HOW THE BIRDS GOT THEIR COLOURS LESSON PLAN

Pre-service Teacher name: Date:

Lauren Brine 27/05/19

Year level/ age range & number of students: Highlight planning process:
Reception and Year 1, with 26 students Planned collaboratively with Supervising Teacher
Estimated duration of activity: Planned collaboratively with peer
Planned independently based on ST lessons
2 hours Planned Independently
Deconstruction of Supervising Teacher’s lesson
Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies and
Languages)

HASS : History

Specific Topic: (including Australian Curriculum content descriptor)

- How the stories of families and the past can be communicated, for example, through photographs,
artefacts, books, oral histories, digital media and museums (ACHASSK013)

Learning intentions: (Descriptions of what learners should understand and be able to do by the end of a learning period, the
‘what and why’ of the learning task: ‘We are learning to …. (learning intention ‘what) so that we can …… (learning intention
‘why’))

The students will be learning about Dreamtime Stories and the importance of them to Indigenous culture
so that the students can recognise important Indigenous symbols and practices.

Success criteria for students: (clear and specific measures of how students have met the learning intentions, i.e. how they
are going with the task, this can include both learning content and strategies; ‘I know that I can do this when I have ……)

I know that the students have an understanding of this learning intention when they are able to explain the
importance of Dreamtime stories in Indigenous cultures, further incorporating significant symbols into
culturally appropriate artwork that is meaningful.

Preparation/ organisation/ resources:

(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)

‘How the birds got their colours’ Dreamtime Story poster, Aboriginal symbols poster, cut out birds, example
bird (pre-made to show students), feathers, ‘How the birds got their colours’ comprehension sheet (for Yr 1
students), Label the bird Sheet (for Receptions)

Differentiation: (Are there any students that I need to personalise the activity for)

The teacher will observe the activity positioning themselves near students who may need extra support in
focusing on the task or behavioural situations.
The teacher will utilise the SSO’s that are in the classroom to aid students that may need support in
completing the task.

Supervising Teacher feedback:

Lesson running schedule: Time frames
What will I do? What will the students do? (Approximate time frames
What range of teaching strategies will I use? will need to be flexible
What skills and strategies will be used by students? and tweak these in
How will I support inclusion of all students? response to context)
Transition: (physical shift/ mind shift: how will I transition students from previous activity to this 2-3 minutes
activity in an orderly and time efficient manner? How will I gain and focus their attention?)

The teacher will have the students sit down and bring the students attention to the task
through displaying the ‘How the birds got their colours’ Dreamtime story poster and
Aboriginal symbols poster on the white board.

Introduction: (hook/ tuning in: how will I gain the interest of the students in the topic?) 3 minutes

The teacher will read the Dreamtime story to the students discussing the importance of
Dreamtime stories in Aboriginal culture and their significance. After reading the teacher
will ask the students some questions pertaining to the story.

Pre-service Teacher facilitated mini-lesson: (explicit teaching & modelling of topic content, 7 minutes
strategies and learning focus, explanation of learning intentions) Adapt to less time for
younger children)
The teacher will split the class into their respective year levels. The preservice teacher will
have the Year 1’s sit in a circle on the floor with them to support them in writing sentences
about the dream time story.

Student focussed work period: (Students collaborative or independent student work period; 10-15 minutes
how will students engage with the topic, how will I check all students understand the activity, how
will I use proximity to determine their understanding and give specific feedback relating to success
criteria)

The students will come back to sit on the floor and discuss the message of the Dreamtime
story. After the discussion the teacher will show the students the example pre-made bird
that the students will be colouring in. The teacher will highlight the use of dots (done by
textas) to the students and will utilise the ‘Aboriginal Symbols’ poster to outline some
culturally important symbols used by the Indigenous community in their artworks.

The students will colour in their birds coming to the teacher to get their three feathers to
stick onto the tail of their birds.

Conclusion WWW reflection: (How will I transition students to the close of the activity? How 5 minutes
will I determine if they fulfilled the success criteria and learning intentions? How will I include
student voice and my feedback on what worked well ‘WWW’ in relation to learning and the
learning strategies they used?)

The preservice teacher will close the activity by having the students discuss the importance
of Indigenous Dreamtime stories in Aboriginal culture and have them talk about their birds
(a mini oral presentation).

Evaluation:
Did the lesson go as planned? Did I organise and manage the activity well?
Did I use effective communication? Did I provide clear directions?
Did the students achieve the specific learning intentions? Were there any students that I needed to differentiate the activity for?
How would I improve in my next planned activity?
The Year 1’s were able to effectively answer the questions on the Dreamtime story however, in future lessons I will
ensure to question students on their answers to analyse their comprehension of the story. Moreover, I will utilise the
SSO’s that come into the room to support the Receptions in their activity.

The birds that the students created incorporated the dot painting style and significant Indigenous symbols in their
birds. I found this pleasantly surprising as I was unsure if the students had understood what the symbols meant as I
was explaining their purposes to the class.

Pre-service teacher sign: Date:

Supervising Teacher sign: Date: