Culture and Conflict Flexible Thinking

Learning Management Plan: Year 10 English Conflict and Change: Culture and Identity
LMQ1 What does my learner already know? (Prior knowledge about the topic/content /concept skills before the learning being planned)
LMQ2 Where does my learner/s need/want to be? INTENDED LEARNING OUTCOMES (ILO) Direct syllabus links
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text(ACELT1642)
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
Understand that peoples evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication(ACELA1565)
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
Knowledge & understanding:
(declarative)
Understand that the 16 HoM are habits displayed by successful people

Understand the concept of Thinking Flexibly
Understand strategies can be incorporated into learning tasks to assist with the process of Thinking Flexibly
Understand key elements of characterisation, narrative viewpoint and structure shape different interpretations and responses to texts
Understand how textual and language devices articulate social and moral representations
Understand Individuals and groups in society are represented in texts
Understand individuals, groups, social and moral positions are represented in texts
Understand that ones perceptions and understandings are influenced by their culture
Skills:
(procedural/do)
Identify and explain 16 HoM

Model thinking flexibly through group work and through scaffolded and non-scaffolded activities
Identify and explain the purpose of using Flexible thinking in learning activities
Identify and explain how narrative viewpoint, structure and characterisation shape different interpretations and responses to texts
Evaluate the social, moral and ethical positions represented in texts
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices
Analyse and evaluate how people and cultures within Australia have been represented in texts
Please note: declarative and procedural knowledge have been broken down into specific outcomes through LEPs
LMQ3 How does my learner best learn? (Learning styles, strengths, interests, needs
Students are predominately visual learners
Students like creative activities
Four students have difficulties with reading and comprehension therefore scaffolding is essential
No significant behaviour management issues
Students have not had many opportunities this year to complete group work
LMQ4 What resources do I have at my disposal? (Interesting, motivating, relevant)
White board
Laptops / internet access
Miss Smith
Library
Looking for Alibrandi text
LEP Sequence
Learning Experience
Dot points of strategies/management/key
questions
Introduction: Introduce Habits of Mind into the classroom HoM power point and You tube clips
Main DoL focus
Timeframe
LMQ4
DoL: Classroom Climate
Provide explanation of the concept of HoM
Strategy: Structure opportunity for

students to work with peers.
Frayer Models templates are handed out to class and class is split into groups of four and are allocated detail of four Habits
per group. Team members are to review the detail ,collaborate and then each member is to take responsibility for one aspect
of the Frayer model when presenting:
DoL1: Classroom Task: Perceive

tasks as Valuable and Interesting
Students are Introduced to the HoM: Flexible Thinking through an exploratory activity:
Strategy: Use a variety of ways to

engage students in classroom tasks.
Classroom Task: Perceive tasks as
valuable and Interesting
LM is to guide students to the identification of the HoM: thinking flexibly
Strategy: Help students understand

how specific knowledge is valuable:
LM then continues with another activity: Its a Small World!

Students are to complete a reflective worksheet that encompasses questions that require students to identify characteristics
of flexible thinking and reflect on the process of flexible thinking through questions
Body:
DoL 5:
DOL5: HoM- Thinking Flexibly
LM is to elaborate on Frayer Model for thinking flexibly through relating its characteristics and examples through the
activities.
LM and Students are to complete a PMH chart that addresses the positives, the negatives and how students can incorporate
flexible thinking into their work.
Students are to record what they think the book may be about when focusing on the Title, back cover of the book and add
detail to their concept map based upon the implicit language of the front cover and the explicit language on the back cover
Students are required to apply thinking

flexibly through firstly looking at the
positive and negative interpretations of
their first glance at the novel.
Students are to retell key events from
different perspective to gain insight
into practice and benefits of HoM
LM Introduces students to the Plot summary of the novel through providing detail and using the film trailer for visual learners
to become further engaged
Good
Students are to take their turn reading the first chapter

Students are required to construct character profiles based upon what they discovered in the first chapter
LM goes through template providing explanation and example adding detail using I do, We do, You do
Students will practice Think Pair Share to discuss their findings and gain insight into other perspectives
The template requires students to identify key characteristics of the main characters that include the identification of the
Protagonist and Antagonist
Students are required to adapt the perspective of each character they were introduced to other than the protagonist as the
story is told from her point of view.
Students are to retell the main events in the first chapter from the new perspectives good level of detail
Conclusion:
Thinking Flexibly rubric
KWHL Chart
60 mins
LMQ6
Who will
do what?
Learning Manager will facilitate learning through, surveying, questioning and checking for understanding
Learning Manager will model tasks, provide explanation and clarification of tasks
LMQ7 How will I check that the learner has achieved the learning outcomes?
Clarification can be achieved through collaboration with class discussion, team work, think pair share, the clarity of examples and non-examples and answers provided
Students will score themselves on learning rubric which will give insight into how students feel they are completing the habit
LM will be checking over KWHL charts to ensure students are reflecting on their habit and attempting incorporate habit
The LM will be able to model the use of the HoM through observation and score students collectively each lesson on rubric specifying how many students are within each threshold approximately
Good well done
LMQ8 How will I inform others about the learners progress?
The LM will mark and grade homework which encompasses questions specifically designed to require students to think flexibly
LMQ9 Why has the learner achieved/not achieved the learning outcomes?
Lessons to be implemented during two week placement
All good
Lesson One: LEARNING EXPERIENCE PLAN

Year level(s)
Duration
Focus
10
60 mins
Introduce Habits Of Mind
(LEP)
Implementation date(s)
Curriculum area(s)
English
Introduce Novel Looking for Alibrandi
NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9);
QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)
Prior knowledge:
LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous
learning experiences)
Due to declarative and procedural knowledge already covered throughout the year students are familiar with deconstructing texts and linking deconstruction to concepts
Majority of students are performing at a satisfactory level in comprehension, grammar and punctuation (4 students underperforming)
Majority of students are finding it difficult to perform in-depth analysis and as a result most students are underperforming this element in their achievement standard (six students above satisfactory)
Students have not been introduced to habits of mind previously
Learning outcomes/standards:
LMQ2 - Where does the learner need/want to be?
(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground
achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered
by a school, formally and informally, in class and out of class.)
Predominantly visual learners

Enjoy collaborative work
Would like to use more ICTs in their sessions
Majority of students do not enjoy reading and do not read books unless it is for school
(declarative)
Understand that the 16 HoM are habits displayed by successful people
Skills:
Identify and explain 16 HoM
(procedural/do)
Understand the concept of Thinking Flexibly
Identify and explain the concept of Thinking Flexibly and how it can benefit learning
Understand strategies can be incorporated into learning tasks to assist with the process of Thinking Flexibly
Model Thinking Flexibly through scaffolded and non-scaffolded activities
Understand key elements of characterisation, narrative viewpoint and structure shape different interpretations and
Identify and explain how narrative viewpoint, structure and characterisation shape different interpretations and
responses to texts good verbs
responses to texts
Learning processes:
LMQ3 - How does the learner best learn?
DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support
individual learners? (Including differentiated teaching for student diversity.)
DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development? HoM:
Thinking Flexibly
Classroom Climate
Implementation: Students are required to collaboratively complete a Frayer Model of the Strategy Open Mindedness
Strategy: Structure opportunity for students to work with peers.

Implementation: Students working together to achieve a common goal assists with students feeling
comfortable and accepted by their peers. Within the Frayer Model their goals are clearly outlined, the LM
guides the process and each member is required to contribute in the activity. Positive peer relations can
develop as a result of the group tasks.
Classroom Task: Perceive tasks as Valuable and Interesting

Strategy: Use a variety of ways to engage students in classroom tasks.
Implementation: The Tangle and Its a Small world activities are fun and positive activities that pose an
intellectual challenge for students whilst simultaneously requiring them to practice flexible thinking.
Students are to identify the positives of Thinking Flexibly therefore; students can find sense of value in its
advantages. In addition, the introductory you tube clip visually inspires students to see how people have
exhibited the HoM and as a result are significantly successful such as the creators of apple and face
book. It enables students to understand they are valuable and active members in society and therefore
have the potential to shape the world they live in.
which enables them to unconsciously perform flexible thinking if they work as a team. Designing the task for
individuals to have specific responsibilities assists with this team work contribution process.
Students are introduced to the HoM thinking flexibly through a discovery based activity Tangle.
Once students have identified HoM thinking flexibly with the guidance of the LM. Students are required to participate
in another activity. In this process students are to identify aspects of flexible thinking, how they incorporated it into
their activity and identifying the advantages of doing so.
Students are then introduced to a simple thinking flexibly scaffold: PMH. Students are familiar at looking at the
positives and minus aspects of things therefore this enables them to become aware of this process in a more in depth
way. In the H column students are to identify How they can implement the HoM into their learning tasks. Eg. Listening
to others, trying to think of why they think that particular way, becoming aware of why we think a certain way, changing
minds on things.
To link the habit directly to their English unit students are required to view key events from varying character
perspectives. This enables them to view the conflicts within the text from other perspectives giving them more insight
into the novel.
Time
Learning procedures
Dimensions of Learning (DoL) focus.
Resources
Assessment & feedback
LMQ5 - What will constitute the learning

journey?
including teaching strategies to be used
LMQ4 - What resources do I have at my

disposal?
LMQ7 - How will I check to see the learner

has achieved the learning outcomes?
(See also the QSA Assessment Bank.)
LMQ6 - Who will do what?

LMQ8 - How will I inform others
(Include adjustments in the learning
experiences to accommodate learner
difference.)
Introduction:
Introduce Habits of Mind into the classroom HoM power point and You tube clips
Provide explanation of the concept of HoM
20 Mins
Frayer Models templates are handed out to class and class is split into groups of four and are allocated
detail of four Habits per group. Team members are to review the detail ,collaborate and then each
member is to take responsibility for one aspect of the Frayer model when presenting:
Member one: Definition
Member two: Characteristics
Member three: Examples
Member four: Non- examples
The LM is to guide the process by monitoring the groups and asking key questions that guide students
thoughts
Students are to collaboratively complete Frayer model for each Habit based on their interpretation and
understanding of the Habits
DOL1: Classroom Climate

Strategy: Structure
opportunity for students to
work with peers. Students
working together to achieve a
common goal assists with
students feeling comfortable
and accepted by their peers.
Within the Frayer Model their
goals are clearly outlined, the
LM guides the process and
each member is required to
contribute in the activity.
Positive peer relations can
develop as a result of the group
tasks
Students are to present their understanding to the class and with the guidance of the LM the class can
collaborate to further clarify the characteristics of the habit.
These Frayer Models are put up on the allocated HoM pin board in the classroom
Students are Introduced to the HoM: Flexible Thinking through an exploratory activity:
Instructions for activity: Tangle
Procedure:
1.
2.
Teacher to get students to form into groups of 8.

In a group, get the students to form a circle. Students are to number themselves from 1 to
3.
8.
Students are to tangle themselves by holding each others hands in a random, criss-
4.
5.
6.
crossed pattern.
Instruct students to untangle themselves without letting go of their hands.
Students are to form back to their circle after untangling their hands.
Teachers are to ask students which HoM they felt they displayed through this activity
DOL2: Organise declarative

knowledge: Students are
organising their understanding
through the use of the Frayer
model this enables them to
visually and cognitively
associate their understanding of
the Habits. As the organisers
are put up in the classroom
students are able to constantly
be reminded and refer to the
habits
The focus has to be on the demonstration of teamwork (i.e. ability to receive

common instructions and problem solving)
LM is to guide students to the identification of the HoM: thinking flexibly

LM then continues with another activity: Its a Small World!
DOL1: Classroom Task:

Perceive tasks as Valuable
and Interesting
You tube an Introduction

to HoM:
When students are presenting their

Frayer model LM can gain insight if the
group understood HoMs
http://www.youtube.com/
watch?v=rEsuS_anvok
You tube:
watch?v=Sn5EmpXV98s
LM is to walk around and listen /

observe group collaboration if LM feels
they are off task or misunderstanding
LM can assist through questioning
You tube : Flexible

Thinking
watch?v=g4EhSDxKEVo
Observation questions
How many times did the group adapt

their strategy as a result of listening to
other team members input?
Were all students contributing?
Did students respond to LM thinking

flexibly prompts?
Instructions for activity Procedure:

1. Teacher to get students to form into groups of 8.
2. Teacher to distribute a piece of newspaper each to the 4 groups.
3. Teacher to ask students to put newspaper on the floor.
4. Every group is supposed to try to get all the group members to stand on the piece of
Use a variety of ways to

engage students in
classroom tasks. The Tangle
and Its a Small world activities
are fun and positive activities
that pose an intellectual
challenge for students whilst
simultaneously requiring them
to practice flexible thinking.
Selecting students for feedback

Examples/ non-examples
How many correct responses offered?
How many guiding questions needed?
newspaper given for 15 seconds.

5. Teachers to remind students to think flexibly while trying to get all students to fit onto the piece
of newspaper
Students are to complete a reflective worksheet that encompasses questions that require students to
identify characteristics of flexible thinking and reflect on the process of flexible thinking through questions
such as:
Did any members in the group suggest new ideas when their first idea that did not work?
Is the suggested idea workable? (Ie. Can be adapted with others input). If Yes: How is it workable? If
No: Why isnt it workable?

Did the members in the group listen to their members when somebody suggested new ideas? If
Yes: Who is the one in the group who listens?

What did he/she do?
Did any of the members in the group refuse to change their minds when ideas are brought up? Do
you think this prolonged the success of the activity

What do you think is the reason why the group has managed to complete the activity?
LM is to elaborate on Frayer Model for thinking flexibly through relating its characteristics and examples
DOL1: Perceive tasks as

valuable and Interesting
Strategy: Help students
understand how specific
knowledge is valuable: The
introductory you tube clip
visually inspires students to see
how people have exhibited the
HoM and as a result are
significantly successful such as
the creators of apple and face
book. It enables students to
understand they are active
members in society and
therefore have the potential to
shape the world they live in.
through the activities.
Asking students to collaborate and

contribute to the template:
LM and Students are to complete a PMH chart that addresses the positives, the negatives and how
students can incorporate flexible thinking into their work.
DOL 2 Construct meaning:
3 Minute Pause: reflection time start completing KWHL Chart (students already have prior knowledge of
this scaffold as they use it for assessment tasks)
Body:
Students are introduced to their text Looking for Alibrandi
Team work is an authentic

element of flexible thinking
which students continuously use
in their academic life through
collaboration. Students are able
to relate the flexible thinking
element of teamwork to their
Examples and non-examples

Flexible thinking Work
sheet:
How many guiding questions did the
LM ask? 1-4 understanding
35 mins
Students are to create a concept map with Looking for Alibrandi centred in the middle of page
They are to record what they think the book may be about when focusing on the Title
Students are then to read the front and back cover of the book and add detail to their concept map
based upon the implicit language of the front cover and the explicit language on the back cover
LM asks reflective questions:
What is your initial opinion of the book based upon the summary?
Is your attitude positive or negative?
Is there any aspect of the novel summary that you can relate to?
Is there any aspect of the novel summary that you may find interesting?
LM is to emphasise for students to embrace flexible thinking and to keep an open mind and positive
attitude towards their learning experience
I do:
LM Introduces students to the Plot summary of the novel through providing detail and using the film
trailer for visual learners to become further engaged
As a requirement of the English department students are to engage in reading within allocated
class time
We do: Students are to take their turn reading the first chapter
Students are required to construct character profiles based upon what they discovered in the first chapter
LM goes through template providing explanation and example adding detail using I do, We do, You do
Students will practice Think Pair Share to discuss their findings and gain insight into other perspectives
The template requires students to identify key characteristics of the main characters that include the
identification of the Protagonist and Antagonist
Josie Alibrandi
Christina Alibrandi
Katia Alibrandi
Students are then to identify the key events in the first chapter that assist with the development of the plot
ie. In the first chapter students are introduced to the exposition and complication
LM goes through template providing explanation and example adding detail using I do, We do, You do for
the key events in the novel
participation in hobbies and

interests such as playing sport
or being a part of interest
groups and work teams. This
enables the students to see
other benefits other than within
a school context.
Did students keep an open mind or

respond on impulse?
Students raise hand for positive
response
Students raise hand for negative
response

Knowledge. Students are
aware of what Thinking Flexibly
is through activities and
questioning. Through the
graphic organiser students are
able to then cognitively
consolidate the positives, the
negatives and the strategies of
how students can implement it
into their classwork. The LMs
use of the PMH scaffold is
modelling thinking flexibly
therefore demonstrating how
easily the habit can be applied
through simply viewing a
concept from positive and
negative aspects. Well done
DOL5: HoM- Thinking Flexibly
Students are required to apply
thinking flexibly through firstly
looking at the positive and
negative interpretations of their
first glance at the novel.
Students will be required to
reflect on these answers at a
later date where they can look
at the transition of their thinking
after they have had the
opportunity to discover
elements within the novel. The
meaning the students can take
Students raise hand if you are unsure

about how you feel
We do: how many correct examples

were given?
We do: how many correct / clear

examples were given?
Students are to identify what Point of view is used for the story: First person perspective
Think pair share
Students are required to adapt the perspective of each character they were introduced to other than the
protagonist as the story is told from her point of view.
Students are to retell the main events in the first chapter from the new perspectives
LM models using example such a Josies grandmother: Katia Alibrandis perspective of Josie leaving the
Tomato day celebrations
Students are to collaborate and identify how the changing perspective gives them further insight into the
conflict of the novel
Conclusion:
Students are to complete their KWHL charts for the lesson
5 mins
Students are to refer to a Thinking Flexibly Rubric students are to mark themselves and record how well
they feel they went with Thinking flexibly
away from this is to not make

decisions based on impulsive
reactions and to keep an open
mind towards things.
DOL2: Organising declarative
knowledge: Students are able
to record their perception of
characters into scaffolded
templates. Having the ability to
record the data into a scaffold
enables the students to
visualise the character
development in a simple format
which will then build the
foundations of how they link the
exploration of themes through
characterisation
The LM is to collect these and review for feedback

Homework: Students are to read the next two chapters and answer chapter summary questions within
work booklet.
Looking for Alibrandi

Work booklet

power point
Review:
Movie Trailer:
watch?
v=_XTXKpzTURw

novel
DOL2: Construct meaning

Students are able to apply to
HoM through looking at the key
events from varying
perspectives. This enables
learners to experience the
benefit of gaining greater insight
into the text essential it enables
them to consider the theme of
cultural generation Gap and
relationships which they will
explore the following lesson
knowledge: having students
complete the KWHL chart
enables them to identify and
reflect on what they have
specifically learnt within the
lesson. It enables students to
track and refer back to key
learning points. In addition, it
allows students to identify their
learning process through the
KWHL Chart
Thinking Flexibly rubric
Thinking Flexibly Rubric
LM records observations and score of

how class performed habit effectively
using rubric
Homework is collected and marked for
feedback
How element
Students are to record details
such as what templates did you
use in this instance:
PMH chart & Frayer Modal also
students can identify key steps
in their deconstruction of the
novel
Very well done
Reflection:
LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)?
(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues
that need to be addressed.)
Lesson has not been implemented will be implemented during two week placement block
Lesson Two: LEARNING EXPERIENCE PLAN

Year level(s)
Duration
Focus
10
60
Establish that people view different situations, events, concepts in different ways and this does not mean that there is
necessarily an incorrect answer
(LEP)
Curriculum area(s)
English
Discover central themes of the novel
NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1
-9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)
Prior knowledge:
Students have been introduced to HoM
Students have been introduced to the concept of thinking flexibly
(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience.
Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development
experiences that are offered by a school, formally and informally, in class and out of class.)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts(ACELT1774)
(declarative)
Skills:
(procedural/do)
Understand the benefits of thinking flexibly
Model thinking flexibly through group work
Understand how textual and language devices articulate social and moral representations
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices shape
different interpretations and responses to texts
Understand Key themes in text
Analyse and evaluate text structures and language features of literary texts and make relevant thematic
Learning processes:
and intertextual connections with other texts
DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual
learners? (Including differentiated teaching for student diversity.)
DOL1 Classroom climate:
DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?
Thinking Flexibly:
Strategy: Positive reinforcement to incorrect response or lack of response.
Implementation: LM uses a you tube clip to engage learners as it has a series of images and problems
learners are to reflect on and solve independently
LM is guides responses through asking clarifying questions, paraphrasing responses and asking for
Learners are then given the opportunity to come together to discuss their findings
elaboration through examples.
Learners are then able to see there are many interpretations and methods of establishing knowledge
Classroom task:
LM reinforces the point that students firstly, need to understand there are many perspectives however there
Strategy: Help students believe they have the abilities to complete tasks
is not necessarily a correct interpretation or method of completing things everyone is unique. Secondly,
Implementation: Through providing very basic scaffolding and consistent questioning, and reflection it is
students should attempt to think differently to their initial impulsive reactive as there are many ways of
ensured students do not feel overwhelmed by the content covered in class. The positive class culture along
interpreting things
with segmented learning allows the students who struggle with textual analysis to feel a sense of
accomplishment.
Students are given the opportunity to work with peers enabling them to practice understanding others
interpretations and open their minds up to alternative thinking patterns
LM is to reinforce the practice of the Habit through prompting students whilst they work together what does
you partner think? Can this enhance your answer?
LM incorporates the habit into the unit of work through creating the opportunity for students to view key
events in the novel from the perspective of other characters
Time
Learning procedures
Dimensions of Learning
(DoL) focus.
LMQ5 - What will constitute the learning journey?

including teaching strategies to

be used
Resources
LMQ4 - What resources

do I have at my disposal?
LMQ7 - How will I check to see the

learner has achieved the learning
outcomes? (See also the QSA
Assessment Bank.)
(Include adjustments in the learning experiences to accommodate learner difference.)

LMQ8 - How will I inform others?
Introduction
10
Students are to watch you tube clip HoM: thinking flexibly

Embedded in the You Tube clip is a series of reflective and problem solving activities that requires
students to think flexibly.
LM and students are to collaborate and explore how images and problems can be viewed and solved in
many ways however no certain method or viewpoint Is more correct than the other.
LM and students review chapter summary questions from prior lesson to reflect on their character
profiles and knowledge establish last lesson
LM and students construct mind map based using key points from chapter questions and KWHL charts
to reflect on prior knowledge.
Students are to continue reading novel and complete the next chapter.
Upon conclusion students are to complete a series of reflective questions that summarise the chapter in
general:
Students are to collaborate through think pair share
LM collaborates with students and uses Reciprocal teaching through asking students for their summary
and clarifying and building on that summary, through questioning well done

Positive reinforcement to
incorrect response or lack
of response. LM is guides
responses through asking
clarifying questions,
paraphrasing responses and
asking for elaboration through
examples
You tube:
http://www.youtube.com/w
atch?v=OqZimVIN558
How many questions does to LM
need to use before students
achieve response?
DOL1 Classroom task:

believe they have the abilities
to complete tasks through
basic and consistent
questioning and scaffolding
students are able to complete
analysis and feel a sense of
accomplishment
Examples/ non examples
How many questions does the LM

need to ask to guide the
responses to a satisfactory
response?
LM asks students questions:
Describe the key events of the chapter

What is the main setting used in the chapter?
What were the key issues or conflict the protagonist experienced?
What was revealed about the characters add detail to character profile template?
What symbols did you notice within the chapter that exemplified the issues the protagonist was
experiencing?
Was there anything confusing about the chapter that you need to clarify?
LM clarifies confusing points for learners and clarifies and elaborated on answers to model effective
communication
Students are required to predict the next sequence of events in the novel from the perspectives of Katia
and Christina Alibrandi
Students and LM are to collaboratively read the following chapter
Upon conclusion students are to complete a series of reflective questions that summarise the chapter in
general:
Students are to collaborate through think pair share
DOL2: Construct Meaning

Students are required to
reflect on past knowledge then
synthesise it with what they
have discovered through
reading the text. Students are
to reflect on what they had
read to ensure they are
actively reading and
comprehending the text.
Students answer and then
collaborate comprehension
questions to deepen their
understanding. Students then
apply this knowledge through
prediction which ensures
students have grasped
meaning and connection with
the characters from the text.
Looking for Alibrandi Work

booklet
Looking for Alibrandi novel

LM collaborates with students and uses Reciprocal teaching through asking students for their summary
and clarifying and building on that summary, through questioning
LM examples and non examples
LM asks students questions:
Describe the key events of the chapter

What is the main setting used in the chapter
What were the key issues or conflict the protagonist experienced?
What was revealed about the characters add detail to character profile template?
What symbols did you notice within the chapter that exemplified the issues the protagonist was
experiencing?
Was there anything confusing about the chapter that you need to clarify?
LM and learners discuss answers and LM clarifies confusing points for learners and clarifies and
elaborated on answers to model effective communication
Students are to reflect on their predictions: were they correct? Why, why not?
HoM: Thinking flexibly

Viewing situations from
varying perspectives.
Students gain insight into the
issues of the text from varying
perspectives which enhances
their understanding of
characters and relationships
between characters for
example the mother and
grandmothers desire to protect
Josie
Students are the required to focus on themes:
LM is to refresh prior knowledge: What is a theme?
LM provides definition and explanation, learners are to provide examples from the text with the guidance
of the LM:
LM instructs learners to refer back to previous scaffolding in their work booklets three minute pause
Novel particulars: title, perspective, plot summary: exposition and complication
Chapter summaries
Character profiles
KWHL charts
LM is take this time to reinforce the effectiveness of organising declarative knowledge through
scaffolding
LM then questions class:
What are the details and particulars in the story?
What greater meaning may they have?

What allusions are made throughout the story?

Reciprocal teaching
examples
LM is to guide students to identify central themes of culture and identity
Three minute pause enables

students to reflect on the
knowledge they have
discovered and how they have
discovered and organised this
information
Learners are to complete Y diagram for each central theme following the model example of the teacher
Excellent
LM and students construct relationship concept map that builds on the issues and emotions experienced
in the text through examples of the characters and storyline
How many prompts and questions

were required to establish the
themes?
What does it look like?

What does it feel like?
What does it sound like?
LM provides detail of each theme and provides specific examples from Looking for Alibrandi with quotes.
Students are to think pair share and find specific examples of each theme through completing a Y
diagram through identifying language devices and using specific quotes to exemplify the themes:
LM is to model this process through I do, we do, you do:
What does it look like? Imagery
What does it feel like? emotive language
What does it sound like? tone
DOL1 Classroom task:

believe they have the
abilities to complete tasks
Implementation: basic and
consistent questioning
students are able to complete
analysis and feel a sense of
accomplishment
examples
Conclusion:
Students are to complete KWHL chart
Students are to score themselves on a Thinking Flexible Rubric
Home work is marked with

feedback
Homework: Read next two chapters and complete summary questions good very well done

knowledge
through variety of senses
and organise information: Y
diagram
DOL5: students are able to
think flexibly through group
work. Students will discover
their peers may interpret
events/ concepts through
differing perspectives however
students are encouraged to
reflect on all points of view.
Reflection:
(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual
learning issues that need to be addressed.)
Lesson has not yet been implemented will be implemented on two week placement block
Lesson three: LEARNING EXPERIENCE PLAN

Year level(s)
10
Duration
60mins
Focus
Gain an in depth understanding of the conflict themes within Looking for Alibrandi and discover how the text uses
language to convey these themes to create social change
(LEP)
Curriculum area(s)
English
NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards
(Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)
Prior knowledge:
LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of
previous learning experiences)
Majority of students are finding it difficult to perform in-depth analysis and as a result most students are underperforming this element in their achievement standard (six students above
satisfactory)
have an understanding of Habits of Mind
have been introduced into scaffolding of HoM: Thinking Flexibly
familiar with central themes of the novel culture and identity
commenced deconstructing text through character analysis and identifying and exploring plot: Exposition, Complication
familiar with KWHL, PEEL, Six thinking hat, Y diagram and PM scaffolding
(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience.
Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development
experiences that are offered by a school, formally and informally, in class and out of class.)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
(declarative)
Skills:
(procedural/do)
Understand Individuals and groups in society are represented in texts
Understand social and moral positions that are represented in Looking for Alibrandi Conflict
Understand the HOM Thinking flexibly (building on prior knowledge)
Learning processes:
Evaluate the social, moral and ethical positions represented in texts

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in
texts, including media texts, through language, structural and/or visual choices
Model and evaluate HoM thinking flexibly
DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual
learners? (Including differentiated teaching for student diversity.)
DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their
development?
DOL1:Classroom climate:
Strategy: Respond positively to students incorrect responses or lack of response
LM will encourage collaboration through consistent class discussion and group work enabling students to seek
clarification from peers. LM will give time for students to answer questions, paraphrase what students has said
to guide learning and ask for further elaboration through asking for examples and non-examples.
Thinking Flexibly:
DOL1: Classroom Tasks:

Strategy: Use a variety of ways to engage students in classroom tasks
Using game based learning creates a positive, fun atmosphere whilst engaging students with content
principals. LM exhibits a sense of enthusiasm about the material presented which transitions onto students.
LM implements group work and discovery based learning for students to connect with topic and construct
LM uses various scaffolding to implement thinking flexibly into lesson

LM explains the purpose of scaffolds and asks students to identify how the use of the scaffold
enhanced their learning
meaning.
Time
Implementation:
LM models Thinking flexibly through understanding all viewpoints put forward in discussion
LM consistently refers to thinking flexibly throughout activities: at the commencement, duration and
conclusion of activities
Students are required to score themselves on a thinking flexibly rubric in order for them to
reflectively think and evaluate their ability to implement the Habit.
Learning procedures
Dimensions of Learning (DoL)

focus.
including teaching strategies to be
used
Resources
LMQ4 - What
resources do I have
at my disposal?

Assessment Bank.)
(Include moderation of teacher
judgments of standards if
necessary.)
Introduction
10
Students are to refer to their KWHL chart and refresh their prior knowledge by viewing a summary of
what they have learned.
Students are to collaborate with LM to ensure students are on task with their learning through reflective
concept map that has the question: what have we learned so far?
Conclude game by reemphasising the main outcomes of the prior lesson: discovery of central themes
in the novel culture and identity
Students are to play simple online multiculturalism game
DOL1: Classroom Tasks: Use a

variety of ways to engage
students in classroom tasks
Using game based learning
creates a positive, fun atmosphere
whilst engaging students with
content principals. LM exhibits a
sense of enthusiasm about the
material presented which
transitions onto students
Students are to watch a series of you tube clips and record their throughs and feelings on a mind map
What issues are explored in the clips?
35
What emotions do the people feel in the clip?

How do we know this?
How do you feel about the clips?

LM link clips to learning focus
Body
Commence with PowerPoint: Looking for Alibrandi conflict
DOL1:Classroom climate:
Respond positively to students
incorrect responses or lack of
response
Key learning focus:

Language can potentially disempower people and create conflict within individual lives, within a
community and within a global context. Alternatively language can create change as it empowers
people to overcome oppression through initiating reconciliation, awareness and the deepening of ones
understanding of culture, acceptance and tolerance.
LM to refer to concept map which will specify elements of conflict based upon Josies experiences and
the discovery of central themes from previous lesson
LM and students are to use the above concept map to facilitate another concept map
Through the chapters we have covered we have learned the central themes of culture and Identity.
What are the cultural issues Josie faces in the novel?
LM is to guide students to refer to concept map and to their character profiles and chapter analysis as
students have recorded key events that give insight into the conflict issues of the novel
Racism, judgement, not being accepted within certain socioeconomic and social circles
The exploration of conflict issues can be identified through key conflict concepts
I do
Explain definitions and the concept of:
Racism, Prejudice, Discrimination, Ethnocentrism
We do
LM and students identify examples and non- examples firstly within an authentic context secondly
using examples from the novel
Class discussion
Gauge level of understanding
through responses
Number of clarification questions
required
Multiculturalism
game:
http://www.harmony.
gov.au/schools/stud
ents/games/MultiQuiz/harmonymulti.html
You tube clip:
http://www.youtube.c
om/watch?
v=X_h9arg2j3g
http://www.youtube.c
om/watch?
v=oRYKZ5BY57I
Inquiry based learning students

are encouraged to use HoM:
thinking flexibly to prove/ disprove/
discover thesis.
Students are able to construct
meaning through visualising (as
most learners are visual) some of
the emotions the character of
Josie would be experiencing in the
novel. The clips shown are within
a school context which assists
with authentic learning as the
students can see other students
just like them are experiencing
what Josie experiences.
Simultaneously, students are given
the opportunity to identify
language techniques authors use
to articulate meaning
Very good
DOL1: Classroom climate:
response
Students complete a Y diagram think, pair, share on conflict which encompass the above concepts:

novel

Conflict Power point

Students are to include examples in the Y diagram using an authentic context and then secondly are to
refer to the novel and include quotes, imagery, emotive language
LM is to identify to students that the Y diagram is another form of thinking flexibly as it enables one to
view a situation, topic or concept from different dimensions.
You do
Students are to refer to their Key Term Glossary and complete the definition and their own
understanding in the template good I like this concept
Students are to create a wordle for conflict that includes all of the key terms covered
We do
Students will use the Debonos six thinking hats and thus will be split up into collaborative groups of
six to examine selected case studies:
2 x Individual conflict issues
2 x Community conflict issues
Students are to use the Six thinking hat scaffold to address the following criteria:
Research, identify and convey the context of the case study
Examine how it creates representations of conflict in the social context
Identify techniques used to influence an intended audience
Examine social and moral representations within the case study
Examine how individuals and groups in society are represented
knowledge Students can organise

their declarative knowledge that
has been learnt over the past
lessons into the one diagram to
assist with linking their prior
knowledge with the concepts
covered within this lesson. It also
provides the opportunity to ensure
all students are on track or if they
need to review any
understandings
Example: Red hat
What are the emotions experienced within the case study?
How are these emotions, social and moral positions represented?
What are the emotions experienced as a result of investigating the case study?
Once analysis has been completed students are to present their findings to the class through a
persuasive presentation
Students have the opportunity to use any medium they like for example Wiki, Glogster, Prezi or Power
point as long as the presentation addresses the criteria however, they are required to locate
information within the appropriate Hat
Ask students to reflect on the six thinking hats:
Examples non Examples
DOL1: Classroom climate:

response
DOL5: HoM Thinking Flexibly
DOL2: Help students construct
meaning through vocabulary
terms Students are able to
describe the words based on firstly
their ability to visualise and
experience the terms through you
tube clips. Students are then given
the opportunity to relate the
definition to their own
understanding through writing it
into their own words and providing
their own examples and nonexamples. Furthermore, students
can develop a key word image to
assist with their vocabulary
development through the use of a
wordle.
DOL1 Classroom Climate:
LM is to reinforce HoM through explaining scaffold; LM is to model the use of the template therefore
modelling flexible thinking. LM is to explain through examples and asking the students to assist with
constructing key questions they could use within each dimension (coloured hat)
Y diagram template
word doc

Students can then further their
development of meaning through
constructing meaning through a
variety of senses through the Ydiagram.

Discovery based learning students
are to enhance their understating
through applying the concepts to
conflict issues via the analysis of
case studies.
DOL5: HoM: Thinking Flexibly
Key concepts
looking for Alibrandi
Wordle:
www.wordle.net
Clarity of feedback
How many clarification questions
required?
Case studies work
sheets: Looking for
Alibrandi Conflict
Teacher guide:
Six Thinking Hat
Debonos Scaffold
Critical questions
Student worksheet:
Six thinking hat
blank template
Students to score their

understanding
Raise hand if :
1 do not understand
2 satisfactory understanding
Clarity of responses
Examples non examples
Six thinking Hat:
Thinking flexibly
reflection question
sheet
KWHL Chart
Thinking flexibly
Students to score themselves for

thinking flexibly rubric
How did this scaffold assist with your learning?

Did the scaffold assist you with applying the concepts discovered in todays lesson?
5
Did the scaffold assist you with organising the information for the presentation?
Do you feel that the scaffold assisted you with thinking flexibly in regards to the perspectives conveyed
in the case studies?
Conclusion
Students are to complete their KWHL charts
Students are to score themselves using the thinking flexibly rubric
Homework: students to read 2 chapters and answer chapter summary questions
rubric
knowledge: The scaffolding of the
Six Thinking Hats enables learners
to organise the knowledge of
flexible thinking by implementing a
form of structure and process to
being able to achieve thinking
flexibly. Through this structure
students are able to store an
understanding of both thinking
flexibly and the content being
covered
Excellent
Reflection:
(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual
learning issues that need to be addressed.)
Have not implemented lesson yet: Lesson will be implemented during two week placement bloc
Lesson Four: LEARNING EXPERIENCE PLAN

Year level(s)
10
Duration
60 mins
Focus
Providing Context for Novel
Linking novel to global perspective
(LEP)
Curriculum area(s)
English
NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9);
QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)
Prior knowledge:
have an understanding of Habits of Mind
have been introduced into scaffolding of HoM: Thinking Flexibly
familiar with central themes of the novel
commenced deconstructing text through character analysis and identifying and exploring plot: Exposition, complication
familiar with KWHL, PEEL, Six thinking hat, Y diagram and PM scaffolding
(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground
achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered
by a school, formally and informally, in class and out of class.)
Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
Understand that peoples evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication(ACELA1565)
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
Knowledge & understanding: Declarative Knowledge
Understand the HOM Thinking flexibly (building on prior knowledge)
Skills: Procedural Knowledge

Identify Someone who models the HoM Thinking Flexibly and justify with explanation
Understand individuals, groups, social and moral positions are represented in texts
Identify and explain the purpose of using Flexible thinking in learning activities
Understand that ones perceptions and understandings are influenced by their culture
Identify and explain how the use of the Habit was incorporated into the lesson activities
Understand the conditions of which Italian migrants experienced upon their arrival in Australia
Analyse and evaluate how people and cultures within Australia have been represented in texts
Learning processes:
DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners?
(Including differentiated teaching for student diversity.)
DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their
development?
Classroom Climate: Feel accepted by teachers and peers
HoM: Thinking Flexibly
Strategy: Provide opportunities for students to get to know and accept each other
Implementation:
Students are required to explore authentic scenarios where Open Mindedness will benefit their decision
making.
Implementation: Encourage all students to share knowledge about themselves and their heritage
LM initiates two warm up activities that create the opportunity for students to open communication and share their
thoughts, experiences and insights with each other. Students develop an agreed concept of Respect through critical and
reflective questioning. Once this has been established students complete a multiculturalism introductory game. The work
sheet asks for the student to share with the group different details about themselves including their cultural heritage.
Students are to walk around the classroom and find one person per criteria and record their name accordingly. Once
majority of the students have the sheets completed the class joins together and they share the cultural profile of the
Students are required to identify key influential people that they perceive to demonstrate flexible thinking
and examples to justify this understanding
The LM will explain and justify the use of the three minute pause, group work and scaffolding which
essentially gives students time to utilise the habit to consider alternative answers rather than their first
initial response.
class. The LM role models supportive and positive feedback to every students responses.
Classroom Task: Perceive tasks as valuable and Interesting
Students are aware of Six Hat Thinking Theory therefore, this frame work will be utilised throughout a
central learning activity to build upon their understanding of the habit through application.
Strategy: Help students understand how specific knowledge is valuable: It is paramount that students are given the
opportunity to establish a sense of purpose with given tasks so they are able to approach the task with a sense of value
and meaning to enhance the extent of their learning.
Implementation: When exploring the HoM thinking flexibly, students are required to reflect on how the habit will benefit
them in the future through exploring a range of possible authentic scenarios. For example, the key elements of thinking
flexibly are required for students to complete an in depth analysis of their novel and furthermore, required to complete
their final assessment task therefore, links will be consistently made as to how thinking flexibly enhances the depth and
standard of work they can potentially produce. Students will be required to identify and explain how successful people
embody critical thinking. This authenticity will enable learners to rationalise the use of the Habit.
Time
Learning procedures
Dimensions of Learning (DoL)

focus.
including teaching strategies to be
used
Resources
LMQ4 - What resources
do I have at my
disposal?
DOL1: Classroom Climate/

Provide opportunities for
students to learn about and
accept each other:
Students are enabled to feel
comfortable to share information
about their heritage, culture and
other appropriate personal
information as a mutual and clear
understanding of respect is
established between peers.
Students are encouraged to discuss
their perception of respect and
convey the basis of the
understanding. Thus, the class has
established their own expectations
of each other when engaging in
discussion regarding their culture
and Identity. This is reinforced
through the rules and regulations of
the LM.
HoM Flexible Thinking

Power point

Assessment Bank.)
Introduction
10 Mins
I do:
1.
Introduce students to the concept of respect through PowerPoint
We do:
2.
Students are to think critically about their understanding of respect through creating a mind
map that addresses critical questions:
What does it mean for you to show respect?
What does it mean for you to be shown respect?
How have you established to this understanding of respect?
Does everybody really want to be treated the way you want to be treated?
What if somebody's ideas are oppressive--should we still respect them?
3.
Explanation: respect is essential in any discussion, but especially in discussions regarding

controversial issues such as the encompassing factors of multiculturalism.
4.
Establish the point that we need to understand each others understandings. Students do no
necessarily have to agree however, are required to keep an open mind to an array of
perspectives. Students are required to reflect critically on the assumption and socializations
around the concept of respect. They are to attempt to understand why people think the way
Respect Mind Map word

doc.
How many questions does to LM need

to use before students achieve
response?
they do. Students are also required to establish a class understanding of ethical and legal
behaviour in regards to discussing and creating work that explores discrimination, racism
and culture. Direct link to HoM: Thinking flexibly enhances the students ability to develop a
global perspectives
I do:
(Body)
10 min intro
into concepts
1.
Explain that the classroom is a small sample of the wider population.
2.
Instruct students to walk around the room and ask each other the questions on the
Worksheet (Multicultural Classroom). If someone satisfies the requirement (i.e. one
parent born in Europe) then they write their name down next to that question, and so on.
3.
We do:
4.
You do:
I do:
20
Advise students that they should aim to find a different person for each of the questions.
Discuss the students thoughts on what they discovered during the activity through
asking critical / reflective questions
How multicultural is your classroom?
What would society be like if there was just one culture?
List the benefits of having a wide range of people living in Australia.
In what ways can people become more understanding of other cultures?
Why do you think we completed this activity?
Students are to record responses to answers in the form of a mind map whilst discussing
5.
Emphasise that it is a positive thing to have a variety of people and backgrounds in the
classroom and in Australian society in general as some students will be more sensitive about
their backgrounds than others, due to different life experiences and family situations.
6.
Explain Y diagram with model template on multiculturalism
Students are to complete template using prior knowledge (think, pair, share)

7.
Provide a definition and explanation of themes culture and multiculturalism
I do:
We do:
Students are to add detail to diagram based on a more in depth definition and explanation
DOL1: Classroom Climate/

Encourage all students to share
knowledge about themselves and
their heritage. LM is to use positive
reinforcement and feedback to
students to encourage participation
DOL 5 HoM: Thinking Flexibly:
Students are required to apply habit
through exhibiting understanding
rather than judgement
DOL2: Construct meaning:
Students are required to apply
thinking flexibly within an authentic
context. Collaborating with peers
who vary in culture will assist with
the identification that there are
diverse cultures within their
immediate context. Therefore, these
students as a group would have
many different morals, values,
experiences of life and therefore
different perceptions.
DOL2: Construct meaning:
students are linking prior knowledge
with their new knowledge in terms of
the concepts culture and
multiculturalism. Students already
have a basic understanding of
concepts the target is to get them to
critically think about the concepts
DOL2: Students experience
content using a variety of senses
& Organise declarative
knowledge: Students are required
to break down their understanding
into three basic senses and
articulate specific examples of the
concept through a concept map
which assists with the cognitive
process.
You do:
8.
9.
Instruct students to create an independent definition based on their understanding in their

key glossary word doc
Instruct students to create a Wordle for culture and multiculturalism (picture diagram of key
concept and encompassing vocabulary) good idea
HoM: Thinking Flexibly: Students

are required to apply Thinking
Multiculturalism
Classroom Activity
Worksheet
Power Point
Multiculturalism:
Alibrandi Culture &
Identity
How many questions does the LM

need to ask to guide the responses to
a satisfactory response?
Multiculturalism
Y diagram Exemplar
word doc.
Y diagram Template
emailed to students prior
to lesson
Alibrandi: Key term
Glossary word doc.
Wordle:
http://www.wordle.net/
LM examples and non examples
I do:
10. Reflect on what the class has established: Australia is a diverse multicultural country.
Understanding one another enhances the opportunity for cohesion within a multicultural
society; therefore, Thinking Flexibly is an essential skill to be used in order to understand
each other better.
11. Identify the focus for next part of lesson Inquiry: How did Australia become Multicultural and
what were the migrant experiences like?
Flexibly whilst working with others

as they will have to be tolerant,
patient and accepting of all student
contributions. The activity questions
guide student into asking why rather
than forming immediate judgement.
Students are to try on their point of
view and ask questions to clarify
their understanding.
Continuing on with
Culture identity power
point
How many prompts and questions
were required to establish the
themes?
We do: LM collaboratively works through example
15
12. Separate students into groups of five

13. Within their groups students are to take their turn and read the detailed explanation for each
event
14. Each significant cultural migration pattern has varying texts that convey the representation of
cultural groups within Australia
15. Students are to:
Identify the cultural group being represented
Identify and explain the social and moral rationale of the representation
Students are to respond to a series of reflective questions in the worksheet

Australia is a land of Immigrants which focus on analysing and evaluating
representations of culture eg:
Describe how the Chinese were portrayed through propaganda during the gold
rush era?
What techniques has the illustrator used to create this representation?
Why do you think the Chinese were portrayed in this way?
Do you think these representations have influenced contemporary perceptions?

You do: Students work in pairs Think, pair, share
17. Students are to explore a series of educational Italia- Australian webpages

18. They are to select three migrant stories and record detail into the Six Thinking hat template
to ensure students are able to understand the migrant experience from a range of
perspectives for example:
:
Black hat: negative issues the migrants faced upon arrival and in a later
sociocultural context
Red hat: what the migrants felt, what the citizens of Australia felt
Yellow hat: the positives such as escaping a war torn Europe that was
economically ruined as a result of the war and include images that representation
that reflects the Italia-Australian migrant positive contribution to the culture of
Australia eg. Cuisine, music, fashion, farming, mining, celebrations
Conclusion
Students are to complete their KWHL charts collaboratively in groups of four
Homework:
Students are to watch tourism Australia advertising campaigns
Students are to create a collage that represents their perception of Australia and multiculturalism
Students are to write a PEEL paragraph (100 words) explain their overall understanding of the
Australian Identity and justify why they chose one particular representative image and how this image
conveys their perception of the Australian multicultural identity very well done
Classroom Task: The task creates

an avenue for students to critically
think about the current context of
perceptions and how they are
represented and shaped by the past
social and moral positions.
Therefore indicating that their
attitudes and perceptions can shape
the future providing a further sense
of meaning and value in the given
task
DOL2: Organising Declarative
knowledge: Through using the
template of the six thinking hats
students are able to experience the
effective organisation of applying
Open Mindedness. In addition it
enables the learners to gain
significant insight into the migrant
experiences and scaffolds the
opportunity for students to construct
meaning through finding out new
information for themselves
KWHL chart: Students are able to
reflect on their lesson: What they
learned and how they learned it.
This enables students to critical
think about the learning process
they undertook. Students should be
able to provide dot points and then
identify strategies used to teach
them concepts e.g. Mind map,
Discussion, scaffolds were all used
to consolidate knowledge. This
awareness can then be transitioned
into other areas of their learning thus
becoming a habit. Students are also
creating the habit of setting small
goals for their learning.

Work sheet: Australia is
a land of Immigrants
Six Thinking Hat:

Italian migration
experience template
Italian Migrant
Experience website:
http://www.italianlives.art
s.uwa.edu.au/index ,
http://www.migrationherit
age.nsw.gov.au/exhibitio
n/journey/work/,
http://www.migrationherit
age.nsw.gov.au/belongin
gs/
Students are to score themselves for

Thinking flexibly rubric
Home work is marked with feedback
KWHL Chart
Reflection:
(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that
need to be addressed.)
Lesson has not been implemented yet
Learning Plan Prior Knowledge Concept Map:
Migrants
European
Asian
issues :
cronulla riots,
racism in
sport
tole
History:
White
Australia
policy
integration
assimilation
Multicultural
ism
Different and
tasty food !
language
appearnce
dress
our class,
school,
community
and
Australian
society is
multicultural
different
religions

Culture and Conflict Flexible Thinking

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Culture and Conflict Flexible Thinking

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Learning Management Plan: Year 10 English Conflict and Change: Culture and Identity

Knowledge & understanding:

Understand that the 16 HoM are habits displayed by successful people

Identify and explain 16 HoM

Students are predominately visual learners

Students like creative activities

No significant behaviour management issues

Main DoL focus

Provide explanation of the concept of HoM

Strategy: Structure opportunity for

DoL1: Classroom Task: Perceive

Strategy: Use a variety of ways to

LM is to guide students to the identification of the HoM: thinking flexibly

Strategy: Help students understand

LM then continues with another activity: Its a Small World!

Students are required to apply thinking

Students are to take their turn reading the first chapter

Lesson One: LEARNING EXPERIENCE PLAN

Introduce Habits Of Mind

Introduce Novel Looking for Alibrandi

LMQ2 - Where does the learner need/want to be?

Predominantly visual learners

Understand that the 16 HoM are habits displayed by successful people

Understand the concept of Thinking Flexibly

Model Thinking Flexibly through scaffolded and non-scaffolded activities

LMQ3 - How does the learner best learn?

Strategy: Structure opportunity for students to work with peers.

Classroom Task: Perceive tasks as Valuable and Interesting

Dimensions of Learning (DoL) focus.

Assessment & feedback

LMQ5 - What will constitute the learning

including teaching strategies to be used

LMQ4 - What resources do I have at my

LMQ7 - How will I check to see the learner

LMQ6 - Who will do what?

DOL1: Classroom Climate

Teacher to get students to form into groups of 8.

DOL2: Organise declarative

The focus has to be on the demonstration of teamwork (i.e. ability to receive

LM is to guide students to the identification of the HoM: thinking flexibly

DOL1: Classroom Task:

You tube an Introduction

When students are presenting their

LM is to walk around and listen /

You tube : Flexible

How many times did the group adapt

Were all students contributing?

Did students respond to LM thinking

Instructions for activity Procedure:

Use a variety of ways to

Selecting students for feedback

newspaper given for 15 seconds.

No: Why isnt it workable?

Yes: Who is the one in the group who listens?

you think this prolonged the success of the activity

DOL1: Perceive tasks as

through the activities.

Asking students to collaborate and

Team work is an authentic

Examples and non-examples

participation in hobbies and

Did students keep an open mind or