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Lesson Plan and justification Assignment PDF

   

Added on  2021-06-15

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Running head: LESSON PLAN AND JUSTIFICATIONLESSON PLAN AND JUSTIFICATIONName of student:Name of university:Author note:

1LESSON PLAN AND JUSTIFICATIONPart 1 Your teaching context Teaching and learning context-Composition of my students will be the ones who arein their secondary school. There are 20 students in the class who are 15 year-old and it hasbeen identified that they need to work on their written and communication skills. Thestudents are in the withdrawal class because are deemed as risk for not meeting with thenational standards in literacy. The school is high-achieving and the students need to pass intheir respective subjects in order to be promoted to the next class. The 10 students in the classbelong to different identities. There are Asian migrants, Hispanics and aboriginals along withwhite students in the class. There were journals for each student in the class where theywould share their writings, captions on picture or other creative mediums. These journalentries provided an insight into the interest, skills, strength and limitations of each of thestudents. Journal writings were used for important information about the concerned students.Therefore, it can be seen that effective literacy is contingent on knowing and understandingthe interests, experiences and the abilities of the student through the incorporation of texts indifferent contexts. The prior learning that was required in imparting lesson to the students areunderstanding about the different students and keeping a track about their learning progressfrom journal entries.Suitability of selected text to subject areaThe selected text is ‘Who am I? The diary of Mary Talence’, Sydney 1937. This bookdocuments the everyday activities of friendship and her mundane activities. The highlight ofthe book is that it is able to provide insights on the stolen generation of Australia. Theexperiences of the stolen generation can be quite difficult to explain, therefore, this book willenable the secondary students to learn the communication skills and the enable them tomaster the requisite written skills (Rose & Martin, 2012). This book would not have beensuitable for the children but it is suitable for the adults. Therefore, it would be used in thesecondary classroom learning. The concerned text discusses about the Australia Day during1938, the mournings, and the protests, 150th anniversary off white settlement, laws andAboriginal citizenship. This book is important for understanding about the history of thecountry and the plight of the aboriginal people in the country. This would be suitable for the

2LESSON PLAN AND JUSTIFICATIONsubject area as it would allow in teaching the students about the importance of written andcommunication skills for their holistic development.Literacy concept and text analysis The term literacy refers to the ability to communicate, read and write in thecontemporary society and the ability to tap these skills, make use of this knowledge, andinterpret the world around us. The topic will be narrative art and the key learning area will bemedia art. The highlight of the literary education is that it aids the student to familiarize withthe requisite skills that would help them in communicating and understanding the concepts ofliteracy that are prevalent in the society (Liu, 2017). The students in order to understandabout the literacy skills that are instrumental in the success of the educators, as they need toensure that they incorporate literacy content into every aspect of teaching to ensure that thestudents can easily grasp the role of literacy that would go onto determine their lives.UNESCO have highlighted about the importance of literacy skills as the ability of the personto appropriate make use of oral language, writing and reading (Reider, 2010). In a society thatis continuously making use of the ever-changing world, it is important literacy education isappropriately disseminated and it needs to be interpreted in a proper manner for theinterpretation and understanding of the context of the past and the present of our social andpolitical surroundings. There are different kinds of literacy concepts including languageskills, writing skills and communication skills. In this context, students’ higher secondaryschool students develop language skills (van Woerkom, Bakker & Nishii, 2016). Not allstudents possess the same level of language skills that are inculcated through reading, oraldevelopment and writing. Author Anita Heiss discusses about the protagonist, Mary and herdiary entries that form the crux of the book. She documents her experience between 1937 and1938, this has been eventful phase in her life, and she finds out about the growing movementthat took place in Australia and fought about the cause of Aboriginals rights. There is aspecific chapter on Stolen Generation that is a chapter on Australian history and might bedifficult for adults to comprehend and therefore, it right be difficult for children tocomprehend.

3LESSON PLAN AND JUSTIFICATIONLesson Plan TemplateLESSON PLANNERTopic: Narrative ArtYear /Grade of Learners: Year 8Number of learners:20Lesson Number (in sequence): Lesson 1of 1Date:Time:50 MinutesLocation: Media Arts ClassroomKey learning Area: Media ArtsLesson Outcomes: Student learning objectives:Students will be to understand the concepts of narrative artStudents will be able to argue and contend about the meanings andcontents of narrative art Students will be able to intervene the factual history of narrative artThe student: 3.1a Interacts to express opinions and perceptions, participates in problem solving discussions with peers and gives brief reports and summaries. 3.1b Obtains specific information from informational and expressive spoken texts; follows peer discourse in group discussions; and identifies key information in an audio or video text. 4.1a Developing and presents familiar ideas and information and supports opinions with some detail. 4.1b Identification of the main ideas and supporting details of clearly structured spoken informational or expressive texts and identifies alternative viewpoints in spoken, audio and video texts on an issue relating to a familiar topic. 4.2 Consideration of the appropriateness of text form and register and the conventions of non-verbal communication in relation to audience when speakingand listening in familiar situations.

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