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Learning

Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

1

Introduction
of Focus Text
Time:
 1 hour

Day:
 Monday
morning

Organisation:
 Whole
class
 Sitting on
floor

Literacy Indicators:
 LS5 v. Use
interaction and
communication
skills to
contribute to
and extend
discussions by:
• clarifying ideas
• offering
explanations
for a point of
view
• introducing
topics using
agreed
protocols

Australian
Curriculum:
 ACELA1504
 ACHHK094
 ACHHS104








Motivation:
Introduce the focus text to
class. Discuss students’ prior
knowledge about non-fiction
texts – what they can expect
from the book.
Purpose for reading the text –
focus on the perspective of the
early settlers and the way they
viewed Australian animals.

Procedure:
Read focus text aloud to class
for approximately half an hour,
stopping to point out key
perspectives of the European
settlers.

Conclusion:
Reflect with students.
Discuss language choices and
perspectives of the European
settlers.

Developmental Delay:
During reflection, check
for comprehension.

ADHD:
The structure of the
book should engage this
student.

EAL/D:
During reflection, check
for comprehension.

Indigenous:
During reflection, check
for comprehension.

Hearing Impairment:
Ensure line of sight to
teacher and book.
During reflection, check
for comprehension.

 Murray, K.
(2013). Topsy-
turvy world:
How
Australian
animals
puzzled early
explorers. Can
berra,
Australia:
National
Library of
Australia.

 Observation
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

2

Responding to
the text
Time:
 1 hour

Day:
 Monday
afternoon

Organisation:
 Whole
class
 Sitting on
floor

Literacy Indicators:
 LS5 i. Identify
purposes for
listening and
speaking, select
and modify text
structures and
language
features
appropriate for
the content and
context
 LS5 vii. Use new
learning area
vocabulary to
provide specific
meaning

Australian
Curriculum:
 ACELT1608
 ACELY1702
Motivation:
Remind students of the focus
text. Ask for questions and
comments about the text.
Provide students with graphic
organisers to be filled out
during reading. Read through
it with students – remind them
that they need to think about
the settlers perspectives as
well as the factual information
received.

Procedure:
Read the next animal chapter.
As the chapter is read,
students should analyse the
information to complete the
graphic organisers.

Conclusion:
Reflect with students.
Discuss the information in the
graphic organisers.
Did everyone get all the
answers? Were there any
questions or troubles?
Re-read parts of the chapter as
necessary.



Developmental Delay:
Graphic organiser will
guide students.

ADHD:
Graphic organiser will
focus student.

Gifted:


EAL/D:
Graphic organiser will
guide students.

Indigenous:


Hearing Impairment:

 Murray, K.
(2013). Topsy-
turvy world:
How
Australian
animals
puzzled early
explorers. Can
berra,
Australia:
National
Library of
Australia.
 Graphic
organisers
 Workbooks
 Pencils
 Glue
 Observation
 Informal
assessment
of note
taking
through
graphic
organisers
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

3

Poster
perspectives
Time:
 1 hour

Day:
 Tuesday
morning

Organisation:
 Pairs at
desks
 Individual
s at desks

Literacy Indicators:
 WC5 xii. Use
visual features to
enhance and
clarify meaning
and express and
extend ideas and
information, e.g.
flow charts,
cross-sections
 WC5 v. Build
meaning within
paragraphs by
using:
• sentences to
sequence
information
and join main
ideas and
supporting
details
• pronouns to
maintain
cohesion
within
sentences and
paragraphs

Aus. Curriculum:
 ACELY1704
 ACELY1706
Motivation:
Students will be given lesson
objectives and a schedule for
the class. Students will be
encouraged to discuss
amongst their pairs the
perspectives.

Procedure:
Poster – how European
Settlers saw the Australian
animals and how the student
sees them.
Key facts and images, written
and drawn by student pairs.

Quick write – students to
individually write a paragraph
in their English workbooks
about what similarities and
differences they found when
making their posters.

Conclusion:
Posters will be discussed and
presented. Each student will
point out one similarity and
one difference from their
perspective to the settlers.
Posters will be displayed in the
classroom.

Developmental Delay:
Working in pairs will
allow these students to
be scaffolded by their
peers.

ADHD:
Student should be
motivated by the
personal perspective and
creative aspect.

Gifted:
This student has the
ability to expand their
own learning in this
lesson and scaffold a
peer.

EAL/D:
Peer scaffolding.

Indigenous:
Peer scaffolding.

Hearing Impairment:
At front for conclusion.
 A3 paper
 Coloured pens
and pencils
 English
workbooks
 Pencils
 Observation
of students
work in pairs
 Observation
of
presentation
– have
students got
a grasp of
different
perspectives
?
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

4

Reading
comprehensio
n
Time:
 1 hour

Day:
 Tuesday
afternoon

Organisation:
 Small
groups
 Around
the
classroo
m

Literacy Indicators:
 VR5 i. View,
read, navigate
and select texts
for specific
personal, social
and learning
purposes
 VR5 iii. Use text-
processing
strategies when
viewing and
reading,
including:
• skimming and
scanning texts
• comparing
content from
sources
• analysing
similarities and
differences

Australian
Curriculum:
 ACELA1797






Motivation:
This lesson will build students
background knowledge and
assist them when it comes to
doing research for
assessments within this unit.

Procedure:
Students work in small groups
on reading comprehension
strategies.
Each group is given a handful
of different texts and are
required to navigate the texts
in order to discover what they
are about.
Each group will write 2-3
sentences describing each of
their texts.

Conclusion:
Students will share with their
peers the strategies they used
to be able to write their
sentences. For example, read
the headings, the table of
contents, the first sentence
etc.

Developmental Delay:
Peer scaffolding.

ADHD:
Peer scaffolding. Not
confined to a desk.

Gifted:
Able to assist their peers.

EAL/D:
Peer scaffolding.

Indigenous:
Peer scaffolding.

Hearing Impairment:
Ensure minimal
background noise and
this group away from
others.
 Information
texts
 English
workbooks
 Pencils
 Observation
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

5

Recount
writing and
modelling
Time:
 1 hour

Day:
 Wednesd
ay
morning

Organisation:
 Whole
class
 Sitting on
the floor

Literacy Indicators:
 WC5 ii. Write
and create
learning area
texts,
demonstrating
increasing
control and using
modelled
structures to
organise
information
 WC5 v. Build
meaning within
paragraphs by
using:
• sentences to
sequence
information
and join main
ideas and
supporting
details
• pronouns to
maintain
cohesion
within
sentences and
paragraphs

Aus. Curriculum:
 ACELA1504
Motivation:
Watch YouTube video on
recount writing.
Display Recount Poster on the
wall for student reference
throughout series of lessons.
Teacher does model on the
board using students’ topic.

Procedure:
Teacher and students write a
recount together.
Students evaluate and edit
recount with teacher
assistance to ensure all
elements are in recount.
Students write recount in their
workbooks along with the
teacher.

Conclusion:
Reflect on language choices 
could they be better? Is there
something you would change?
Ask for feedback  does
everyone think they could
write one individually? Does
anyone need more guidance or
explanation?



Developmental Delay:
Teacher model and peer
scaffold.

ADHD:
Will need to be focused
by teacher – ask for
input and points of
interest.

Gifted:
Can move forward with
recount in own
workbook if they choose.

EAL/D:
Teacher model and peer
scaffold.

Indigenous:
Teacher model and peer
scaffold.

Hearing Impairment:
Visual aids and written
work will assist
comprehension. Line of
sight necessary.
 YouTube
video
(Skwirkonline,
2012)
 Recount
Poster
 White board
 White board
markers
 English
workbooks
 Pencils
 Observation
– particularly
of student
participation
and
responses
during
reflection
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

6

Research for
recount
Time:
 1.5 hours

Day:
 Thursday

Organisation:
 Individual
 At desks

Literacy Indicators:
 VR5 i. View,
read, navigate
and select texts
for specific
personal, social
and learning
purposes
 VR5 ii. View and
read written,
visual and
multimodal
learning area
texts that:
• use chapters,
text boxes,
home pages
and subpages,
topic sentences
and paragraphs
organised
according to
chronology to
assist
navigation and
enhance
readability
• connect
relationships
between ideas
and concepts
within and
Motivation:
Explain to students the lesson
objectives.
Discuss with students the key
points to research.
Students choose a perspective
to research – settler or
Indigenous.
Provide information texts and
ICT – website starting point for
students in resources.
Students should be reminded
of their responsibilities when
using ICT.

Procedure:
Students research their chosen
perspective.
Students need to navigate
websites and texts to guide
their research.
Teacher provides guidance to
students. Available for
questions and to point
students in the right direction.
Students should gather all
their information into their
workbooks to be available for
their recount writing.

Conclusion:
Students gather in small
Developmental Delay:
Might need more
direction in research.
Provide a list of
questions to answer if
necessary.

ADHD:
Will probably need
lesson broken up –
provide small learning
activities to do in
between and more
guided research
questions.

Gifted:
Can work beyond as they
wish.

EAL/D:
Might need clarification
on new words. Provide a
dictionary and assist
where necessary.

Indigenous:
Might need more
guidance – provide
questions to answer if
necessary.

 Information
texts
 ICT
 English
workbooks
 Pencils
 Printer
 (Australian
Children's
Television
Foundation &
Education
Services
Australia Ltd,
2011). http://
www.myplace
.edu.au/decad
es_timeline/1
780/decade_l
anding_22.ht
ml
 Literacy
Support
teacher
 Observation
of students
working
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment
between texts

Aus. Curriculum:
 ACELT1608
 ACELY1702
 ACELY1703
 ACHHK094
 ACHHS101
 ACHHS103
 ACHHS104





















groups to discuss some of the
main points of their research.
Their peers can evaluate their
information and share further
pertinent points.

Hearing Impairment:
Should not need
modification for this
lesson.

Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

7

Draft recounts
Time:
 1 hour
(does not
count)

Day:
 Friday
morning

Organisation:
 Individual
 At desks

Literacy Indicators:
 WC5 ii. Write
and create
learning area
texts,
demonstrating
increasing
control and using
modelled
structures to
organise
information
 WC5 iii. Plan,
draft and publish
texts using
strategies
including:
• understanding
how writers
innovate on
text structures
• organising
main ideas and
supporting
details using
key questions
or graphic
organisers
• using features
such as text
boxes, topic
sentences,
Motivation:
Provide students with a
checklist of what should be in
their recount. Go over the
checklist with them to ensure
they understand each piece.

Procedure:
Students draft their recounts.
Teacher available to provide
guidance and assistance.

Conclusion:
Reflect with students about
their progress. Ask for
questions and discuss what
teacher has seen done well
during the process.

Developmental Delay:
Literacy support teacher
available as well as
teacher for guidance.

ADHD:
Literacy support teacher
can assist with keeping
this student on track.

Gifted:
Can work beyond if they
choose to.

EAL/D:
Literacy support teacher
available as well as
teacher for guidance.

Indigenous:
Literacy support teacher
available as well as
teacher for guidance.

Hearing Impairment:
Should not need
modification for this
lesson.

 Checklist
 English
workbooks
 Pencils
 Literacy
Support
teacher

 Observation
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment
home pages
and subpages
to aid
navigation and
usability
• editing for
meaning and
structure using
agreed criteria

Australian
Curriculum:
 ACELT1612
 ACELY1704
 ACELY1706
 ACHHK094
 ACHHS105














Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

8

Editing
recounts
Time:
 2 hours

Day:
 Friday
afternoon

Organisation:
 In pairs
 Individual
 At desks

Literacy Indicators:
 WC5 iii. Plan,
draft and publish
texts using
strategies
including:
• understanding
how writers
innovate on
text structures
• organising
main ideas and
supporting
details using
key questions
or graphic
organisers
• using features
such as text
boxes, topic
sentences,
home pages
and subpages
to aid
navigation and
usability
• editing for
meaning and
structure using
agreed criteria
 WC5 ix.
Proofread and
Motivation:
Inform students of the process
of the lesson. Write on the
board the schedule for the
lesson, including time guides
for each section.

Procedure:
Students reread their own
recounts. Identify points they
would like help with.
In pairs, students swap
recounts and each partner
finds one thing to help with,
one thing they like about it
and asks for one thing the
author would like help with.
When the pairs have both had
a turn, students return to their
own recount and make the
identified changes.
Students should then edit their
work for punctuation,
vocabulary and spelling errors.
During this process, the
teacher will call up students to
conference with them about
their recount.
Once all editing is complete,
students can collect a laptop
and type up their final copy on
word.
Developmental Delay:
Literacy support teacher
available as well as
teacher for guidance.

ADHD:
Literacy support teacher
available as well as
teacher for guidance and
support/focus.

Gifted:
Should not need
adjustment – can work
beyond and scaffold
peer.

EAL/D:
Literacy support teacher
available as well as
teacher for guidance.

Indigenous:
Literacy support teacher
available as well as
teacher for guidance.

Hearing Impairment:
Minimise background
noise and keep pair away
from other students.

 White board
and marker
 Student
recounts in
English
workbook
 Pens/pencils
 Laptops
 Recount
checklist
 Literacy
support
teacher
 Formative
assessment
of recounts
using
checklist
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment
edit writing,
using knowledge
of editing
techniques

Australian
Curriculum:
 ACELY1704
 ACELY1705
 ACELY1706
 ACELY1707

Conclusion:
When all students have typed
up their recount it should be
printed off. Students have the
opportunity to share their
work with their peers. The
class is encouraged to evaluate
the work presented in terms of
the checklist they were
working to.




















Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

9

First
Australians
Clip
Time:
 1 hour

Day:
 Monday
morning

Organisation:
 Whole
class
 Small
groups
 At desks

Literacy Indicators:
 LS5 v. Use
interaction and
communication
skills to
contribute to
and extend
discussions by:
• clarifying ideas
• offering
explanations
for a point of
view
• introducing
topics using
agreed
protocols
 WC5 vi. Use
words and word
groups including:
• extended noun
groups,
phrases and
adjectives to
extend ideas
and
information
• adverbs or
phrases to add
detail to
actions and
thoughts
Motivation:
Explain to the students that
they will be watching a clip.
Tell them what they need to
be watching for (perspectives
and feelings of the settlers and
the Indigenous Australians)
and the learning objectives for
the lesson. Watch clip on
website (resources).

Procedure:
Once students have watched
clip, have a discussion about
the different things they saw.
If necessary, replay bits of the
clip for clarification.
Students should respond with
the different thoughts and
feelings of the people
involved.
Ask students how they think
they would have felt in their
shoes – each side of the story.
After the discussion, students
should form small groups at
their desks. In these groups,
students should make a
concept map on A3 paper that
demonstrates their
comprehension of the details
in the clip. There should be
Developmental Delay:
Literacy support teacher
available as well as
teacher for guidance.

ADHD:
Literacy support teacher
available as well as
teacher for guidance.

Gifted:
Student is able to
scaffold peers.

EAL/D:
Literacy support teacher
available as well as
teacher for guidance.

Indigenous:
Literacy support teacher
available as well as
teacher for guidance.

Hearing Impairment:
Ensure student is at the
front for the viewing of
the clip and has line of
sight to speakers.

 (National Film
and Sound
Archive,
2008). http://
aso.gov.au/titl
es/documenta
ries/first-
australians-
episode-
1/clip2/
 English
workbooks
 Pencils
 A3 paper
 Literacy
Support
teacher
 Observation
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment
• verbs to show
certainty,
probability or
obligation

Australian
Curriculum:
 ACELT1608
 ACELY1706
 ACHHK094
details about perspectives of
settlers and Indigenous, as
well as the events that took
place.
Students should write key
facts in their workbooks.

Conclusion:
Whole class reflection on the
clip and the students’ concept
maps. Incorporate students’
ideas into a class concept map
to be displayed in the
classroom.

















Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

10

Research
presentation
Time:
 1.5 hours

Day:
 Monday
afternoon

Organisation:
 Individual
students
 Library
lesson


Literacy Indicators:
 VR5 i. View,
read, navigate
and select texts
for specific
personal, social
and learning
purposes
 VR5 ii. View and
read written,
visual and
multimodal
learning area
texts that:
• use chapters,
text boxes,
home pages
and subpages,
topic sentences
and paragraphs
organised
according to
chronology to
assist
navigation and
enhance
readability
• connect
relationships
between ideas
and concepts
within and
Motivation:
Provide students with the task
objectives and the marking
rubric. Go through both to
ensure all students grasp the
learning objectives and know
how to complete the task.
Students should be well
prepared for this task
following the research for their
recounts.

Procedure:
Research the perspective the
student did not research for
their recount.
Students need to navigate
websites and texts to guide
their research.
Teacher provides guidance to
students. Available for
questions and to point
students in the right direction.
Students should gather all
their information into their
workbooks to be available for
their presentation writing.

Conclusion:
Students can discuss with their
peers what they have
researched. Their peers can
Developmental Delay:
Might need more
direction in research.
Provide a list of
questions to answer if
necessary.

ADHD:
Will probably need
lesson broken up –
provide small learning
activities to do in
between and more
guided research
questions.

Gifted:
Can work beyond as they
wish.

EAL/D:
Might need clarification
on new words. Provide a
dictionary and assist
where necessary.

Indigenous:
Might need more
guidance – provide
questions to answer if
necessary.

 Literacy
Support
teacher
 Library
computers
 Library
research
books
 Library staff
 Observation
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment
between texts

Aus. Curriculum:
 ACELT1608
 ACELY1702
 ACELY1703
 ACHHK094
 ACHHS101
 ACHHS103
 ACHHS104





















scaffold their information by
providing added points from
their own research.
Hearing Impairment:
Should not need
modification for this
lesson.


Teacher, literacy support
teacher and library staff
are all available for
questions and guidance
throughout the lesson.
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

11

Draft
presentation
and Create
Haiku Deck
Time:
 1 hour
(not
counted)
 1 hour
(counted)

Day:
 Tuesday

Organisation:
 Individual
students
 At desks


Literacy Indicators:
 LS5 ii. Plan,
research,
rehearse and
deliver spoken
presentations
specific to
learning areas
by:
• taking notes,
identifying key
ideas and
information
• applying the
stages and
characteristics
of spoken text
structures
• selecting
multimodal
resources to
influence
audience
reaction
 WC5 ii. Write
and create
learning area
texts,
demonstrating
increasing
control and using
modelled
Motivation:
Go over the marking rubric
again with students before
they begin drafting. Remind
them of the objectives and
what is required of them.
Although they have used Haiku
Deck before, go over the
basics with the class again.

Procedure:
Draft speech – students use
the information they have
researched to draft their
speech. They have the task
sheet and rubric available to
consult.

Create Haiku Deck – this is an
online presentation maker
(also available on iPad). It is a
simple way to create
presentations, a good
alternative to powerpoint.
Students are able to input
their information and choose
pictures from the extensive
database that correspond with
their text. These ICT
presentations should match
students oral presentations
and provide the audience with
Developmental Delay:
Teacher and literacy
support teacher are
available to assist.

ADHD:
Teacher and literacy
support teacher are
available to assist.

Gifted:
This student can
progress at their own
pace.

EAL/D:
Teacher and literacy
support teacher are
available to assist.

Indigenous:
Teacher and literacy
support teacher are
available to assist.

Hearing Impairment:
This student should not
need assistance due to
their diverse need.

 Literacy
Support
teacher
 (Giant
Thinkwell, Inc,
2014).
https://www.
haikudeck.co
m/
 English
workbooks
 Pencils
 ICT

 Observation
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment
structures to
organise
information

Australian
Curriculum:
 ACELT1612
 ACELY1700
 ACELY1704
 ACELY1706
 ACELY1707
 ACHHK094
 ACHHS105
 ACHHS106

















further information.

Conclusion:
Students will be required to
complete their speech at
home and rehearse prior to
presenting.
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

12
Time:
 1 hour

Day:
 Thursday

Organisation:
 Whole
class
 Small
groups
 Sitting on
the floor
 At desks
Literacy Indicators:
 VR5 i. View,
read, navigate
and select texts
for specific
personal, social
and learning
purposes


Australian
Curriculum:
 ACELA1504
 ACELT1608
Motivation:
Re-introduce the focus text.
Read one chapter (pre-chosen
and with photocopies
scrambled for class).

Procedure:
The chapter that has just been
read to the student has been
scrambled up.
Each group has been given the
scrambled chapter and have to
work together to put it back
together.
When students are confident
that they have put it back
together correctly they can
glue the pieces onto the spare
A4 paper.

Conclusion:
Students will reflect on the
activity as a whole class.
Teacher will guide questions
and ask the class what
strategies they used to
complete the task.

Developmental Delay:
The teacher and literacy
support teacher will be
available to guide
students. Peer
scaffolding will also
assist student.

ADHD:
The teacher and literacy
support teacher will be
available to guide
students. Peer
scaffolding will also
assist student.

Gifted:
This student can peer
scaffold her group.

EAL/D:
The teacher and literacy
support teacher will be
available to guide
students. Peer
scaffolding will also
assist student.

Indigenous:
The teacher and literacy
support teacher will be
available to guide
 Murray, K.
(2013). Topsy-
turvy world:
How
Australian
animals
puzzled early
explorers. Can
berra,
Australia:
National
Library of
Australia.
 A4 paper
 Glue
 Literacy
Support
teacher
 Observation
Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment
students. Peer
scaffolding will also
assist student.

Hearing Impairment:
This student should be
able to access the
learning in this lesson.























Learning
Experience #
and Name
Duration and
Classroom
Organisation
Learning Objectives Learning Experience
Description
Differentiation Resources Assessment

13

Presentations
and Peer
evaluations
Time:
 2 hours

Day:
 Friday

Organisation:
 Sitting at
desks
 Watching
peers
present

Literacy Indicators:
 LS5 ii. Plan,
research,
rehearse and
deliver spoken
presentations
specific to
learning areas
by:
• taking notes,
identifying key
ideas and
information
• applying the
stages and
characteristics
of spoken text
structures
• selecting
multimodal
resources to
influence
audience
reaction

Australian
Curriculum:
 ACELY1700
 ACELY1707
 ACHHS106
Motivation:
Students will be invited to pick
a number out of a hat to
determine the order of
presentations. Students will
be given an outline of what
will be happening and asked to
think critically during each
presentation so they have
feedback to give at the end.

Procedure:
Students take turns delivering
their presentations to their
peers. At the end of each
presentation the class are
invited to ask questions for the
student to answer.
The students peers will be
asked to do a peer evaluation
of the students presentations
– what did you learn? What
would you do differently next
time?

Conclusion:
After the presentations there
will be a class reflection. How
do you feel? What did they
learn? What do you still want
to know?
All students will be
required to participate
and engage in this
lesson to the best of
their ability. There will
be no specific
differentiation – use
teacher discretion on
the day.


 Haiku Deck
presentations
 Speeches
 Rubrics
 Summative
assessment -
Oral
presentation
rubric