Continue research in Expert Continue research in Expert Review project requirements i.e. Presentations (assessment) : groups, as for Lesson 3, but groups, as for Lesson 3, but making the mobile at home: After students have completed using a timeline to take notes. using a different graphic Explain that the mobile needs their mobiles at home, they organiser (Venn diagrams) to present their project to the class. to have at least 5 cards what events contributed to take notes. (approx.5x8cm) explaining the development of the Review the assessment rubric, the basic information about celebration or commemoration? Focus: what are the differences ask children to record in private the celebration or and similarities between what mark they they would commemoration, generating a timeline using celebrations and get and what they need to Its significance sticky-notes or equivalent to commemorations within the improve. show the historical development expert group? Its development of the celebration or Provide feedback to students as What it has in common with commemoration, using one being Model using a Venn diagram as they present their project. other celebrations or researched by an at-risk student. a note-taking sheet to answer the commemorations Focus on the text features of the focus questions. Choose a How it is important to timeline. celebration or commemoration community groups in being researched by an at-risk Students research their topic, student to model. Australia (if applicable). recording their information on a Activities sticky-notes or equivalent and Students research their topic, Using the information that one of then assembling it into a written recording their information on a the at-risk students has, model timeline. Venn diagram drafting it into short paragraphs. Brainstorm what images would Pohl’s Thinker’s Key: What if Share time. complement these paragraphs. … one of the events in history hadn’t happened? (individual, oral) Students draft these 5 short narratives into short paragraphs. Share time. NB Photocopy all the research notes that the children have BEFORE they take them home & (if not already done) assess students’ comprehension/ taking skills and ability to use thinking tools.
Activities Continue research in Expert groups, as for Lesson 3, but using a timeline to take notes. what events contributed to the development of the celebration or commemoration? generating a timeline using sticky-notes or equivalent to show the historical development of the celebration or commemoration, using one being researched by an at-risk student. Focus on the text features of the timeline. Students research their topic, recording their information on a sticky-notes or equivalent and then assembling it into a written timeline. Pohl’s Thinker’s Key: What if … one of the events in history hadn’t happened? (individual, oral) Share time. Continue research in Expert groups, as for Lesson 3, but using a different graphic organiser (Venn diagrams) to take notes. Focus: what are the differences and similarities between celebrations and commemorations within the expert group? Model using a Venn diagram as a note-taking sheet to answer the focus questions. Choose a celebration or commemoration being researched by an at-risk student to model. Students research their topic, recording their information on a Venn diagram Share time. Review project requirements i.e. making the mobile at home: Explain that the mobile needs to have at least 5 cards (approx.5x8cm) explaining the basic information about the celebration or commemoration, Its significance Its development What it has in common with other celebrations or commemorations How it is important to community groups in Australia (if applicable). Using the information that one of the at-risk students has, model drafting it into short paragraphs. Brainstorm what images would complement these paragraphs. Students draft these 5 short narratives into short paragraphs. NB Photocopy all the research notes that the children have BEFORE they take them home & (if not already done) assess students’ comprehension/ skills and ability to use thinking tools. Presentations (assessment) : After students have completed their mobiles at home, they present their project to the class. Review the assessment rubric, ask children to record in private what mark they they would get and what they need to improve. Provide feedback to students as they present their project. taking