ESH305 Learning and Society

Kiara Davis

Assessment Task 2: Planning for diversity, identity

and differentiation

Lesson Plan One

Grade level:
Learning Area:
Topic:
Lesson Length:

3/4
Humanities and social sciences
Identity
60 minutes

Learning Outcomes:
- Reflect on their cultural identity and how it might be similar and different from
others (ACHCS010) (ACHCS021)
- How a persons identity can be shaped by the different cultural, religious and/or social groups
to which they may belong (ACHCK014)
Lesson Objectives:
- Can identify aspects of their own identity
- Can identify aspects of cultural diversity within their classroom community
Resources needed:
- Pencils
- Blank A4 paper
- Butchers paper and markers
TUNING IN/INTRODUCTION
(15 mins)
Teacher directed
Whole class
-

Teacher begins the lesson by

asking the class:
What does it mean to be me?
- Make sure you scaffold the
question so the class knows you
are talking about only yourself
and not them.
- Using butchers paper write
their answers down. You may
need to start them off if they
hesitate with words such as
brown hair, happy, loves the
beach, likes football, barracks
for the Saints, goes to church,
enjoys birthday parties,
celebrates Christmas wears
earrings etc whatever is
relevant for you.
- After this activity explain that
these are all different things that
make up your identity.
Question:
Who can tell me some special
things about their own identity?

MAIN ACTIVITY
(25 mins)
Individual activity
My Identity
-

Explain that the

students will be
constructing their
own small poster
similar to yours on
the board and they
will list the things
that they think are
important to their
own identity.
They are to draw or
write or both.
They must write their
name on the page
and give the page the
heading My
Identity.

LESSON CONCLUSION
(15/20 mins)
Class sharing
A celebration of diversity
-

All the students

come together in a
circle to share their
posters.
Ask each child to
share one thing on
their poster that they
think is important to
their own identity.
Teacher asks
questions of each
child/each childs
poster that is
culturally
significant.

Whole Class Questions:

-

Page 1 of 8

Who can tell me

something about
someone elses
poster that is
different to their

ESH305 Learning and Society

Kiara Davis

Assessment Task 2: Planning for diversity, identity

and differentiation

Let the children answer freely

but look specifically for answers
relating to culture/social groups.
Write these down on the board
and ask:
Do you think my identity is the
same as .? Or ? (use children
in the class as examples)
Why/Why Not?
- You are explaining to the
children that everyone has
different things that make up
their own identity and while
some people may have similar
things they will all have unique
identities. Families and culture
should be discussed as identity
contributors.

own?
Does it matter if
we have different
things on our
pages?
Is it important that
we have different
types of people and
culture in our
community?
Always ask
why/why not?

Planning for differentiation:

- All children should adequately understand the initial discussion scaffold further if necessary
for lower learners and have them work in a group with the teacher on the floor.
- Other students work independently at desks (teacher checks periodically to ensure they are on
task).
- Drawing and/or writing is allowed.
Extension:
- Early finishers should write something that their family enjoys doing together and if time
allows (ties into next lesson).
Assessment of Learning:
-

Active observation
Questioning (see questions
throughout lesson plan)
Collect work samples

Teaching/Self Evaluation:
-

Page 2 of 8

How effective was your planning and teaching?

What/how could this be improved?

ESH305 Learning and Society

Kiara Davis

Assessment Task 2: Planning for diversity, identity

and differentiation

Lesson Plan Two

Grade level:
Learning Area:
Topic:
Lesson Length:

3/4
Humanities and social sciences
Family Differences/Diversity
60 minutes

Learning Outcomes:
- (ACHCS010) (ACHCS021)
- (ACHCK014)
Lesson Objectives:
- Understands that every family is different/diverse
- Can identify diversity by identifying, listing and comparing different families, purposes and
traditions
Resources needed:
- Worksheet Similar and Different one per partner group
- Pencils
- Whiteboard and markers
- Book Whos in a family? by Robert Skutch
TUNING IN/INTRODUCTION
(15 mins)
Teacher directed
Whole class
Class discussion: Teacher introduces the
book: Whos in a family? by Robert
Skutch. Show the children the front
cover and read title. Ask the children to
predict what they think the story will be
about.

MAIN ACTIVITY
(30 mins)
In partners
Similar and Different
-

Figure 1. Whos in a Family? Front

cover. Retrieved from http://www.a
mazon.com/Whos-Family-RobertSkutch/dp/188367266X

LESSON CONCLUSION
(15 mins)
Class sharing
A celebration of diversity

Explain that they will

- Students come
be allocated pairs
together in a circle
and they are going to
to share their
fill a worksheet (see
answers.
Appendix A) with
- Each student shares
things about their
one difference that
families that are
their partners
similar and different.
family had from
On the board
their own.
brainstorm what
- Teacher explains
might be
that every
similar/different
individual/family, no
about their families if
matter their
they dont offer the
differences, are
following include it
special and should
yourself: List
be valued equally.
celebrations that
their families take
part in, ceremonies,
Whole Class Questions:
traditions, family
members, outings
- Do you think our
that the family
families help shape
enjoys, where their
our own identity?
family lives, where
- Do you think our

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ESH305 Learning and Society

Kiara Davis

Assessment Task 2: Planning for diversity, identity

and differentiation

Read the book to the class,

stopping throughout to ask
questions such as:
Do you know anyone who has
a family like this?
Why do you think the author
has used these colours in the
pictures?
Do you think all these families
live in the same type of house?
Do you think all these families
have the same kind of
celebrations?
Always ask - Why/Why not?

their family comes

from, where some of
their family members
might still live etc.
Give examples of
these on the board
and ask children to
contribute in order to
get their creative
juices flowing.
Children go off with
their partners to work
together to fill in
their sheet.
Teacher floats and
helps, if necessary.

families and our

own culture help us
make decisions?
Is it fair to tease
people or their
families?
Always ask
Why/Why not?

Planning for differentiation:

-

If possible pair up students that are from culturally diverse backgrounds to make for
interesting comparisons for the students.
Pair lower learners with higher learners so oral discussion is a major factor and the higher
learners can help with writing if required.

Extension:
- Early finishers are asked to think and write down things that their families could do together
and things that they would have to do separately because of culture, religion or belief.
Assessment of Learning:
-

Active observation
Questioning (see questions
throughout lesson plan)
Collect work samples

Teaching/Self Evaluation:
-

Page 4 of 8

How effective was your planning and teaching?

What/how could this be improved?

ESH305 Learning and Society

Kiara Davis

Assessment Task 2: Planning for diversity, identity

and differentiation

Lesson Plan Three

Grade level:
Learning Area:
Topic:
Lesson Length:

3/4
Humanities and social sciences
My Identity
60 minutes (might need to extend into two lessons for well decorated flip books,
QR links and quality display)

Learning Outcomes:
- (ACHCS010) (ACHCS021)
- (ACHCK014)
Lesson Objectives:
- Students show through flip book display that they understand that many different things make
up an individuals identity.
- Students can name things in their life that contribute to their identity ie: family events,
religion, cultural experiences etc.
Resources needed:
- QR readers (or I-pads/similar)
- A photo of each child attached to a QR code (if this is not possible a printed photo of each
child is fine)
- Blank flipbooks for each child and one for teacher introduction (pre-made to save time)
- Pencils
- Cut-outs of adjectives for the lower learners (pre-made)
TUNING IN/INTRODUCTION
MAIN ACTIVITY
LESSON CONCLUSION
(15 mins)
(40 mins)
(5 mins)
Teacher directed
Individual Activity
Display of individual
Whole class
My Identity Flipbook
identity flip books
-

Explain that the children are

going to use the information
gathered in the past two identity
lessons to create their own My
Identity flip book. Each flap
has a title:
1. Adjectives that describe me
2. Things I love
3. Family facts and where I
come from
4. My goals
5. This is me!

Teacher scaffolds the lessons

activity on the whiteboard with
their own flipbook. Ask the
children what they think should
go under each heading for you
(the teacher). You should write
at least four things under each

Children create their

own flipbooks.
Writing first and then
illustrate/decorate.
Teacher circulates to
help when required
Teacher helps
children print and
connect a QR code to
a photo of
themselves for the
last page of their
flipbook (this may
require extra teacher
time after the
completion of the
lesson)
Teacher asks
questions of the
students as they
circulate throughout

Page 5 of 8

Heading for display:

A Celebration of Our
Individual Identities
Can You Guess Who I
Am?
-

The flip books are

displayed so the
other grades can
look through the flip
books and try and
guess which child
belongs to which
flipbook.
QR readers must be
made available if
possible so that, at
the end, children can
use the QR Reader
to scan and find out
which child belongs

ESH305 Learning and Society

Kiara Davis

heading/flap.

Assessment Task 2: Planning for diversity, identity

and differentiation

the classroom
What is the most
important part of
your identity?
What do you think
affects your identity
the most?

to that particular
flipbook.
If QR readers are
not available
pictures of the
children on the last
page of the flipbook
will suffice.

Planning for differentiation:

- Lower learners can work in a small group with the teacher and have pre-prepared cut outs of
adjectives they can stick on their flip books.
- Other students work independently with dictionary if required.
Figure 2. An example of a flipbook.
Retrieved from http://www.co
Extension:
mmoncoreandsomuchmore.com/201
- Ask early finishers to list more things under each heading and illustrate further; they can also
3/01/notecard-flip-books.html
decorate the cover.
Assessment of Learning:
-

Questioning as walking through the

classroom
Display of work

Teaching/Self Evaluation:
-

How effective was your planning and teaching?

What/how could this be improved?

Notes:
These lessons are designed to introduce the concept of
identity to a new learning group with diverse
backgrounds. They can tailor nicely into further
discussions and lesson content regarding cultural and
social identity etc.
References

Connell, R., Welch, A., Vickers, M., Foley, D., Bagnall, N., Hayes, D., Proctor, H.,
Sriprakash, A., & Campbell, C. (2013). Education, change and society (3rd
ed.). South Melbourne, VIC: Oxford University Press.

Edgeworth, K. & Santoro, N. (forthcoming). A pedagogy of belonging: troubling

encounters with ethnic and religious difference. Cambridge Journal of
Education

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ESH305 Learning and Society

Kiara Davis

Assessment Task 2: Planning for diversity, identity

and differentiation

Enriquez, G., Jones, S., & Clarke, L. W. (2010). Turning Around Our Perceptions and
Practices, Then Our Readers. Reading Teacher, 64(1), 73-76.
doi:10.1598/RT.64.1.12

Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., &
Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed
Teacher Decisions. Reading Teacher, 66(4), 303-314.
doi:10.1002/TRTR.01126

Appendix A

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ESH305 Learning and Society

Kiara Davis

Assessment Task 2: Planning for diversity, identity

and differentiation

Worksheet prepared for the similar and different task in lesson two.

Similar and Different

NAME: .
How are our families similar?

NAME: .
How are our families similar?

How are our families different?

How are our families different?

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