Lesson Plan 10

Week 5
Date: Wednesday 29th of April 2015

Duration: 60 minutes

Unit: Shining the light on historical Australians

Lesson: 10 of 10

Level: Year level 6

Name: Australians who positively influenced our
society.

Curriculum
Humanities and social sciences
Australia as a nation: The contribution of individuals and groups, including Aboriginal and Torres Strait
Islander people and migrants, to the development of Australian society, for example in areas such as
the economy, education, science, the arts, sport. (ACHHK116).
o Researching places of birth of Australia’s people at one or more points of time in considering
notable individuals in Australian public life across a range of fields (for example the arts,
science, sport, education), including Aboriginal and Torres Strait Islander people, a range of
cultural and social groups, and women and men.
Historical skills / Chronology, terms and concepts: Sequence historical people and events (ACHHS117).
o Describe past events and changes.
Chronology, terms and concepts: Use historical terms and concepts (ACHHS118).
o Using historical terms and concepts related to the content such as ‘immigration’, ‘heritage’,
‘diversity’ etc.
Historical questions and research: Identify questions to inform an historical inquiry (ACHHS119).
o Researching reasons selected people migrated to Australia, identifying where they came from
and ‘What impact have they had on the character of Australian society?’
Identify and locate a range of relevant sources (ACHHS120).
o Using internet search engines, museums, library catalogues and indexes to find material
relevant to an inquiry.
Literature
Creating literature: Experiment with text structures and language features and their effects in creating
literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800).
o Students demonstrate their ability to produce a historical recount using the correct text
structure and language features.

General capabilities and cross curriculum
General capabilities
Literature / Creating literature
Experiment with text structures and language features and their effects in creating literary texts, for
example, using imagery, sentence variation, metaphor and word choice (ACELT1800).
o Students demonstrate their ability to produce a historical recount using the correct text
structure and language features.

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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Personal and social capability
Students develop and use personal and social capability while performing a historical inquiry. This
includes empathy, reflective practice, communication skills, teamwork, a disposition to make a
contribution to their communities and society more broadly and an appreciation of the perspective of
others.
Intercultural understanding
o Students develop intercultural understanding as they learn that national identities are shaped
by the perspectives, beliefs and values of people, past and present.
Cross curriculum Priorities
Aboriginal and Torres Strait islander histories and culture
o Students examine historical perspectives from an Aboriginal and Torres Strait Islander
viewpoint.
Asia and Australia’s engagement with Australia
o Students to develop an understanding of histories of the diverse peoples of Asia and their
contributions to the region and the world.

Lesson Overview
Integrating socially model of inquiry stage: Taking Action
Lesson 10: This lesson is designed for students to dedicate a significant amount time to planning,
drafting and writing a Historical Recount (Summative Assessment). At the beginning of the lesson
students watch a motivational video about assessment planning and strategies on how to ensure all
requirements are met. A whole class discussion will be held to communicate the assessment item
requirements and marking criteria and allow students time to ask question and clarify misconceptions.
The structure, grammatical requirements and process of writing a historical recount will also be
discussed at the beginning of the lesson, paying particular attention to the requirements of the
historical recount’s Background. Students then spend the majority of lesson 10 planning and drafting
their historical recount. Towards the end of the lesson the Peer Assessment sheet and Historical
Recount Checklist will also be discussed.
Lesson 11: At the beginning of this lesson the teacher recaps requirements of Record of Events and
answer student questions. Students spend the majority of the lesson continuing to draft their
summative assessment item. Towards the end of the lesson students peer review their partners work
and provide feedback etc.
Lesson 12: At the beginning of this lesson the teacher recaps requirements of Evaluation and ensuring
students also provide a description on how their person positively influenced our society. Students
spend the majority of the lesson continuing to write their summative assessment item. Towards the
end of the lesson students peer review their partners work and provide feedback etc.

Lesson Objectives
By the end of lesson 10 students will have achieved the following:
o Identified strategies required to plan a summative assessment item.
o Comprehension of the summative assessment items requirements and marking criteria.
o Understands the structure of a historical recount.
o Planned and drafted their historical recount’s Background.
o Reviewed a peer’s work and received feedback on their Background.
o Edit and finalise their Background.

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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By the end of lesson 11 students will have achieved the following:
o Drafted their historical recount’s Record of Events.
o Reviewed a peer’s work and received feedback on their Record of Events.
o Edit and finalise their Record of Events.
By the end of lesson 12 students will have achieved the following:
o Drafted their historical recount’s Evaluation, which is a description on how their person
positively influenced our society.
o Reviewed a peer’s work and received feedback on their Evaluation.
o Edit and finalise their Evaluation.

Students Prior Knowledge
Students have prior knowledge in:
o Students have a growing knowledge of historical people in Australia.
o Students have knowledge of how some people and groups shaped Australia’s first colonies
(ACHHK097).
o Students demonstrate the ability to express tense and 1st and 3rd person.
o Students have previous practical experience handling digital technologies to collect online data.

Assessment
Assessment of learning (Summative Assessment):
During lesson 10-12 students are able to demonstrate the knowledge acquired throughout the unit by
writing a Historical Recount. Refer to the attached Historical Recount Assessment Checklist and the
Historical Recount Criteria Sheet.

Inquiry question
Key inquiry question:
o Which influential past and present people have positively influenced our Australian society?

Lesson Structure
Time

Introduction & Motivation

Teaching
Resources

Orientation Phase - 20 minutes

3 mins

12 mins

To help students plan their summative assessment the Big6
Research Model for Middle School Students YouTube clip will
be viewed.

- Discuss assessment item and distribute the Historical
Recount Checklist
- Deciding on preferred format e.g. students can choose to
display their historical recount as either a poster or flip
book, or as a PowerPoint Slide or book created in the Book

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

Resources:
o https://youtu.be/
RMIpoDLrXRg
o Historical
Recount criteria
sheet
o Historical
Recount Checklist
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Creator app. Either format requires the use of ICT as hand
writing is not allowed.
- Review structure, grammatical requirements and process
when writing a Historical Recount
- Recap requirements of Background Structure and answer
student questions.
- Deciding on appropriate approach e.g. 1st person diary, 2nd
person witness etc.
5 mins
Time

- Discuss and distribute the criteria sheet.
- Discuss peer assessment sheet
Main Content

Teaching
Resources

Enhancing Phase - 30 minutes
30 mins

Students begin to drafting their summative assessment item
using the following resources:
o Student history books containing work completed
throughout the unit to date;
Approved internet sources.
o

http://alldownunder.com/australian-aussies/nationalliving-treasure.htm
o http://www.whitehat.com.au/australia/people/Living.asp
o http://adb.anu.edu.au/
o http://search.abc.net.au/s/search.html?collection=abcall_
meta&form=simple

Time

Conclusion

Resources
o Student history
books
o Internet
connection
o iPads or desktop
computers

Teaching
Resources

Summarising Phase – 10 minutes
5 mins

Students review another student’s work and provide feedback
on their drafted Background.

5 mins

Students review the feedback received and spend the
remainder of the lesson editing and finalising their
Background.

Resources
o Student history
books

Differentiation of learning
Vygotsky Social Learning Theory - Zone of proximal development
Students scaffold writing the historical recount by providing and receiving feedback from peers (Marsh,
2010).
Gardner’s Theory of Multiple Intelligence
This lesson accommodates the needs, abilities and preferred learning styles (Gardner’s Multiple
Intelligences) of all students in the following way:
o Linguistic and visual students able to write and visual concepts in the concept map generator;
o Logical/Mathematical students encouraged to reason, record, analyse, compile information and
design plans;
o Interpersonal students encouraged to discuss, respond, visualize, question and clarify throughout
the lesson;
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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o Intrapersonal students encouraged to reflect and express their ideas;
o Bodily/Kinaesthetic students encouraged to use the hands on Popplet application; and
o Naturalist students encouraged to relate, discover and observe others throughout the lesson.
Other considerations
o Students who require additional assistance will be able to jointly construct and complete the
Historical Recount with assistance from the teacher and /or teacher aid.
o Gifted and talented students are encouraged to begin writing a paragraph explaining why they
believe their historical person positively influenced our Australian society. To do this students
simply expand the points they already included in their concept map.
o Special needs students will be able to complete activities using an iPad and / or receive assistance
from a scribe.
Students with hearing impairments will be assisted with the use of a ‘Front Row’ voice amplifier and
written instructions displayed on the overhead projector for continual reference throughout lessons
(Marsh, 2010).

Evaluation
o
o
o
o
o

Did the students connect with the earning outcomes of the unit through the inquiry question?
Were the students effectively catered for throughout the lesson?
Did the student enjoy the hands on approach to learning?
Did the questions asked provide an insight into student higher order thinking?
What could be improved to assist those students who are having difficulties with the concepts?

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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HISTORICAL RECOUNT ASSESSMENT CRITERIA SHEET
STUDENT NAME:
DESCRIPTORS
Extending
Group / Student
extended beyond
the knowledge
skills &
understanding of
the unit.

Proficient
Group / Student
worked beyond
the knowledge
skills &
understanding of
the unit.

Demonstrating
Group / Student
demonstrated the
knowledge skills &
understanding of
the unit.

INDIVIDUAL

STUDENT

Developing
Group / Student
developed the
knowledge skills &
understanding of
the unit.

Emerging
Group / Student
knowledge skills &
understanding of the
unit require support.

ASSESSMENT

Historical Skills / Historical questions and research
Accurately researched topic thoroughly by identifying and locating a range of relevant sources
(ACHHS120).
Extending

Proficient

Demonstrating

Developing

Emerging

Historical Skills / Chronology, terms and concepts
Accurately sequenced historical people and events (ACHHS117).
Extending

Proficient

Demonstrating

Developing

Emerging

Developing

Emerging

Historical Skills / Chronology, terms and concepts
Uses historical terms and concepts (ACHHS118).
Extending

Proficient

Demonstrating

Historical Knowledge and Understanding / Australia as a nation
Adequately comprehended the contribution of individuals to the development of Australian society
in areas such as the economy, education, science, the arts, sport (ACHHK116).
Extending

Proficient

Demonstrating

Developing

Emerging

Literature / Creating literature:
Historical Recount follows the correct text structure (ACELT1800).
Extending

Proficient

Demonstrating

Developing

Emerging

Literature / Creating literature:
Historical Recount includes appropriate language features and includes imagery, sentence variation,
metaphors and appropriate word choice and tense (ACELT1800).
Extending

Proficient

Demonstrating

Developing

Emerging

TEACHER FEEDBACK:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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HISTORICAL RECOUNT ASSESSMENT CHECKLIST
Student Name:

Features of Recount Writing
What type of historical recount are you
going to create?
Example: Letter, biography, write up of
event, diary, etc.
What tense would be appropriate?
Example: Informal diary  1st person
Formal biography  1st person
Letter  1st or 2nd person
3rd party recount of events  3rd person
Does your Background provide who,
what, when and where information, and
include details of events that led up to the
significant event?
Does your Record Of Events include
causes and consequences of events?

Did you sequence events in time order?

Have you used time connectives?
Example: next, meanwhile, within hours,
soon afterwards, weeks later, etc.
Have you used powerful verbs?

Have you used historical terms and
concepts learnt throughout the unit?
Does your Evaluation clearly identify the
contribution your person made to the
development of Australian society?
Have you checked your spelling and used
a dictionary to check spelling of new
words?
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References
ABC. (2015). Retrieved 19/03/2015 from
http://search.abc.net.au/s/search.html?collection=abcall_meta&form=simple

ALLdownunder.com.au. (n.d.). Australian national living treasure. Retrieved 19/03/2015 from
http://alldownunder.com/australian-aussies/national-living-treasure.htm

Ashman, Adrian, and John Elkins. Education for inclusion and diversity. 4th. Frenchs Forest NSW:
Pearson Australia, 2012.

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
history, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1#level6

Australian Dictionary of Biography. (2015). Retrieved 19/03/2015 from http://adb.anu.edu.au/

Marsh, Colin. Becoming a teacher: Knowledge, skills and issues. 5th. Frenchs Forest, NSW: Pearson
Australia, 2010.

Popplet for School. (n.d.). Retrieved March 19, 2015, from http://popplet.com/

White. (2015) The white hat guide to 100 important living Australians. Retrieved 19/03/2015 from
http://www.whitehat.com.au/australia/people/Living.asp

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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