La Trobe University EDU3CIP Literature Review: Indigenous Perspectives

This report presents a literature review focusing on indigenous perspectives, specifically within the context of education and cultural understanding. It begins by defining the concept of indigenous communities, exploring their historical continuity and cultural distinctiveness. The review then delv...Read More

Running head: LESSON PLAN: INDIGENOUS PERSPECTIVES
LESSON PLAN: INDIGENOUS PERSPECTIVES
Name of the Student
Name of the University
Author Note

1LESSON PLAN: INDIGENOUS PERSPECTIVES
The lesson plan would be for improvement of spoken and written English language. Special
focus would be on Aboriginal and Indigenous students.
Lesson Plan 1
Objectives
 Introducing the students to English language
 Helping the students identify with the English language
 Creating an effective foundation for better English learning
Information
 English grammar book
 Introductory chapter
Verification
 Teacher would help the students to understand the value of English
 Teacher would need to keep in mind the Traditional cultural aspects of the Aboriginal
and Indigenous tribes in Australia
 Teacher recalls the Alphabet, articles, preposition and genders that have already been
learnt
 Students begin to learn the primary aspects of the English language
 Students participate to say what they have learnt and already know
Activity

2LESSON PLAN: INDIGENOUS PERSPECTIVES
The teachers introduces the students to the English language. The teacher emphasizes that
is a second language that students need to learn in order to enhance their communication
abilities. The teacher recalls what the students have already learnt to make the base of further
English learning more effective.
Summary
The teacher uses an interactive class methods to begin the teaching process. This lesson
plan is about identifying the value of the English languages. Further, it is about recalling what
had been learnt in the previous years and reinforcing the base of language learning.
Resources
Whiteboard, books, etc.
Lesson Plan 2
Objectives
 To enhance the speech learning of the students
 Students identify with the English figures of speech
 Students get to know about the value of speech related elements
 Power point slides of 45 minutes explaining about the values and characteristics of
English speech
Information
 English speech guide
 English speech textbook

3LESSON PLAN: INDIGENOUS PERSPECTIVES
 Spoken language of English would be the focus of the plan
Verification
 Continuing from the introduction to the subject of English, the teacher would focus on
the speech related aspects of the language
 The teacher would compare the language usage of the Aboriginals and the Torres Strait
Islanders for speech with that of spoken English
 Students would engage in a short group discussion session after the presentation is over
 Students will try to find similarities and differences between Indigenous community
speech and normal English speech
Activity
 The teachers shows an informative presentation with regards to English speech
 The Aboriginal and Torres Strait Islander’s speech and language is given special focus in
the presentation
 The teacher explains each slide to the students explaining the factors of English speech
 After the end of the presentation students are to discuss among themselves the differences
and similarities between their native Indigenous language speech and English speech
Summary
The focus is on understanding what English speech is. The Teacher helps to make the
students understand about the value of speech towards determining the effectiveness of English
language speech learning. Additionally, the students compare English speech with their own
Indigenous speech aspects.

4LESSON PLAN: INDIGENOUS PERSPECTIVES
Resources
Powerpoint slides, projectors, whiteboards, books.
Lesson Plan 3
Objectives
 Understanding English speech further for the students
 Teacher helps the students to develop effective speech ability
 Aboriginal and Indigenous stories are read out by the students
 Students develop comprehensive abilities
 Students develop effective speech abilities
Information
 The passages from books of Aboriginal writers like David Unaipon and Noel Pearson
 Students are to read out passages from their books
 Various figures of speech are discussed through the process of individual reading
Verification
 The teacher would focus on how much the students are able to develop English speech by
themselves
 The teacher would point out the mistakes in speech of the students and rectify them
 Students would read out passages from the traditional Aboriginal writers to understand
the literary perspective of the Indigenous communities of Australia
 Students get to develop their own speech techniques

5LESSON PLAN: INDIGENOUS PERSPECTIVES
Activity
 Teacher reads out a passage from the books and literary works of some Aboriginal
writers
 The students read out the passages from where the teacher has finished
 All the students of the class engage in the activity
 The teacher points out the mistakes of the students as they participate individually in the
process
 The students engage in group discussions to find out about the topics of the passages
 The group discussions are focused towards developing better understanding of the
literatures
Summary
The teacher introduces the students to English speech. The main focus would be towards
evaluating the value of the speech and the indigenous literatures towards learning speech value.
The students develop essential understanding of the indigenous literatures through the group
discussions that are done. The value of understanding literary passages and the value of effective
speech development are both focused through the work of the discussions in class.
Resources
English language textbooks from the various writers from the Aboriginal and indigenous
communities, white boards, audio devices, speakers, etc.
Lesson Plan 4
Objectives

6LESSON PLAN: INDIGENOUS PERSPECTIVES
 Developing effective writing abilities among students
 Teacher helps the students to write more effectively
 Teachers helps students with the basic aspects of writing English
 Students develop skills in analytical writing of English literature
Information
 Various aspects of English grammar like punctuations and figures of speech are discussed
 Grammar work books are used to test the grammar levels of the students
 The writing techniques of modern English are taught to the students
Verification
 The teacher first asks students specific questions related to English writing
 Teacher asks students to write passages in English
 After writing English passages the students complete workbook lessons
 Teacher assess students on the basis of their English writing skills performance
 Students are asked to check their own mistakes in their writing.
Activity
 Question and answer round in regards to grammar lessons in writing English
 Passage writing assessments of the students
 The passage writing are based on the previous reading lessons in class
 Students finish English grammar workbook assessments
 The students are told to check their own written assessments, i.e. their passage writing
and their grammar workbooks

7LESSON PLAN: INDIGENOUS PERSPECTIVES
 The teacher cross checks with the assessment of the students and provides feedback
accordingly
Summary
This lesson plan is designed for students to develop the written abilities of the students
after having developed significant levels of spoken language skills. The students write the
passages to reflect upon what they have been able to learn throughout the reading process. The
grammar of the students are improved through the workbook. The teacher helps the students to
better locate their weaknesses through self-evaluation processes.
Resources
Workbooks, copybooks, pens, etc.
Lesson Plan 5
Objectives
 The main objective is to assess the value of speech and writing development
 The separate speech and writing assessments would be taken
 The students would be assessed in view of the development of their written and spoken
skills
Information
 Students are to give reflective speeches in class based on what they have learnt though
the other lesson plans
 Students are asked to tell about their Indigenous learnings

8LESSON PLAN: INDIGENOUS PERSPECTIVES
 Students give written assessments that would test their written skills
 Separate timings would be selected for the speech and the writing assessments
Verification
 The teacher tests the abilities of the students for written and spoken english
 The teacher assess the students based on the understanding of the entire learning process
that they have developed
 The students are able to assess their own written and verbal language skills
Activity
 Students give reflective speeches in class about what they have learnt through the entire
process
 Students are asked specific questions in relation to indigenous cultures and literatures
 Students are given a stipulated time in which they would finish their verbal assessments
the time would be 8 minutes per student
 Students give written assessments to show their written skills
Summary
The main purpose of this lesson plan is to assess the ability of the students to read and
write English. The students give speeches and answer questions in regards to what they have
been avle to understand throughout the previous lesson plans. The development of the students
are essentially traced through the final assessment plan. The students provide how much they are
focused about their studies.
Resources

9LESSON PLAN: INDIGENOUS PERSPECTIVES
Speech instruments, speakers, audio devices, microphones, exam questions, answer
papers, etc.

10LESSON PLAN: INDIGENOUS PERSPECTIVES
References
Ginsberg, M. B. (2015). Excited to learn: Motivation and culturally responsive teaching. Corwin
Press.
Harrison, N. E., & Sellwood, J. (2016). Learning and teaching in Aboriginal and Torres Strait
Islander education. South Melbourne, Australia: Oxford University Press.
Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., ... & Wills, J.
(2015). Seeking a pedagogy of difference: What Aboriginal students and their parents in
North Queensland say about teaching and their learning. Australian Journal of Teacher
Education, 40(5), 8.
Lloyd, N. J., Lewthwaite, B. E., Osborne, B., & Boon, H. J. (2015). Effective teaching practices
for Aboriginal and Torres Strait Islander students: A review of the literature. Australian
Journal of Teacher Education, 40(11), 1.
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning
for justice in a changing world. Teachers College Press.
Rochecouste, J., Oliver, R., Bennell, D., Anderson, R., Cooper, I., & Forrest, S. (2017). Teaching
Australian Aboriginal higher education students: what should universities do?. Studies in
Higher Education, 42(11), 2080-2098.
Tolbert, S. (2015). “Because they want to teach you about their culture”: Analyzing effective
mentoring conversations between culturally responsible mentors and secondary science

11LESSON PLAN: INDIGENOUS PERSPECTIVES
teachers of indigenous students in mainstream schools. Journal of Research in Science
Teaching, 52(10), 1325-1361.