KLA: HSIE Date: 8/11/2016 Time: 2:15-3:15 Class: 3 School: St.

Francis
Xavier
APST FOCUS: 2.2 organise content into an effective learning and teaching sequence
Outcome / Standard: GE2-3 examines differing perceptions about the management of places and environments
Objective / Learning Intention: As a result of this lesson students will write a persuasive letter about the management of Mt. Warning.

3.1 & 3.2 Background / Cultural / Prior Knowledge: Students know how to write a persuasive text and what Mt. Warning is. Many of the
students have climbed Mt. Warning.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE & TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order 2.1 Explicit quality 2.4 Social support
thinking criteria
3.5 Connectedness 1.2 Deep 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
understanding
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation
students Strategies
INTRODUCTION (O):
5 mins Expectations: Story is displayed on
Share learning intention and expectation with students -No calling out board for visual
-No talking when leaners (Allira,
Read story about the creation of Mt. Wollumbin others are talking Alistair)
-Names will go on the
board if expectations
are broken
-Stickers will go out to
everyone who is
doing the right thing
 BODY (G):
Class discussion:
What do you think that this story is about? Some people now Have PowerPoint
call Mt. Warning, Wollumbin Mount Warning. Wollumbin presentation
means Warrior Chief in the Aboriginal language. Im sure displayed
many of you have been there. What do you know about Mt.
Warning?
35 mins
If you havent been Im going to take you there.
Watch video on PowerPoint Write all student
Did anyone notice anything else we havent wrote about? responses on board

Turn to the Mt. Warning Facts slide on PowerPoint and read.

Some people believe that Mt. Warning is a sacred area that
should not be climbed for its protection. Others think that it is
a great place to go exploring and it should be open to all of Formative
the public. assessment:
Observation
Who thinks it should be left untouched? - students are able Fast finishes will
Why? to explain why they complete another
Who thinks we should be able to climb it? have a certain letter replying to their
Why? view own
Have worksheets on
BODY (E): desks prior to lesson
Activity is explained Work samples Mrs Fits to work with
In groups of 4 students will undertake project-based learning Leave all information - letters include all Ezrah and Allira and
using the PEEL method to write a letter to the National Parks on board as a source PEEL steps and others who do not
and Wildlife Service convincing them of their view of why or of evidence and are logical feel confident to
not Mt. Warning should be open to the public. information during undertake task
(One letter between 4) writing independently

CONCLUSION (R): Letters are placed in

20 mins Several groups will share their letters (dependent on time) a pile up the front for
Students are questioned about whether letters are convincing marking
and why?
Supervising teacher: Date: