2.

2 Organise content into an effective learning and teaching sequence:

This lesson is the first of a series of three lessons that have been carefully organised
to allow for a smooth and effective teaching sequence. This lesson has been designed
to activate the students prior knowledge on the skills and understandings that are
being explored and to introduce students to the knowledge and skills that will be
developed. Lesson two is designed to further develop and practice the skills and
PART B: Lesson Plan 1 understandings
. and lesson three was designed to consolidate and present their
knowledge and understanding.

TOPIC: Civics and Citizenship Knowledge and Understanding / Citizenship, diversity and identity

Year Level: 4

Time: 60 minutes approximately

Victorian Curriculum:



- English/ Literacy / Interpreting, analysing, and evaluating / Use comprehension strategies to build
literal and inferred meaning to expand content knowledge, integrating and linking ideas and
analysing and evaluating texts (VCELY152). 



- Humanities/ Civics and Citizenship/ Citizenship, Diversity and Identity/ Describe the different
cultural, religious and/or social groups to which they and others in the community may belong
(VCCCC007)
 2.3 Use curriculum, assessment and reporting knowledge to design

 learning sequences and lesson plans:
This lesson was created alongside the VCAA. The learning intention
Relevant Elaborations: and success criteria have been informed by the VCAA and will be used
to assess student achievemnt.
- Identifying diversity through the different social, cultural, and religious
groups students belong to

- inferring meaning from the ways communication occurs in digital

environments including the interplay between words, images, and sounds

- talking about the meanings in texts listened to, viewed and read

During this lesson students will: View the online resource ‘Guji Guji’ and explore how the
different components of the resource work together to allow the reader to comprehend what is
happening.

LESSON INTRODUCTION:

The Hook: Comprehension strategy: Visualising 




- Lights off

- Students: silent, eyes closed and concentrating on their breathing. 

- Read aloud the extract from appendix one



Literacy learning intentions

We are learning to ... Make connections within the text through inferring, predicting,
summarising and questioning. 



Learning behaviours I need to … Consider all elements of the digital resource.

Success criteria for whole class

I am doing well if I … Understand and interpret what is happening within the text.

Success criteria for focus teaching group

 I am doing well if I … Identify the authors intention and purpose beyond the text content.
2.6 Implement teaching strategies for using ICT to expand


Shared Text for whole class: Guji Guji by Yuan Chen. curriculum learning opportunities for students:
The text, Guji Guji by Yuan Chen, is an online visual text. I decided
to use an online text to incorporate the use of ICT whilst meeting
BEFORE: 
 the VCAA requirement of using a range of text types.


Ask the questions from appendix two in order to activate prior knowledge on how different
semantic systems work together to allow for comprehension.


DURING: Thinking routine: Interpretation with justification ‘What makes you say that?’



- Pause at 2.37

-How do you think the crocodile feels up until this point? What has the creator of this resource
done to make you say that? 

-How do the ducks view the crocodile? What makes you say that?


 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas:
For this literacy lesson I have incorperated a ‘litreture circle’ which is an instructional stratergy that enables
students to view the different aspects of a text from multiple viewpoints in order to develop a range of literacy
AFTER: Instructional strategy: Literature circle.
skills and understandings.


-Allocate roles of literature circles and then re-watch the recourse with these roles in mind. 

-The students will fill out a Positive/Negative/ Interesting table to assist them in organising their
thoughts. 

-Collate and discuss findings with group


FOCUS GROUP: Instructional strategy: reciprocal teaching



LAP students: 8,2 & 4. PRD: ‘G’ Inferential reading. 

Thinking strategy: ‘Chalk Talk’



The Focus group is made up of the students with the Literature Circle role ‘Literacy Luminator’.
They are to re-watch the text between 0.53 and 1.47 and then between 5.08 and 5.40. (see
appendix three) and then have a discussion with the teacher and each other using guiding
questions (See appendix four) and the thinking routine ‘chalk talk’ to promote discussion. 




LESSON CONCLUSION: 



-Share either one positive, negative or interesting thing that they discovered during literature circle. 

-Sit in a circle to do this to promote discussion

WORD COUNT Part B: 236

REFERENCES for RATIONALE: Chen, Y. (2013). Guji Guji - Storyline Online. Storyline Online.
Retrieved 20 August 2016, from http://www.storylineonline.net/guji-guji/



APPENDICES: