Lesson Two : Annie Lonergan S280680 EST204 Assignment Two

Learning Area:
English/HAAS
Timing:
40 Minutes
Topic:
Celebrations and events around the world
Curriculum Connections

Year Level :
3

Class Size:
20

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France,
Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival
and Ramadan) (ACHASSK065) (ACARA, 2016)

Intended
learning
outcomes
Assessment

Prep
(negotiation)

Procedure

We are learning about: Australian history, and celebrations

We are learning to: Identify the date and time of the event, and how the event has impacted our
country, in particular April, 25 ANZAC Day.
Students will have completed the independent learning activity
Students have participated in discussion, and shared prior knowledge with class- Teacher to
observe, and use open questions, to create conversation and discussion.

Teacher to prompt discussion on unit, asking open questions about why, how and what people

celebrate. Teacher to record responses on the whiteboard for future reference. Learning
experiences will increase this knowledge by providing students with interactive and engaging
activities based around this unit theme.
Students will be given a choice on what they would like to write about as it is a personal

reflection.
Students will be given a choice of what celebration they may choose to research for their

presentation.
Engagement:
Explain to students the outline of the lesson (5 Minutes)
Outline the focus question of the lesson: Why do we celebrate Anzac day in Australia?
Learning experiences:

Show the students the cover of the book My Grandad Marches on Anzac Day (If available
on the IWB use this for the reading)
Teacher asks Students what they already know about Anzac day, and why the person in the
story marches.
Read the story to the class

Demonstrate next task to class: Inquiry questions: What are your own experiences with
Anzac day? Have you gone to a march? Do you have any family members who served
in the Army or currently serve?
Students to independently complete task, and write their thoughts down. (15 Minutes)

Students to share if comfortable with class.

Classroom organization: Students will begin class by sitting in front of the IWB in order to view the
videos. Class discussion will take place on the mat, so teacher can access board to write down any
ideas provided by students.
For independent activity, students will work at their desks to complete the family traditions
worksheet.

Adapted from Forthcoming John Wiley publication, 2010. Sally Godinho

Lesson Two : Annie Lonergan S280680 EST204 Assignment Two

Closure: Teacher: Ask students to bring to the next lesson, something in which may reflect the
students culture or family tradition. Examples: A special present given for Christmas, birthday,
traditional outfit for christening, communion etc. Send note to parents, to assist students in
explaining that it is and why they have it. Students to share with class in future lesson.

Resources

Questions

Reflection
Evaluation

Interactive white board

Bookmarked you tube videos on Australia day and Independence day (20 Copies)

Information sheets for each students on Australia day and Independence day (20 Copies)

Room to be decorated prior to lesson, bring in Christmas decorations, flag pictures and
national colours of different countries.
Links to you tube videos:
4th of July video sourced from: https://www.youtube.com/watch?v=bRWDZ1w-Iqs
Australia day video sourced from: https://www.youtube.com/watch?v=MnUNEkMsjfY

Why do you think people celebrate?

What type of things do people celebrate?

Do all people celebrate the same things? Why is this?

What do people celebrate here in Australia?

What are some things you celebrate in your family?

When discussing the independent activity, inform students that they can share their ideas with the
class in the last 5 minutes of the lesson.
What worked well? What would I modify? What would I do differently next time?
Which students do I need to follow up? What do I need to build on in the next lesson?
How can I use the assessment information to improve student learning?

Lesson Planning Checklist

Have I consulted relevant curriculum organisers?
Are my learning objectives and/or purposes clearly defined?
Have I determined students prior knowledge and experiences of the topic?
Are there some opportunities for some student input/choice?
Have I considered how I will set the room up and use the learning spaces?
Have I thought about the grouping arrangements I will use?
Is my lesson content inclusive of all students in the class?
Will my lesson both engage and challenge the students?

Adapted from Forthcoming John Wiley publication, 2010. Sally Godinho

Lesson Two : Annie Lonergan S280680 EST204 Assignment Two

Do the learning experiences cater for students abilities different and learning
styles?
Is the sequencing and timing of activities logical and achievable?
Are the learning strategies appropriate for this class?
Have I prepared some open-ended questions to focus discussions?
Have I created spaces for student questions?
Have I checked the availability of resources and tested equipment?
Have I considered how I will draw closure?
Have I considered how will I assess the students learning?
Have I included opportunities for students to reflect on their own learning?

Adapted from Forthcoming John Wiley publication, 2010. Sally Godinho