Lesson Plan

Year Level: Date: Time: 40 min

Start: 10:00 am
2 7/5/2017
Finish: 10:40 am
Learning Area: Lesson Topic:
English Rhyme Time
Strands:
Literature

Achievement Standards:
By the end of Year 2, students can listen for and manipulate sound combinations and rhythmic sound patterns from different cultures.
Recent Prior Experience: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

S can listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
S were assigned homework at the beginning of the week to bring in a poem/chant/rhyme/song from home that originates from there own culture.

Content Descriptors (Include Codes): Elaborations: Assessment:

(including embedding cross-curriculum priority Behaviours that contribute toward Strategies which will be used to assess learners’ attainment of Elaborations..
and general capabilities from the Australian achievement of Content Descriptors.
Curriculum) Must be clear, specific, observable.
By the end of this lesson, the students • Observe the S as they discuss different poems/rhymes/chants/songs they
will: have brought in from home, which explore the different cultures.
- Identify, reproduce and experiment with
rhythmic, sound and word patterns in poems,
• S will recite a poem/rhyme/chant/song from a different culture from their
chants, rhymes and songs (ACELT1592) - exploring poems, chants, rhymes or
own, that they have selected. T to collect these poems.
songs from different cultures which class
General Capability: members may bring from home
- critical and creative thinking

Cross Curricular Priority: - learning to recite, sing or create

-Intercultural understanding interpretations of poems, chants, rhymes
or songs from students’ own and other
Strategy Identification Key: different cultures
Questions Explanation
Demonstration Teaching Strategy
Behaviour Management Strategy

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 Adjustments for Diverse Learners:
In this classroom, 2 students are ESL, from Colombia and Korea. The class also has 1 student with Autism.
Bringing in literature from their own culture will help the Ss feel more comfortable as they will be able to converse in their own language and teach this to theirs classmates.

Provide structured materials to consolidate S understanding of poems, chants, rhymes and songs from different cultures. Read the book “Im Australian Too” by Mem Fox,
and pair S up to discuss their own Australian story to each other. Through the use of the PODD communication book and keeping the tasks short, use the visuals to help the S
with autism to stay engaged. If any S is restless during the task, use the fidget device available. If the noise of the classroom becomes to much, ensure they have access to
noise cancelling headphones.

Extension Activities:
S can record themselves reciting a poem/rhyme/chant/song from another culture on ICT, and create it into a powerpoint with some general information about the literature
used (i.e. where it if from, what it means).

Any safety issues to be considered: Resources:

List resources you used in preparing the lesson AND those used in the lesson implementation.
Examples of Poetry books to bring in for classroom activities http://www.whatdowedoallday.com/diverse-poetry-books-
for-kids/
Background research information on catering for S with Autism https://www.bced.gov.bc.ca/specialed/docs/autism.pdf
Youtube clip for Frere Jacque https://www.youtube.com/watch?v=BC6rvbxdywg
“I’m Australian Too” book by Mem Fox

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 LESSON SEQUENCE

Lesson Content / Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(What is Taught): (mins) (How it is taught)

INTRODUCTION
- T hand out Frere Jacque template for reference to lyrics, 24 printed copies of Frere Jacque
Students should be able to: demonstrating french literature; see Appendix A. (Demonstration) template - Appendix A

Exploring poems, chants, rhymes or songs from 10 min - Ss Watch “Frere Jacque” You Tube https://www.youtube.com/ T has ICT arranged to view clip
different cultures which class members may watch?v=BC6rvbxdywg ) (Demonstration)
bring from home and demonstrate intercultural
- T asks the Ss if they can guess the culture the song comes from?
understanding (ACELT1592). - T asks Ss if they have heard this song before
- T asks Ss to practise this song in spare time so as a class we can
N.B. For the purposes of this lesson plan the learn and recite it together (class discussion)
explicit teaching of language and opportunities
for student language development are written in - T explains that the class will now divide into groups of three, and
red so that they are clearly identifiable. that they will get out their homework, and show and tell their chosen
literature. (Explanation).

DEVELOPMENT

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 Identify, reproduce and experiment with - Arrange Ss into groups of three to share their chosen literature in - Literature piece brought home by S
rhythmic, sound and word patterns in poems, front of each other. (Group work)
chants, rhymes and songs (ACELT1592). - “Im Australian Too” by Mem Fox
- As Ss engage in activity, T walk around the room and ask each S
Demonstrate critical and creative thinking with 25 min what their literature is, where it is from, and why they chose to
the use of intercultural literature. bring the particular piece in (ACELT1592).

- For positive incentive, inform the class that the group that uses their
best indoor voices and good listening skills will receive 5 minutes
‘Can someone remind us of our class rules of free time at the end of the day (Behaviour)
for group work?’ See Appendix B for class
rules. (Behaviour)
- Ss to swap literature around with the other Ss in their group and do
their best to learn it, and recite it in front of the class
(ACELT1592).
(For any S that may feel uncomfortable by performing in front of the
class, they may perform it in front of the T and the other 2 Ss in their
group)
- If needed, refer to class rules -
- Whilst S work, the book “Im Australian Too” by Mem Fox will be Appendix B
shown around the room, to show how we all come from different
backgrounds, but should all be excepting of each other and our - Use checklist to monitor S progress
differences. through activity - Appendix C

CLOSURE
- S asked to pass their literature sheets to the front with their names
Reflecting on learning on it.

- S are congratulated for their participation.

Demonstrate critical and creative thinking with
the use of intercultural literature (ACELT1592). 5 min - T discuss with S literature pieces they enjoyed, what they learnt
from the experience, and any cultures they would like to do more
research about (Future teaching ideas, class discussion)

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 Lesson Evaluation:
Teaching strategies used in this lesson plan include small-group work, whole class discussion, and both formative and summative assessment. I believe that this lesson could be
spaced out over two 40 minutes lessons, as it could then include finding out more general information about the time period the literature piece they bring was from, what it
means, and more about the culture it originated from.

I believe that the curriculum outcomes are best met through a social constructivist approach and incorporating class behaviour rules created by the students, and small-group
work allows the students to collaborate ideas and understandings to promote a more effective classroom of learners. By including an extension activity, I am able to cater for the
two gifted students in my classroom by allowing them to further extend their knowledge through the opportunity of research using ICT. I am also enabling the ESL students as
they are able to have more exposure in communicating with their classroom to enhance their vocabulary at the students level. Small-group work can also be beneficial for my
student with Autism, as they are guided through the activity in a less formal way, and with guidance from myself and the teacher aid can progress through the activity
successfully. By completing a checklist to monitor the student’s progression, I am able to give appropriate feedback to the students parents/caregivers about their progress in
their social skills, behaviour as well as meeting curriculum outcomes.

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 Critical Reflection
When it comes to sharing aspects of different cultures to students, I find it best to pass control of the learning from the teacher to the learners (Killen, 2014). By sharing their work with each other
in small groups, it enables to students to engage more deeply with what they are doing, and successfully meet the required outcomes. I believe that through the small group work, and making the
activities shorter, it caters for students with diverse needs. By putting the gifted students together, I am able to then give them extension activities to further their development, and monitor those
who are not yet meeting the outcomes. By grouping the students together, they collaborate together and are able to scaffold students who needed extra assistant, with teacher led guidance.

I believe in a social constructivist classroom, so small-group work is an affective teaching strategy. Another collaborative aspect is the classroom behaviour guidelines. At the beginning of the
term, the students and myself come up with a set of classroom behaviour rules they are to respect so the classroom can be a safe place for them to explore, engage and evolve. Whenever there are
any behavioural issues in the classroom, the student is asked to reflect on their behaviour and take responsibility for their actions. I encourage the students through positive reinforcement, an
example is in the lesson plan by rewarding the group that keeps noise levels appropriate as well as working well as a group to complete the activity.

Small-group work can be ineffective if student interaction is not monitored sufficiently, as students discussions can leas to irrelevant issues and some students may have high levels of anxiety,
low levels of sociability and low levels of metacognitive awareness (Cantwell & Andrews, 1998). These students can be helped through communication tools such as PODD books if they lack
communication skills, or complete their work on a one-on-one basis with a teacher aid.
The use of class discussion is an effective teaching strategy as it enhances student knowledge and understanding of the activity. As the discussion involves the whole class, it promotes an active,
learner-centred classroom, which directly relates to a social constructivist approach. It is important to ensure the class discussion is not dominated by the teacher; learners should be talking for the
majority of the time. The discussions will start with questions to get the conversations flowing, and allow the students to think, offer opinions, develop reasons and provide justifications (Killen,
2014).

The resources used include a use of ICT to compliment the template to be handed out, as well as a picture book. The ICT both for the you tube clip and the extension activity is an effective way
to broaden the students knowledge of other cultures and their own knowledge on how to use technology that they may not have at home due to the SES of most children are classified as low e.g
use of an iPad or computer. What I find most satisfying about the lesson is how I get to show a small part of my childhood with the students, as well as getting to know the diversity of the
students and a small part of their culture. When students get to share anything about themselves to their peers, they are generally quite excited and motivated to do so, and I believe these
opportunities to do so create an engaging and supportive environment for them to express themselves. Through the use of a checklist to monitor student engagement and progression, I am able to
reflect on which students need more opportunities to develop communication skills, and who is able to receive more extension pieces as they are exceeding in the expected outcomes. Thus this
lesson relates directly to the Australian Professional Standards for Teachers (AITSL) by meeting all standards through the use of strategies and inclusive learning.

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 Through reflection, teachers can improve their teaching and their student’s learning (Cruickshank, 1987; Killen, 1991; Troyer, 1988). I believe that it is so important to be able to develop my
teaching skills through critical reflection, which will directly improve student success, but also my own self-improvement and confidence in being able to teach a class full of diverse students. It
is argued by Le Cornu and Peters that students levels of participation in the learning process are inextricably linked to their teachers’ level of participation in their own learning. Therefore by
following the stages of reflective practise (Smyth, 1987) and being able to ask myself what happened, ask myself what it means, how did I come to be like this, and how might I do things
differently, I believe that I can promote a successful social classroom that caters for diverse needs, in all SES environments.

References

Australian Institute for Teaching and School Leadership. (2014). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-
for-teachers/standards/list

Cantwell, R. & Andrews, B. (1998). Individual differences and secondary school students’ feelings towards group work. Paper presented at the Annual Conference of the Australian Association
for Research in Education, Adelaide.

Cruickshank, D.R. (1987). Reflective teaching: the preparation of students of teaching. Reston, VA: Association of Teacher Educators

Killen, R.. (1991). Modifying the clarity behaviours of experience teachers through structured feedback. South pacific journal of teacher education 19(2), 103-115.

Killen, R. (2014). Effective teaching strategies. South Melbourne: Cengage Learning Australia.

Le Cornu, r. & Peters, J. (2005). Towards constructivist classroom: the role of the reflective teacher. Journal of educational enquiry, 6(1), 50-64.

Smyth, J. (1987). When teachers theorise their practice: a reflective approach to distance education. In T. Evans & D. Nation (eds.). Critical reflections on distance education. Falmer Press:
London 197 – 233.

Troyer, M. B. (1988). The effects of reflective teaching and a supplemental theoretical component on preservice teachers’ reflectivity in analysing classroom teaching situations. Unpublished
doctoral dissertation, Ohio State University, Columbus, Ohio. 


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 Appendix A
Activity for French Rhyme


Are you sleeping, are you sleeping

Brother John? Brother John?
Morning bells are ringing! Morning bells are ringing!
Ding, dang, dong, ding, dang, dong.

Frère Jacques, frère Jacques,

Dormez-vous? Dormez-vous?
Sonnez les matines! Sonnez les matines!
Ding, daing, dong, ding, daing, dong.

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 Appendix B
Class Behaviour Rules

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 Appendix C
Activity Checklist

Student Name Literature Piece and Culture Represented Able to Share with Unable to Share In
Class Front of Class

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 Student Name Literature Piece and Culture Represented Able to Share with Unable to Share In
Class Front of Class

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