Class context:

This class of 17 students is part of Thebarton Senior College’s New Arrivals Program (NAP) which
prepares students for living and working in the Australian community and for further study by
developing their reading, writing, speaking, listening and comprehension skills in the English
language.

Students are from a range of cultural and linguistic backgrounds including: 9 Afghani, 1 Filipino, 2
Honduran, 3 Vietnamese and 2 Iranian. I teach these students for three of their 15 x 100 minute
lessons per week.

Within the class there is a broad scope of language proficiency, motivation, confidence and
participatory effort, however, students are level 4/5/6 according to the Department for Education LEAP
(Learning English: Achievement and Proficiency) Levels.

In my classes we have been reading ‘Sadako and the Thousand Paper Cranes’ text and we are
currently at Chapter 7. Understanding has been nurtured through a variety of scaffolded activities and
discussions. Students have engaged with the text and while the language and concepts have proved
accessible with additional support, the content itself has been challenging, particularly for the Afghani
students who have been forced to leave their war-torn homes less than six months ago.

Due to the bus timetable, students are often late to Lesson 1. The school approach determines that
we encourage punctuality whenever possible, but also accept that our students are predominantly
adults with additional responsibilities outside of school.

Class: NAP Class 317 Language: EAL Week: 5 Lesson: 1

Objectives/intended learning
Students will:
 engage in spontaneous conversation with a peer using a range of language
 reflect on previous Chapter’s understanding
 practice pronunciation in SAE (Standard Australian English)
 engage in group discussion about language and concepts in Sadako
 expand vocabulary with translanguaging support (word bank)
 practice listening skills with written support (Song from YouTube)

Teaching and learning Sequence (including Notes for teacher e.g. teacher talk/key
resources/materials) questions, time allocation

Introduction:
Greet students by name and with eye contact Timing is dependent on cohort arrival time and
Mark roll engagement/fluency in conversation – between
Encourage students to talk with a partner about 10-15 mins.
what they did on the weekend (inc adjectives
and feelings/emotions)

Acknowledgement of Country Ask for a volunteer to read the Acknowledgment

of Country to the class

Brief discussion about Reconcilitation Week What did they do? What did they learn? 5 mins
activities from Lesson 2 on Friday

Chapter 6 review to activate schema/refresh the Group discussion based on questions on the
story board. What else do you remember? 2 mins

Michelle Kohler 2018 1

 Class Venn diagram – similarities and
differences between Kenji and Sadako – teacher
to write on the board
Read Chapter 7 as a class – each student to
read a sentence
Remind about respectful listening, have a go at
saying a word then ask for help
How do people help you when you are sick?
Mrs Sasaki’s poem – what does it mean?
Word bank
Song – Sadako and the Thousand Paper Cranes
song
Song is by a Hawaiian musician – shows that the
message of peace is worldwide
Listen as a class
Evaluation (notes post-lesson)
Michelle Kohler 2018
Elicit emotions, appearance, characteristics,
attitudes etc 3-4 mins
Kokeshi doll (good luck symbol/friendship/wish
for healthy child/spiritual connection with
nature)/Golden crane (why was this important?
Chizuko, first paper crane) Furoshiki bundle
(Japanes art of wrapping in material)– pictures
on board
Concept/vocab checking questions every couple
of paragraphs 15 mins
How does folding paper cranes help Sadako
and her family?
Students write one or two sentences in their
books, then can share with class (4-6 mins)
Check for vocab understanding - flock,
heavenly, cover, wings
Elicit meaning from ss
Students copy table from board, writing
definition (may need support) and then the word
in their language. As a class work out what type
of word they are (verb, noun, adjective etc)10
mins
YouTube clip:
https://www.youtube.com/watch?v=ibO4Q9LljnQ
Stop at the 3 minutes mark so not to reveal the
ending
Discuss how they felt listening to the song
Any predictions for what might happen next
Chapter? Why do you think that?
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