Lesson+2+of+10


 * =====**Unit Topic:** Cultural Identities ===== || =====**KLA:** HSIE, English ===== |||| =====**Stage/Year: **=====

Stage 2, Year 4
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 * =====**Lesson Number:** 2/10 ===== || =====**Lesson Topic: **=====

Introduction to specific cultural groups
|||| =====**Learning Area/s:** Cultures ===== ||
 * =====**Unit Outcome/Aim: **=====

To develop an understanding of other cultures present in Australian society and how they are contributed to Australian identity
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 * =====**Lesson Focus:** =====

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To examine the different perceptions that people have towards different cultural groups in Australia while highlighting some vocabulary associated with this topic. ===== ||
 * =====**Outcome/s: **===== |||||| =====**Indicators: **===== ||
 * =====// CUS2.3 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australia and community identities //===== |||||| =====- Examines the different perceptions that people living in within a community have of that community ===== ||
 * =====//<span style="font-family: Arial,Helvetica,sans-serif;"> WS2.11 Uses knowledge of letter–sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words. //===== |||||| =====<span style="font-family: Arial,Helvetica,sans-serif;">- Uses known letter patterns when spelling unfamiliar words =====

<span style="font-family: Arial,Helvetica,sans-serif;">- Uses spell check as one strategy for checking spelling
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 * =====//<span style="font-family: Arial,Helvetica,sans-serif;"> 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. //===== |||||| =====<span style="font-family: Arial,Helvetica,sans-serif;">- Listens to spoken presentations and responds appropriately =====

<span style="font-family: Arial,Helvetica,sans-serif;">- Acts as reporter for group, summarising the main points of a discussion.
|| <span style="font-family: Arial,Helvetica,sans-serif;">Following on from last lesson where students investigated different cultural groups in Australia, students will work in groups to investigate the different reactions towards multiculturalism in Australia. During this lesson, students will also create their own spelling list for the unit.
 * =====**<span style="font-family: Arial,Helvetica,sans-serif;">Resources: **=====
 * =====<span style="font-family: Arial,Helvetica,sans-serif;">Laptops =====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Worksheets (see Appendix 3.2)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Pens
 * <span style="font-family: Arial,Helvetica,sans-serif;">Post it notes
 * <span style="font-family: Arial,Helvetica,sans-serif;">Word wall (space on classroom wall to display new vocabulary) ||
 * ===== **<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Outline ** ===== ||
 * **<span style="font-family: Arial,Helvetica,sans-serif;">Student ** || ===== **<span style="font-family: Arial,Helvetica,sans-serif;">Teacher ** ===== || ===== **<span style="font-family: Arial,Helvetica,sans-serif;">Time ** ===== || ===== **<span style="font-family: Arial,Helvetica,sans-serif;">Resources ** ===== ||
 * ===== **<span style="font-family: Arial,Helvetica,sans-serif;">Introduction ** ===== ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will listen to teacher’s introduction, identifying the learning targets for the lesson. Students will listen to teacher as they explain the worksheet before breaking off into different groups as assigned by the teacher. || <span style="font-family: Arial,Helvetica,sans-serif;">Introduce the lesson focus:

<span style="font-family: Arial,Helvetica,sans-serif;">Hand out worksheet "Multiculturalism in Australia" (see Appendix 3.2) and explain the worksheet. Ask students if they have any questions regarding the worksheet. Break students up into pre-arranged mixed ability groups allocating a space within the learning environment to each group. || =====<span style="font-family: Arial,Helvetica,sans-serif;">5 mins ===== || =====<span style="font-family: Arial,Helvetica,sans-serif;">Worksheet "Multiculturalism in Australia" (see Appendix 3.2) ===== ||
 * ===== **<span style="font-family: Arial,Helvetica,sans-serif;">Teaching strategy/Learning Activity ** ===== ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will watch the video, listening to the content presented in the video. They will replay the video in their groups, writing down new vocabulary they don’t understand. Students will work in groups to figure out how to spell the words and find out its definition. These words will form the basis for subsequent spelling tests ensuring that new vocabulary is learnt in a significant manner.

<span style="font-family: Arial,Helvetica,sans-serif;">Students will identify negative or positive racial perceptions towards racial groups as well as the reasons for the discrimination.

<span style="font-family: Arial,Helvetica,sans-serif;">Students will act as experts about discrimination towards a particular cultural group, giving an oral summary of the information with reference to their previous worksheets. Students will then work together to complete the graphic organiser and discuss how perceptions of other cultural groups have changed over the years. || <span style="font-family: Arial,Helvetica,sans-serif;">Activity 1: Small group task

<span style="font-family: Arial,Helvetica,sans-serif;">Each group will be given a video to watch from The Australian Screen website (See Resource 1) including Aboriginal groups, Turkish groups, Vietnamese groups, Lebanese groups and Sri Lankan groups.

<span style="font-family: Arial,Helvetica,sans-serif;">After viewing the video, students replay the video twice, writing down vocabulary that they don't understand, attempting to spell the words first before using spell check on the laptops and finding out its definition. Students will then convene as a group to analyse how Multiculturalism is viewed in the video, listing reasons for their opinion.

<span style="font-family: Arial,Helvetica,sans-serif;">Activity 2: Jigsaw

<span style="font-family: Arial,Helvetica,sans-serif;"> Students to share their information in jigsaw groups by cooperatively completing a timeline graphic organiser and discussing how perceptions of other cultural groups in Australia have changed over the years. || =====<span style="font-family: Arial,Helvetica,sans-serif;">30 mins =====

<span style="font-family: Arial,Helvetica,sans-serif;"> 10 mins || =====<span style="font-family: Arial,Helvetica,sans-serif;">Laptop =====

<span style="font-family: Arial,Helvetica,sans-serif;">Worksheets 'Multiculturalism in Australia" (see Appendix 3.2)
<span style="font-family: Arial,Helvetica,sans-serif;"> Worksheet - "Timeline" <span style="font-family: Arial,Helvetica,sans-serif;"> (see Appendix 3.2) ||
 * ===== **<span style="font-family: Arial,Helvetica,sans-serif;">Concluding Strategy ** ===== ||
 * =====<span style="font-family: Arial,Helvetica,sans-serif;">Students share their discussions with the rest of the class, respecting and valuing cultural differences rather than discriminating against others. =====

<span style="font-family: Arial,Helvetica,sans-serif;"> Students collate 3-5 new vocabulary they learnt while viewing the videos on a class word wall. These words will form the basis for weekly spelling lists in the future. || =====<span style="font-family: Arial,Helvetica,sans-serif;">Conclude by having a class discussion about how Australia has changed over the years to come a more tolerant Multicultural society. =====

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<span style="font-family: Arial,Helvetica,sans-serif;">As a final activity, students return to their original groups to agree on 3-5 new vocabulary they learnt from their videos, writing each word on a post it note to be collated on the word wall in the classroom as vocabulary associated with the topic. These words will form the basis of future spelling tests for the unit. ===== || =====<span style="font-family: Arial,Helvetica,sans-serif;">15 mins ===== || =====<span style="font-family: Arial,Helvetica,sans-serif;">Post it notes =====

<span style="font-family: Arial,Helvetica,sans-serif;"> Space on a classroom wall to form a Word wall for the topic || <span style="font-family: Arial,Helvetica,sans-serif;"> 1. Photograph students during group work and annotate images. These photos are then added to student portfolios create demonstrating students progress throughout the unit.
 * =====**<span style="font-family: Arial,Helvetica,sans-serif;">Assessment: **=====

<span style="font-family: Arial,Helvetica,sans-serif;"> 2. Observe students during group work and check that they:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Work collaboratively, listening to one another speak and responds appropriately to identify the different perceptions towards different cultural groups and ways to promote cultural understanding and respect.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Acts as a reporter summarizing the main points to the jigsaw group.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Participate in whole class and group discussions.

<span style="font-family: Arial,Helvetica,sans-serif;"> 3. Collect individual and group worksheets to assess if students:
 * <span style="font-family: Arial,Helvetica,sans-serif;">(Individual worksheet) Used known words to spell unfamiliar words
 * <span style="font-family: Arial,Helvetica,sans-serif;">(Individual worksheet) Able to identify and summarize main points from a video
 * <span style="font-family: Arial,Helvetica,sans-serif;">(Group worksheet) Able to complete a timeline graphic organiser using this to discuss how perceptions of Multiculturalism have changed over the years ||
 * =====**<span style="font-family: Arial,Helvetica,sans-serif;">Special Considerations: **=====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teachers need to be aware of any cultural tensions that may exist in the school. Ensure that small groups have been pre-arranged and well thought out to ensure students learn in a safe environment.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Racism and cultural differences are difficult knowledge therefore ensure that students are removed from the situation to avoid disclosure of sensitive information, debriefing students after the lesson.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Where possible obtain a transcript of the video for students who may have difficulty hearing the video.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students may find it difficult to hear the video unless enough space is given to each group. Ensure that groups have allocated areas, far enough from each other so that they can hear the video without noise distraction. It is suggested that students work in a large open space eg. Playground, or hall OR students are given headphones to listen to the video as a group. ||
 * =====**<span style="font-family: Arial,Helvetica,sans-serif;">Self-reflection/Evaluation: **=====
 * <span style="font-family: Arial,Helvetica,sans-serif;">Were students able to hear the video clearly during the small group tasks?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Were teacher's instructions clear enough so that students understood what they had to do during the small group activities?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Did the students identify the different perceptions people have of different cultural groups found in Australia
 * <span style="font-family: Arial,Helvetica,sans-serif;">Was the space utilised effectively so that groups had enough room to work? ||