Introductory+Lesson

CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. 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. WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type. || By the end of this lesson students will have a clear understanding of the unit of work on cultures in Australia that they will be covering over the next 10 lessons. Students will watch a clip from the 2000 Olympic Opening Ceremony of a song which introduces the different cultures that exist in Australia. Students will then create their own song (poem) using the multicultural concepts from the Opening ceremony clip by recognizing the organizational structure of poems. Students will then perform their poem/song to the class and explain how it was created.
 * **Unit Topic:** Cultural Communities in Australia |||| **Curriculum Link:** HSIE, cultures strand  || **Year Level:** Stage 2, year 4  ||
 * ** Lesson Number: 1 ** |||| **Lesson Topic:** Introduction of cultures through poetry || **Learning Area (s):** HSIE, LITERACY, MUSIC  ||
 * ** Outcomes: **
 * ** Lesson Outcomes: **

This lesson will also include separating the class into small groups to research a culture of their choice for the stall at the end of the unit of work. || ‘ Under Southern Skies’ clip- [] Lyrics for ‘ Under Southern Skies’ Electronic whiteboard Butcher paper Marker pens __ Teaching strategies: __ Allow students adequate time to think and answer questions. Ask open-ended questions Allow group time for students to talk and discuss ideas for cultures but keep the noise level to a minimum. Let the students actively participate by writing on the butcher paper themselves || Ask the students if anyone went to the Sydney 2000 Olympic games or watched it on television. What countries did you see participating? Students watch a 5 minute video of the Opening ceremony of the Sydney 2000 Olympic Games. This clip is of Nikki Webster singing “Under Southern Skies” which is a song that includes the concepts of Australia being multicultural. This clip at the Olympics is self representative in how Australia embraces all cultures as people from all over the world are shown in the crowd as well as the performers in their traditional costumes.
 * ** Resources: **
 * ** Lesson Outline: **
 * __ Introduction 10 mins __**

What countries/cultures did students spot in the video? Discuss how this celebration brings many cultures together and celebrates diversity.

Talk about the Indigenous Australian cultural aspects shown in the clip e.g. Indigenous people, body paint and costumes, instruments, how the lyrics include spiritual references. Emphasize that all these aspects are included in the concept of culture. || Discuss the concept of culture as a class through brainstorming on a piece of butcher paper. Students sit down on the floor with the butcher paper in the middle of the circle taking turns in writing down ideas relating to the word culture.
 * **__ Learning Activities 35 mins __**
 * Students will…… **

Listen and respond to fellow peers ideas to generate discussion regarding cultures in general. Share if they have a different culture they celebrate at home.

Sitting at desks, students take turns in reading a line each, out loud from the ‘ Under Southern Skies’ song from the Interactive Whiteboard.

‘Think, pair, share’- concepts that came out from the song such as multiculturalism, geography, peace, hope, Indigenous culture, dreaming etc.

Discuss with the class how this song/poem is structured e.g. chorus, versus, pattern (aabb).

Students write a new National Anthem for Australia in groups of 3 that includes similar concepts from the ‘Under Southern Skies’ song focusing on the grammatical feature. The poem/song uses the same poetic structure as ‘ Under Southern Skies’.

Drafts and proofreads their group work.

Each group presents their song to the class. They may sing it or read it out to the class as well as explaining briefly why they chose to write what they did. Students can use mime or actions if they wish. ||||

Direct students to sit in a circle on the floor after watching the You tube clip.
 * Teacher will… **

Find the students background information about cultures by asking: How can you explain culture? What are some different cultures? What aspects are included in the word culture? Are there different cultures in Australia? Do people in this class have a different culture they embrace at home?

Allow each student to take turns in writing these concepts and ideas on the butcher paper.

Put the lyrics to the ‘ Under Southern Skies’ song on the Interactive Whiteboard (IW).

Using the IW, Underline the concepts students point out from the song.

Emphasize that Australia celebrates diversity but also celebrates what all these cultures have in common.

Ask students if this song could be considered a poem? Do students believe that this song could make a good national anthem for Australia? Why or why not? Ask students about what they already know about poetry: - Expresses feelings and reflections on experience, people and events -In poetic language, sound patterns and rhythmic qualities are an important part of the meaning. - the structure and rhyme

Since Poetry is often written with the expectation that it will be read aloud, ask each group to read out their song/ poem National anthem. Generate discussion about each group’s song and grammatical features. || Discuss with the class that over the next few weeks we will be learning more about the Australian Indigenous culture but in the groups of three you are already in you’ll be researching another culture of your choice that is in Australia e.g. Russian, French Indonesian cultures. Each lesson they will be accumulating more information about this culture so that eventually each group will present a stall at the end of the unit that includes food, dressing up, religion etc, to promote their culture.
 * **__ Concluding strategy: 15 mins __**

Give the group 5 minutes to agree on a culture and if some groups want to study the same one allow them to pick their top 3 cultures out of a hat so it is fair.

Announce to the class that the next lesson will involve going on a class excursion to the Australian Museum to learn about the Indigenous Australian culture and to get inspiration on how to present a culture for their stall at the end of the unit. || Evidence of learning will be the hard copy of the song/poem each group writes. With permission from their guardians I will video tape their performance for assessment in a non- threatening way. Observation of participation of the students when creating the mind map and within their groups constructing the new National Anthem will occur. || Depending on the students in the class, allow them to allocate each other a role within their group or the teacher can allocate these roles. This will give everyone a chance to contribute and participate equally in future lesson activities regardless of personalities or ability levels. Roles: Team Leader Head of Presentation Lead Researcher || Were the students engaged during the lesson? Was the lesson stage/ability appropriate task? Did learning experience follow time allowance? Were classroom management strategies effective (including groupings)? Will the lesson follow onto further lessons/learning well? Does the lesson use several modes of teaching? (Visual/kinesthetic/auditory)? Does this lesson cater for a range of abilities? ||
 * ** Assessment **
 * ** Any Special Considerations or Contingency plans **
 * ** Self Reflection **