e5 Phase: Explain

*Presents new content *Develops language and literacy *Strengthens connections

Week

Learning Intentions
What will students know or be able to do
after the lesson?

Blooms Taxonomy: Application

Activities/Tasks

Success Criteria
How will you know? Evidence?
Week 3
Session
Seven:
Learning
about an
Australian
event,
Harmony Day

Session Seven:
Learning Intention:
To find out what Harmony Day is, and
what family diversity is.
Success Criteria:
Students would be able to show their
understanding by relating to relevant
literature from books and class
discussions. Students and educator would
be able to help students understand the
meaning of harmony day and family
diversity. The criteria would be successful
by students being able to explain to the
class and teacher the meaning of family
and relating to how family relates to the
meaning of harmony.

Session Seven:
View: YouTube Clips: We are One by Jennifer Black
to the whole class. (Jennifer Black 2009).
Whole class discussion: Explain about Harmony Day
educator
View: document to read and explain to students
http://www.forteachersforstudents.com.au/site/themed
-curriculum/harmony-day/facts/. (Kids Media 2015).
Print: A worksheet called Harmony Day.
http://www.teachthisworksheet.com/static_worksheets
/getThumb/1027/big/width:420/height:554. (Teach this
2016).
Task: Completed by students drawing pictures. The
worksheet includes students to answer:
- What is the official date of harmony day?
- Why harmony day is important?
- What symbolizes harmony day?
Video: YouTube- The video is about students
discussing how we can create harmony in our world.
https://www.youtube.com/watch?v=rRamw0YtRPs.
(Harmony 2015).
Activity: Create a harmony day medal.
http://www.harmony.gov.au/wpcontent/uploads/2013/11/medal.pdf. (Harmony 2016).
From the document read before, read to students
about family diversity, with explanations involved.

Assessment
Formative
(Used to inform teaching and learning during the learning
process, Examples include self and peer assessment,
learning journals, rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and
assessment tasks)
Session Seven: Formative:
Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Homework exercises as review for exams and class
discussions.
Summative:
Projects (Project phases submitted at various completion
points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)

Session Eight:

Share: let children share who is in their family, and talk

about how families are the same and different.
Task: Provide worksheet where students can fill out a
profile about themselves...
https://s-media-cacheak0.pinimg.com/736x/5a/3c/3b/5a3c3b8c09c6603b6a
23c00490626006.jpg. (Pinterest 2016).
Homework task: Students bring home the worksheet
to complete with their parents, and brought back the
next day. Students either draw or paste a family photo,
and then at the bottom write about their family.
http://www.allkidsnetwork.com/worksheets/family/imag
es/family-worksheet.jpg. (All kids network 2006).

Black hat (Judging)

Green hat (Being creative)
Yellow hat (Being optimistic)
Blue hat (Thinking about thinking)

Session
Eight:
Students are
learning the
important
signs,
symbols and
emblems of
Harmony Day.

Learning Intention:
Understanding the important signs and
symbols of harmony day, and learning
about family diversity.
Success Criteria:
Students would be able to show their
understanding of harmony day and family
diversity through the following art activities
planned for the lesson. Students are able
to express themselves and their families by
sharing with the teacher and other students
in the class any similarities and differences
students have compared to others. This is
shown through students investigating skills
in being able to identify and learn of other
students in the class.

Session Eight:
Task: Students would be using the mirror to look at
themselves and use color pencils to draw their selfportrait. To match as close as possible the color of
their skin, hair and eyes.
Materials: provide students with little individual
mirrors, and color pencils
Present: students are asked to present their portrait to
educators and other students for discussion.
View: Orange is used to support for cultural diversity
and inclusive Australia. (Harmony 2016).
http://www.harmony.gov.au/media-hub/
Discuss: the symbol color of orange for harmony day.
Explain: why people wear orange, and what does the
color orange mean.
Sharing: Ask each student individually to stand up and
share with the whole class about their family. Students
can ask the student presenting any questions or
comments.

Session Eight: Formative:

Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Summative:
Projects (Project phases submitted at various completion
points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)
Red hat (Expressing emotions)

Session
Nine:
Learning
about an
Australian
event,
National
Reconciliation
Day,

Session Nine:
Learning Intention:
To find out what National reconciliation day
is
Success Criteria:
Students are able to learn about a new
Australian event called National
reconciliation day. Students are able to
learn the content using books and
information presented in class by the
educator. After finding and understanding
the information students are then able to
explain what National Reconciliation Day
is.

Session Nine:
View: YouTube video of National Reconciliation day.
https://www.youtube.com/watch?v=A2Osm967tdI.
(Reconciliation 2015).
Discuss:
- What was shown in the video?
- What students think National Reconciliation day
means?
- What is the key messages?
- What do you think the video is telling us?
- What did you see in the video?
- Who is Reconciliation Day celebrated for?
Students responses: written on poster paper to be
presented on the classroom walls.
Read: Two Mates by Melanie Prewett to the whole
class. (Prewett & Prewett 2012).
Explain: What does the term Reconciliation means in
the context of National Reconciliation Week?
Read and explain the definition of Reconciliation to
the students and ask questions about some key words
that is important.
Show and explain to students the symbolic meaning
of the Aboriginal flag to the student. (NAIDOC 2016).
http://www.naidoc.org.au/indigenous-australian-flags
Materials: red, black and yellow colored paper to
make the Aboriginal flag.
View: The Aboriginal flag to follow and make the flag.

Session Nine: Formative:

Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Homework exercises as review for exams and class
discussions.
Summative:
Projects (Project phases submitted at various completion
points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow hat (Being optimistic)
Blue hat (Thinking about thinking)