FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 4 LEARNING AREA/TOPIC: HASS

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students are to use iPads and the app, iMovie to record and edit the debate they create.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

The differences Students will be able to A Checklist will be Intro: 5 Minutes https://www.youtube.co
2 between ‘rules’  Describe how a used to mark: Students to start the lesson seated on the mat. m/watch?v=Xn6WKOJD
and ‘laws’ and the new school rule Students Begin the lesson by showing the Q&A video clip, playing from zuI 1:50 onwards.
importance and would apply to description 1:50 to the end.
purpose of laws. of how Introduce the lesson as a continuation of the topic, difference
students and
(ACHASSK092) they’re between rules and laws. Relate the content of the issue discussed as
teachers. a rule that applies to certain people and discuss and link into that
 Follow the school rule
Plan, draft and students are going to be planning, drafting and recording their own
affects
publish structure of a debate on a provided topic.
persuasive texts students Lesson Body: 35 Minutes
debate in their
containing key and Revise the structure of planning a debate by modelling this
presentation.
information and teachers. structure on the board with reference to the video shown at the start
 Plan, draft and
supporting of the class.
details. record a debate The State the topic and address how their rule will affect students and
(ACELY1694) with 3 key pieces structure teachers, announce whether you’re for or against the new rule,
of supporting and provide evidence and research or reasoning to back up your
evidence effectivene statement. Hear the opposition’s point of view and when they are
regarding the ss of their finished, rebuttal. After both sides have had a rebuttal, end with a
argument conclusion of why they should vote for your point of view.
implementation of
in the Use explicit think aloud statements when modelling including
their new school “How do I start a debate, what should I use to back up my
rule. recorded
argument, how do I persuade the audience and how to respond to
debate. the opposition and how to end the debate?”
After the revision of how to plan and conduct a debate, students are
Evidence to be paired off and given 25 minutes to research and plan their
used in the debate on the question.
debate. Once the 25 minutes for planning and drafting are finished,
students are to take 10 minutes to record and edit their debate in
iMovie
iMovie using the iPads provided.
Lesson Conclusion: 10 Minutes
Once the time is up, students to air drop their recorded debate to the
classroom computer.
Ask for student volunteers for who would like to share their
recorded to be shown to the class. While a student’s recorded
https://www.strawpoll.
debate is being made, make a quick Strawpoll to direct students to me/
so they can vote on the more persuasive side of the debate.
After each showing, students on the iPad to be directed on their
iPads to a Strawpoll to vote on who was the more persuasive in the
debate they just viewed.
Repeat this process for two or so more of the student debate before
concluding with a quick revision with the students of the structure
of a debate, what is a rule and how a rule can apply to different
people.