LEARNING AREA: History LESSON TOPIC: Preparing for Assessment
YEAR LEVEL: 1
LENGTH of LESSON: 40 minutes (with short break in middle)
CURRICULUM LINKS
ACHHK030 Differences and similarities between students' daily lives and life during their parents
and grandparents childhoods, including family traditions, leisure time and communications
examining and commenting on photographs and oral histories (for example talking to
parents, grandparents and other elders) to find out how daily lives have changed
ACHHS037 Develop a narrative about the past.
relating a story about life in their parents or grandparents time (orally or through pictures
and photographs)
LEARNING OUTCOMES
By the end of this lesson students will
Understand how daily life has changed from the time of their grandparents to them
Develop an understanding of narrative text types and relate this to their oral presentation
Develop their knowledge gathered in their interviews into a narrative text type (to be
practised at home)
LESSON OBJECTIVES
During this lesson students will
1. Discuss briefly as a class what they gathered from their interviews
2. Begin developing a narrative text type as a class
3. Fill in a storyboard of the narrative they wish to tell to rehearse at home with parents
KEY INQUIRY QUESTION
How have the roles and structure of families changed or remained the same in the past and
present, and what impacts these changes?
STUDENTS PRIOR KNOWLEDGE
Interviews with grandparents complete
Understanding of narrative text types (work continued on in English lessons)
Understanding of how to fill in a storyboard
PREPARATION:
Resources
Clipboards and Pencils
Storyboards (printed for students by teacher)
Desks
Hula Hoops x 4 with laminated cards: Orientation (introduce characters),
Complication (something bad happens), Resolution (solve the problem), Conclusion
(wind down story)
Checklist for assessment for learning
Classroom Organisation
Students to gather on floor for beginning classroom discussion
Remain as group for Hula Hoop activity
Return to desks or quiet space in the room (away from peers) to plan story board
LESSON PROCEDURE
Motivation (Orientating Phase) 5 minutes
Gather students to the floor for a brief class discussion revolving around what they learnt
from their interviews
Link questions back to narratives and telling a story
Have a quick narrative refresh session and remind students that there are posters
displayed around the classroom to refresh their memory if they forget (working on
narratives in English as well)
Have children remain on floor and set up Hula Hoop activity sending children with EAL/D or
other specific learning needs out with a teacher aide or learning support staff member for a
more focused experience
Procedure (Enhancing Phase) 15-20 minutes & 10-15 minutes
First 15-20 minutes: Hula Hoop Activity
Set up all four Hula Hoops at the front of the classroom and place designated posters in
each hoop, in the correct order
Demonstrate to students the procedure of telling a story using the hoops as a guide: Hoop
one is the orientation phase where students need to introduce the character of the story
(their grandparent); hoop two is the complication phase where something might go wrong
(e.g. grandparent had to walk 6ks to and from school daily, or they didnt get afternoon tea);
hoop three is the resolution stage; and hoop four is where students need to conclude their
story. They are to step into each hoop and tell the relevant section of their story as they do.
Try and allow each student time to have at least one turn and ask the class to guide them
through if they get lost in their story or stuck at any stage
* This activity may go for longer than 15 minutes but keep it going if children are
engaged as it will be very beneficial in helping them create their presentations
Have a break before moving on to the next part of the lesson Perhaps read a story or
engage the children in meditation to ready their minds for the next part of the lesson.
Second 15-20 minutes: Beginning Story Boards
Hand each student a printed blank storyboard sheet and explain to them what a storyboard
is and what to do with it
Send each student to a different space within the room and have them plan out their
presentation using the storyboard (pictures and words are ok)
Wander around the room and go through the storyboards with the children (good to have a
teacher aide or learning support staff member to assist with the so each child has time with
a teacher)
Collect all storyboards and keep them safe for the next lesson
Conclusion (Synthesising Phase) 3-5 minutes
Gather students back together as a group
Discuss the plan for presentations next lesson and remind students that they need to have
their prop ready
Have a brief discussion on rules and guidelines of presentations and ask class to contribute
what they think it means to be a great speaker, as well as, a great audience participant
DIFFERENTIATION OF LEARNING
Students with EAL/D to perform Hula Hoop activity with teacher aide for extra support
Have students who require extra attention or may disrupt the class sitting close to you
during group time
Allow students with physical ailments to sit on chairs during group time if required
Encourage all students to be engaged in class discussions and scaffold this
ASSESSMENT OF LEARNING/LESSON OBJECTIVES
1. Assessment as learning: students are encouraged to reflect on their learning as they go
and will be encouraged to reflect on their story planning
2. Assessment for learning: complete a checklist for each student based on their narrative
hula hoop presentation (teacher aide or support staff member can do this for students
leaving the class) and their storyboard planning and assess this again in the next lesson
