of composing that enhance
the unit on Recounts. This and knowledge to fluently read, view and comprehend a learning and enjoyment.
lesson is being undertaken to range of texts on increasingly challenging topics in
further expand upon the different media and technologies. Discuss aspects of planning prior to writing, e.g. knowledge
concepts explored in last of topic, specific vocabulary and language features.
lessons modelling activity. EN2-2A: Plans, composes and reviews a range of texts
that are more demanding in terms of topic, audience and Create imaginative texts based on characters, settings and
In this lesson students will be language. events from students' own and other cultures using visual
working together as a class to features, for example perspective, distance and angle.
write a recount utilising
numerous language and Create texts that adapt language features and patterns
structural features similar to encountered in literary texts, for example characterisation,
those in The Happiest rhyme, rhythm, mood, music, sound effects and dialogue.
Refugee.

units on a variety of text types. students must raise their hand if they wish White Board
to leave their seat. Markers
Students have read and written their own
recounts in the past, this includes Swinging on chairs is strictly prohibited. Any
deconstructing simpler recounts/narratives. student requiring use of a charging chord
must sit at the closest desk to a power
In the previous lesson students point.
deconstructed a recount and identified the
features found inside this type of text.

strategies

Content/Learning Experience Discussion: Whole class:
This lesson utilises Students will be Formative Assessment:
Introduction (Engagement)
a discussion of the seated in their This occurs at the
To begin teaching this lesson engage students in a
content covered in
discussion relating to the content covered in the last table groups beginning, in the middle
the previous
literacy lesson. EAL/D students may refer to their lesson to assist in during the and during the conclusion
books during this time and can speak through assessing student opening of the lesson. At the
another student if this makes them more comprehension discussion and beginning a discussion is
comfortable. This discussion aims to assess the and provide watching of the held to assess the
student’s retainment of the previous lessons students with video. student’s retainment of
opportunity to prior knowledge and
content as well as provides quick feedback as to
learn off of each
what needs to be covered before moving onto the provides opportunity for
other as well as
lessons main activity. If students have any ask questions. correction of any
misconceptions or are confused about any aspect misconceptions.
of a recount whether structural or literary, take time Multimodality:
Students are Formative assessment:
to explain the correction and provide an example
provided with an occurs through completing
from The Little Refugee when possible.
Students will be 10 - 15 animated video the Think, Pair, Share and
learning about minutes When all students appear to have understood the which explains the again during the
the structure of structure of a completion of the student’s
content and you are confident they have solidified
a recount, and recount to assist in
their new knowledge, show them this short video on collaborative recount.
the 5 W’s used consolidating the
to construct a writing a recount. previous lessons Students are expected to
recount. content. include:
https://www.youtube.com/watch?v=35F2vgkxRxA Students from
EAL/D • Intro
This video provides students with a multimodal backgrounds are
resource explaining how to create a recount, this also presented • Sequence of
video reintroduces the concept of the 5 W’s to the with the Events (2
students. The 5 W’s will be used to write a opportunity to minimum)
collaborative imaginary recount in the next section. draw their recounts
At the video’s conclusion be ready to answer any if they experience • Conclusion
difficulties with
potential questions before moving to the next writing. • Answer the 5 W’s
portion of the lesson.

Body Pairs: Students The students’ collaborative
will be working in will be collected and
(Exploration/Transformation/Presentation) pairs for the rest marked according to this.
Briefly talk with the students about the main theme High expectations:
of the lesson
Students will be TPS: 7 of Anh Do’s The Little Refugee, ask the students to Students are
able to work minutes informed of what is proceeding the
think of their own moving recount using anyone or introduction
together to expected of them Formative Assessment: is
anything they want from both history and fiction. phase of the
construct (see Assessment used for a final time in the
examples of the section) lesson.
The main activity as briefly outlined in the previous lessons conclusion.
5 W’s.
section will involve students working in pairs to Student Choice: Selected students will read
create an imaginative recount. To write the recount, This lesson their recounts aloud to the
students will be completing a think, pair, share and provides students class, this provides
brainstorm to come up with ideas. Predetermine with the opportunity for immediate
student pairs to ensure each student is given the opportunity to correction and assistance
best chance for success and minimize inappropriate have their choice as well as allowing to
in where the story
behaviour. Have the students complete a think, gauge student
goes using a
pair, share using the 5 W’s. plethora of competency with the
preselected ideas content covered over the
• Who developed during course of the lesson.
the Think, Pair,
• What Share activity
• Where Think, Pair, Share:
A form of
13 • When Formative
minutes Assessment that
• Why provides students
with the ability to
Type this up onto the interactive whiteboard while be at the centre of
the students are completing their TPS. At the their own learning.
conclusion of the allotted TPS time have the
students form an orderly group down on the floor Differentiation: is
sitting next to their partner. Go through each group used throughout
asking them to provide 3 of the W’s of their own the lesson with
students being
choice.
shown a
multimodal
explanation for
recount structures
Example: as well as the
aforementioned
Who: Harry Potter, Kylo Ren, Dora the Explorer differentiation to
Where: Australia, Fortnite Island, The White House main lesson
When: Two weeks ago, Last Year, In the year 300 activity allowing
What: Lost their luggage, the house was huge, these students to
respond in a multi
escaping a monster
modal fashion.
Why: They caught the wrong boat, it was a magical
Students will be house, it wanted to eat him Explicit Teaching:
learning how to is also utilised to
assemble the 5 After going through each pair and writing their ideas provide students
W’s into a under the appropriate column, provide the students with a
recount using with an example using the ideas/suggestions that demonstration of
the provided how they could
they have put forward. The IWB can speed up this
structure. use the idea’s
• Introduct process with its ability to drag and drop information cultivated on the
ion displayed on its screen. board and turn
• Sequenc them into a
e of Example: coherent recount
events that answers the
My name is Harry Potter and last year I moved
• Conclusi criteria (see
on schools to Bathurst High in Australia. Assessment
section).
I lost my luggage on the trip over here because I
accidently got onto the wrong boat.
When I finally got to Australia I went straight to my

new house, which turned out to be huge!
An old wizard lived there before me and he used a

magical spell to make it bigger on the inside then
15 the outside.
minutes

I like my new school and house, the people here
Students are nice and everyone thinks my magic spells are
construct their really cool.
own imaginative
recounts
utilising the
idea’s provided The example provided is to give the students an Assessment as Learning:
by their pair and idea of what is being expected at a minimum. is taking place as the
peers. students work
Students should be encouraged to complete larger
recounts than the example. Allow students the rest collaboratively on a
Reading Aloud: recount bouncing idea’s
of the lesson to work on a short recount with their By having some
partners using the idea’s provided by their peers. off of and critiquing each
5 students read their
minutes During this time float around the classroom recounts aloud it other.
providing assistance as it’s required. EAL/D provides
opportunity for Diagnostic Assessment: is
students should be permitted to draw their recounts
immediate again taking place during
if they feel more comfortable in doing this compared
feedback as well this as the teacher is able
to writing. as providing to assess how well the
students who may student has grasped the
Conclusion not be confident in concept and how well they
(Presentation/Reflection) reading aloud to
are able utilise these skills
To bring the lesson to its conclusion ask the the class to learn
students to stop their writing/drawing and select of any to create their own
some groups at random to read their recounts misconceptions in imaginative recount from
aloud. Note the students who read, those who have their learning the building blocks the
not will be reading/explaining theirs at the beginning through hearing class has cooperatively
of the next lesson. teacher responses came up with.
and feedback to
the other students.

LESSON PLAN 3
Unit/Lesson Title: Recounts, Independent Writing Lesson duration: 45 Stage 2 Year 3 Class/Group 3G
minutes
This is the third lesson in this Create imaginative texts based on characters, settings and
unit of work and will be aiming EN2-2A: plans, composes and reviews a range of texts events from students' own and other cultures using visual
to facilitate students in writing that are more demanding in terms of topic, audience and features, for example perspective, distance and angle.
their own imaginative language.
recounts. Create texts that adapt language features and patterns
EN3-6B: uses knowledge of sentence structure, encountered in literary texts, for example characterisation,
Students have spent the grammar, punctuation and vocabulary to respond to and rhyme, rhythm, mood, music, sound effects and dialogue.
previous two lessons learning compose clear and cohesive texts in different media and
about the features and technologies. Plan, compose and review imaginative and persuasive
composition of a recount, to texts.
continue this progression, HT2-3: describes people, events and actions related to
students will be making their world exploration and its effects. Identify elements of their writing that need improvement and
first attempts at writing their review using feedback from teacher and peers.
own individual imaginative
recounts. Develop knowledge and understanding about the nature of
These recounts will utilise a history and key changes and developments from the past.
cross KLA approach with
students having their learning
connected to the history
syllabus.
units on a variety of text types. students must raise their hand if they wish White Board
to leave their seat to access the variety of Markers
Students have read and written their own resources provided inside of the classroom. iPad’s
recounts in the past, this includes Earphones
deconstructing simpler recounts/narratives. Swinging on chairs is strictly prohibited. Any
student requiring use of a charging chord
In the previous lessons students have must sit at the closest desk to a power
deconstructed a recount and identified the point.
features found inside this type of text
through teacher modelling as well as
completed a collaborative Recount in the
previous lesson.
In history students are completing the unit

First Contact, students have learned about
early Australian settlers alongside the life of
Indigenous Australians prior to first contact.

strategies
Content/Learning Experience
ICT: Students are Summative Assessment:
Introduction
presented with the In this lesson students are
(Engagement) opportunity to use creating their own
ICT in this lesson Pairs: Students imaginative recount
Before class preload each of the iPads with the with the Field will be in pairs
following web address utilising aspects from the
Building activity when utilising
http://www.bbc.co.uk/bitesize/ks2/english/writing/rec utilizing the iPads iPads inside of English and History
10 ounts/play/ . This is a link to an interactive game for and their touch the classroom curriculum to do so. For
minutes students to play with their partner and provides a screen capabilities. this is done to students to receive a
fun way to build the field for the lesson with This makes ensure each passing grade they must
students completing the sequencing challenges in learning more student is able to include the following in
the game. This activity should take students interactive and fun utilise one in
their recount:
Students are approximately 10 minutes to complete. for the students. some capacity.
learning how to
sequence a All iPads are preloaded with a library of titles High Expectations:
recount that has including a PDF version of The Little Refugee. are set for the • 5 W’s
been jumbled students when
into an Begin the lesson with all students sitting quietly in they utilise ICT this • Introduction
incomprehensib their desks, select two students who are is done to ensure
le order. demonstrating model behaviour to hand out iPads the devices are • Sequence of
to the class. iPads should be shared amongst treated Events/Complicatio
students at a ratio of 2:1. With students paired up appropriately and n
and with an iPad ask them to open the iPad’s and respectfully.
plug in their earphones located in their desks. • Conclusion
Instruct the students of the game they will be
ICT skills are playing and provide them with expectations for Multimodality: • 2 Literary
also being using technology and engaging in the game. Students are techniques
practiced • Pairs to be seated at all times engaging in
through literacy learning • 1 visual technique
completing this • Sharing between each other through a non-
activity. traditional method. The results from this
• Low level of talking noise The game activity will contribute
provides both towards the student’s final
• Respect the equipment and your partner. audio and visual
elements to mark for this unit of work.
After the allotted time has passed (allow a few literacy learning
minutes for students finishing up) ask the students that a book
to close the iPad’s and face the board at the front of cannot.
the classroom.
Body
(Exploration/Transformation/Presentation) Individual:
Students will be
25 – 30 Inform the class of their activity for the remainder of seated in their
minutes the lesson; students will be writing their own desks working
individually during
imaginative recount utilising learning undertaken in
this activity.
both the English and History Curriculums for Stage Students are
2. The content from both of these KLAs work asked to work
together with the books (The Little Refugee) theme independently as
of journeys. Students are asked to create an they will be
imaginative recount from the perspective of either of summative
Students are assessed on the
the following:
writing their own final product.
recounts
• A settler’s journey from England to Australia.
according to the Integrated
criteria written Curriculum: This
• An Indigenous Australians move across the
on the board. lesson
country when the seasons change. incorporates
features from both
• EAL/D students may write a recount about the English and
their own journey to Australia History Stage 2
Curriculums with
Write on the Board: To achieve a satisfactory mark students being
a student must include an introduction which presented with the
establishes the 5 W’s, a sequence of opportunity to
Students are access learning in
events/complication that involves 2 events and a
demonstrating English using a
their conclusion. Students must also include 2 language historical
understanding features and 1 visual feature in their texts (Students perspective.
of the will be working on this for the next 1-2 lessons
knowledge proceeding this). EAL/D students will be assessed Selection:
learnt in the using the criteria above however inclusion of Students are
history language features is not required. provided with the
curriculum by opportunity to
writing this If any student requires clarification on the 5 W’s select their own of
recount. the two topics to
play the following
base their writing.
https://www.youtube.com/watch?v=vXWK1-L41f0 a Students are also
song that helps students to remember the 5 W’s. allowed to select
their own events,
This lesson is the beginning, students will be characters, and
spending this lesson planning out and creating a text features.
draft of their Imaginative recounts. Students will be
peer editing in this lesson then self editing and
finishing their recounts in the next lesson, in the Differentiation:
EAL/D students
third and final students will be drawing
are provided a
accompanying images to their recount. simpler marking Assessment as Learning:
criterion and are occurs in this lesson with
During this time post the Little Refugee up onto the
Students are presented with
IWB and allow students to access resources and students using their peers
synthesizing their own unique
their ideas into texts inside the classroom that may assist them in option to recount to review and critique their
an engaging completing this activity. This allows students to gain their own personal first drafts.
and coherent ideas from the text/s as well as provide journey to
narrative. demonstration of different literary features students Australia. As with
may choose to include in their own recounts. the other lesson
these students are
Float throughout the classroom during this activity also allowed to
draw these
providing assistance to students that may have
experiences
questions or developed any misconceptions about however the
the activity or criteria for success. Once a student construction of a
has completed their work ask them to partner up basic written
with a peer and mark one and others draft recount should be
encouraged and/or
imaginative recounts.
assisted. Group:
Conclusion The concluding
discussion will be
(Presentation/Reflection) undertaken in
group form to
To conclude the lesson, bring the students down to encourage
the floor and engage in dialect asking students if participation and
they had any difficulties or if there was any Discussion: to allow students
5 confusion about the learning activity. Ask some of This lesson utilises who may be
minutes the student’s what topic they have selected and if a discussion of the uncomfortable
they would like to give the class a brief overview of content covered in with 1 on 1
their recount/plan. This discussion provides the lesson to assist interaction to
students who may be struggling for ideas in assessing seek help or learn
opportunity to hear from and be inspired by their student from a peer with
peers. comprehension the same
and provide problem.
students with
opportunity to
learn off of each
other as well as
ask questions.


Write a short 800 word justification of your planning decisions in which you discuss how you have incorporated multimodality, support for EAL/D
students, and assessment into your planning. This justification must be supported with references to subject content and readings.
The literacy unit I will be teaching to the students on my Year 3 class is on text type, recounts. Over the course of the unit students will experience learning
following the gradual release of responsibility model. This is done through the pacing of the content with students first being given the opportunity to first
engage with the content through a whole class and teacher central activity (Flint, et al. 2014. P149). The teacher central activity students engage in during the
first lesson utilises Explicit Teaching with a whole class discussion to allow for student engagement with the content. By deconstructing the text with the
students, they are shown the nuances and features that are utilised to create an engaging text/recount. EAL/D support is featured in this lesson with students
being provided a link to a video version of The Little Refugee, featuring small animations and multiple sound effects to allow students to engage with the
content from a variety of aspects (multimodality). To incorporate further support for these student’s precautions have been taken during the lesson planning
phase, specifically in material design by creating a simplified handout depicting the structure of a recount will be supplied to these students (Miller &
McCallum. 2015. p80). EAL/D students are further supported through incorporation of Vygotsky’s Theory of Cognitive Development, allowing the students to
co-construct their knowledge through cooperation and guided example (McDonald, 2010). Assessment is kept purely diagnostic in this lesson with students
only the student’s prior knowledge being assessed to inform instruction for the rest of the unit.
In the proceeding lesson students will have the field built through use of a multimodal presentation demonstrating the structure of a recount and activating the
student’s prior knowledge from the previous lesson. Building the field for students provides additional support for EAL/D learners, it “helps them to either
develop new concepts, or else map already acquired concepts on to their new language, English” (Using the Curriculum Cycle with ESL Learners, 2008). A
Think, Pair, Share, Activity is used as the first activity in the body of this lesson, TPS have students work collaboratively and provides students opportunity to
practice critical thinking. In a 2013 study by Siburian (Siburian. 2013. P42) student’s achievement in writing descriptive texts mean mark was improved by 20%
after 3 lessons utilizing a TPS approach to teaching and learning, demonstrating its capability for instruction in literacy. The ideas generated from the TPS are
then written up on the board for use during the next activity, a collaborative imaginative recount written by the TPS following a modelled example. Piaget’s and
Vygotsky’s Theories of Cognitive Development are both applied in this lesson to provide students with opportunity for collaboration as well as stimulation from
class organisation with students being able to sit with their partners and work at a low volume (McDonald, 2010). By modelling writing the teacher
demonstrates the writing behaviours for compiling this text type as well as vocalises the thought process undertaken (Flint et al. 2014. P153). Formative
assessment is undertaken in this lesson with students being asked to read their collaborative recounts aloud, this provides opportunity to give immediate
feedback to students and address any misconceptions that the class may have. EAL/D learners are not assessed on their writing but their ability to convey a
recount, these students are also given the option to draw their recounts providing opportunity for multimodality in their physical learning activities, alongside
continued support with collaborative alternatives (Gibbons. 2015).
The third lesson in this unit contains a cross-curriculum approach to learning with aspects from the students History subject being integrated into the lessons
learning as history is ideally suited to assist student development in literacy particularly in comprehension, language, analysis and communication. Before
beginning the central activity for the lesson the field is built using a multimodal resource to encourage student engagement and retainment of student
attention. For this lesson an online interactive game which has the students practice recount structure through a compilation of literacy mini games. In the
previous lesson students experienced the 2nd and 3rd steps of the curriculum cycle with students modelling the text type from the teacher and writing their own
through use of joint construction (Using the Curriculum Cycle with ESL Learners, 2008). In the body of this lesson students w ill be undertaking their first
Independent writing of the unit with students creating a draft of their own recount. The recount is based off of the journey theme found in Anh Do’s The Little
Refugee and asks students to utilise their learning from the History KLA particularly the First Contact unit. Students write their recounts from the perspective of
either a settler or Indigenous person around the time of first contact this creates a link to cultural and student personal background knowledge. To support
EAL/D students they are permitted to write/draw their recount about their own personal or their family’s journey to Australia, this creates authenticity in the
learning. Peer Editing is a technique used in this lesson, peer editing allows students to practice essential writing skills with the writer receiving guidance and
correction and the peer editor is given opportunity to think about how to improve their own writing (Flint et al. 2014. 176).
References:
Department of Education and Early Childhood Development. (2008). Using the Curriculum Cycle with ESL Learners [Ebook] (p. 1). Retrieved from
https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/eal/continuum/writecurric.pdf
Flint, A., Lowe, K., Shaw, K., & Kitson, L. (2014). Literacy in Australia: Pedagogies for Engagement (1st ed., p. 150). Milton, Queensland: John Wiley & Sons.
Gibbons, P. (2015). Collaborative group work and second language learning. In Scaffolding language, scaffolding learning : teaching English language
learners in the mainstream classroom (2nd ed.) (pp. 49-78). Portsmouth, NH. : Heinemann.
Miller, J. & McCallum, M. (2015). Intensive language scaffolding across the curriculum : an EAL literacy model. In J. Hammond & J. Miller (Ed’s.), Classrooms
of possibility : supporting at-risk EAL students (pp. 77-93). Newtown, NSW. : PETAA.
NESA. (2018) English K-10. Stage 3. Content. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/content/
NESA. (2018) English K-10. Stage 3. Outcomes. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/content-and-outcomes/
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curriculum/
NESA. (2018). History K-10. Stage 3. Outcomes. Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/outcomes/
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LESSON PLAN 1

Prior Knowledge Risk Assessment Resources

Syllabus Time Content/Learning Experience Teaching Class Assessment &

Liam Grady, 11543097, EML306, Assessment 2. 2

• Recount: Orientation, Sequence of Events, Explicit Teaching:

Intellectual Quality Quality Learning Environment Significance

Liam Grady, 11543097, EML306, Assessment 2. 4

Prior Knowledge Risk Assessment Resources

Syllabus Time Content/Learning Experience Teaching Class Assessment &

Liam Grady, 11543097, EML306, Assessment 2. 5

Liam Grady, 11543097, EML306, Assessment 2. 6

When I finally got to Australia I went straight to my

An old wizard lived there before me and he used a

Liam Grady, 11543097, EML306, Assessment 2. 8

Intellectual Quality Quality Learning Environment Significance

In history students are completing the unit

Syllabus Time Content/Learning Experience Teaching Class Assessment &

Transitions to next lesson

Intellectual Quality Quality Learning Environment Significance

Liam Grady, 11543097, EML306, Assessment 2. 14

NESA. (2018) English K-10. Stage 3. Content. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/content/

NESA. (2018) English K-10. Stage 3. Outcomes. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/content-and-outcomes/

NESA. (2018). History K-10. Stage 3. Outcomes. Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/outcomes/

Liam Grady, 11543097, EML306, Assessment 2. 16

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