Bendigo Gold
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Daily Lesson Notes
Date:
Subject: English
Time:
Chapter 1 - Bendigo Gold
Strand: Reading
Strand Unit: Receptiveness to language
Content Objective: Refine his/her listening skills through hearing the teacher read aloud.
Learning Objectives
- All pupils will be enabled to: actively listen to chapter 1 of the story Bendigo Gold.
- Most pupils will be enabled to: recall some detail about the characters in the story.
- Some pupils will be enabled to: accurately predict who “Pa” is in relation to Granny.
- Teacher Questioning
Language / Literacy Opportunities
Writing
Vocabulary:
- Gold mining, gazed absentmindedly, hobbled, nudged, hesitated, Jailbird.
Content of Lesson
Lesson Introduction
- Show the children the front cover of the Book “Bendigo Gold”.
- Get them to predict what they think the novel will be about.
- Tell the children you are going to read chap 1 of the story. They must follow the text & listen carefully as they will be asked questions about the characters afterwards.
Lesson Development
- Ask higher and lower order questions regarding the characters in chapter 1.
- Draw a simple family tree on the board and get the children to jot it down.
- Get them to write down one word/sentence that they can recall of each character. What do we know about Granny’s father? Mother? Granddaughter?
- Get the children to think, pair and share. Take feedback from the class.
Lesson Conclusion
- Walk around the classroom to check everyone has drawn the family tree correctly.
- Listen to the childrens predictions about who Pa is in relation to Granny.
- Get the children to put their copybooks and novel away.
Resources
(List your resources)
Bendigo Gold Novel x 35
Jotter x 33
Methodologies
(Please underline)
Talk and Discussion
Collaborative/Co-operative Learning
Active Learning
Skills Through Content:
Using Local Environment
Problem Solving
Linkage/Integration
(Include one subject)
Geography – People and other lands.
Inclusion and Diversity/ Differentiation (Please identify and include specific detail)
Content: Activities: Resources:
Product: Environment: Teaching Strategies:
Record of Assessment and Reflection
Action Plan
Bendigo Gold – Chapter 14
Lesson 1
Subject: History
Strand(s): Story
Strand Unit(s): Myths and Legends
Learning Objectives:
1. All children will be enabled to listen to and recall the Legend of Lady Deborah.
2. Most children will be enabled to recall the Legend of Lady Deborah and be able to retell the story through the appropriate use of dramatic mime while in groups.
3. Some children will be enabled to use mime effectively when depicting their characters and will be able to reflect on the motives and intentions of the characters within the story
Description of Intended Lesson:
Introduction:
- Read the children the Legend of Lady Deborah.
- Tell them that the legend you read is a secondary source of documentary evidence.
- Discuss what a secondary source is (an account of the past which is created after the period to which it relates).
- Tell them that the primary source of evidence regarding this story/legend would have been oral evidence.
- Explain these terms “documentary evidence” and “oral evidence”.
- Question the children briefly about the story they have just heard. Ask them to recall the year the mine closed.
Would your Granny have been alive then, or your Granny’s granny? Or your Granny’s Great granny?
- Draw a generational timeline on the top of the board.
- Tell the children that in this lesson they will be using dramatic mime while in groups to retell the story.
- First, ask the children to discuss and recall the story of the Legend of Lady Deborah while in pairs.
- Write “The Legend of Lady Deborah” on the board.
- Take feedback from the class and add their recall to it in chronological order of what happened in the story.
- Divide the children in to 4 groups (of 6 people). Each group member must pick a character out of a hat.
- Give the children 10 minutes to come up with an appropriate mime that would be relevant to the story.
- Tell 2 of the groups to get in to position. The other 2 groups will watch.
- Ask a child to read the Legend of Lady Deborah aloud, as 2 of the groups mime the story.
- Get the groups of children to swap over, and get a child to volunteer to re-read the story once more.
- Ask the children who are watching to offer constructive criticism, and give rationale for their comments.
- Ask lower & higher order questions to enable the children reflect on the motives and intentions of the characters.
- Get the class to think up relevant questions to ask 2 of the children who will be chosen for hot seating
Assessment: Teacher observation and questioning will be used to assess the children s ability to recall and reflect on the Legend of Lady Deborah and their ability to retell the story through the appropriate use of dramatic mime while in groups.
Bendigo Gold – Chapter 19
Lesson 8
Subject: Geography
Strand(s): Natural Environments
Strand Unit(s): The local natural environment
Learning Objectives:
1. All children will be enabled to establish cardinal directions when map-reading in their local environment.
2. Most children will be enabled to estimate distances and establish cardinal directions when map-reading in their local environment.
3. Some children will be enabled to rationalise the benefits and difficulties that are sometimes encountered while reading maps.
Description of Intended Lesson:
Introduction:
- Show the children a jamjar with a list of laminated numbers and letters facing outwards (from inside it). Tell them to imagine that the jamjar is a nugget of gold.
- Tell the children that they will be using a map to locate the “nuggets of gold” around the school grounds during the lesson.
- Prior to doing the map-reading activity, elicit what the children already know. Revise how to use the key/legend on the side of the map and the directions north, south, east and west.
- Put 5 various items on the ground within a square boundary. Draw a square on A4 paper and draw the 5 items onto the sheet in the approximate location. Next draw a line/arrow in and around these 5 objects.
- Choose a child (volunteer) to come up the front and try to follow the arrows on the A4 sheet to navigate him/herself correctly around the 5 objects on the ground. (The children will all have done this activity previously so this will be a reminder).
- Question the children about how they would follow this simple map. Ascertain responses such as “keep the map facing the same way as it is on the ground/facing north” “Use specific instructions eg. Keep the bright object on your right” etc
Development:
- Next, (Using the visualizer) show the children a map of the school. Reiterate how to use the map.
- Show the children how to estimate distances. Use 2 specific points on the map for the children to find the distance.
- Use the legend on the map to identify the points in the schoolyard (eg. Ask the children to estimate the distance from the front door of the school to the compost heap). They must first identify these locations using the key, and then use the scale on the map to figure out the distance. Do a few examples with the children.
- Then put the children in pairs. Name the pairs “Team 1”, “Team 2”, “Team 3” etc
- Give each pair a map with “Xs” on it at various locations (all maps are the same for all children).
- Explain that each location on the map has a golden nugget (jamjar with list of no.s & letters) at that site.
- When the pair of children find the location on the map, they must write down the letter that is listed opposite their team number. (eg. “Team 7” writes down the letter listed opposite the number 7. This will prevent any cheating between pairs).
- Make sure each pair has their map and a pencil to fill in the letters at the locations. Once they have filled all “Xs” they can return to base.
- When all the children are back, ask whether they thought the map reading exercise was helpful or not. Take feedback from the class. Choose children to explain what they thought was good or bad, hard or easy and why.
- Using the visualise, show the children the map of the school on the screen. Ask questions about how to get from certain places by letting the child describe the direction to go. Ask the children to estimate distances between points using the scale.
Daily Lesson Notes
Date:
Subject: Art
Time:
Strand: Paint and Colour
Strand Unit: Painting
Content Objective: discover pattern and rhythm, and use them purposefully in their work.
Learning Objectives
All pupils will be enabled to: practise-using pattern.
Most pupils will be enabled to: use repetition, a variation of contrasting colours and a mixture of line types, to add variety and unity to a piece of work, which has been inspired by aborigine style art.
Language / Literacy Opportunities
Vocabulary:
- Repetition, Variation, Reflect.
Content of Lesson
Lesson Introduction
- Show the children Aborigine style art.
- Ask them what they think the different pieces of artwork look like. What do they think the symbols/pictures mean? Briefly explain some background to the Aborigine symbols to give the children a context for their art.
- Tell the children they will be trying to create a similar style of art using patterns.
Lesson Development
- Show the children a youtube clip where a woman explains how to do dot art.
- Explain that they are going to be sharing paint palates.
- Show the children the techniques of holding their utensil for making the dots.
- Model how this is done.
- Choose children to hand out paper and paint palates.
Lesson Conclusion
- The children clear their artwork over to the painting tray.
- Recap on what the children learned by doing the art (about Aborigines/patterns).
- Ask a child to explain his/her work to the class. What part he/she likes best and why?
Resources
(List your resources)
Sheets of paper x 33
Circle stencils.
Paint.
Paint palate.
Paintbrushes.
Cotton tips.