Lesson Seven: Poster Presentations

Lesson Duration: 1hour

Curriculum Links:
English: ACELY1698; ACELY1701
Literacy Indicators: VR5.i; VR5.ii; VR5.iv; VR5viii; WC.i; WC5.ii; WC5.iii

Geography: ACHGK027; ACHGS038

Learning Objectives:
- Students will show their understanding of points of view within a text by creating
their own posters and making vocabulary choices, in order to show these choices for
a particular purpose
- Through engaging with the texts within our focus text and online sources, students
will develop an understanding of the text structure and key language features of
information text types and show this understanding by developing Strip Design
posters
- Through developing information text types, students will continue to develop an
understanding of the influences that people can have on the environmental
characteristics of Australian places
- Students will present their research findings and ideas in written form using ICTs;
using geographical terminology related to their research topic
Resources Required:
- Focus text: One Small Island
- iPads (1 per child and 1 for the teacher) with App Strip Design loaded on to them
- iPad and Apple T.V. to display sections of the text so class can see them
Classroom Organisation:
- Group organisation with nothing on desks
- 1 Student from each group to collect iPads and hand them out to their group
members
- Students to sit with their group to engage in a whole group discussion then move to
a comfortable space in the room to complete their individual work
Learning Experiences:
- Begin lesson by reviewing the poster pages of the focus text (display using Apple T.V.
so that all students can see) showing students what different posters may look like
- Explain to class that they will be using the iPad application Strip Design to create a
poster to accompany their oral presentations on the great barrier reef
- I will have a poster designed and ready to show the class first, then we will build a
poster together based on the information in our focus text, the students will then
begin building their own posters based on the information they have gathered so far
on the Great Barrier Reef; they will do this for the remainder of the lesson
Assessment:
Assessment as Learning: Informal assessments will take place through observations
of work, BLOG posts, and keeping record of any students not participating
appropriately in their groups and intervening when necessary.
Assessment for Learning: Will take place at a later stage in unit when children begin
drafting their speeches and Strip Design posters.
Assessment of Learning: Will take place in the final two lessons where students
deliver their oral presentations for this unit of work.
Adjustments:
- Children are broken in to Heterogeneous groups (3 groups of 5 and 2 groups of 6) so
that there is room for peer support and peer scaffolding throughout each lesson.
However, within these groups, the children with English as an Additional Language or
Dialect (EAL/D) will be placed into the same group so that support staff can work
with them during research times and speech drafting *during this lesson students
will sit anywhere in the room that is comfortable for them and this will be individual
work although they will be allowed to ask for peer and teacher support if they need
- Visual aids are employed for students with EAL/D and student with hearing
impairment (as well as whole class as we understand that children are visual learners
- Activities are engaging and hands on and require the focus of all members of the
class to complete