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We love difference
Transcript of We love difference
Why matching activity, and home groups?
Talk about headings, cube template
Teacher unpacks these questions and the types of responses needed to answer them:
1. What is your treasure?
2. What does it look like?
3. Where is it from?
4. Who is this treasure important to?
5. Why is this your treasure?
6. How is it kept safe or looked after?
Each side of the cube has information regarding the six headings.
We are learning to...
Use information from a story to answer questions.
Create and use a vocabulary wall and use it during discussions and written tasks.
Use “topic specific vocabulary” to describe and explain a “Treasure”
Use words or phrases from more than one language to explain or describe a treasure.
Introducing the book
Introduce Vocab Wall
Encourage the students throughout the entire lesson to use the Vocabulary Wall and add in words and phrases in other languages if they can.
Look words up in different language dictionaries and add them to the vocab wall.
Encourage the “language experts” to share their language and bring it into discussions and written tasks.
Whole class in learning new words and their meanings and any stories that go with them.
Preparation for before the lesson.
Had a class discussion of what we mean when we say something is treasure.
Made sure that the students are aware that discussing cultures can be a sensitive topic for some.
Why use the book?
Explicit Instructions stage
- Teacher supplies target language
- Range of treasure types
- Can make powerful links between personal treasures (similarities and differences)
Why the Vocab Wall
Why, go in detail and headings, why cube template
Group work matching activity
Imagine own treasure
Talk about vocab pulled from group work
Talk about what they are going to do now, imagining their own treasure….
Emphasis on this being a ‘practice’ before we do our own treasures, chance to get creative/take risks.
Teacher uses the “Vocabulary Wall”, phrases and words in all languages to assist the students with their answers.
Why are they doing their own?
- Chance to use the vocab creatively
- Independent work
- Students are using target language
Take home the treasure template and answer these questions with your families.
Treasure template what they must fill in at home and sharing with their parents
Why is this important?
Additional practice with template.
Including the family or whanau.
Inclusive of students home language in the learning process.
Benefits their overall understanding.
Fill in before, during, and after template
Why they are doing this?
After this lesson
Development and justification of lesson.
This lesson encourages the students to feel safe and welcome which supports a safe learning environment outlined in LEAP.
All cultures are welcomed and recognised as a positive contribution, an advantage rather than a disadvantage.
students become more familiar with one another, as well as the student taking ownership and has this opportunity to express their beliefs.
Ensures the students that everyone is different and it is something to be proud of what each student has is what makes them who they are (Fraser, 2010).
Charlotte Burt, Sophie-May Church, Danni Manderson, Monique Johnson & Chloe Elliott.
Guided Practice Stage
For the matching game they are given
the six questions and they must
match the definition of each
under the questions.
Creating their cubes based on the sheet they took home.
Presenting their cube to the class or in their home groups
- Reinforces the unfamiliar or new vocabulary.
- Acts as a visual aid.
- Encourages them to use the language in their work.
We feel that it is very important to have a culturally responsive approach to teaching and learning as it makes sure that all students feel welcome. The classroom environment for this lesson especially, needs to be very respectful and accepting of the diverse cultures that make up our class. This is to ensure that the students are happy while learning and feel comfortable to take risks and try new things to achieve. Teaching in a way that includes all cultures engages students in the tasks at hand and improves their understanding (Gay, 2010). Seeing ones culture in the classroom allows students to open up and their unique selves which reflects their achievement and involvement in tasks (Glynn, Cowie, Otrel-Cass, & MacFarlane, 2008).
Our unit is a year 7 & 8 Social Science,
Level 3 & 4 in the New Zealand Curriculum.
This unit explores the different cultures and examines how different cultures pass on things and sustain culture for different reasons.
Lesson Achievement Objectives
Level 3: Understand how cultural practices vary but reflect similar purposes.
Level 4: Understand how people pass on and sustain culture and heritage for different reasons and that this had consequences for people.
Level 4: Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.
Lesson Learning Outcomes
- Identify key points from a text.
- Justify placements of vocabulary on the vocabulary wall.
- Organise information from within a text
- Discuss the important attributes of a treasure (real or imaginary).
- Ask and answer questions relating to the description of a treasure.
- Are able to use descriptive and unfamiliar vocabulary when describing their treasure, and others from the class.
- Understand that cultures have different beliefs, values and methods of preserving and passing down valuable items within families.
- Confidently contribute to discussions regarding the six headings describing a treasure.
Participating and Contributing
Participate and contribute in a positive manner.
Participation adds interest and encourages students to be engaged in the activity.
Our lesson requires a deeper level thinking to be done by all students.
They need to develop an understanding of the terminology and treasure discussed and ask questions.
Relating to Others
Our lesson gets the students interacting and communicating their ideas to one another in a safe, risk taking way
Demonstrates and strengthens active listening skills
Students will be required to take a leadership role in their achievement and attitude towards learning.
Independant work, contribute in groups and activites.
Share ideas and listen respectfully to others.
Managing oneself is an essential aspect.
Using language, symbols and texts
Students are encouraged to experiment and use the languages.
Different interpretations of the same symbol.
Breaking down the 6 headings so that all the students are confident with what is expected.
Positive outlook on the task and will be able to complete the task confidently.
Using the Family treasure article from the school journal, the students will be matching and assorting the information into the correct headings.
This is a method of assessment
Reflect between the before and after.
Make a judgement as to how well the lesson content was and how effective the lesson was.
What knowledge students are lacking, future lessons.
Weaknesses and Strengths
- Level 3 and Level 4
- Level 3 and Level 4