LEARNING AREA: History LESSON TOPIC: Preparing for Assessment

YEAR LEVEL: 1

LENGTH of LESSON: 30 minutes

CURRICULUM LINKS
ACHHK030 Differences and similarities between students' daily lives and life during their parents and
grandparents childhoods, including family traditions, leisure time and communications
examining and commenting on photographs and oral histories (for example talking to parents,
grandparents and other elders) to find out how daily lives have changed
ACHHS037 Develop a narrative about the past.
relating a story about life in their parents or grandparents time (orally or through pictures and
photographs)
LEARNING OUTCOMES
By the end of this lesson students will

Engage collaboratively in the development of interview questions to ask of their Grandparents

or a family friend/relative of similar age (in the case where Grandparents are not able to be
asked)
Begin to develop an understanding of narrative text types and relate this to their oral
presentation

LESSON OBJECTIVES
By the end of this lesson, students will
1. Have developed interview questions with their peers to ask their grandparents
2. Engage with narrative text types
KEY INQUIRY QUESTION
How have the roles and structure of families changed or remained the same in the past and present,
and what impacts these changes?
STUDENTS PRIOR KNOWLEDGE
Understanding of the assessment task and how it relates to them
Organised a time to interview grandparents, family friend or relative (preferably someone
older than their parents)
Understanding of differences between students daily lives
PREPARATION:
Resources
Letter sent home to parents outlining that students need to undertake an interview with
grandparents (sent out 2 weeks before interview needs to take place)

A-Frame whiteboard and whiteboard markers

Example Narrative Texts: Grandpa and Thomas; Wilfrid Gordon McDonald Partridge

Classroom Organisation
Students to gather on the floor as a group in front of the Easel (Guided to do this with nothing
in their hands)
LESSON PROCEDURE
Motivation (Orientating Phase) 5 minutes

Ask children to gather on the group story mat in front of the easel (with nothing in their hands)
Begin class discussion by interviewing the students on what their usual daily routine is and
compare how many students have different routines

Procedure (Enhancing Phase) 15-20 minutes

Shift the discussion to up and coming interviews of grandparents and ask what kind of
questions might need to be asked
Scaffold children to develop questions, recording them on the easel as they are developed
(type up to send home to parents)
Once questions are developed ask students their questions to see if they can give clear
answers or if question need to be refined

Take a quick break to allow students to shift focus from interviews to narrative text types
Have students spread out and sit/lie down with eyes closed and tell them a story
Gather them back to the mat and begin reading examples of a narrative

Read Wilfrid Gordon McDonald Partridge pointing out key features of a narrative text type
along the way and asking students questions once story is finished
Display features of a narrative in order around the room so children can refer to them in next
lessons

Conclusion (Synthesising Phase) 5 minutes

Do a quick reflection on the learning with students linking it back to their assessment pieces
DIFFERENTIATION OF LEARNING
Remember that some students may not have grandparents living, or living in Australia, they
can therefore interview their parents or preferably someone older than their parents
Have students who require extra attention or may disrupt the class sitting close to you during
group time
Allow students with physical ailments to sit on chairs during group time if required
Encourage all students to be engaged in class discussions and scaffold this

ASSESSMENT OF LEARNING/LESSON OBJECTIVES

1. Assessment for Learning: Reflect on whether or not students were engaged in the lesson
and how they contributed to class discussion (have a quick checklist with all students
names)