Learning Experience 5

Lesson Duration: 120 minutes

Learning Objectives:
Understand that different social and geographical dialects or accents are used in Australia in
addition to Standard Australian English (ACELA1515)
Understand that strategies for interaction become more complex and demanding as levels of
formality and social distance increase(ACELA1516)
Classroom Organization:
As there will be a lot of movement in the room, all desks and chairs are to be pushed to the side of
the room prior to commencement of lesson. Behaviour management must be enforced as students
can easily get carried away this lesson. There will be classroom elements as well as some small group
work activities throughout this experience.
Learning Experience:
1. Have students sitting on floor in front of teacher.
2. Read pages 24-26 of Maybe Tomorrow
3. Talk about the dances and communication styles they practiced
4. Story telling through art. Talk about where we get told instructions through pictures for
example toilet signs etc. Pick two or three students to come and draw a symbol on the board
while the class tries to guess.
5. Then talk about the dances. Kangaroo dance to catch pray, honey bee dance to warn others
of the bee.
6. Watch this video to get a better insight to the Kangaroo Dance
http://www.youtube.com/watch?v=BVk5ptp80MY
7. Talk to the ESL students about what it was like to live in Australia when their English was
minimal, likewise any other students who have travelled to a non-English speaking country.
8. Now the students will partner up into groups of three. One student from each group will
come out and pick a scenario from the teacher, they must act out the scenario whilst the
other students try and guess what the scenario is without speaking.
9. Repeat until everyone has had a turn
10. Now reflect on the game. Was it hard? Why was it hard?
11. Conclude the lesson by explaining that there are many different types of communication and
one type is through formal speech, which we will talk about next lesson.
Assessment
Assessment will be formative and based on observation at how well the students contribute and
participate in activities. Verbal feedback will be given where necessary.

Adjustments
As there will be a lot of movement going on, it is important to not forget the students who may be
struggling. When the class needs to stop what they are doing, using a visual method such as putting
your hands on your head, by getting the class to follow the act back to you, the hearing impaired
child will be able to see that you want students attention even if he/she can not hear.
It is also essential to keep behavior management on track as the added noise and movement can
easily excite the students, especially the child with ADHD.