Year 7 Geography Maps Prezi

Year 7 Geography Prezi.

What type of map should I use?

http://prezi.com/c6kow3vckact/present/?auth_key=7xjufs3&follow=ly-avqc2ahkf

I used this Prezi to introduce Year 7's to different types of maps and what they are used for.

Prezi's can be used in the classroom in the same way as Power Point presentations.  However, Prezi's can be edited online by more than one user.  This means that if students are working in a group to create a presentation, each group member can access the same Prezi from different computer.

Advice for writing a History essay

General Advice

• answer the question and provide a strong contention
• demonstrate a close understanding of relevant content (spell names of people and countries correctly, make sure that you fully understand the sequence of events)
• are clear, use appropriate language and terminology, and have effective structure

What are the signs of a good essay?

• It has a clear and firmly expressed argument in the introduction and conclusion
• It expands upon, justifies and defends that argument throughout the essay body
• It has good structure, ie. logical and effective organisation of ideas and topics, that suggests thinking and planning
• It supports its arguments and statements with evidence
• It uses clear language that conveys meaning 
• It analyses by considering the significance of certain events/policies/decisions, rather than just describing them

The difference between description and analysis
Analysis rather than description is generally what distinguishes between a poor or average essay and a good or great essay. It is the difference between explaining what happened and the higher-order skill of explaining why it happened and evaluating its significance.
So, consider the following points when striving for analysis and evaluation over description:

• When describing or explaining an event or policy use one sentence
• Then, consider what motivated (i.e. what was the aim) this event or policy
• Then, consider what effects or outcomes did this event or policy stimulate
• Now, what links did it have to other events or policies? Look for connections
• Finally, can we explain its significance or ‘meaning’? How important was it, by comparison to other factors?

Writing a paragraph
Essay paragraphs introduce a point, expand and explain the point, discuss its significance, support ideas with evidence, then link back to the question and their main argument.

Topic sentence
A short, punchy sentence that introduces the topic, theme, idea, event or leader of that paragraph

Explanation
A sentence or two explaining what it was, who they were, what it involved or what happened, ie. a summary

Evidence
Support your explanation with appropriate evidence (e.g. specific policies, decisions, events)

Link
Finally, link back to the question and the argument you have clearly articulated in your introduction

Short Primary and Secondary Source Exercise

This task involves reading and breaking down a primary source document, then watching a clip from a telemovie which supports the description from the primary source. 
This exercise was completed at the beginning of a unit about the effects white settlement had on the Aboriginal population of Australia.  The purpose of this task in particular was for the students to gain an understanding about the arrival of the First Fleet and to highlight to the students how little the Indigenous population knew about white men.  The aim was to then lead into teaching the students that the Europeans actually knew nothing about the Indigenous population and their culture either.
The primary source is taken from a letter written by an officer from the First Fleet in 1788 (included below).  The language is quite difficult and for that reason I decided to go through the meaning of the letter with the class as a whole.  Each student had a copy of the document and as a class we read through it and deciphered the language together.  As we read through the letter, I wrote some key words on the board and asked the students to copy them down and write out their definitions.  The letter described the first meeting between the settlers and the Indigenous people of Australia.  In this description it stated that because the European men were wearing clothes, the Indigenous people were unsure what sex they were, so in order to let them know the European soldiers had to pull their pants down and show them.  After reading the letter, in order to consolidate their understanding I showed them a scene from the telemovie ‘The Incredible Story of Mary Bryant’ in which the content of this letter was played out.                   
This activity may also be useful to facilitate a discussion about the reliability of primary sources as well as how primary sources can be used in the creation of secondary documents and the artistic licence taken by some directors of historical television and movies.

Primary Source

Excerpt regarding the Australian aboriginal people from a letter from George Worgan to his brother Richard, 12 June 1788.

I must not omit mentioning a very singular curiosity among the [aboriginal] men here, arising from a doubt of what sex we are, for from our not having, like themselves long beards, and not seeing when they open our shirt-bosoms (which they do very roughly and without any ceremony) the usual distinguishing characteristics of women, they start back with amazement, and give a hum! with a significant look, implying.  What kind of creatures are these?! – As it was not possible for us to satisfy their inquisitiveness in this particular, by the simple words. Yes or no. We had recourse to the evidence of ocular demonstration, which made them laugh, jump & skip in an extravagant manner.

 

Secondary Source

Clip from ‘The Incredible Story of Mary Bryant’

http://www.youtube.com/watch?v=07nVWX5LaaA

Watch from 3.00 – 5.45

Comments written by my mentors during my teaching practice

Comments by my Mentor Teacher from Camperdown College.

Claire has consistently and conscientiously involved herself in all dimensions of education at

Camperdown College. She has effectively maintained a professional approach with students, parents and colleagues. She constantly strives to improve her pedagogical knowledge and is genuinely interested in making a difference to students' learning. All students responded well to her teaching practice and enjoyed her classes and style of teaching. She always responds well to advice given and constantly self evaluates her lessons.
Claire's personal qualities of cheerfulness, concern for others, integrity and reliability, as well as the very capable manner in which she has tackled her responsibilities as a student teacher have combined to make her a very valuable individual.

Her enthusiasm for this profession is obvious and I wish her all the very best for her teaching career.

Comments by my Teaching Fellow from the University of Melbourne.

Congratulations Claire on an outstanding teaching round. Your personality, enthusiasm and confidence all contribute to your very positive and meaningful approach to teaching. Lesson preparation and learning outcomes for your students were well planned and executed. You have an engaging manner with students and it was evident that you quickly established a positive rapport with them. Risk taking in your teaching was evident, as was your constant reflection.

Knowledge and understanding of the curriculum was evident and your classroom management style effective.

Well done and all the very best for your future teaching career.

Year 8 Medieval Europe Essay

Year 8 History

Medieval Europe Essay Task

Your task is to choose one of the topics below and write a 500 word essay on that topic.  The assessment criteria are printed on the back of this sheet.  These are given so that you know what is required of you in this assignment.  Use them to help you write your essay.

 1). “The decline of feudalism was a benefit to the peasants in medieval societies.”
         How true is this statement?

If you’ve chosen this topic:

·         What was life like for peasants under the feudal system?

·         How did their lives change when feudalism declined?

·         Weigh up those changes you think were positive and those you think were negative

·         Decide whether you think the effects were mainly negative with a few positives, or mainly positive with a few negatives

·         Try to think about what answer the evidence supports

·         Is the statement true to a large extent? A small extent? Why?

 2). “The Black Death was the leading cause of the decline of feudalism.”
       How true is this statement?

If you’ve chosen this topic:

·         Don’t  just tell me about the Black Death

·         Think about the many different causes of the decline of feudalism

·         Where does the Black Death fit with the other causes – was it the LEADING cause, or was it just one of many different causes? What were some of the other causes?

·         Which of these best suits your thoughts:

o   There were lots of different causes but the Black Death was the main one, and this is why…

o   The Black Death was just one of many different causes for the decline of feudalism, and here is why…

·         Is the statement true to a large extent? A small extent? Why?

 3). “It was the threat of torture that kept people in line in the medieval world.”
       How true is this statement?

If you’ve chosen this topic:

·         Refer to section 2.2 of the textbook as a starting point

·         Decide how societies were controlled in medieval times

·         Where does the threat of torture lie? Was it the reason people behaved themselves, or were there other reasons? What role did the threat of torture play?

·         Remember, this one is not a question about torture, so don’t waste time looking at gruesome pictures

·         Is the statement true to a large extent? A small extent? Why?

Year 8 History

Medieval Europe Essay Task: Assessment Criteria

Your essay will be marked using the following criteria:

1.      Understanding of the demands of the question

The question should be addressed in a clearly structured and focused way. The question should be addressed throughout the essay.

2.      Knowledge of the way Medieval Europe was run  

Your answer should demonstrate an in-depth understanding of the history of the region through effective use of historical knowledge.  You need to show that you understand how society was governed and how the people lived in Medieval Europe.

3.      Use of evidence to support an argument

The knowledge you demonstrate for criterion 2 should be presented in support of your argument regarding the quote in the question. Your argument(s) should be clear, coherent, and well backed up with evidence from the period being studied.

4.      Spelling/Grammar/Punctuation

You should always do your best in this area: correct spelling, especially of key terms; correct grammar; full sentences; paragraphs (TEEL: Topic, Evidence, Explanation, Link).

5.      Bibliography

Your bibliography must be accurately presented and include at least 3 sources.  Remember there is a bibliography writing guide on the State Library of Victoria’s website.  

http://ergo.slv.vic.gov.au/learn-skills/essay-writing-skills/bibliographies/write-your-bibliography

 

 

Year 10 English Oral Presentations Lesson Plan

English

LESSON PLAN

Level: Year 10	Duration: 40 minutes
Topic: Oral Presentations: Identifying and analysing presentation techniques
Rationale: To engage students with a variety of oral presentation styles (speech/ debate) and to identify and analyse key techniques and conventions of successful oral presentations.
VELS Links Level 6: Speaking and Listening ·         Analyse critically the relationship between texts, contexts, speakers and listeners ·         Draw on a range of strategies to listen to and present spoken texts ·         Present and justify a point of view, and speak appropriately and confidently in informal and formal situations ·         Listen to and are provided with opportunities to produce a range of spoken texts in a variety of formal and informal situations characterised by complexity of purpose, and subject matter   ·         Critically examine the variety of ways in which spoken language influences audiences and, in their own presentations, experiment with a range of persuasive techniques   Progression Point 5.5   • Critical analysis of relationship between spoken texts, context, speakers and listeners   • Selection of persuasive language and non - verbal techniques to influence specific audiences   • Responsive listening to a range of spoken texts dealing with complex subject matter
Learning Outcome At the end of this lesson, students will be able to identify and analyse different conventions of oral presentations. They will be able to use specific terminology to discuss oral presentations and will be able to analyse the impact of factors such as purpose, audience and context when listening to an oral presentation.
Focus Questions What are the features of a good speech? What persuasive techniques does Obama use in his speech and how effective are they? How can we take these techniques and use them in our own debates?

Learning Activities

Teacher	Students	Time
Contextualise lesson for the students. • Previous work on persuasive language and  persuasive writing • This lesson is first is series on oral presentations with ultimate aim being students doing individual presentations within a class debate. * Outline links to VELS	Listen.	3 mins
ENGAGEMENT STAGE: • Diagnose what learners’ previous knowledge and establish gaps in this knowledge • Draw on students’ knowledge and relate it to the lesson   Ask the class: What are some features of good oral presentations? Write answers on white board.   Hand out transcript of Obama’s speech. • whole class reading • focus on what works as persuasive writing	Whole class discussion.       • whole class reading • discuss in small groups - talk about concrete examples • class response with clear examples and listen to classmates opinions.	3 mins       7 mins
Watch Obama’s speech.  You Tube 9:37 to end.	Watch clip.	4 mins
BUILDING KNOWLEDGE STAGE: • Assist learners in acquiring knowledge needed to complete task, with particular focus on language and literacy. • Teacher models how to complete this task   Discuss speech. Did Obama use any of the features of a good speech that the class came up with?   Allocate each table a technique to focus on when re-watching the clip check they understand what they are looking for! (rhythm, repetition, pitch, audience, purpose, climax, contention/persuasiveness, emphasis, language, allusion/ referencing, body language)   Facilitates class conversation.	Discuss speech as whole class.       Re-watch speech and focus on their specific technique. How has Obama used this technique? How has this technique affected the audience/ persuasiveness of his speech?     Each table reports back their findings.	2 mins       8 mins             5 mins
TRANSFORMATION STAGE: ·         Students work on an extended task in which they transform skills and knowledge acquired.   Speed Debating Activity.   TOPICS: -          Corporal punishment should be brought back to school. -          Sport should be compulsory at school.	In groups of 2 students are given a topic which they must debate about.  Student A is affirmative and student B is negative.  They have 2 minutes each to make a case. They then swap topics with the group next to them and repeat the process. Finally they return to their original topic but argue the opposing position that they had before. The aim is for all students to argue both for and against two different topics.	8 mins

Assessment Formative assessment of student’s contribution to class discussion and activities.  Working towards a major assessment task: an in-class debate.

Resources                        • Transcripts of Obama’s New Hampshire Primary speech (25 copies) (plus Power Point version for contingency) • Clip of Obama’s New Hampshire Primary speech 9:37 onwards (on USB, YT link: youtube.com/watch?v=Fe751kMBwms) • Debating topics slips • Whiteboard markers