Teaching sequence

Work through this resource material in the following sequence:

5 minutes

Tune in: Thinking about questions

30 minutes

Find out: Slick presenters

60 minutes

Take action: Small screen stars

15 minutes

Reflection

Tune In: Thinking about questions

Step 1

Remind students that for this work they will need to suspend their disbelief and use their imaginations to participate in the unit. Remind them of your earlier discussion of this concept using some examples from movies the students are likely to be familiar with

Step 2

Inform students of the broad task - they have been rescued and they are now going to be interviewed on a television show.

Find Out: Slick presenters

Step 1

Discuss the difference between open and closed questions, and writing interesting questions. Explain to students that they may be taking on roles of the interviewer as well as interviewee. As a class watch the clip below to learn about how to write appropriate interview questions.

How to Conduct an Interview (https://www.youtube.com/watch?v=kO9WcdINoRk)

Step 2

At this stage, introduce the presentation rubric (adjust as required) and use this to guide discussion about appropriate language choices and presentation skills. There are several appropriate video clips that would support this teaching if required.

Step 3

Using the student worksheet as a guide, explain the requirements of the task in detail. Facilitate a question and answer session to demonstrate the requirements of the task.

Take Action: Small screen stars

Step 1

Students should review previous work undertaken during the island unit, revising facts about their environment, their camp, their map, their survival methods etc.

Step 2

Students choose a peer to act as their interviewer (or teacher controls this).

Step 3

Students spend some time crafting their questions ensuring they are open questions.

Step 4

Encourage students to think about their answers but avoid writing the, In this way the interviewee will not be tempted to read their answers. They will be able to deliver their responses in a more natural, conversational way.

Step 5

Students conduct the mock interviews with the remainder of the class as their audience. You might ask a few class members to conduct a peer assessment using the rubric as they interview takes place.

Reflection

After the interviews are completed, facilitate a class discussion about the interviews. Collectively (avoid personal criticisms) as students to think about the things they found challenging and how they were overcome. Ask students to reflect on the things they enjoyed, found surprising and what they might do differently next time they present.

Alternative task for differentiation:

Students write a personal response of the events leading up to their rescue and the rescue itself.

Remind students that a recount has an introduction, goes through each event in chronological order and then has a conclusion. You could provide a framework or template to further support the student.

Some information they could include:

The things they have been doing to be rescued
Their first sighting of a ship or an aeroplane
The emotions they felt – were they excited that they had been spotted or were they a bit sad to be leaving their island, or maybe they felt something else
The arrival of the rescuers and their reaction to the camp they had created
How they felt once they arrived home and what they most enjoyed about being home.

The Island: Making News!

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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