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)
Implementation date(s)

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)
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)
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

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

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)
Knowledge & understanding:
(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)

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

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?

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
meaning.

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

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.

Time

Learning procedures
LMQ5 - What will constitute the learning journey?
LMQ6 - Who will do what?
(Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL)

focus.
including teaching strategies to be
used

Resources
LMQ4 - What
resources do I have
at my disposal?

Assessment & feedback

LMQ7 - How will I check to see the
learner has achieved the learning
outcomes? (See also the QSA
Assessment Bank.)
LMQ8 - How will I inform others?
(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
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?

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

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

How do we know this?

How do you feel about the clips?
LM link clips to learning focus

DOL1:Classroom climate:
Respond positively to students
incorrect responses or lack of
response

Body
Commence with PowerPoint: Looking for Alibrandi conflict
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

Inquiry based learning students

are encouraged to use HoM:
thinking flexibly to prove/ disprove/
discover thesis.
DOL2: Construct meaning
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

You tube clip:

http://www.youtube.c
om/watch?
v=X_h9arg2j3g
http://www.youtube.c
om/watch?
v=oRYKZ5BY57I

Looking for Alibrandi

novel

Looking for Alibrandi

Conflict Power point

DOL1: Classroom climate:

Respond positively to students
incorrect responses or lack of
response

We do
LM and students identify examples and non- examples firstly within an authentic context secondly
using examples from the novel
Students complete a Y diagram think, pair, share on conflict which encompass the above concepts:
What does it look like?
What does it sound like?
What does it feel like?
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

DOL2: Organise declarative

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

Y diagram template
word doc
Examples non Examples

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
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

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)
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:
How did this scaffold assist with your learning?
Did the scaffold assist you with applying the concepts discovered in todays lesson?
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

DOL1: Classroom climate:

Respond positively to students
incorrect responses or lack of
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.

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

DOL1 Classroom Climate:

DOL2: Construct Meaning
Students can then further their
development of meaning through
constructing meaning through a
variety of senses through the Ydiagram.

DOL2: Construct Meaning

Discovery based learning students
are to enhance their understating
through applying the concepts to
conflict issues via the analysis of
case studies.

Teacher guide:
Six Thinking Hat
Debonos Scaffold
Critical questions
Student worksheet:
Six thinking hat
blank template

Clarity of responses
Examples non examples
Six thinking Hat:
Thinking flexibly
reflection question
sheet

DOL5: HoM: Thinking Flexibly

DOL2: Organise declarative
knowledge: The scaffolding of the
Six Thinking Hats enables learners

Students to score their

understanding
Raise hand if :
1 do not understand
2 satisfactory understanding

KWHL Chart
Thinking flexibly
rubric

Students to score themselves for

thinking flexibly rubric

in the case studies?

Conclusion
5

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

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

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.)
Have not implemented lesson yet: Lesson will be implemented during two week placement bloc