Year X unit overview — Australian Curriculum: English€¦ · Web view... English |1 Year 5...

S00122673 Assessment Item 3 - Unit Overview Holly Clark

Year 5 Unit Overview: English and History

The Gold Rush

Contents

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Year 5 Unit Overview — Australian Curriculum: English and History 3

Appendices...........................................................29Appendix A – Research questions....................................................................29Appendix B – Research of Gold Rush...............................................................30Appendix C – Example of Persuasive writing....................................................31Appendix D – How to write a persuasive text....................................................32Appendix E – Example of persuasive writing and activity..................................33Appendix F - Digitise newspaper worksheet.....................................................34Appendix G – Persuasive word cards................................................................35Appendix H- Persuasive writing template.........................................................36Appendix I- Persuasive writing checklist...........................................................37Appendix J- Exploration of the Gold Rush worksheet......................................38Appendix K – Eureka Excursion Booklet...........................................................39Appendix L - Debate speech format.................................................................40Appendix M – Debate Dice................................................................................41Appendix N: Persuasive Text Rubric.................................................................42Appendix O: Class Debate Rubric.....................................................................43References:.......................................................................................................44

Year 5 Unit Overview — Australian Curriculum: English and History

2 | Year X unit overview Australian Curriculum: English


Year explored in text – 1858 (The Australian Gold Rush)

Class Website URL: thegoldrushaustralia.weebly.com

School name Unit title Duration of unit

Our school The Gold Rush 10 hours

Unit outlineIn year 5 students engage in a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic. The students explore texts designed to inform and persuade. These include various types of media texts including newspapers, film, digital texts and persuasive texts.

In this unit students identify and explain characteristics of text structures and language features used in persuasive texts and debates. Students explore how writers use language features to position readers and convey a particular argument or opinion. The students explore how the starting point of a sentence gives prominence to the overall message in the text and allows for prediction on how the text will unfold. The unit integrates year 5 history therefore during the unit students will explore the Australian ‘Gold Rush’ in the 1850’s which forms the basis to their persuasive texts and classroom debate.

Student’s develop their understandings of:

Persuasive Writing and Speaking Persuasive language How to use persuasive language to conduct a debate Metalanguage; how language is used to convey a meaning.

Inquiry Questions:What was the Gold Rush?When was the Gold Rush?What was happening in the 1800’s when the Gold Rush occurred?Was the ‘Gold rush’ a good or bad thing for Australia?

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Holly Clark, 04/05/14,

Sub-standard 3,1Establish challenging learning goals. It can be seen that there are four challenging learning goals set for students to achieve by the end of the unit.

http://www.australiancurriculum.edu.au/Glossary?a=E&t=language%20features

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text

Unit outline

Did the gold rush start people migrating to Australia?

Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum prioritiesLanguage Literature Literacy

(Year 5)Language for Interaction

Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

Text Structure and Organisation Understand how texts vary

in purpose, structure and topic as well as the degree of formality(ACELA1504)

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold(ACELA1505)

(Year 5)Literature and Context

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

Responding to Literature Use metalanguage to

describe the effects of ideas,text structures and language features on particular audiences (ACELT1795)

(Year 5)Interacting with others

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Interpreting, analysing, evaluating Identify and explain

characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring

Literacy Create persuasive texts to

position readers. Construct arguments to defend a

point of view. Reflect on experiences. Understand how metalanguage is

used to convey a point of view.

Numeracy Construct timelines of key dates

in the Australian Gold rush.

ICT capability Research information on Colonial

Australia. Explore digitised newspapers and

online stories.

Critical and creative thinking Respond to a range of persuasive

texts exploring what techniques the Author uses to persuade readers.

Critically analyse a range of persuasive texts and how they are constructed.


http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20processing%20strategies

http://www.australiancurriculum.edu.au/Glossary?a=E&t=text%20processing%20strategies

http://www.australiancurriculum.edu.au/Glossary?a=E&t=read

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1701






http://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20view

http://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20view

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1795



http://www.australiancurriculum.edu.au/Glossary?a=E&t=metalanguage


http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1505


http://www.australiancurriculum.edu.au/Glossary?a=E&t=prediction


http://www.australiancurriculum.edu.au/Glossary?a=E&t=sentence



http://www.australiancurriculum.edu.au/Glossary?a=E&t=view


http://www.australiancurriculum.edu.au/Glossary?a=E&t=types%20of%20texts


Identify curriculum

Expressing and developing ideas Understand the use of

vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts(ACELA1512)

HISTORY – YEAR _ 5Historical Knowledge and UnderstandingThe Australian Colonies The impact of a significant

development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)

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,choosingtext structures, language features, images and sound appropriate to purpose and audience(ACELY1704)

Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)

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)

Historical SkillsChronology, terms and concepts Sequence historical people and events

(ACHHS098)Historical questions and research Identify questions to inform an historical

inquiry (ACHHS100) Identify and locate a range of relevant

sources (ACHHS101)

Ethical behaviour Students understand what is the

‘right’ and ‘wrong’ behaviour.

Personal and social capability

Listen and respond to others work providing constructive feedback.

Show manner and respect to others.

Intercultural understanding Investigate colonial life to discover

what life was like at that time for a range of different inhabitants.

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHHS101






http://www.australiancurriculum.edu.au/Glossary?a=E&t=handwriting


http://www.australiancurriculum.edu.au/Glossary?a=E&t=audience





http://www.australiancurriculum.edu.au/Glossary?a=E&t=comprehension%20strategies


http://www.australiancurriculum.edu.au/Glossary?a=E&t=scanning


Identify curriculum

Analysis and use of sources Locate information related to inquiry

questions in a range of sources (ACHHS102)

Compare information from a range of sources (ACHHS103)

Achievement standard

ENGLISHReceptive modes (listening, reading and viewing) (ACARA, 2013)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) (ACARA, 2013)

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 (ACARA, 2013)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.


http://www.australiancurriculum.edu.au/Glossary?a=&t=Select

http://www.australiancurriculum.edu.au/Glossary?a=&t=Demonstrate

http://www.australiancurriculum.edu.au/Glossary?a=&t=Account

http://www.australiancurriculum.edu.au/Glossary?a=&t=Explain

http://www.australiancurriculum.edu.au/Glossary?a=&t=Develop


http://www.australiancurriculum.edu.au/Glossary?a=&t=Describe


http://www.australiancurriculum.edu.au/Glossary?a=&t=Analyse

http://www.australiancurriculum.edu.au/Glossary?a=&t=Understand





Relevant prior curriculum Curriculum working towards

Students previous knowledge:Year 4 Australian Curriculum: English

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Year 4 Australian Curriculum: HistoryFirst Contacts

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078)

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079)

The nature of contact between Aboriginal people and/or Torres Strait

Year 6 Australian Curriculum: EnglishExpressing and developing Ideas

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Creating texts 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)

Year 6 Australian Curriculum: HistoryHistorical Knowledge and UnderstandingAustralia as a Nation Key figures and events that led to Australia’s Federation, including

British and American influences on Australia’s system of law and government (ACHHK113)

Experiences of Australian democracy and citizenship, including the

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACHHK113

Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Chronology, terms and concepts Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082)Historical Questions and Research Pose a range of questions about the past (ACHHS083)Analysis and use of sources Locate relevant information from sources provided (ACHHS084)Explanation and communication Use a range of communication forms (oral, graphic, written) and digital

technologies (ACHHS087)

status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children (ACHHK114)

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)

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116)

Historical SkillsChronology, terms and concepts Sequence historical people and events (ACHHS117) Use historical terms and concepts (ACHHS118)Historical questions and research Identify questions to inform an historical inquiry (ACHHS119) Identify and locate a range of relevant sources (ACHHS120)Analysis and use of sources Locate information related to inquiry questions in a range of sources

(ACHHS121) Compare information from a range of sources (ACHHS122)Perspectives and interpretations Identify points of view in the past and present (ACHHS123)Explanation and communication 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

The focus is on explicit teaching of; How authors construct persuasive texts to promote a particular message or opinion.














The effectiveness of persuasive words. How to construct persuasive texts. Metalanguage – how persuasive writing positions readers. How persuasive writing is linked to debating. Students have had experience writing persuasive texts in year four however have limited understandings on how authors use idioms or persuasive words

to persuade an audience to think a particular way. Students have explored various aspects of the ‘first fleet’ however have limited understandings of the Australian ‘Gold Rush’.

.

Links to other learning areas

This unit is inter-related with Year 5 History as it is exploring Colonial Australia which is highlighted throughout the Year 5 content descriptors in History.Australian Curriculum – History The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the

advent of rail, the expansion of farming, drought (ACHHK095) The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony

(ACHHK096)

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Assessment Make judgments

Describe the assessment Assessment date Content descriptors related to assessment and learning:The content descriptors that are the focus of student learning with assessment of this unit are listed below.(Summative Assessment)(English)(ACELT1608)(ACELY1701)(ACELY1703)(ACELY1704)(ACELY1704)(History)(ACHHK095)(ACHHS101)Descriptors of quality. These include statements of desirable features in student work.

Students are expected to construct logical persuasive essays, which use literature to support their arguments/reasons.

Students are expected to work collaboratively with peers and form logical arguments and present these arguments in a confident manner.

Students are expected to be respectful of other team’s opinions.

Teachers gather evidence to make judgments about the following characteristics of student work:

Students are given the opportunities to demonstrate their knowledge, skills and understandings through formative and summative assessment. The educator will collate all the assessment on the class website and in student folio’s and will provide ongoing feedback to students on their learning.

The students will undertake a range of small formative assessments; reflections, note-taking, worksheets and persuasive writing. The educator will provide written and verbal feedback to students to allow students to evaluate their own work and identify ways to improve it.

The summative assessment which will be used for this unit of work is two pieces of assessment a persuasive text and classroom debate. Both pieces of assessment will be marked by a rubric (Refer to Appendices N and O).

The students have explored how authors construct texts to persuade readers. The purpose of the assessments is for the students to clarify their understanding of the content explored throughout the unit and to justify their point of view.

Formative assessment:- Persuasive MapThe students will create a draft of a persuasive text using the persuasive map. The educator will provide written feedback to the students on areas of improvement.- Roll a dice debateStudents will be involved in a sample debate within the classroom. The students are not given the opportunity to collate their arguments however are put on the spot to create an argument.

Persuasive Essay (Summative Assessment)Statement – ‘The Gold Rush was a significant event in Australia and it was the reason people migrated to Australia’.The students will create arguments based on the statement provided and the information explored throughout the unit. The students must include at least three

The formative assessment will be explored in lessons

Start of week 2 (Lesson 5 and 7)









Assessment Make judgments

reasons/arguments as to support their point of view about the statement. Students will be provided with Ipad’s and Laptops to include literature to back up their arguments.

This assessment will conducted over two lessons.The students will be assessed using a rubric. (Please refer to Appendix N)Resources required: Ipads or Laptops, Persuasive writing checklist (Refer to Appendix I) and persuasive map.

Classroom debate (Summative assessment)Statements;- The gold fields were Australia’s first experience of a truly diverse population.- The ‘Gold Rush’ started people migrating to Australia.- The ‘Gold Rush’ is one of the most significant events in Australian History.The students will be separated into six groups, three groups to agree with the argument and three groups to disagree. The groups will be told by the educator whether their group is affirmative or disagrees with the statement. The groups will be given time to research literature and form arguments, individually using the debate speech example (Refer to Appendix, L), students will construct their arguments with literature to support the arguments. The educator will mark the students debate template and provide feedback for areas of improvement.The debates will be conducted over two sessions:- Students will be given one lesson to research construct arguments for their debates.- 1 lesson to conduct the debate The students will be assessed by a rubric for both their written and oral arguments. (Refer to Appendix O)

End of week 2 (Lesson 13)

Receptive modes explanation of how persuasive text

structures are used to achieve purposes and effects

explanation of how persuasive language is used to convey beliefs and opinions.

Productive modes Use of language features to show

how ideas can be extended. Explain a point of view about a text

exploring information and ideas expressed throughout the text.

Create a variety of sequenced persuasive texts for different audiences.

Create presentations and contribute actively to class and group discussions, taking into account other peoples perspectives.

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Identify and explain text structures and language features used in persuasive texts to meet the purpose of the text.

Students will examine how texts are created to convey a particular point of view.

Read or view a persuasive text and discuss;o the argumentso how the text has been constructedo how the author uses literature to support argumentso language (how the author uses persuasive words to persuade the

reader) Create a range of persuasive texts to allow the educator to provide constant

feedback to work on areas of improvement. Conduct small classroom debates to prepare for the end of the unit debate.

Educators are able to provide constant feedback to the students. Explore how arguments are constructed. Create persuasive maps to assist students when constructing their

persuasive text and classroom debate. How does the author of ‘My Place’ depict the ‘Gold Rush. Explore how other authors depict the ‘Gold Rush’ through digitised

newspapers are they positive or negative.

This unit overview will explore the Gold rush 1850 – 1860.The impacts of the Gold rush on Australia and how it began people migrating to Australia;

How does ‘My Place’ integrate the Gold Rush into the 1858 story? Discuss the Australian ‘Gold Rush’ with the students. What are their views on

the Gold Rush? Do they think it was a good or bad thing for Australia? Explore and create a timeline of the Gold Rush. Based on information create arguments on whether the ‘Gold Rush’ shaped

Australia and was it a good or bad thing.

There are range of diverse learners within this classroom. Therefore it is essential to make adjustments to cater for the students learning abilities. The diverse learners in the classroom are; 2 ESL students 1 student with learning difficulties 1 gifted and talented studentsand 1 with behavioural difficultiesBehaviour Management System

The gold mine area has been implemented into the classroom to provide students with behavioural difficulties with an area in which they can reflect on their behaviour and calm down. This is seen as a ‘private sanctuary’ for the students.

-Throughout this unit the educator will work closely with a teacher aide to assist students who require extra support. This will ensure all students needs are met and to ensure the unit is successful.

- Students are guided to work collaboratively with peers to develop positive interactions with peers.

Risk assessment strategies:

-Throughout this unit students will be using Ipads and laptops to research information on the Gold Rush. The educator will closely monitor the students whilst they are using the ICT resources.

-The school has ensured students are unable to access any inappropriate websites on their devices.





Lesson 1: Name of Lesson: Exploring My Place and the Gold RushEstimated Timing: 45 minutesObjective/s:By the end of this lesson students will have the ability to;

Understand how texts vary in purpose and how the author uses different language to depict the overall message of the text.

Understand the use of vocabulary can express greater precision of meaning. Identify aspects of texts that convey details or particular historical contexts. Comprehend texts and discuss components of texts. Research and collate information about the ‘Gold Rush’. Summarise information into note format.

*Australian Curriculum link : (ACELA1504), (ACELA1512), (ACELT1608), (ACELY1650), (ACHHK095).

Classroom Organisation:Whole class teacher led and pair work.Learning Experiences:

1. The educator introduces ‘My Place’ by Nadia Wheatley and Donna Rawlins. Explain to the students how the book was written (one entry every 10 years, each story provides a snippet of Australian history).

Nadia Wheatley, D. R. (1987). My Place. Newtown: HarperCollins Publishers.

2. The educator will ask students to write in their books;What do you think the book is about?What significant Australian events do you think would be included in the book?

3. The educator will look at the map at the start of the book. Read page 1858.- The educator will ask students

What do you think was happening in Australia in 1858?4. The educator will discuss with students what they know about the Gold rush.

- ESL students have been paired with a student who has competent English skills (writing, speaking and listening skills). This will assist them when researching and summarising notes.

-The educator will read out the worksheet for ESL students and ensure the students follow the words on the page and are aware of what is required.

-Students with learning difficulties have been paired with more capable students to guide the students through collaboration.

-Students with behavioural difficulties are paired with a student’s who are task orientated and who will not distract the students.

- Students with behavioural issues are provided with an area in which they can go if they are feeling overwhelmed and need to relax or reflect on their behaviour.

- Gifted and talented students are given extension activities to further their learning and understandings on

- Smart Board- Whiteboard- Whiteboard markers- Ipad’s and Laptops- My Place By Nadia Wheatley and Donna Rawlins- My place website.- Research questions worksheet (Refer to Appendix A)- Gold Rush research sheet (Refer to Appendix B)

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-The educator will use a concept map to record student’s information. Students will draw this concept map into their books.

5. The educator will explore the ‘My Place’ website with the students to show students how to find information on the website.Education services Australia. (2011). My place for teachers . Retrieved from http://www.myplace.edu.au/default.asp

6. Students will work in pairs to find out more about the Gold Rush. Students will use the ipad’s and laptops to search for information. The educator will provide the students with the following questions which they will research. (Refer to Appendix A)When was the Gold Rush?Who were the significant people in the Gold Rush?What parts in Australia did the Gold Rush take place?How did the Gold Rush lead to people migrating to Australia?

7. The educator will also provide students with a range of books these include:- The collection of The Australian Gold rushes by Kimberly Webber

8. The educator will provide students with a page of research on the Gold rush (Refer to Appendix B)

9. Students will take notes about the Gold Rush and share their findings at the end of the lesson.

10. Information will be collated and put on the Class website for all students to access.

*Safety Considerations – The educator will monitor the students when they are accessing online material. Students have already been involved in an online safety course and aware of what is acceptable and unacceptable when working on the school ipad’s and laptops.

the Gold rush.

Lesson 2: Name of Lesson: Looking at Persuasive WordsEstimated Timing: 1 hourObjectives:By the end of this lesson students will have the ability to:

-Students who are experiencing difficulties with constructing arguments will be guided and supported by the educator.

-Word wall-Smartboard- Persuasive writing example (Refer to Appendix C)


Holly Clark, 04/05/14,

Standard 3.2 Example of a planned, structured and sequenced learning program. This is evident as well throughout the other lessons.




Understand how a range of words are used to express greater meaning. Understand how language can be used to persuade an audience.

*Australian Curriculum: (ACELA1512)Classroom Organisation:Whole Class, Teacher led.Learning Experiences:

1. The educator will use a Word Wall during the lesson. This word wall will be used to record any persuasive words discussed throughout the lesson.

2. Students will create a word wall in their English books and add words during the lesson.

3. The educator will discuss with students what words they think can be used to persuade someone into supporting arguments and opinions.

4. The educator will use the smart board to show the students an example of persuasive writing (Refer to Appendix C).

5. The educator will then discuss with the students what words the person used in the text to persuade the audience. The educator will record these words on the class word wall.

6. The educator will provide each student with a statement ‘Dogs are better than cats’.

7. Individually students are to come up with three arguments that either agree or disagree with the statement using the words explored in the first persuasive writing.

8. The educator will choose one student who agrees and one student who disagrees with the statement and ask them to state their arguments.

9. The students position will then be changed therefore they will have to create an argument/reason on the spot.

10. The students will then choose who they believe had greater arguments and why?

11. The educator will then discuss with the students what other words could have been used to persuade the audience? These words will be added to the word wall.

-Students with learning difficulties will work closely with the educator.

- The educator will work closely with ESL learners and provide assistance when needed.

-The educator will read through the worksheet for ESL learners.

- Students with behavioural issues are provided with an area in which they can to if they are feeling overwhelmed and need to relax or reflect on their behaviour.

- Gifted and talented students are given extension activities to further their understandings on the Gold rush.

-Pens and pencils

Lesson 3: Name of Lesson: Exploring the Gold Rush -Students are grouped into pairs to -Smart Board

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Estimated Timing: 1 hourObjectives:By the end of this lesson students will have the ability to:

- Identify aspects of literacy texts that convey details or information on the ‘Gold Rush’.

- Understand how to sequence historical peoples and events into a logical and cohesive timeline.

*Australian Curriculum: (ACELY1608), (ACHHS098)Classroom Organisation:Whole class teacher led and pair work.Learning Experiences:

1. The educator will discuss with the students what are the purposes of a timeline. To sequence key dates and events in a particular era.

2. The educator will show the students the interactive timeline website and complete a quick timeline with the students to show them how it works.

Read Write think. (2010). Interactive Timeline. Retrieved from http://www.readwritethink.org/files/resources/interactives/timeline/

3. Students will be put into pairs and provided with a sheet of information providing key dates of the ‘Gold Rush’.

4. Using the sheet of information students will create a timeline using the ipads and laptops provided to list the events of the Gold Rush.

5. The students will print three copies of their timeline, and give one of these copies to the educator and the others will be glued into their history book to refer to in other lessons.

6. The educator will discuss with students whether they found any significant events which occurred during the ‘Gold Rush’.Which was the most significant event?

* Safety considerations: The educator will monitor the students when using the ipad’s and laptops to ensure students are not accessing any inappropriate websites.

allow ESL students to have support when constructing the timeline.

-ICT is incorporated into the lesson as it is multimodal and provides students with engaging activities.

-For fast finishers they are able to conduct extension activities. The educator will provide students with an interactive Gold Rush game in which they can play once they have finished the activity.

- Students with behavioural difficulties will be reminded that if they are feeling overwhelmed they can go to the ‘gold field’ corner and reflect on their behaviour.

-Timeline generator website-Research information sheet-Fast Finishers online interactive game





Lesson 4: Name of Lesson: Explicit teaching on Persuasive writingEstimated Timing: 1 hourObjectives:By the end of the lesson students will have the ability to:

- Understand how text structures and language are constructed to persuade an audience.

- Understand the beginning point of a sentence gives to how the text will unfold.

- Understand how persuasive texts are constructed.*Australian Curriculum: (ACELY1701), (ACELA1505), (ACELA1512)Classroom Organisation:Whole class, teacher led and individual work.Learning Experiences:

1. The educator will ask students what they believe is included in a persuasive essay.What do you need to include in persuasive writing?

2. The students will access the ‘How to write persuasive texts’. (Refer to Appendix D)

3. The educator will explore with the students;- position statementsWhat are they?How are they constructed?- Arguments (What wording should be used when delivering an argument?)- Conclusion (What is required in the conclusion?)4. The educator will give each student a copy of an example persuasive text

(Refer to Appendix E).5. The educator will choose a student to read the text allowed, then

individually the students will complete the task at the bottom of the example.

6. The educator will assist students when they are completing the tasks.7. The educator will discuss with the students their answers.

-A teacher aide will work closely in small groups with ESL students and students with learning difficulties.

-The educator will provide students with assistance and explore components of persuasive writing with the students.

-ICT has been incorporated into the lesson for a multimodal experiences for the students.


-Whiteboard-Whiteboard markers-How to write a persuasive text (Refer to appendix D)-Ipad’s and laptops- Persuasive text example and questions (Refer to Appendix E)

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8. Using the smart board the educator will use persuasive maps to show students how to draft a persuasive text.

9. The educator will look at the statement ‘There should be no homework’ with the students. The teacher will lead class discussion and create a persuasive map using the classes reasons as to why they believe there should or should not be homework.

10. The educator will upload this file to the class website to ensure all students can access the example.

Lesson 5: Name of Lesson: Exploring the Gold Rush in digitised newspapersEstimated Timing: 1 hourObjectives:By the end of this lesson students will have the ability to:

- Understand how authors create texts to persuade an audience.- Understand how an author constructs texts.- Understand how the author expresses their meaning and opinion

about a particular topic.*Australian Curriculum: (ACELA1512), (ACELA1501) (ACELA1502) (ACHHK095)Classroom OrganisationWhole class teacher led and pair work.Learning Experiences:

1. The educator will direct students to the digitised newspaper website.National library of Australia. (2013). Digitised Newspapers. Retrieved from

http://trove.nla.gov.au/newspaper

2. The educator will type in the search bar ‘The Australian Gold Rush’.3. The educator will explore a newspaper article about the ‘Gold Rush’ exploring

what the article said was it positive or negative? What was the writers overall message?

4. The educator will separate the students into pairs with an ipad or laptop for students to research a newspaper article.(Refer to Appendix F)

-ESL students and students with learning difficulties are supported by a teacher aide who will work closely with the students. The teacher aid will read the article allowed for the ESL students.

- ESL students and students with learning difficulties will be paired with more competent learners to assist them in their learning.

-The educator has incorporated digitised newspapers as another form of multimodal text to engage students in the lesson.

-- Students with behavioural difficulties will be reminded that if they are feeling overwhelmed they can go to the ‘gold field’ corner and reflect on their behaviour.

- Smart Board- Ipads and Laptops-Digitised newspaper worksheet ( Refer to Appendix F)








5. The students will complete the questions provided on the worksheet (Refer to Appendix F)

6. The educator will discuss with the students what they found in the articles, were they mostly positive or negative?

7. The educator will discuss with the students whether the author used persuasive writing to persuade an audience to think a particular way.

8. The educator will ask the students - What techniques and language did the author use to give prominence to the first sentence of the article to outline what will be explored in the article?

Lesson 6: Name of Lesson: Creating persuasive argumentsEstimated Timing: 1 hourObjectives:By the end of this lesson students will have the ability to:

- Understand to construct persuasive texts to convey a particular opinion.

- Understand how the first sentence of a text gives prominence to how the text will unfold.

*Australian Curriculum: (ACELY1704), (ACELY1704), (ACELY1701), (ACELA1512)Classroom Organisation:Whole Class and individual.Learning Experiences:

1. The educator will provide students with the statement ‘The Gold Rush was a significant event in Australia and it was the reason people migrated to Australia’.

2. The students will then choose whether they agree or disagree with this statement.

3. The students will develop three arguments to support their position.4. The educator will provide each student with an ipad or laptop.5. The educator will lead the students through the class website to the link for

the persuasive map.

-ESL students and students with learning difficulties are supported by a teacher aide who will work closely with the students.

-The educator has incorporated the persuasive map as another form of multimodal text to engage students in the lesson.


- White Board- White board markers- Laptops and ipads- Class websitethegoldrushaustralia.weebly.com- Persuasive map website

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Teaching strategies and learning experiences Adjustments for needs of learners Resources Read Write Think. (2010). Persuasive map. Retrieved from

http://www.readwritethink.org/files/resources/interactives/persuasion_map/

6. The students will collate their arguments and reasons into the persuasive map.

7. When the students are finished they will print their work and glue it into their English books.

8. The students will use this map to assist them when they are writing their persuasive argument.

9. The educator will mark students work to provide students with feedback on their persuasive draft.

Lesson 7: Name of Lesson: Final lesson on elements of persuasive writingEstimated timing: 1 hourObjectives:By the end of this lesson students will have the ability to

- Understand the structure of a persuasive text.- Understand what language can be used to express a point of view.- Collate information and create arguments.

*Australian Curriculum: (ACELY1699), (ACELY1701), (ACELT1608), (ACELA1512)Classroom Organisation:Whole class, teacher led.Learning Experiences:

1. The educator will use the persuasive word cards refer to (Appendix G) throughout this lesson.

2. The educator will explore the statement ‘ The Gold rush shaped Australia’3. The educator with assistance from the students will chose words from the

word cards and place them at the start the positioning statement, the first argument, the second argument, the third argument and the conclusion on the whiteboard.

4. The educator will then choose a student to finish the sentence for example; I

-ESL students and students with learning difficulties are supported by a teacher aide who will work closely with the students.


Persuasive word cards (Refer to Appendix G)

Whiteboard. Persuasive writing

template (Refer to Appendix H)

Persuasive writing checklist (Refer to Appendix I)









believe that that the Gold Rush was a major factor in shaping Australia, as people began migrating to Australia to search for gold.

5. The educator will continue this for the four other paragraphs,6. The students will then be required to complete the persuasive essay they

have been given the topic sentence which outlines what the paragraph will be about and will have to find research to support the argument.

7. The students will complete these using the persuasive writing template (Refer to Appendix H).

8. The educator will meet with the other educators to mark students work and provide feedback before they have to write their final persuasive essay.

Not included in the 10 HoursLesson 8: Name of Lesson: Write final persuasive textEstimated timing: 1 hourObjectives:There are no objectives for this lesson as their will be no teaching.*Australian Curriculum: (ACELY1699) (ACELT1608), (ACELA1512)Classroom Organisation:Independent workLearning Experiences:

1. The educator has allocated this time to the students writing their final persuasive essay.

2. The students have been provided with the persuasive map they made in a previous lesson to assist them when writing the text.

3. The educator will not be able to answer any questions and the students will be given 1 hour to complete the persuasive essay.

-ESL students and students with learning difficulties will have extra time given to them to complete their persuasive texts.

- The educator will assist ESL students by reading aloud areas they are having difficulties reading.

-Students have been provided with the persuasive map developed in a previous lesson to assist them when conducting the persuasive text.


- Students individual persuasive map.

Lesson 9: Name of Lesson: Reflect on what students know about the Gold RushEstimated timing: I hour

-ESL students will respond to questions using the ipads to record

- Smart board- Video

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Objectives:By the end of this lesson students will have the ability to:

- Understand different points of view about the Gold Rush.- Reflect on their prior knowledge of the Gold Rush.

*Australian Curriculum: (ACELY1701) (ACELT1608) (ACHHK095)

Classroom Organisation:Whole class, teacher led and individual work.Learning Experiences:

1. The educator will create a concept map with the students based on what they already know about the Gold Rush.

2. The educator will play the following videoBeck, G. (2012). The Early Australian Prospectors Part 1. Retrieved from

http://www.youtube.com/watch?v=VglWWR9SfCA

3. Students are required to take notes on: (Refer to Appendix J)The gold rush

- How it was depicted in the video?- Who was Edward Hardgrave?- Why did Edward Hardgrave decide to search for gold in Australia?- Where in Australia did he search for gold rush?- What happened when they found gold?- Did the Goldfields start people migrating to Australia?- What materials did they use to dig for gold?- Who were the early prospectors?- What places in Australia did they find gold?- What significant events happened in the Gold rush?- Why did the rebellion occur?

4. The educator will discuss the video with the students.What did the video tell us about the Gold rush?

their responses.

-The video was incorporated into the lesson as another multimodal experience for the students to allow them to reflect on their knowledge and understanding of the Gold Rush.

- The video allows ESL students to verbally hear information about the Gold rush.


- Video Worksheet (Refer to Appendix J)-positive and negative charts







Was it a positive or negative event in Australian history?5. The educator will discuss with the students whether they believed the Gold

Rush was a significant event in Australian history?6. The students will write three positives and negatives of the gold rush.7. The educator will list the positives and negatives of the Gold Rush on the

positive negative chart.8. This chart will be referred to when students are conducting their classroom

debate.

Not included in the 10 HoursLesson 10: Name of Lesson: Eureka ExcursionEstimated Timing: 1 hour and 30 minutesObjectives:By the end of this lesson students will have the ability to:

- Understand what it was like living in the Goldfields.- Understand the history of the Australian Gold Rush.

*Australian Curriculum: (ACELT1608) (ACELY1699) (ACHHK095)Learning Experiences:

1. The students will attend an excursion to Eurerka. The students will explore a range of hands on activities which relate to the Australian Gold Rush.

At the goldfields, the students will:

- Footslog through thick Australian bush in search of the township.

- Be surprised when bailed up by nasty bushrangers on horseback.

- Find businesses with their own names on them.- Use maps to explore the gold fields.- Role play a number of situations that may have

- Educators will read questions from the booklet aloud to ESL students to ensure they are aware of what is required in each section.

- Students with behavioural difficulties will be reminded if they don’t feel as if they want to be involved in activities in the Eureka excursion they are welcome to sit to the side.

- Eureka Excursion Booklet (Appendix K)

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Teaching strategies and learning experiences Adjustments for needs of learners Resourcesoccurred during the Australian Gold Rush.

- Construct tents in groups.- Buy gold licences.

Eureka Excursions. (2008). Gold Rush . Retrieved from http://www.eurekaexcursions.com/goldrush.html

2. Students will explore what was like to live during the gold rush and will have hands on experiences digging for gold and setting up tents.

3. The students will be provided with a booklet to fill out during the excursion.

Lesson 10: Name of Lesson: Reflect on Eureka excursionEstimated Timing: 30 minutesObjectives:By the end of the lesson students will have the ability to:

Understand how the start of their persuasive text gives prominence to what the text will be about.

Understand how language techniques are used to persuade an audience.* Australian Curriculum: (ACELT1608) (ACELY1699) (ACHHK095)Classroom Organisation:Learning Experiences:

1. The educator will discuss with the students about their excursion to Eureka.2. The educator has set up a blog on the class website, after the excursion

students will be required to write a small persuasive paragraph persuading people to go to Eureka.

3. The students will be required to include at least two reasons as to why people should go to Eureka.

4. The educator will read through the students work and provide them with feedback.


- ESL students will be provided with an ipad in which they will record their short persuasive text as many students find it difficult to write written texts.

- The gifted and talented student is given the option to include more reasons into their persuasive text.

- Class Website- Persuasive writing checklist (Appendix I)

Lesson 11: Name of Lesson: How to construct a debate - Students with behavioural - Debate format template ( Refer







Estimated timing: 45 minutesObjectives:By the end of this lesson students will have the ability to:

Understand how debates are written to persuade an audience. Understand how the start of a debate gives prominence to the rest of the

debate. Understand how language features are used to persuade an audience.

*Australian Curriculum: (ACELT1608) (ACELY1699), (ACELA1512)Classroom Organisation:Whole Class, Teacher led.Learning Experiences:

1. The educator will stimulate students thinking by asking when they would see a debate? On TV, in politics.

2. The educator will explain to the students that they use debating techniques in their everyday life. This can be through talking with their friends and explaining their points of view.

3. The educator will provide students with a layout on how a debate is constructed.

Debating South Australia. (2007). How to contruct a debate. Retrieved from ttps://www.debatingsa.com.au/Resources/Documents/Speech-Structure-Template.pdf

4. The educator will discuss the label – what the argument is and how it relates to the statement. The label will provide a single sentence and make it clear what the group will elaborate on.

5. The educator will discus the explanation and links how the students should link back to the motion.

6. The educator will discuss with students how they rebuttal in a class debate. Responding to the other teams statement.

7. The educator will play a video of an example debate ( only play two minutes of the video)

difficulties will be reminded that if they are feeling overwhelmed they can go to the ‘gold field’ corner and reflect on their behaviour.

-A video has been integrated into the lesson to assist ESL students as it is a verbal representation of a classroom debate.

- An example of a debate has been incorporated to assist students with learning difficulties understand how debates are conducted.

Due to this lesson being focussed on explicit teaching and whole class lesson there will be no adjustments for gifted and talented student.

to Appendix L)- Debate Dice (Refer to appendix M)

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Teaching strategies and learning experiences Adjustments for needs of learners ResourcesShuster. (2012). Sample Debate: Lower the Voting Age. Retrieved from

http://www.youtube.com/watch?v=wdl-cCBSeKM

8. The educator will discuss with the students how the students construct their arguments.

9. The educator will choose two students. Using the dice (Refer to appendix M) the students will determine whether they are affirmative or negative and what statement and will have to create an argument on the spot based on their knowledge and understandings of the ‘Gold Rush’.

Lesson 12: Name of Lesson: Constructing debate argumentsEstimated timing: 1 hourObjectives:By the end of this lesson students will have the ability to:

Understand how debates work. Understand how to construct arguments to express their opinions and ideas. Use comprehension strategies to analyse information, integrating and linking

ideas from a variety of print and digital sources.* Australian Curriculum: (ACELT1608) (ACELY1699), (ACELA1512)Classroom Organisation:Whole Class, Teacher led, group work and individual.Learning Experiences:

1. The educator will separate the students into six teams, three affirmative teams and three negative teams.

2. The educator will give each group a statement:- The gold fields were Australia’s first experience of a truly diverse population.- The ‘Gold Rush’ started people migrating to Australia.- The ‘Gold Rush’ is one of the most significant events in Australian History 3. In their groups students will separate the debate into sections. 4. Students will create arguments to support their position.

5. Students will find literature to support their arguments.


-ESL students will be positioned at the front of the room and the educator will read the task aloud to the students to ensure they are aware of what is required.

-ESL students and students with learning difficulties will be put into mixed ability groups to allow the student to allow the students to collaborate their learning with their peers.

-Gifted and talented students are able to guide group members and assist them when developing the debate.

- Debate speech format (Refer to appendix L)








6. Individually students will write their part of the speech using the debate format template. (Refer to Appendix L)7. The educator will mark students debate speeches and provide feedback.

Not included in the 10 HoursLesson 13: Name of Lesson: This lesson will be focussed on the students conducting their classroom debate.Estimated Timing: 1 hourObjectives:By the end of this lesson students will have the ability to:

Respect other peers point of view and opinions. Understand how peers construct argument’s to persuade peers. Use persuasive techniques explored throughout the unit to generate

arguments.*Australian Curriculum: (ACELT1608) (ACELY1699), (ACELA1512)Classroom Organisation:Learning Experiences:

1. The educator will separate the students into their debating groups.2. The educator will state the statement and the students will begin the debate

with the affirmative starting the debate.3. The educator will mark the students using a point scale.

- ESL students are able to verbally state their arguments in a logical manner.

-Students with behavioural difficulties will be reminded that if they are feeling overwhelmed they can go to the ‘gold field’ corner and reflect on their behaviour.

- Statement cards- Individual debate speeches

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Use feedback

Ways to monitor learning and assessment

Teachers meet on a regular basis to plan the teaching, learning and assessment to meet the needs of all learners and ensure there is consistency within the unit.Teachers co-mark students work to ensure consistency of judgments.Teachers discuss levels of achievement to develop shared understandings, on some occasions curriculum leaders will revise samples of work to ensure there is consistency of teacher judgements.

Feedback to students Teachers plan ongoing feedback (written and formal) to students on their strengths and areas for improvement.Students discuss with their teachers what they have done well and what they need to improve.Teachers provide a range of opportunities to incorporate specific learning experiences for children to practise and improve on areas of work.

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.



Appendices

Appendix A – Research questions

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Appendix B – Research of Gold Rush



Appendix C – Example of Persuasive writing

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Appendix D – How to write a persuasive text



Appendix E – Example of persuasive writing and activity

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Appendix F - Digitise newspaper worksheet



Appendix G – Persuasive word cards

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Appendix H- Persuasive writing template



Appendix I- Persuasive writing checklist

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Appendix J- Exploration of the Gold Rush worksheet



Appendix K – Eureka Excursion Booklet

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Appendix L - Debate speech format



Appendix M – Debate Dice

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Appendix N: Persuasive Text Rubric



Appendix O: Class Debate Rubric

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References:

ACARA . (2013). Year 5 . Retrieved from http://www.australiancurriculum.edu.au/Year5

ACARA. (2013). Year 4. Retrieved from http://www.australiancurriculum.edu.au/Year4

ACARA. (2013). Year 6. Retrieved from http://www.australiancurriculum.edu.au/Year6

Australian Government . (2007). The Australian gold rush . Retrieved from http://australia.gov.au/about-australia/australian-story/austn-gold-rush

Beck, G. (2012). The Early Australian Prospectors Part 1. Retrieved from http://www.youtube.com/watch?v=VglWWR9SfCA

Clark, H. (2013). The Gold Rush and Persuasive writing . Retrieved from thegoldrushaustralia.weebly.com

Debating South Australia. (2007). How to contruct a debate. Retrieved from ttps://www.debatingsa.com.au/Resources/Documents/Speech-Structure-Template.pdf

Education services Australia. (2011). My place for teachers . Retrieved from http://www.myplace.edu.au/default.asp

Education Services. (2010). Interactive Gold Rush Game. Retrieved from http://www.myplace.edu.au/TLF_resources/L702/description.html

Eureka Excursions. (2008). Gold Rush . Retrieved from http://www.eurekaexcursions.com/goldrush.html

Government of South Australia. (2011). Engaging in and exploring persuasive writing. Retrieved from

http://www.decd.sa.gov.au/accountability/files/links/link_156373.pdf

Nadia Wheatley, D. R. (1987). My Place. Newtown: HarperCollins Publishers.

National library of Australia. (2013). Digitised Newspapers. Retrieved from http://trove.nla.gov.au/newspaper

Read Write think. (2010). Interactive Timeline. Retrieved from http://www.readwritethink.org/files/resources/interactives/timeline/

Read Write Think. (2010). Persuasive map. Retrieved from http://www.readwritethink.org/files/resources/interactives/persuasion_map/


S00122673 Assessment Item 3 - Unit Overview Holly Clark Rubistar. (2008). Create Rubrics for your Project-Based Learning Activities. Retrieved from http://rubistar.4teachers.org/

Shuster. (2012). Sample Debate: Lower the Voting Age. Retrieved from http://www.youtube.com/watch?v=wdl-cCBSeKM

Sparklebox. (2012). Persuasive writing words cards. Retrieved from http://resources.sparkleboxteacherresources.ltd.uk/8000-9000/sb8278.pdf

Widrig. (2011). Persuasive writing . Retrieved from http://wwcsd.net/~widrigr/PersuasiveWriting.htm

Write Source. (2011). Student Model. Retrieved from Adopting a pet from the pound:

http://www.thewritesource.com/studentmodels/we-adptpet.htm

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