1. Cultural Diversity - Literacy Cultural Diversity - Literacy Lesson Plans File 1

2. School : Bethany Christian School. It is a primary, private school which is located in Adelaide Northern Suburbs. Class:Year 2 – Number of students 24 Cultural Diversity I have a diversified classroom. In my class room I have children from Australia, Africa, and Asian countries such as Sri Lanka, India, Nepal, and China. Most of the students are migrants. Even though there are no students in my class who have Aboriginal background, in the primary school, there are few Aboriginal students. Our students play with them, go to chapel with them, do music and dancing lessons with them and have very close relationships with all the primary school students. Resource availability We have a computer room with 30 computers. It is available for our studies. We need to book the computer room one week prior to the lessons. Further more, we have a smart board in the room with good sound system. In the class we have access to 6 iPads. ( 4 students has to share one iPad) Community support For most of the school activities we get support from the parents as well as from the community In out school, we have an Indigenous officer and a multi cultural officer to get advice and support for multicultural events.

3. LessonSequenceFocus Engagement Cultural show Clicking the icons and exploring the world around us Children in groups discussing how we are different/same and making a word wall Smart board game: drag and drop differences and similarities to the correct boxes. Children drawing the cultural differences and similarities and explaining their drawing to the class. The purpose of this lesson is to develop children’s understanding about other cultural aspects. For the children to learn to respect other cultures they need to have an understanding what others cultures look alike. Without children engaging with other cultures it makes really difficult for them to understand what other cultures means. So this phrase of learning will be a engaging learning experiences. Children will be exposed to the different cultures of their friends in the class room. At the end of this lesson all students should feel that they are spoken to personally from their own culture. Empowerment Clicking the icons and exploring how different cultures reside stories to children in different ways. Read or show 3 different stories to the children about cultural differences. (Compare and contract) Now they know cultural differences and they know different cultures present books in different ways. So now children will start designing their own book for the children in a migration centre and will present the draft book to the class. The purpose of this lesson is to empower the students to see how much they can do with the knowledge they have about cultural diversity. As a teacher I will provide tools and materials and students has to play to learn in this lesson. Real learning take place at this time and all support will be provided for the students to engage in learning. Exploration Children learning how to make the story book interesting and relevant for the migration centre children. Adding Rhyming words to make the story musical. Introduce google translate option. Explore different websites how to prepare story books and present with audio and video method. Explore how to use pitch to present different emotions using Avata Children continuing developing story using different IT tools. The purpose of this lesson is to send the students to the real community and to impact the community. Children have learn from the community and they know that we have a diversified community. Also they know different cultures have different ways of saying stories. They have come out with text ( story books) based on that knowledge. At this stage children will be supported and prepared to go back to the community to present it to an audience. World – word – World model by (Lian, 2014b). Children has to self assess whether they can impact/connect with the children in the migration centre. They have to identify better ways to make the story interesting to the migration centre children. Relevance Pretend TV interview about the children’s creation Compare and contrast their book with another multicultural book Buddy reading their book to year 1 class and self evaluate the book The purpose of this lesson is to provide activities for the students to personalize, self assess and learn in a personally relevant way to talk to the target audience. Create and Evaluate Exploring how to prepare a brochure/poster about the story telling event at the migration centre. Creating a poster by children about the event Self asses what they learned from this unit by using a smart note book game. Formative assessment of the book and poster ( Interview) The purpose of this lesson is to provide opportunities for the children to further create text for a purpose (based on their learned understanding of this unit) and to evaluate how they create text to impress audience and to impact relationship. Cultural Diversity Unit Design

4. Long term goals /Curriculum Links Students will be supported to achieve these goals in this planned unit. Further they will be continually supported to achieve these goals right through out their school years. Three cross curricular priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability. Seven general capabilities: Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding (ACARA, 2013b).

5. Short term goals /Curriculum Links These goals will be focused during the five lesson plans. At the end of the unit students will be assessed against these short term goals and parents will be notified about their progress. If the students need further support to achieve these goals it will be noted and will be focused in the future units. ACCARA short term curriculum outcomes English / Year 2 Language / Language variation and change / ACELA1460 Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background Language / Language for interaction / ACELA1461 Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context Language / Text structure and organisation / ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose Example: identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images Language / Expressing and developing ideas / ACELA1470 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose Literature / Examining literature / ACELT1592 Identify, reproduce and experiment with rhythmic, sound and word patterns Literacy / Texts in context / ACELY1665 Discuss different texts on a similar topic, identifying similarities and differences between the texts Literacy / Interacting with others / ACELY1667 Rehearse and deliver short presentations on familiar and new topics Literacy / Interpreting, analysing, evaluating / ACELY1669 Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting Literacy / Interpreting, analysing, evaluating / ACELY1670 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures