Lesson+1+Introduction

Introduction Lesson: Ella Pleasance

Within this lesson students will engage in the topic of culture and identity. As a whole class students will watch the clip 'I still Call Australia Home' multiple times, discussing its content and meanings, the cultures represented in it and how/if it represents Australian identity. On the third viewing students will be given a copy of the lyrics of the song to develop and enhance their interpretation of the clip. From the key themes uncovered in this lesson, the class will create a word bank of key words that represent culture and identity. Students will then create a comic strip, featuring key themes, ideas or images in the clip that represent what it means to be Australian. Students will use words from the word bank to create meaning between the dialogue and images. ||   || CUS2.3 E xplains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. ****TS2.2 ** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. 5 mins
 * **Unit Title ** : Live Cultures |||| **Curriculum Link ** : HSIE ||
 * **Stage ** : 2 **Year ** :4 || **Lesson ** : 1/10 **Lesson Name ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: Introduction Lesson |||| **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">KLA/s ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: HSIE, English ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Focus ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">:
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Unit Aim or Outcome: CUS2.3 E xplains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Outcome/s:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">RS2.5 **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretations of ideas, information and events **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">WS2.10 **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> |||| **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Indicator/s: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Identifies diverse customs, practices and symbols shared by their local community, all Australian communities and cultures from around the world.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Talks about the content, themes and meanings within the clip, and the lyrics of the song.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Independently reads and interprets the lyrics of the song, whilst listening to and watching the clip.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Creates a comic strip featuring 3 key themes, ideas or images in the clip and uses words form the word bank to create meaningful dialogue, . ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: SMART board, Youtube clip 'I Still Call Australia Home', copies of the lyrics of the song, comic book template, whiteboard and markers, HSIE books, pens, pencils and textas. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Learning Sequence ** ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Part/Timing **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> |||| **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Teacher will… **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will… **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Introduction

|||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> The teacher will introduce the clip to students, only revealing its title. The teacher will ask students to predict what they think the clip might be about, using the title as stimulus for discussion. The teacher will play the clip. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Students will predict what they think the clip might be about. Students will then watch the clip. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> SMART Board or Laptop and Projector || 50 mins |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Through questioning and prompting, the teacher will ask students to explain what the clip was about and the key themes in the clip. After these responses the teacher will give a brief background of the clip, why it was made and what it was used for.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Body

On the second viewing of the clip the teacher will ask students to look for things that they connect with, e.g a place they recognise, and to also try to identify the different countries and cultures in the clip. After the second playing the teacher will ask students what they recognised and different countries or cultures featured in the clip. The teacher will record these responses on the board. Students will then be asked if any of the cultures they identified in the clip are part of their community or the Australian community as a whole.

Before the third and final viewing of the clip students will be given a copy of the lyrics from the song. As a whole class they will read the lyrics. When the clip is played, students will read the lyrics again independently.

The teacher will ask student if they have found any new themes, symbols or meanings in the clip that they did not recognise before. Responses will be written on the board. Using the responses recorded, and the song lyrics, the teacher and students will find key words that connect with the topic of culture and identity to create their word bank.

The teacher will then introduce the topic for the comic strips i.e. 'What it means to me, to be Australian'. Using the topic and clip as a stimulus, students will be instructed to create a comic strip featuring key themes, ideas or images in the clip. Students will use words from the word bank to create meaningful dialogue that connects to the images in the comic strip. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will explain their interpretation of the clip, identifying key themes. They will be informed why the clip was made and what it was used for.

Student will watch the clip again, looking for places and cultures that they recognise. After the viewing the students will share their responses. Students will respond to questions from the teacher to stimulate discussion about the cultures in the clips and if those cultures are present in Australia or their community.

Students will receive a copy of the song lyrics and read through them as a whole class. They will then read the lyrics independently through the final viewing. Students will share any new themes, symbols or ideas that they have discovered within the clip from reading the lyrics. As a whole class students will identify key words in their recorded responses and from the lyrics to create a word bank for their comic strips. Students will construct their comic strip using the topic, clip and lyrics as stimulus. Students will write dialogue for their comic, using words from the word bank, to enhance and convey meaning. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> SMART Board or Laptop an Projector Song Lyrics Comic strip templates || 5 mins |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> The teacher will go around the room and ask students to briefly describe their comic strip. Completed comic strips will be pasted into HSIE books for use in the rich task of this unit and collected for assessment. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Students will briefly present their comic strips, discussing their inspiration and themes. Completed comic strips will be stuck into their HSIE books for use in the rich task of this unit and collected for assessment. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Comic Strips || Students will be assessed on their talking and listening skills and their understanding and interpretations of the lesson content through observation. Comic strips will be collected to assess whether students were able to identify key ideas and themes relevant to the topic, and whether they were able to convey meaning of their knowledge and understanding through visual and written grammar. || Did students enjoy the lesson? Did they work well individually and within the group? Were they able to identify key themes or ideas within the clip? Were they able to convey their understanding of the topic and themes effectively in their comic strip? Were any modifications made? What needed to be changed? What should stay the same? ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Conclusion
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">:
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Modifications ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: Whole class discussion will assist and challenge students of all learning abilities. Students who complete the task early will visit the inspiration website to research more about the history of the clip. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Evaluation ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||