e.
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 prese