Date: 08/09/2014 Lesson Duration: 60 minutes

Unit: English Year Level: 7

Year 7 Level Description
The English curriculum is built around the three interrelated strands of Language, Literature
and Literacy. Teaching and learning programs should balance and integrate all three strands.
Together the strands focus on developing students knowledge, understanding and skills in
listening, reading, viewing, speaking, writing and creating. Learning in English builds on
concepts, skills and processes developed in earlier years, and teachers will revisit and
strengthen these as needed.
In Years 7 and 8, students communicate with peers, teachers, individuals, groups and
community members in a range of face-to-face and online/virtual environments. They
experience learning in both familiar and unfamiliar contexts that relate to the school
curriculum, local community, regional and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret,
evaluate and perform a range of spoken, written and multimodal texts in which the primary
purpose is aesthetic, as well as texts designed to inform and persuade. These include various
types of media texts including newspapers, magazines and digital texts, early adolescent
novels, non-fiction, poetry and dramatic performances. Students develop their understanding
of how texts, including media texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature,
including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well
as the contemporary literature of these two cultural groups, and classic and contemporary
world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are
drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve
some challenging and unpredictable plot sequences and a range of non-stereotypical
characters. These texts explore themes of interpersonal relationships and ethical dilemmas
within real-world and fictional settings and represent a variety of perspectives. Informative
texts present technical and content information from various sources about specialised topics.
Text structures are more complex including chapters, headings and subheadings, tables of
contents, indexes and glossaries. Language features include successive complex sentences
with embedded clauses, unfamiliar technical vocabulary, figurative and rhetorical language,
and information supported by various types of graphics presented in visual form.
Students create a range of imaginative, informative and persuasive types of texts, for example
narratives, procedures, performances, reports and discussions, and are beginning to create
literary analyses and transformations of texts




CURRICULUM: Content Descriptions
English Year 7 Literature

Identify and explore ideas and viewpoints about events, issues and characters
represented in texts drawn from different historical, social and cultural contexts
(ACELT1619)

History Year 7 Historical Knowledge and Understanding
The importance of conserving the remains of the ancient past, including the heritage
of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)
LESSON OBJECTIVES
By the end of this lesson students will demonstrate their ability to:
Identify the different viewpoints about the forcible removal of indigenous children.
Discuss and work collaboratively to record these different viewpoints.

STUDENTS PRIOR KNOWLEDGE
Students are currently engaged in a unit of work which is exploring the history of the forced
removal of Aboriginal and Torres Strait Islander children. The students have examined and
analysed a number of texts (newspaper articles, pictures and films) together as a class. In this
lesson, students will now be encouraged to apply the skills which have been modelled and
practised as a whole class in a small group activity. This lesson has been designed to extend
over three lessons to ensure that the students have sufficient amount of time to meet the task
requirements.
MATERIALS
Resource Sheet 1 Jackie Frails account on the forcible removal of indigenous
children
Resource Sheet 2 Task analysis table
Resource Sheet 3 Steve Kinnane reports on the increased power of the Chief
Protector of Aboriginal People in Western Australia in 1936
Shadow puppetry stand
Shadow puppetry cloth
Shadow puppetry light
Resource Sheet 4 Bloomfields account on the forcible removal of indigenous
children
Resource Sheet 5 van Kriekens account on the forcible removal of indigenous
children
Resource Sheet 6 Lesley McLennons account on the forcible removal of
indigenous children
Resource sheet 7 Bringing Them Home Report
Resource sheet 8 John Moriartys Mothers account on the forcible removal of
indigenous children
Resource sheet 9 Bringing Them Home Report
Resource sheet 10 Valerie Linows account on the forcible removal of indigenous
children
Resource Sheet 11
Resource Sheet 12 Bobby Browns account on the forcible removal of indigenous
children
Resource Sheet - 13 Neville, evidence to Mosely Royal Commission 1934




Time Introduction and Motivation Teaching
Approaches &
Resources
5 mins Orientation Phase:

Gain students attention.
Briefly re-cap previous lesson(s) with students. Possible
questions to ask/points to discuss include:

Knowledge/Comprehension
Over the past few lessons we have been learning about a
period of Australias history. Can anyone remember what
this period of Australias history is called?
Can you please explain to me what happened during this
time?

Analysis
Why do you think these children are known as the Stolen
Generation?

Evaluation
When learning about a point in history why is it important to
examine the viewpoints of different people?

Explain to the class the focus of todays lesson is to further
identify and explore different ideas and viewpoints of the
forcible removal of Indigenous children.


Blooms
Taxonomy
lower and
higher order
thinking
questions


Time Main Content Teaching
Approaches &
Resources
30mins








































15mins
Enhancing Phase

Inform the students that in their table groups they will be
given two extracts. The extracts are from two different
people. Over the next three lessons the students will work
together to identify the different viewpoints and ideas
expressed in the extracts. Further explain that the students
will then present the two different accounts using shadow
puppetry.

Model to students how to complete the task.
Project upon the board Jackie Frails extract (resource sheet
1).
Read the extract to the students. Using the analysis table
which is pinned upon the study wall (resource sheet 2) call
upon students to identify and provide their opinion on:
- If it is from an Indigenous or non-Indigenous perspective
- Is it a primary or secondary source?
- Is it a positive or negative viewpoint on the event?
- Why it is positive/negative (choose specific examples
from the text).
Project upon the Steve Kinnanes extract (resource sheet 3)
Using the analysis table call upon students to identify and
provide their opinion on:
- If it is from an Indigenous or non-Indigenous perspective
- Is it a primary or secondary source?
- Is it a positive or negative viewpoint on the event?
- Why it is positive/negative (choose specific examples
from the text).
Discuss with the students how they could represent these
extracts using shadow puppetry. Points to include:
- Having a narrator
- Using space and levels to depict the feelings, actions and
status of people
- The duration of the presentation (no longer than 3
minutes per group)
Discuss with students the requirements for when working in
a group.
Explain to students the expectations for todays lesson
1) Read through both extracts
2) Identify who said/wrote the extract









Morcoms
extract
resource
sheet 1
Analysis
table
resource
sheet 2
Kinnanes
extract
resource
sheet 3
Shadow
puppetry
stand
Shadow
puppetry
cloth
Shadow
puppetry
light













3) Highlight new and unfamiliar words
4) Choose one student to report back groups findings to the
class at the end of the lesson
Separate the class into 5 groups (5 students per group/mixed
ability)
Handout extracts and analysis sheet to students.
Monitor and provide support where necessary.

Resource
sheets 4
and 5 for
group 1
Resource
sheets 6
and 7 for
group 2
Resource
sheets 8
and 9 for
group 3
Resource
sheets 10
and 11 for
group 4
Resource
sheets 12
and 13 for
group 5
Time Conclusion: Teaching
Approaches &
Resources
10mins Gain students attention.
Call upon each groups nominated student to report back
findings.
Points to discuss include:
- How do you know it is from an Indigenous/non-
Indigenous perspective?
- If we wanted to find out more about the person who
stated/wrote the extract where could we look?
- Can we break down the prefix/suffix of the word to
determine its meaning?
- Can we look at the context of the sentence to determine
the meaning of the word?
- How do you think this group could depict this account
using shadow puppetry?
Commend the class for their hard work. Ask the students to
place their extracts and analysis sheets in the class group
work box.
Dismiss the class for lunch.