LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 11 Time: 9:00 Date: Lesson 4 Stu ent!" Pri#r $n#%le ge: Able to describe the importance of language to the study of philosophy Able to distinguish between words and concepts Able to distinguish between sentences and propositions

Learning Area: Philosophy and Ethics Stran &T#'i( )r#m t*e Au!tralian Curri(ulum 2BPAE Analysing !larifying and E"aluating !oncepts

General Ca'a+ilitie! #that may potentially be covered in the lesson) Criti(al an Litera(, Numera(, ICT (reative t*in-ing (#m'eten(e $ $ Cr#!!.(urri(ulum 'ri#ritie! (may be addressed in the lesson)
A+#riginal an T#rre! Strait I!lan er *i!t#rie! an (ulture! %&A Pr#)i(ien(ie!:(Mathematics only) %&A

Et*i(al +e*avi#ur

Per!#nal an S#(ial (#m'eten(e

Inter(ultural un er!tan ing

A!ia an Au!tralia"! engagement %it* A!ia %&A

Su!taina+ilit, %&A

Le!!#n O+/e(tive! (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to: 'escribe the relationship between language and culture Asses the importance of symbols play in both language and culture Tea(*er"! Pri#r Pre'arati#n&Organi!ati#n: !hec( all lin( on lesson webpage are wor(ing) Ensure all commuters are wor(ing and connected to the internet) Ensure there are sufficient computer which allow "iew of front of class and digital pro*ector screen) Ensure +oogle safe search is enabled on all computers Pr#vi!i#n )#r !tu ent! at e u(ati#nal ri!-: ,tudents with "isual impairment and (nown beha"ioural issues are to be seated towards the front of the class for assistance and monitoring)

LESSON E0ALUATION 1t# +e (#m'lete AFTER t*e le!!#n2 A!!e!!ment #) Le!!#n O+/e(tive an Sugge!ti#n! )#r Im'r#vement :

Tea(*er !el).re)le(ti#n an !el).evaluati#n :

-OFFICIAL USE ONLY. !omments by classroom teacher /0PP super"isor:

LESSON DELI0ERY 1atta(* %#r-!*eet!3 e4am'le!3 mar-ing -e,3 et(3 a! relevant2

Time 15min! 6#tivati#n an Intr# u(ti#n: 12 ,tudents to be seated at computers which allow for "iew of front of class) 22 !lass 3oll 42 Ensure all students are able to login and access the lesson 5ebpage 42 +oogle 6ranslate introductory e7ercise a2 ,tudents are to enter a sentences into google translate b2 6ranslated the sentences from English into 8rench 8rench to +erman +erman to +ree( then to 4 other languages of their choice and bac( to English) c2 9/ow close is the result to the original sentence:; Le!!#n Ste'! (Lesson content, structure, strategies & ey !uestions): 12 3e"iew of homewor( reading #pg2<=>2?12 a2 5hole class @ A A to identify (ey concepts from the reading) b2 8ocus Buestions i2 5hat (inds of differences can we e7pect to see in languages of different cultures: ii2 Assess the strengths and limitations of the theory of linguistic relati"ity) iii2 /ow does culture influence which symbols we find meaningful and what we ta(e those symbols to mean: 22 Pinterest E7ercise Part 1: 8inding meaningful symbols a2 Each of the following steps will be demonstrated by the teacher using the digital pro*ector: b2 ,tudents are to access and log into the class Pinterest page i2 Lin( and log in details are on the lesson webpage) c2 Csing google image students are to locate 4 images of symbols that mean something to them) i2 Dnstruct students to try and find symbols that other members of the class may not recognise) d2 ,tudents are to post each of these images on the 9,ymbols and Eeanings; board with a captions stating: i2 6heir name ii2 6he search terms they used to find the image 22 Pinterest E7ercise Part 2: Ddentifying symbols a2 ,tudents are to loo( at the symbols pined by their class mated and find one symbol that does not mean anything to them) i2 ,tudents may need to refresh the page to see e"erything that has been pinned) b2 Csing the search terms pro"ided by their class mate students are to research the meaning of that symbol) c2 ,tudents are then to edit the caption for the pin to include: i2 6heir name ii2 5hat the symbol means iii2 5hy they thin( this symbol meant something to the student who posted it but did not mean anything to them: 42 Pinterest e7ercise Part 4: 3e"iew a2 5hole class discussion b2 8ocus Buestions i2 95hat conclusions can we draw from the Pinterest e7ercise about the relationship between symbols and culture:; ii2 95hich of these symbols are capable of ma(ing statements:; iii2 95hat conclusions can we draw about the relationship between symbols and language:; Re!#ur(e!&Re)eren(e! Lesson 5ebpage: http:&&philosophyandlang uage)weebly)com&lesson >4>culture>and> symbols)html +oogle 6ranslate: http:&&translate)google)co m&

15min!

!lass 6e7t: Philosophy and Ethics 2A > 2B pg2<=>2?1 !lass Pinterest Board: http:&&www)pinterest)com &philosophyandla&symbol s>and>meanings& Email: 20141000Fmy)nd)edu)a u Password: language

15min!

15min!

15min!

7min!

Le!!#n Cl#!ure:#"eview lesson ob#ectives with students) 12 Dntroduce Cnit Assessment 22 ,et /omewor(: 'ownload Cnit assessment a2 Assessment page of Cnit 5ebsite b2 !ome to class ne7t wee( ready to discuss assessment) Tran!iti#n: ($hat needs to happen prior to the ne%t lesson&) ,tudents to mo"e to ne7t class) 6eacher to prepare room for ne7t class A!!e!!ment: 1$ere the lesson ob#ectives met& 'ow will these be #udged&) Dnformal: ,tudent participation during @ A A and discussion in lesson steps 1 and 4 will be monitored) Dnformal: 3e"iew student comments on each otherGs pin from part two of the Pinterest e7ercise to gage understanding of the role that culture plays in our interpretation of symbols)

Assessment webpage: http:&&philosophyandlang uage)weebly)com&e"alua tion)html