Laura King S00135584

Lesson Plan 1
TOPIC: History - Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival.
(ACHHK079)
Year Level: 4
Time: 60 minutes
AC English: Content Descriptor from the Literacy SubStrand: Interpreting, analyzing, and evaluating. Use comprehension strategies to build
literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692).
Relevant Elaborations: Making connections between the text and students own experience and other texts
During this lesson students will:
Students are learning to interpret a non-fictional text. They will be comparing and contrasting these to their own lives to gain a better
understanding of the meaning of the text.
LESSON INTRODUCTION:
The Hook Brainstorm in groups of 3-4 about what they know about the First Fleet, record on a piece of paper
Literacy learning intentions (2-5mins)
We are learning to: compare and contrast using print-based non-fictional texts.
Learning behaviours
I need to ...recognise differences and similarities between the text and my life
I need to...carefully read the text to understand what life was like then
I need to...ask myself questions to help my thinking and understanding e.g How would I feel it that was me?
Success criteria for whole class

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I am doing well if I can read a non-fiction print-based text and make connections by comparing to my own life experiences.
I am doing well if I can recognise at least 3-4 similarities and differences between the text and my life experiences.
Success criteria for focus teaching group
I am doing well if I...have a strong understanding of what life might have been like back then and why it changed.
I am doing well if I...can read the text and find differences and similarities to my life now.
Shared Text for whole class:
Jackie French Grim Crims and Convictors Fair Dinkum Histories
Consider your role for whole class and focus group instruction: Facilitator, mediator, director
BEFORE: Whole class(5-10mins)
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Reading monitoring strategy (comparing and contrasting). Students may already have a brief understanding of what the First Fleet is
and exactly what is involved from previous history units in Level 3.

Read text title: The Youngest Convict Boy. p.10- 12

Questions to ask, Lets have a think about what we brainstormed already about the people that were involved in the first fleet. What
does the title suggest to us? What might this text tell us about this young boy? What does convict mean?

DURING: Whole class(5-10mins)

Read p.10-12 of the text.
Clarify unfamiliar vocabulary. (thief, orphan, chimneysweep, convict, marines, burglary, transportation (in this context), hulks)
Have a think to yourself what your life is like now. You are around 9 years old. How different is it John Hudsons life? Is there anything the
same about yours and Johns life or life experiences?
Students are then informed that they will be comparing similarities and differences of their lives based on the text.
AFTER:
1. Whole class activity/thinking routine to explore the text using the reading comprehension strategy. (5-10mins)

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Other students will be working on their own compare and contrast worksheet using evidence from the text. They are able to talk with the
person beside them. Come up with at least 3 similarities and differences. Put success criteria on the board as a visual cue. If the finish
earlier, an extension task can be to write a letter to John Hudson explaining what life is like.
2. Focussed teaching group: (15-20mins)
Focus Group:10906789, 22046281, 22266284, 31249379, 61100916, 64139216
Using the text (p.10-12), take turns in shared reading.
After reading each sentence or paragraph, ask students to take a moment to write down anything they found interesting, different or similar.
Helps students at sentence and phrase level.
After they have had time, ask them to share with the focus group.
Assessment will occur through a running record of the discussion that is occurring. Also will use the worksheets that describe the different
similarities and differences to help assess.
Key questions: How do you think he might have been feeling when he was on the boat? Expected response - Lost, scared
How would you feel if this was happening to you? Expected response: frightened, probably scared and lost too. This can be an example of a
similarity.
LESSON CONCLUSION: (10-15mins)
After roaming the room, ask selected students to present a similarity and/or difference that they found. Try to find students that mention
different ones. This lesson ties into the other lesson plan as it looks also at convict children and gaining an understanding of what they
experienced.
Word Count: 350