Abbreviations: Gardner’s MI – Linguistic (L), Spatial (S), Kinaesthetic (K), Logical-Mathematical (LM), Musical (M), Interpersonal (Inter), Intrapersonal (Intra), Naturalistic (N). Blooms Taxonomy – Remember (R), Understand (U), Apply (Ap), Analyse (An), Evaluate (E), Create (C).
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Week 1: What is a Celebration?
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Outcome Code (Appendix 2)
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Content and Teaching and Learning Activities
(Assessment in bold and italics)
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Indicators of Learning
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Catering for Class Needs
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Resources
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WS1.11
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Ss are given a small colourful cut out of a balloon and asked to write/draw something they already know about celebrations and something they want to know. Class share their ideas and stick their balloon on a large poster which is placed on the wall. (Intra/U)
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Ss write/draw & explain 1 piece of info they already know and one question they want answered.
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Keep Marcus focussed by getting him to stick on balloons. Scaffold some Ss balloons by staring the sentence for him.
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26x Balloon cut outs,1x poster, coloured pencils.
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RS1.6
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As a class read a big book about a celebration e.g. Fang Fang’s Chinese New Year. T covers words with post-it notes and asks Ss to use contextual information to determine a word that makes sense. Ss return to their seats and complete a similar activity using a close passage. (L/Ap)
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Ss use the context of a removed word (pics/surrounding text) to complete the sentence.
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Marcus has the ‘special job’ of turning the page. Provide word banks for some Ss.
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Big book: e.g. Fang Fang’s Chinese New Year, post-it notes, 26x close passage
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DS1.1 NS1.1
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Birthdays as celebrations: Ss line up in order using the month of their birthdays. Record how many birthdays occur in each month. As a class visually create a pictograph on the board which represents this information. Ask individuals to help by sticking the correct number of people on each month. Ss return to desk and answer a worksheet based on analysing the class pictograph. (LM/An)
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Ss correctly interpret information depicted in a Pictograph.
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26x cardboard cut out of people, blue tack, worksheet.
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CUS1.3 CUS1.4
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Discuss the different cultural celebrations that Ss take part in. Using a smart board display a world map with hyperlinks to YouTube clips of different cultural celebrations. Ss return to desk and match the name of celebrations with a picture and glue onto a world map. (Marcus'>Inter/R)
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Ss correctly match cultural celebrations with the country which celebrates them.
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Allow Marcus to complete this activity on the computer.
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Smart board, world map with links, 26x world maps, worksheet with names and picture of celebrations, scissors, glue.
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CCS1.1
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Look through a calendar and note the days Australia celebrates with public holidays. Focus attention on Australia day. View two YouTube clips about the 26th of January 1788 (one indigenous perspective and one European perspective). In mixed ability groups Ss discuss whether all Indigenous Australians would celebrate Australia day. Ss individually draw a picture of Sydney Cove 26/1/1788 with the two viewpoints depicted.
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Ss use images to convey the viewpoint of another person
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Have example images available on smart board for students who need a springboard for ideas.
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Coloured pencils, 26x A4 paper, smart board, YouTube links, calendar.
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RS1.8 WS1.9 WS1.10
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Ask Ss to bring in a family photo of a celebration. Using this photo as a starting point Ss write a recount of the celebration. T models the activity first using a personal photo before students independently write a recount. (L/R)
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Ss write a recount using correct structure.
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Scaffold the activity with a template for a recount.
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Ss photos
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CUS1.3 CUS1.4 UTS1.9
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T selects 1 cultural celebration and provides topics (symbols, food, clothing, music, etc) for mixed ability jigsaw groups to research. Students use 1 reliable website provided by teacher to research this topic and report back to class.
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Ss navigate a website to locate information.
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Pre-teach group work skills to all Ss. Use a Social Story to help Marcus understand what is expected of him during group work. Provide a matrix to guide students.
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Computer lab.
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INS1.3 CUS1.3 CUS1.4 TS1.3 UTS1.9
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Using the previous lesson as a model, Ss work in mixed ability groups of 4 to research an assigned cultural celebration and create a 1 minute PowerPoint presentation using text and images (min of 4 slides). (Inter/C)
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Ss work co-operatively with others to create a 1 minute presentation with text and images on an assigned topic.
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Guide Ss through research using a scaffold.
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Scaffolds for research (Who, What, When, Where, Why), books, computer lab.
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DAS1.7 DAS1.1
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Ss are taught a traditional Vietnamese dance by Anna’s mother and the PDHPE teacher (K/R)
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Ss imitate dance movements performed in different cultures.
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Use a social story to help Marcus understand the activity expectations.
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CD, CD player
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S1.7.2 TS1.2
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What occasions does the Catholic Church celebrate? Ss visit the church and the Parish priest leads a discussion about the Church’s celebrations (Christmas, wedding, baptisms, Easter etc). (Inter/U)
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Ss ask relevant questions and display evidence of listening (eye contact etc)
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Inform Marcus prior to activity.
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S1.7.2
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Using a matrix (who, what, when, where, why + Catholic celebrations) prepared by the T Ss cut out a worksheet with pictures and information and stick them into the correct box on the Matrix. (S/R)
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Ss correctly match info with Church celebration.
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Provide Claude with the option of writing his own description.
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26x Matrix, 26x worksheets with info and pictures, glue, scissors
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Evaluation: Teacher: What activities did (T/ Ss) find rewarding? Did (Ss) understand all the concepts? What evidence is there for learning? What teaching strategies can I change/improve on? Student: Whole class discussion on what elements they found/didn’t find interesting and enjoyable. Ss identify one concept/skill they feel needs further development.
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Abbreviations: Gardner’s MI – Linguistic (L), Spatial (S), Kinaesthetic (K), Logical-Mathematical (LM), Musical (M), Interpersonal (Inter), Intrapersonal (Intra), Naturalistic (N). Blooms Taxonomy – Remember (R), Understand (U), Apply (Ap), Analyse (An), Evaluate (E), Create (C).
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Week 2: Planning a Celebration
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Outcome Code (Appendix 2)
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Content and Strategies
(Assessment in bold and italics)
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Indicators of Learning
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Catering for Class Needs
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Resources
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PHS1.12
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As a class plan the ‘Celebration of Cultures’, taking into consideration all Ss ideas. Use a matrix to guide planning (food, drink, performance, music, timing, invitations etc). Ss suggest healthy options (Inter/C)
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Ss distinguish between healthy and non healthy snack options.
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Create a visual table for Marcus to fill in with text and images identifying each topic.
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Markers, butchers paper.
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MUS1.4
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Ss listen to music used in different cultural celebrations and identify the tone of the music. Relate the tone to what happens in the celebration. In mixed ability groups Ss compare the tone of selected songs. (M/An)
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Ss respond to a range of different music.
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Pre-teach Marcus group work skills.
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26x A4 paper, 26x fine paint brushes, paint, 6x ice cream containers with lids, newspaper, CD, and CD player.
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VAS1.1
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T displays artwork of Spanish artist Joan Miro and explains automatism in age specific terminology. T explains the use of music in creating Miro’s work (YouTube clip). Using a song from the music lesson students create an artwork based on automatism and incorporate this artwork into their invitation. (S/C)
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Ss represent abstract concepts in a particular way.
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Allow Marcus to complete his artwork using ‘Smart Draw’.
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Coloured pastels, smart board.
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DMS1.8 UTS1.9
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Ss design and make an invitation using Microsoft Publisher to give their parents/grandparents, inviting them to the ‘Celebration of Cultures’ morning (notifications have been sent home 1 month in advance to ensure most parents are present). (S/Ap)
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Ss use template to create an invitation.
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Make available a template for students who need a starting point. Allow Claude freedom of choice in his design.
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Ss paintings
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NS1.1
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Ss compare the monetary and environmental cost of using plastic and paper plates/cups etc at the morning tea and decide which option they think is best and why. Class brainstorm ideas, evaluating positives and negatives of both options. T models response for /against before Ss individually complete task. (N/E)
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Ss use the terms ‘more than’, ‘less than’ to compare numbers.
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Generate a scaffold for the response which Ss can fill in with ideas discussed during brainstorming.
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MS1.3
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As a class, bake traditional Italian biscotti to be eaten at the ‘celebration of cultures’ morning tea. Ss practice measuring out ingredients, working out how many biscuits they need etc. (K/C)
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Ss use informal units and compares capacities of containers.
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Use parental helpers and Teacher’s Aide and split up Ss into homogenous groups.
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Photocopied recipe x27, ingredients, 3x trays, oven (staffroom), mixing bowl, wooden spoon, and timer.
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TS1.2
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Parents are invited into the school for ‘Celebration of Cultures’ morning: they are shown the traditional dance Ss have learnt in PDHPE, groups present their research power points and everyone shares a morning tea, feasting on food children have brought in from their culture. (Inter/R)
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Ss confidently present PowerPoint presentation and listen attentively to others (quiet, eye contact etc)
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Inform Marcus prior about the change in routine prior to the day and create a visual schedule of the morning.
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Book library space for the morning.
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WS1.11
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Class re-read the balloons on the initial mind map and add one new balloon with something they have learned during the unit. (Intra/U)
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Ss recall new information about celebrations.
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Keep Marcus focussed by getting him to stick on balloons. Scaffold some Ss balloons by staring the sentence for him.
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Initial balloon mind map, 26x balloon cut outs.
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Evaluation: Teacher: What activities did (T/ Ss) find rewarding? Did (Ss) understand all the concepts? What evidence is there for learning? What teaching strategies can I change/improve on? Student: Whole class discussion on what elements they found/didn’t find interesting and enjoyable. Ss identify one concept/skill they feel needs further development.
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