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Learning Experience Five

Learning Objective/s

Queensland Curriculum and Assessment Authority

Australian Curriculum

LS 6 (ii) - Plan, research, rehearse and deliver spoken presentations specific to
learning areas by: selecting and sequencing researched content, refining ideas
and language choices and selecting multimodal resources to influence
audiences to accept a point of view.

LS 6 (iv) - Compose and contribute in different groups and settings by choosing
and responding to spoken language features and non-verbal cues, including
selecting vocabulary to create detailed and accurate descriptions.

LS 6 (vii) - Use learning area vocabulary to specify content and present

Understand that different social and geographical dialects or accents are
used in Australia in addition to Standard Australian English (ACELA1515).

Understand that strategies for interaction become more complex and
demanding as levels of formality and social distance increase (ACELA1516).

Understand the uses of objective and subjective language and bias

Use interaction skills, varying conventions of spoken interactions such as
voice volume, tone, pitch and pace, according to group size, formality of
interaction and needs and expertise of the audience (ACELY1816).

Plan, rehearse and deliver presentations, selecting and sequencing
appropriate content and multimodal elements for defined audiences and
purposes, making appropriate choices for modality and emphasis

Classroom Organisation



- Direct instruction.
- Independent writing.
- Whole class
- Whole class discussion.

Formative Assessment: Questioning, observations and
class discussions, will assist with the assessment of
understanding, while the utilisation of an Oral Checklist
(Resource Five, Section A), will assist with the oral

- Scaffolding each sequence with modelling.
- Visual representations, body language and hand
- Find a Fact research sheet.
- Additional support and assistance; utilising

Learning Experience Sequence

Learning Experience Duration:
90 Minutes

- 10 Minutes: Educator is to refer back to the previous learning experience (Learning Experience Four), reiterating
the lesson content. During this time, Educator will explain that students will be utilising the Find a Fact template,
to produce a whole class concept map on the varying dialects within Australia. Each student will then be required
to draft, plan and rehearse a 1 - 3 minute oral presentation on the researched dialect, prior to placing their
contribution on the Gen Board concept map. Questioning will also be utilised to assess understanding.
- 10 Minutes: Once students have an understanding of the task, Educator will further scaffold students, through
modelling the draft writing process and how to utilise the Find a Fact Template (Resource Five, Section B).
- 15 Minutes: Students will then be provided with fifteen minutes, to plan, draft, publish and rehearse their
presentations. During this time, educator is to observe students offering additional support and assistance where
- 10 Minutes: After students have completed, Educator is to explain that the class will be required to transcribe dot
points throughout each presentation, to further assist with the learning process. During this time, an example will
be provided to scaffold students and assist with understanding; e.g. The name of the language.
- 35 Minutes: Each student will then present their oral presentation, while the class note down formative
information points.
- 10 Minutes: Once all students have completed their oral presentations, they will required to attach their written
segment to the concept map, linking varying concepts.