Lesson

Plan 9
Week 5
Date: Monday 27th of April 2015

Duration:
6 0
m
inutes

Unit: Shining the light on historical Australians

Lesson: 9 of 12

Level: Year level 6 Name:

M
ary Mackillop historical recount?

Curriculum

Humanities and social sciences

Australia as a nation
The contribution of individuals and groups, including Aboriginal and Torres Strait Islander people and
migrants, to the development of Australian society, for example in areas such as the economy,
education, science, the arts, sport. (ACHHK116).
o Considering notable individuals in Australian public life across a range of fields (for example the
arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range
of cultural and social groups, and women and men drawn from the Australian Living Treasures
list or from the Australian Dictionary of Biography)

Chronology, terms and concepts
Use historical terms and concepts (ACHHS118).
o Using historical terms and concepts related to the content such as democracy, federation,
empire, immigration, heritage, diversity, enfranchisement, suffrage.

Historical questions and research
Identify questions to inform an historical inquiry (ACHHS119).
o Developing key questions about the birth of Australian democracy and the experiences of
citizenship for women, migrants and Aboriginal and Torres Strait Islander Peoples.
o Developing key questions about immigration such as: What were the main reasons people
migrated to Australia? Who migrated? Where did they come from? What impact have they
had on the character of Australian society?
Identify and locate a range of relevant sources (ACHHS120).
o Using internet search engines, museums, library catalogues and indexes to find material
relevant to an inquiry.

General capabilities and cross curriculum

General capabilities
Critical and Creative thinking
o Throughout this lesson students will be using critical and creative thinking when evaluating the
resources they come into contact about Mary Mackillop.
Literacy
o This lesson encompasses literacy as the students develop and structure a historical recount
text.
Personal and Social
o Students will be working on their relationships with learning and other students whilst working
in groups.

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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Ethical Understanding
o This lesson and the previous explores the qualities of Saint Mary Mackillop students will be able
to see her influential ethics and apply them to real life.
Cross curriculum
Sustainability
o This lesson will allow students to gain values that will enable them create a socially just world
and make informed decisions accordingly.

Lesson Overview

Integrating socially model of inquiry stage: Taking Action

In this lesson the teacher will be modelling how to write a historical recount focussing on the structure.
Students will be referring to their graphic organiser from previous lesson when it is their turn to create
their own historical recount in small groups. Students will need to plan and discuss as a group before
they are ready to write their own recount using the model the class constructed as a guide.

Lesson Objectives

Students will have the ability to:

o Create a historical recount text.
o Use information from their graphic organisers.
o Explore connections in their research of Mary Mackillop whilst writing their historical recount.

Students Prior Knowledge

Students have prior knowledge in:

o Students have prior knowledge into the life of Mary Mackillop from previous lesson.
o Students have prior knowledge from earlier in the unit about what makes a person influential.

Assessment

Assessment for learning:

o Each groups historical recount will be handed in to the teacher at the end of the lesson and will
be marked looking for, historical terms, structure and understanding of Mary Mackillop.
o A series of higher order thinking questions will be asked throughout the lesson; this will ensure
that students are challenged in their thinking processes.
o Observations will be also made to ensure that students are engaging with the lesson and
keeping on task.

Inquiry question

Key inquiry question:

o How can we demonstrate that Mary Mackillop was an influential Australian?

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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Lesson Structure
Time

Introduction & Motivation

Teaching
Resources

20 mins

Orientation Phase
20 minutes

Students are introduced to the structure of a historical
recount.

Three headings are written on the board
Background
Record of Events
Evaluation

Explain to students that todays task will to be to write an
historical recount on Mary Mackillop and how she was an
influential Australian.
Have children read through the example historical recount
asking students after every paragraph to determine what part
of the text that was background, record of events or
evaluation?

Relating it back to their task ask students:
o What kind of information would be used in the
background section?
o What kinds of words were used in the example?
Should we use some of these in our texts? (Have
students highlight good language choices)
o Where will we find information for writing our own
historical recounts?(graphic organisers from last
lesson)
o What is an example of an evaluation when writing
about Mary Mackillop?

Resources
o Example text
o Graphic organiser
o White board

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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Time



30 mins

Time



10 mins

Main Content
Enhancing Phase
30 minutes

Students are now to independently write up a draft historical
recount on Mary Mackillop. They can either write this as a
formal recount or a diary entry.The students are to get as
much done in 30 minutes encouraging to children to have at
least 4 short paragraphs.

Allow students who are high achievers in history to include
more paragraphs. Students with lower ability are to attempt
one paragraph for each key part of the structure.

Conclusion
Summarising Phase
10 minutes

Students are to stop writing and share their work with the
person sitting next to them. Students are encouraged to edit
their own work and also that of their partners by circling in
pencil anything that may need further thinking.

End of lesson students hand their work up to teacher so that
students progress can be monitored.

Teaching
Resources

o Graphic
organisers
o Note books
o Pencils and
rubbers.

Teaching
Resources

Resources
o History note
books.

Differentiation of learning

Zone of proximal development:

Throughout the lesson students will be working in pairs or small groups, this will unsure that students
are supporting each other during the learning process (Ashman and Elkins 2012).

This lesson shows diverse differentiation as it has:
o Instruction based on students readiness
o A range of modes of instruction
o Individual achievement is a major goal
o Has formative assessment on the individual (Marsh, 2010)

Evaluation
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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o
o
o
o
o
o

Did the students portray Mary Mackillop as influential in their recounts?

Was the structure clear in the students texts?
Did the lesson cater for all students?
Could this have been done differently to encompass Gardiners multiple intelligences?
Could the use of ICT been incorporated?
What needs to be revisited before summative assessment?

Resources

Ashman, Adrian, and John Elkins. Education for inclusion and diversity. 4th. Frenchs Forest NSW:
Pearson Australia, 2012.
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
geography, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-
social-sciences/geography/curriculum/f-10?layout=1
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
history, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/history/curriculum/f-10?layout=1#level6
Humphrey, S., Droga, L., Feez S. (2012) Grammar and Meaning. Newtown, NSW: PETAA Ausralia.

Marsh, Colin. (2010) Becoming a teacher: Knowledge, skills and issues. 5th. Frenchs Forest, NSW:
Pearson Australia.

Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe

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