hass_convicts.pptx | |
File Size: | 1122 kb |
File Type: | pptx |
Pre-Knowledge Activation
Over the next few weeks we're going to learn about convicts that came from England to Australia. These stories are part of what we learn in year 4. They are not fairy tales. Things might be sad, disgusting or shocking. You will need to be mature, focused and you will learn a lot of important things.
Tuning In:
We are going to begin with a tuning in activity. We will use the structure timed-pair-share
Question: The children below all live different lives, some from the present, one from the past. Tell your partner which life would you like to live and why. Be prepared to share.
Modelled Answer:
Children who are surrounded by love and are given the change to be 'a kid', doing kid things such as having toys, playing sports, reading books and playing outside often are the happiest. The things children need the most are love, safety, shelter and nutrition. If a child didn't have a family, they were all alone, this child would be an orphan. These children, especially in the olden days, didn't have someone to love them, were not safe, often homeless and didn't have food. A house where lots of orphans lived is called an orphanage. Rich people donated money to pay for these. Orphanages were crowded, cruel, sad and horrible places. The boy in the black and white photo is an orphan from about 250 years ago. Although he is smiling for the picture he does not live a fun life. He sweeps chimneys for less than 5c a day. Many children that worked in these jobs died or were seriously injured. He lived a cruel and unfair life, this was common for poor children of the time.
Building Knowledge:
These next videos look at what life was like in England in the 1700s, before people from England came to Australia.
Children from poor families or orphan children were forced to work in factories or jobs that were sometimes dangerous.
Writing prompt (7 minutes timed writing) - Do you think children in modern times should be forced to work, by doing chores? (rally robin with partner for 2 minutes)
Paragraph structure:
1. Introduce your reason - why you think children should or shouldn't do chores
2. Evidence - what evidence, or proof, do you have that this is a good or bad idea?
3. Emotion - tell me about the emotion and consequence of this reason
E.g.
Our world is fast paced and evolving - it's tricky to keep up! Children who learn work ethic and understand the importance of hard work will help them to prepare for their future as an adult. If children are never asked to sweep the floor, unpack the dishwasher or clean their room, they will learn how to be lazy, not learn how to be future leaders! Steve Jobs didn't invent Apple by sitting on the couch while his mum cleaned his room!
Writing prompt (7 minutes timed writing) - Do you think children in modern times should be forced to work, by doing chores? (rally robin with partner for 2 minutes)
Paragraph structure:
1. Introduce your reason - why you think children should or shouldn't do chores
2. Evidence - what evidence, or proof, do you have that this is a good or bad idea?
3. Emotion - tell me about the emotion and consequence of this reason
E.g.
Our world is fast paced and evolving - it's tricky to keep up! Children who learn work ethic and understand the importance of hard work will help them to prepare for their future as an adult. If children are never asked to sweep the floor, unpack the dishwasher or clean their room, they will learn how to be lazy, not learn how to be future leaders! Steve Jobs didn't invent Apple by sitting on the couch while his mum cleaned his room!
The difference between the rich and poor was significant. The life of poor children as adults was harsh. They worked long hours, lived in overcrowded rooms, had no access to sewage or fresh food. Many orphans lived like this.
The rich had fun, played sports, went to the theatre and had all the food they needed.
The rich stayed rich and the poor stayed poor no matter how hard they worked.
The rich had fun, played sports, went to the theatre and had all the food they needed.
The rich stayed rich and the poor stayed poor no matter how hard they worked.
Children often worked for eighteen hours a day, if you started work at 5:30 am you would finish at 11:30 pm, almost midnight. Even for young children of 5 years old, imagine Pre-Primary students working that long!
Complete a Venn Diagram to compare life in Victorian England and life today in Australia.
Learning Reflection:
life_in_the_1700s_in_england.pdf | |
File Size: | 11 kb |
File Type: |
Plenary:
Share one idea with the class. If you don't have that idea or like that idea, add it to your venn diagram.
Picture Flick
Session 1
Tuning In: Fluency
Teacher to model Fluency first. Focusing on accuracy, rate, expression and punctuation. We will self evaluate out loud.
Rally Read:
a) Person A reads for 2 seconds. Person B watches and listens respectfully.
b) Person B reads for 2 seconds. Person A watches and listens respectfully
c) Switch until teacher says stop.
Rally Read:
a) Person A reads for 2 seconds. Person B watches and listens respectfully.
b) Person B reads for 2 seconds. Person A watches and listens respectfully
c) Switch until teacher says stop.
Vocabulary Focus
Hustled
Cargo
bound for
My sentence is seven years
We do: Use the word 'hustle' to model the possum vocabulary structure (printout) otherwise seesaw link available below.
Text Focus
Building prior knowledge - read the article on Van Diemen's land
Re-read this first page, focus on key vocabulary.
Writing Focus
Pretend you are one of the characters from the first page. Create an imaginary diary entry for your character. Although it is typical your character probably wouldn't have been able to read or write, you will need to imagine someone is writing it for them.
You will need to include the words: hustle, cargo, bound for, seven year sentence.
Example diary entry below... (total writing time 15 minutes)
You will need to include the words: hustle, cargo, bound for, seven year sentence.
Example diary entry below... (total writing time 15 minutes)
The day I've been dreaded has finally arrived. The judge gave me a seven year sentence, just for stealing bread. I bet that pesky judge hasn't ever felt hungry like I have! I figure us convicts have got to stick together, otherwise these guards are going to pick on us. I can always feel their eyes staring at me, ready to punish us if we make one little tiny mistake. John, the tall one, he's the worst of them all. Always yelling, hustling us onto the ship, treating us like a cargo of animals rather than real people.
Although I pretend to have a thick skin, keep my head down and not to make any trouble, I feel so alone. I miss Mumma, I worry about her. She doesn't even know that I ended up here in jail. She told me not to go stealing, that she would do it because she didn't want me to get in trouble. I couldn't do that, you see, I care for Mumma, I can't go sending her into danger, she'll get a lot worse punishment than me. Plus I'm small, and I can slip in and out of the crowds without being seen, well, most of the time. I would have got away with it if it wasn't for hole in the road, got my foot stuck and tripped right in the middle of the lane. The horse and cart had to stop in a hurry and the driver started yelling, making a big scene. My heart started to race as I quickly tried to get up and make a break for it.
Not quick enough.
My foot reach out to start to run, a strong, rough and unfriendly hand grabbed me by the arm, I tried to struggle but he was much stronger then me. I didn't even have to look up, I knew the local policeman was waiting for me. I had escaped his watchful eye a few times, but not today, and perhaps, never again.
Although I pretend to have a thick skin, keep my head down and not to make any trouble, I feel so alone. I miss Mumma, I worry about her. She doesn't even know that I ended up here in jail. She told me not to go stealing, that she would do it because she didn't want me to get in trouble. I couldn't do that, you see, I care for Mumma, I can't go sending her into danger, she'll get a lot worse punishment than me. Plus I'm small, and I can slip in and out of the crowds without being seen, well, most of the time. I would have got away with it if it wasn't for hole in the road, got my foot stuck and tripped right in the middle of the lane. The horse and cart had to stop in a hurry and the driver started yelling, making a big scene. My heart started to race as I quickly tried to get up and make a break for it.
Not quick enough.
My foot reach out to start to run, a strong, rough and unfriendly hand grabbed me by the arm, I tried to struggle but he was much stronger then me. I didn't even have to look up, I knew the local policeman was waiting for me. I had escaped his watchful eye a few times, but not today, and perhaps, never again.
Extension:
Write a play/script between the convict and the judge as they get sentenced to seven years for stealing a shawl.
Example of script (not about convicts) below:
Example of script (not about convicts) below:
Session 2
Tuning In:
What is a cargo of convict women?
Why would someone be hustled onto a boat?
Why would someone be hustled onto a boat?
Vocabulary Focus
pier
blubbering
banish
squabbling
blubbering
banish
squabbling
Fluency
Rally Read:
a) Person A reads for 30 seconds. Person B times.
b) Person B reads for 30 seconds. Person A times.
c) Switch until teacher says stop.
a) Person A reads for 30 seconds. Person B times.
b) Person B reads for 30 seconds. Person A times.
c) Switch until teacher says stop.
Reading of Text
Why would she say "It is the end for all of us?"
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Why would the women be squabbling like seagulls?
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Task:
Write what you believe the girl in the grey bonnet and black dress is saying to the girl in the white top and mustard dress.
Write what you believe the girl in the grey bonnet and black dress is saying to the girl in the white top and mustard dress.
Session 3
Tuning In:
Why are the convict women angry - "What has England ever done for us?"
WALT: Understand and use the vocabulary of our text
WILF: You use vocabulary words to enhance your writing.
WALT: Understand and use the vocabulary of our text
WILF: You use vocabulary words to enhance your writing.
Vocabulary Focus:
If you had to instruct someone on how to make a quilt. What are some key words you would need?
Fluency:
Rally Read:
a) Person A reads for 30 seconds. Person B times.
b) Person B reads for 30 seconds. Person A times.
c) Switch until teacher says stop.
a) Person A reads for 30 seconds. Person B times.
b) Person B reads for 30 seconds. Person A times.
c) Switch until teacher says stop.
Reading Focus:
1) Lizzie Flynn says nothing when Molly and Big Martha talk to her. When is a time that a character or yourself didn't speak or respond to the people around you? (Making Connections)
E.g.
Lizzie Flynn says nothing when Molly and Big Martha talk to her. She must be feeling very ****. This reminds me of **** when **** didn't speak because ******.
2) How does the illustrations help you to understand the parts of the book that are not written down?
E.g.
The illustrations of a book help us to understand more than just what is written down. When I look at Lizzie I can infer that she is ****** because *****. When looking at the character Molly, I can infer that she is ******* because ******.
3) How do you think the women felt when they opened the bags to find that it just contained needles, cotton, a bible, scissors, a comb and pieces of fabric? What do you think they had hoped to find in the bags and why?
E.g. When the women opened the bags to find needles, cotton, a bible, scissors, a comb and pieces of fabric , I think that they felt ****** because ******. I think that the women had hoped to find ***** in the bags because*****.
E.g.
Lizzie Flynn says nothing when Molly and Big Martha talk to her. She must be feeling very ****. This reminds me of **** when **** didn't speak because ******.
2) How does the illustrations help you to understand the parts of the book that are not written down?
E.g.
The illustrations of a book help us to understand more than just what is written down. When I look at Lizzie I can infer that she is ****** because *****. When looking at the character Molly, I can infer that she is ******* because ******.
3) How do you think the women felt when they opened the bags to find that it just contained needles, cotton, a bible, scissors, a comb and pieces of fabric? What do you think they had hoped to find in the bags and why?
E.g. When the women opened the bags to find needles, cotton, a bible, scissors, a comb and pieces of fabric , I think that they felt ****** because ******. I think that the women had hoped to find ***** in the bags because*****.
Oral Language Focus:
Imagine you are the lady on deck that is giving out the needles, cotton and pieces of cloth etc. The women around her are groaning. Create an oral diary entry to what you think she would be thinking and feeling while this is happening. (hint: do you think she is a convict, or an officer?)
Plenary
Which of these words would you use to describe the book so far?
- Modern or Historic?
- Excited or Low?
- Advanced Technology or Traditional?
- Supportive or Competitive?
- Modern or Historic?
- Excited or Low?
- Advanced Technology or Traditional?
- Supportive or Competitive?
Session 4
Tuning In:
What do you predict will happen to the women on their way to Van Dieman's Land?
WALT: Understand and use the vocabulary of our text.
WILF: You use vocabulary words to enhance your writing.
WALT: Understand and use the vocabulary of our text.
WILF: You use vocabulary words to enhance your writing.
Vocabulary Focus:
Fluency:
Rally Read:
a) Person A reads for 30 seconds. Person B times.
b) Person B reads for 30 seconds. Person A times.
c) Switch until teacher says stop.
a) Person A reads for 30 seconds. Person B times.
b) Person B reads for 30 seconds. Person A times.
c) Switch until teacher says stop.
Reading of the Text
Task
Questioning - Answer Response (Page 9-10)
What do you think the author/character meant when they said ‘He frowns and bids them all put their energy into their stitches.”
Most characters that are **** I would expect that they wouldn’t ***** but these characters seem **** when they are clustered together and ******would get in trouble. I think that the captain told the woman to put their energy into their stitches because *****.
Making Connections and Visualisation - Answer Response (Page 11- 12)
Anew definition: In a new or different and typically more positive way.
Why do you think the Lizzies face flushed when the women started laughing?
Lizzies faced flushed when the woman started laughing because ******. I felt **** for Lizzie because that reminds me of *********
What does higgledy- piggledy mean in this context?
Lizzie described her ****** like ****** because *********.
What extra detail has your mind filled in that is not mentioned in the text? Provide a detailed description of what you visualise e.g can you describe the one of the different women's feelings using your imagination and the implied information in the text.
When I look at one of the women standing behind Lizzie I think that they are thinking ******** by her ********. Her facial expression makes me feel ****** so I feel *** for her.
What do you think the author/character meant when they said ‘He frowns and bids them all put their energy into their stitches.”
Most characters that are **** I would expect that they wouldn’t ***** but these characters seem **** when they are clustered together and ******would get in trouble. I think that the captain told the woman to put their energy into their stitches because *****.
Making Connections and Visualisation - Answer Response (Page 11- 12)
Anew definition: In a new or different and typically more positive way.
Why do you think the Lizzies face flushed when the women started laughing?
Lizzies faced flushed when the woman started laughing because ******. I felt **** for Lizzie because that reminds me of *********
What does higgledy- piggledy mean in this context?
Lizzie described her ****** like ****** because *********.
What extra detail has your mind filled in that is not mentioned in the text? Provide a detailed description of what you visualise e.g can you describe the one of the different women's feelings using your imagination and the implied information in the text.
When I look at one of the women standing behind Lizzie I think that they are thinking ******** by her ********. Her facial expression makes me feel ****** so I feel *** for her.
Oral Language Focus
-Draw a picture of a quilt on SeeSaw
-Take a screen shot of the finished product and upload to seesaw.
-Provide step by step instructions on how to draw your quilt.
-Make sure you include ALL the steps/appropriate instructions as a partner will try to listen to your instructions and try to recreate your finished product.
-Take a screen shot of the finished product and upload to seesaw.
-Provide step by step instructions on how to draw your quilt.
-Make sure you include ALL the steps/appropriate instructions as a partner will try to listen to your instructions and try to recreate your finished product.
Week 6
Session 5
Grammar Warm Up:
After the footy game, we all ___________ together under the shelter.
cluster/clustering/clustered
"Will you two stop ______" yelled the mother in frustration.
squabble/squabbling/squabbled
Extension:
Squabbleing or Squabbling ?...... Why?
After the footy game, we all ___________ together under the shelter.
cluster/clustering/clustered
"Will you two stop ______" yelled the mother in frustration.
squabble/squabbling/squabbled
Extension:
Squabbleing or Squabbling ?...... Why?
WALT: Understand the vocabulary in the text to create meaning.
WILF: Use descriptive language and T2 vocabulary words to enhance your writing.
WILF: Use descriptive language and T2 vocabulary words to enhance your writing.
Vocabulary Focus:
Fluency
Rally Read:
a) Person A reads for 2 minutes. Person B times.
b) Person B reads for 2 minutes. Person A times.
c) Switch until teacher says stop.
a) Person A reads for 2 minutes. Person B times.
b) Person B reads for 2 minutes. Person A times.
c) Switch until teacher says stop.
Reading of the text
TASK
Inferring
Do you think Big Martha is acting in a friendly manner? What evidence do you have to support this from the text?
I think Big Martha is acting in a aggressive/bossy/respectful manner because _________. In the text Big Martha says "fancy work for a fine lady when we have nothing" and throws the stitching overboard, which makes me think _________.
Questioning
What do you think the Lizzie meant when she said 'her face is peaceful now'?
When Lizzie said 'her face is peaceful now', this implies she ...
What do you think the author means when she says 'when the needle bites'?
I think the author means ______________ when she wrote 'when the needle bites.'
hint: angry, prick, sharp, agony
Do you think Big Martha is acting in a friendly manner? What evidence do you have to support this from the text?
I think Big Martha is acting in a aggressive/bossy/respectful manner because _________. In the text Big Martha says "fancy work for a fine lady when we have nothing" and throws the stitching overboard, which makes me think _________.
Questioning
What do you think the Lizzie meant when she said 'her face is peaceful now'?
When Lizzie said 'her face is peaceful now', this implies she ...
What do you think the author means when she says 'when the needle bites'?
I think the author means ______________ when she wrote 'when the needle bites.'
hint: angry, prick, sharp, agony
~_rrative_planning_sheet_broken_thong.docx | |
File Size: | 0 kb |
File Type: | docx |
Session 6
Vocabulary Focus:
To churn means to move around vigorously. Would you like to churn cake batter or cement? Why?
The cargo was so heavy that the men had to heave it on to the ship. Was the cargo light or heavy? What else might you heave?
If I wake up in the morning on a hot summer day would the air look misted or clear?
A hatch is an opening on the deck of a ship. What might go in and out of the hatch?
I saw a big red-tailed hawk carry a writhing black snake across the sky. How was the black snake feeling and moving?
The cargo was so heavy that the men had to heave it on to the ship. Was the cargo light or heavy? What else might you heave?
If I wake up in the morning on a hot summer day would the air look misted or clear?
A hatch is an opening on the deck of a ship. What might go in and out of the hatch?
I saw a big red-tailed hawk carry a writhing black snake across the sky. How was the black snake feeling and moving?
Reading of the Text
Page 2
WALT: Understand the vocabulary in the text to create meaning.
WILF: Use descriptive language and T2 vocabulary words to enhance your writing.
Task
As Lizzie looks over the ship what do you think she is thinking? Use the words as clues as to how she may be feeling.
As Lizzie looks over the ship into the distance, I think she is thinking about *********. The words ______________ helps me as a reader think that she is feeling _______( what emotion? and why?)
What do you think the sentence 'The future has no shape' means in this context?
I think that the sentence 'The future has no shape' means ___________.
Which part of the text creates images in your mind? (Page 2)
As a reader, the sentence ___________________ creates images in my mind. When I read that sentence I picture ________________________.
If you were a convict at the bottom of the hold what sounds and smells come to mind? Complete the Seesaw task describing the 5 senses you would find if you were trapped below deck.
As Lizzie looks over the ship into the distance, I think she is thinking about *********. The words ______________ helps me as a reader think that she is feeling _______( what emotion? and why?)
What do you think the sentence 'The future has no shape' means in this context?
I think that the sentence 'The future has no shape' means ___________.
Which part of the text creates images in your mind? (Page 2)
As a reader, the sentence ___________________ creates images in my mind. When I read that sentence I picture ________________________.
If you were a convict at the bottom of the hold what sounds and smells come to mind? Complete the Seesaw task describing the 5 senses you would find if you were trapped below deck.
Week 5 Part B
Warm Up
Fix the grammar, spelling and punctuation in this passage: 11 errors
lizzie flynn was cluster together with the convicts. their waiting to arrive in van diemans land but she doesnt know when thay will arrive
lizzie flynn was cluster together with the convicts. their waiting to arrive in van diemans land but she doesnt know when thay will arrive
Vocabulary Focus
- The rock climber had to clamber up the wall, being careful of each and every move.
- Evergreen vines clamber up the bricks. - Clambering up to the top of the tree, the monkey hoped he would be safe there from the lion. To clamber is to climb in a crawling action. |
- Fire burned bight and wild into the home, firefighters doused the flames in water.
- Roy turned around and, splash, he was completely doused in water. The water fight had just begun! To douse something is to completely saturate something quickly with a liquid, either by a strong hose or a bucket. It could be water or a chemical. |
- "If you don't have warrant, you can't come in here!" yelled the criminal, the officer retreating back to the car, he would have to find another way into that apartment. He was sure he was guilty.
- After his first night in his new home, he was still afraid of his surroundings. He would often retreat back into his basket. To retreat to is go back to hide, feel embarrassed or accept defeat. |
- "If you make another mistake, you're fired!" scowled the boss to his assistant.
- My daughter gave me a scowl when I said she couldn't have the pink unicorn slippers. - Protecting his pack, the wolf scowled at the hunters. An angry or bad-tempered expression. |
Vocabulary Possum - seesaw
Look at the example for how you should lay out your task. You will focus on the word, scowl.
Reading of the text
Task
What was your favourite part of the book?
My favourite part of the book was ____________ because ____________.
What was the most interesting thing you learned from the book?
The most interesting thing I learnt from the book was _____. I use to think _____ but after reading 'My Name is Lizzie Flynn' my opinion has either changed OR stayed the same.
Why do you think the author wrote this book?
I think that the author wrote this book because ____________.
Why did Lizzie keep a part of the quilt?
Lizzie kept part of the quilt close to her because_______
My favourite part of the book was ____________ because ____________.
What was the most interesting thing you learned from the book?
The most interesting thing I learnt from the book was _____. I use to think _____ but after reading 'My Name is Lizzie Flynn' my opinion has either changed OR stayed the same.
Why do you think the author wrote this book?
I think that the author wrote this book because ____________.
Why did Lizzie keep a part of the quilt?
Lizzie kept part of the quilt close to her because_______