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    Lesson 3: Gold Rush Information-Recap Estimated Time: 30 Minutes Objective/s

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    Lesson 3: Gold Rush Information-Recap Estimated Time: 30 Minutes Objective/s

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    api-253894340
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    Lesson 3: Gold Rush Information-Recap Estimated Time: 30 Minutes Objective/s

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    api-253894340

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    Lesson 3: Gold Rush information- recap

    Estimated time: 30 minutes



    Objective/s:
    1. View, read, navigate and select texts from specific personal, social and
    learning purposes (VR5, i).
    2. Use interaction and communication skills to contribute to and extend
    discussion by: clarifying ideas, offering explanations for a point of view and
    introducing topics using agreed protocols (LS5, V).
    3. Use text-processing strategies when viewing and reading including: skimming
    and scanning texts, comparing content from resources and analysing
    similarities and differences (VR5, iii).
    4. Use new learning area vocabulary to provide specific meaning (LS5, vii).

    Classroom Organisation:
    1. Students will be sitting on the floor/mat in front of the smart board, in pairs.

    Resources:
    1. Nicholson, J. (1994). Gold: The fascinating story of gold in Australia. NSW: A little Ark
    Book
    2. Word Wall
    3. Interactive smart board

    Learning Experiences:
    1. Students are to sit on the floor/mat with the literacy buddy (these are partners that
    they have had since the start of the year, paired by teacher taking into account
    diversities in the classroom).
    2. The teacher is to guide a class discussion recapping on what the students have learnt
    so far in regards to the Gold Rush, from the book we have been reading. Students
    are to work with their pair to gain ideas to the discussion questions.
    When did the Gold rush begin?
    What does the diggings mean?
    What is panning for gold?
    Who were the women at the diggings? What did they do?
    3. The students are to write on the smart board key information from the discussion.
    Once all information is on the smart board, save and print the document so students
    can access it.
    4. The teacher is then to read the book: Gold by John Nicholson (pages 12-16).
    5. Whilst reading each page, as a class really decode what is being read and the
    pictures on each page and build a large discussion.
    6. As there a new/significant words read in relation to the Gold Rush, place on the
    word wall.

    Assessment: Formative assessment is shown within the learning experience sequence
    through observations and immediate teacher feedback.

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