Learning Experience 11
Description
In this learning experience students will be participating in a group activity to practise research, skimming and scanning for information techniques. This skill will then be used and built upon in lesson to come in the unit leading up to the summative assessment.
Duration
1 hour
Curriculum
ACARA
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
QCAA Literacy Indicators
VR 5
iii. Use text-processing strategies when viewing and reading, including skimming and scanning texts, comparing content from sources and analysing similarities and differences
Resources
Lesson Objectives
Learning Experience Overview
- Images from the Australian Gold Rush
- Websites
- Videos
- Letters and Diary entries
- Cradle
- Sluice Box
- Pan
- Pick and Shovel
Adapted from Teaching Ideas
Differentiation
Students in the low level achievement groups will be given the easier topic to research. This tiered activities still gives all students the same learning outcomes however the task has been adapted to suit the type of learners (Tompkins, Campbell & Green, 2012).
In this learning experience students will be participating in a group activity to practise research, skimming and scanning for information techniques. This skill will then be used and built upon in lesson to come in the unit leading up to the summative assessment.
Duration
1 hour
Curriculum
ACARA
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
QCAA Literacy Indicators
VR 5
iii. Use text-processing strategies when viewing and reading, including skimming and scanning texts, comparing content from sources and analysing similarities and differences
Resources
- Focus Text - Gold! - by John Nicholson
- Photocopy of pg 24 of focus text
- Highlighters
- 5 blank posters
- Class set of laptops
- Fiction and Non-Fiction texts on the Australian Gold Rush
- Websites
Lesson Objectives
- Navigate texts to find relevant information
- Use skimming and scanning strategies to find relevant information
- Selecting appropriate resources for the task
Learning Experience Overview
- Ask students what sources would you find reliable information about the Australian gold rush. What sources have we been looking at in history?
- Ask if you needed a specific piece of information for an assignment you were doing would you read an entire 400 page book to find it?
- What strategies or tools could you use to help minimise the time spent searching?
- Explain at the start of this unit we looked at this book - Gold! by John Nicholson.
- Ask students what type of book it was and what we learnt from this book?
- Flick through the pages and ask if we were writing and information report about the food they ate during the Australian gold rush would this be a good book to look at? Remind students to justify answers.
- What about if we needed information about the equipment and tools they used. Would this be a book to use?
- Hand out a page from the focus text and ask each student to get out 2 different coloured highlighters.
- Explain that today students will be focusing on skimming and scanning for information.
- To warm students up for this lesson with the handout provided ask students to highlight words with double letters.
- Next ask students on the same page with a different coloured highlighter to underline the capital letters in the text.
- Explain to students they will be splitting into their literacy rotation groups (homogenous groups) for todays lesson.
- Advise students that in their groups they will need to create a poster of an Australian gold rush tool. A description of the tool, what the tool is made of and steps of how it is used. Any other interesting facts students find can also be included. A labelled picture also needs to be included on the poster.
- A range of different resources that have been used in the History unit will be supplied for the students to sort through
- Images from the Australian Gold Rush
- Websites
- Videos
- Letters and Diary entries
- Explain that all resources provided will not be useful for this task so student will need to skim and scan for the relevant information.
- The topics for the posters are:
- Cradle
- Sluice Box
- Pan
- Pick and Shovel
- With 10minutes left in the lesson allow students to finish and each group present their posters to the class.
- Ask each group which resources they used and how they found the relevant information.
Adapted from Teaching Ideas
Differentiation
Students in the low level achievement groups will be given the easier topic to research. This tiered activities still gives all students the same learning outcomes however the task has been adapted to suit the type of learners (Tompkins, Campbell & Green, 2012).