LESSON PLAN

YEAR LEVEL: Grades 2 and 3.

CLASS SIZE: 20

DURATION: 2 X 1 hour
lessons.

DATES: 19/10/2015 and 21/10/2015

1 hour lesson Monday

1 hour lesson Wednesday
TEACHER: Miss Goodwin

LEARNING INTENTIONS/FOCUS:
What will the students know? The students will know a basic background of Aboriginal history, and their point of view.
What will the students understand? The students will be able to understand the Indigenous past, through dreamtime stories. Also they will be able to
understand how to make a book.
What will they be able to do? The students will be able to construct a book, and illustrate it, either on computer or by hand.
What will the students attitudes be? The students attitudes and beliefs will possibly change, and become more understanding of the Aboriginal and
Torres strait islander histories.

Victorian Early Years Learning and Development Framework (birth to 8 years)

Outcome 1.3- children have a strong sense of identity share aspects of their culture with the other children and educators
Outcome 2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities
necessary for active community participation broaden their understanding of the world in which they live
build on their own social experiences to explore other ways of being

Outcome 2.2- Children respond to diversity with respect

explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new
understandings
Outcome 4.2- Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and
investigating
apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations
Outcome 4.3- Children transfer and adapt what they have learned from one context to another
transfer knowledge from one setting to another
Outcome 4.4- Children resource their own learning through connecting with people, place, technologies and natural and processed materials
experiment with different technologies
use information and communication technologies (ICT) to investigate and problem solve
explore ideas and theories using imagination, creativity and play
Outcome 5.3 - Children express ideas and make meaning using a range of media
experiment with ways of expressing ideas and meaning using a range of media
Outcome 5.5- Children use information and communication technologies to access information, investigate ideas and represent their thinking
use information and communication technologies as tools for designing, drawing, editing, reflecting and composing
Primary: AusVELS.
English
Level 2.
ACELA1475 Understand that languages have different written and visual communication systems, different oral traditions and different ways of
constructing meaning
ACELY1674
Construct texts featuring print, visual and audio elements using technologies.
Level 3.
ACELT1601
Create imaginative texts based on characters, settings and events from students own and other cultures.

ACELY1682
Plan, draft and publish imaginative, informative texts.
History Levels 2 and 3.
ACHHS052 & ACHHS069
Exploration of points of views.
ACHHS053 & ACHHS070
Develop a narrative about the past
ACHHS054 & ACHHS071
Use a range of communication forms, such as oral, written, graphic and digital technologies
RESOURCES and MATERIALS

The book, How the birds got their colours.

Ipads, laptops, computers- some electronic device that will enable them to make a book.

Applications or programs that allow the students to create a book.

OR Paper- multi-coloured and white.

Pencils, textas, crayons, paint, paintbrushes, stickers, ruler, foam pieces,

Glue sticks

Scissors

LESSON OUTLINE

TIME

TEACHING POINTS:
Key questions
Key organisational/management issues

Introduction/Opening

Organisational/management issues

Lesson 1Monday
1

Teacher will introduce what the plans for the lesson

are.

Firstly will have everyone sit together, either on the

floor/mat area, or in chairs/ depending on the abilities
and capabilities of the students/ children with special
needs.

The teacher will read the book to everyone.

9:30am

Is there room to be able to sit down?

Will everyone be able to see the book?

Where should I sit, so everyone can see the book?

Key questions

Will the students understand the book, and the

different concepts?

Middle/Activities
1. Have a question and answer session for the students to
fully grasp the concepts of the book.
2. The students will then be instructed to draft their own
dreamtime/cultural/family book.

Key questions9:45am

5. The students have the rest of this lesson (until 10am)

to make a draft of their book.

How will the students go writing their own book?

How will the students go understanding the dreamtime

stories?

9:55am
Key questions for the students-

3. Discuss suggestions on what the students could choose

to do for their book.
4. The students are able to go onto the internet to find
information and ideas for their books.

Class
finishes
at 11am

What do you think about the book?

What is your opinion on how the birds got their

colours

What will your book be about?

What are the different characters?

Where is your book set?

Is the book fiction or non-fiction?

When is your book set? (timeframe)

Key organisational/management issues

How will I help all of the students?

Conclusion/Pulling it all together Evaluate

This evaluation will take place at the end of the second half of
this lesson.

Lesson 2
LESSON OUTLINE

TIME

Introduction/Opening

Wednesday Key questions-

1. Following on from the first session, after the

students have drafted their book.
2. The teacher will talk to the students about making
the draft into the book.
3. The teacher would show the students all the
different materials for the book
4. The teacher would ask who would like to do the
book on paper, and who would like to use

TEACHING POINTS:

How will the students go, having the option of using

technology or not?

Will this be a distraction to the work?

11:30am

Key questions for the students

How will you make your book? With an iPad or on

paper?

technologies such as an iPad.

Key organisational/management issues

Do I have all the resources needed for the students?

How will I help all of the students?

Middle/Activities
1

Key questions for the students-

The children will have the opportunity to choose

what they use for the book.
11:45am

The students will start to make their books.

The teacher will be walking around the classroom,

giving ideas, suggestions, and also asking questions
to the students about their creation.

How will you make your book? With an iPad or on

paper?

If on an iPad, what program will you use?

What

1150am
From 1150
onwards.
Until
12:40pm

Conclusion/Pulling it all together

Evaluate

2. The students will comment on each others books,

and say what they like about it, what they find
interesting, what they didnt know, and any other
comments or ideas.

Do I have all the resources needed for the students?

Key organisational/management issues

The teacher will instruct the students to all sit down at their
tables, and ask some students who would like to read their
books out to the class.
1. The teacher will ask the students to have a discussion
and talk about each others books.

Key organisational/management issues

From 1240
until 1pm.

Will the students work well with the discussion, and

use it appropriately and constructively. Whilst also
being aware of the other students feelings.

ASSESSMENT OF STUDENT ACHIEVEMENT (which may not occur in this lesson)

I will be able to evaluate what the students have learnt through the books that they have made. Through the topic of what their book was about,
through the technique of how the students made their book, either through technologies or paper.
The spelling and grammar of the book, and also the presentation.
The fluency of the book, and are able to understand the main points.
I will also be able to evaluate the students participation levels in class, whilst doing this task.