Thread:Esh260group/@comment-17828942-20131018063751

Hi Georgia

We received some feedback about our lesson sequence and we need to make changes to ensure that the activities we ask the students to complete are achievable for students in foundation. In light of this I have some more suggestions about your lesson plan. I do not think foundation students could develop the question alone so I have suggested they develop them with the support of the teacher and other students.

In the introduction I think the teacher would review prior lesson then have a discussion about what the students’ leant about their families immigration history from their homework questionnaire. The student could take turns sharing this information with the class. The teacher could have a world map or a globe so the students could mark out the different counties the students’ families immigrated from with help from the teacher.



In episode one the students could then refer to their KWL charts and document any new information. Students could reflect on their families’ immigration History through written or pictorial representation in their reflection journals.

The teacher would then introduce the fieldtrip to the Immigration Museum to the students. This would then lead on to the brainstorming on the interactive white board. The teacher could then print this for students’ to add to their reflective journals.

With the support of the teacher the students brainstorm some questions about immigration and their family that they would like to research further and find out about during their trip to the museum. The teacher would choose five focus questions from this discussion for the students to research at the Immigration Museum. The teacher prints these out on a handout for the student to take on the excursion.

Episode two The teacher presents the class with a suitcase, the suitcase contains the artefact for the lesson sequence (Photograph of family) and a few other bits and pieces that one might find in the suitcase of somebody who has arrived here from another country (cultural clothing, camera, cultural jewellery, books, crockery, newspaper articles etc.). Students will have the opportunity to pass each item around, touch and discuss them.

Teacher adds a variety of different items to the dramatic play area for the children to enter into pretend play. These items include cultural clothing, suitcases, backpacks, cultural jewellery, eating utensils representing different cultures and cultural materials.

Episode three the teacher splits the students into groups of four and asks them to use the props in the dramatic play area to imagine they were a family immigrating to Australia.

End Lesson/plenary Group discussion about how students’ felt pretending they were immigrating from another county.

 Students work with the person next to them. They take turns sharing two things they have learnt during today’s lesson.

 Student share with the whole group.

 Teacher then summarises the key points from the lesson.

I hope this all makes sense. Please let me know ASAP if you are happy to make these changes.

Thanks Melanie <ac_metadata title="Feedback for Georgia"> </ac_metadata>