Lesson summary

This lesson is part of the Aspire Generation English Unit. Students finalise the planning of their social/community action or service and collaborate to carry out the project in their groups. They maintain focus on their group and teamwork skills and apply the planning and thinking from previous lessons to see their project or community service come to fruition or be fulfilled. Students reflect on their project and group work developments in preparation for more formal reflection and presentation or sharing of their learning.

Learning intentions:

Students will...

understand the importance of collaboration, teamwork and planning in seeing a project through to completion.

Lesson guides and printables

Lesson details

Australian curriculum content descriptions:

Year 9 English:

Year 10 English:

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

General capabilities: Literacy, Personal and Social Capability, Critical and Creative Thinking, ICT Capability

Cross-curriculum priorities: There are opportunities for students to engage with any of the cross-curriculum priorities across the scope of this unit. Direct or specific engagement with any of these can be made based on the unique attributes of the local community. Sustainability, Asia and Australia’s Engagement with Asia, Aboriginal and Torres Strait Islander Histories and Cultures

Relevant parts of Australian Curriculum English Achievement Standards:
Year 9: Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They make sure to use accurate spelling and punctuation, and they edit for effect, selecting vocabulary and grammar that contributes to the precision and persuasiveness of texts.

Year 10: Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Student Worksheets – one copy per student OR computers/tablets to access the online worksheet
Device capable of presenting a video to the class
Project Planning Tool, Project Checklist

This lesson is designed to build students’ competencies in the following skills:

Communication
Community engagement
Cultural understanding
Creativity
Ethical understanding
Initiative
Social skills
Leadership
Problem solving

This lesson supports La Trobe University’s Aspire Generation initiative, which empowers students to drive change through community engagement, volunteerism and leadership opportunities.

Aspire Generation - Deliver and Do

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Summary

Learning intentions:

Students will...

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