Lesson Title: Identity
Date:
KLA: English
Stage: Early Stage 1
Stage 1
Stage 2
Stage 3
Grade: K-6
Duration: 30 minutes
Aim of the lesson:
To provide opportunities for the students to explore subjects relating to themselves, their
families and what it means to be Australian. These worksheets have been designed around
String B of the connected outcomes groups (COGS).
Outcomes and Indicators:
Early Stage 1:
RES 1.5
RES 1.6
WES 1.9
WES 1.11
WES 1.12
WES 1.14
CUES 1
Stage 1:
RS 1.5
RS 1.6
RS 1.7
RS 1.8
WS 1.9
WS 1.10
WS 1.11
WS 1.12
CUS 1.3
Stage 2:
RS 2.6
WS 2.9
WS 2.10
WS 2.11
WS 2.12
CUS 2.3
Stage 3:
RS 3.6
WS 3.9
WS 3.10
WS 3.11
WS 3.12
CUS 3.3
Resources: Identity Worksheets
Pen or pencil
Assessment:
Early Stage One
-
Draw simple pictures about experiences.
-
Recognise differences between where and when certain activities are appropriate.
-
Form simple sentences.
Stage One
-
Identify customs and traditions.
-
Describe the characteristics that make themselves similar and unique.
-
Understand needs and wants.
Stage Two
-
Form sentences using correct spelling, word order and punctuation.
-
Show how shared practices and customs contribute to Australian and community
traditions.
-
Identify icons and symbols that are unique to Australia.
Stage Three
-
Concept of ‘uniqueness’.
-
Paragraph structure using correct spelling, word order and punctuation.
-
Concept of a ‘stereotype’.
Time:
Introduction
5 minutes
Body
20 minutes
Closure
5 minutes
Task engagement:
Introduction: Explanation
of task and topic.
Teacher’s notes
Body: Worksheet.
Closure: Collecting /
putting away worksheets.
Extension: Give the student the worksheet at the stage that they are working at. This is not
always the equivalent year level.
If a student is finding the worksheets too easy increase the difficulty by one stage.
Stage 3 B students – ask them to write a narrative on the topic if they need extending.
Values:
Integrity
- trusting others to work independently.
- doing what you say you will do.
- teachers mark students work consistently to agreed standards.
Excellence
- reaching personal best performance.
- maintaining high learning expectations.
- setting and meeting high standards.
- persisting through challenges and difficulties in learning.
Respect
- accepting the right of others to hold different views to your own.
- listening to others without interrupting.
- obeying school rules.
- acknowledging the strength and abilities of students.
Responsibility - self discipline.
- modelling expected behaviours.
- involvement in strategies to encourage compliance with school rules.
Cooperation
-
accepting class protocols for group work and working with others.
working well with others outside immediate friendships.
initiating problem solving.
identify issues and possible solutions to help reserve conflict.
Participation
- contribute to class discussions.
- encouraging creative thinking about issues and problems.
- accept roles in group activities.