You are on page 1of 2

SOUTHERN CROSS UNIVERSITY - SECOND YEAR LESSON PLAN TEMPLATE

KLA: HSIE - COGS

Date:
Time: 1pm
Stage: ES1
Class: KR
School: Lismore South Public School
28/05/2014
Outcome / Standard: CUES1 Communicates some common characteristics that all people share, as well as some of the differences.
Objective / Learning Intention: Talk about different languages spoken at different places, identify similarities and differences of people speaking different languages.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
3.3 Knowledge integration: HSIE
ENGLISH
MATHS
PDHPE
SCIENCE & TECH
CA
3.4 Inclusivity
1.1 Deep knowledge
1.4 Higher order thinking
2.1 Explicit quality criteria
3.5 Connectedness
1.2 Deep understanding
1.5 Metalanguage
2.2 Engagement
3.6 Narrative
1.3 Problematic knowledge
1.6 Substantive communication
2.3 High expectations
Timing
Procedure
Considerations
Assessment - students
INTRODUCTION (O):
Equipment: Ensure whiteboard
Lesson criteria:
Start the lesson by speaking in another language to the students.
activity is ready to go.
15 mins
E.g. Ciao, il mio nome Miss Walker. Posso parlare in inglese e in
Are the students engaged
italiano. Posso contare fino a diece. uno due tre quattro cinque sei
Ensure B.B and T arent sitting
and focused?
sette otto nove dieci. 2.2
together. Ensure all other students
Ask the students if they had any idea what they I was saying? Can
are focused.
any students speak any other languages? Does anyones parents
Can the students identify
speak another language at home? Who can tell me some other
2.2 Engage the students by speaking
other languages?
languages spoken around the world?
in another language.

20mins

BODY (G):
1. Show Dora the explorer in Spanish and in English.
https://www.youtube.com/watch?v=N9VmKuYx_J0
https://www.youtube.com/watch?v=DPcm2WxlerQ
2.

15 mins

Ask students to identify the differences between the two


clips. Guide the discussion by asking does anyone know
what language she speaks in the first clip? And then the
second clip? Is she still the same person? 1.4

BODY (E):
3. IWB Activity Different Cultures.
4. Ask students one at a time to place the characteristic
under a heading. E.g. clothes would be placed under
different. Discuss why that student placed the
characteristic under the heading. 2.5
5. Ask students if there are any more characteristics they
can add to the list? Write these down underneath the

Have clips up prior to the start of the


lesson to save time.

1.4 Encourage higher order thinking


by asking strategic and effective
questions.

2.4 Social support


2.5 Student self regulation
2.6 Student direction
Evaluation - teacher
Have I gained students attention
quickly?
Are my questions clear and
concise and age appropriate?

Have I explained the activity


clearly so students understand
what is being asked of them?
Are the students able to
determine some differences
and similarities between the
two Dora clips?

2.5 Children make their own choices.


Encourage them to engage in their
own learning.

Can the students recognise


the similarities and
differences between children
of different cultures?

Choose students seated properly and


who were paying attention, remind
students not to call out and to raise

Can the students go beyond


what is asked of them and
identify other

Am I in a position where I can


observe the children and ensure
they can see the task?

Has my teaching allowed


students to demonstrate their
understanding of the task
soundly?

10 mins

correct list. Once again asking students to explain why


they put it there.
CONCLUSION (R):
Explain although some people speak differently to us, we each
have some characteristics the same.
Conclude with the video of Dora the Explorer.

Supervising teacher:

their hand.

characteristics?

Conclude the lesson with a Dora


video to reinstate the lesson.

Have the children made a


connection between the
activities and are they able
to understand that cultures
are different, yet some have
similarities?
Date:

Has the lesson so far abled


opportunities for students to
explore their own learning?
Have I given enough instruction
or guidance for them to achieve
the outcomes?