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Language and literacy intention(s)
Activating Prior Knowledge about Lanterns.
We are learning:
Participating and Contributing
Using Language, Symbols and Texts
Cultural Diversity
Learning to learn
Diversity
Lesson 1 (Part 1)
Teacher checks the understanding of the term ‘features’ (noun) and places definition on the lanterns vocabulary wall.
Teacher checks for understanding of ‘sentence’. Place definition on lanterns word wall.
Instructions for the task: In groups of four, students will work collaboratively to find out how much everyone knows about lanterns. Explain to students that everyone will have something they can contribute to a poster. Divide class into groups of four or five. Make sure the ELLs are evenly distributed throughout the groups. Each group is given a poster. There is one question on each sheet with a sentence starter for each. Questions include:
Students are instructed to write answers in full sentences so that a complete idea or thought is communicated. The teacher models complete sentences about lanterns.
Each group is given a poster. Students have four minutes to talk together to form as many answers as they can to the question on the poster. After four minutes the poster are passed to another group.
When students get a new chart the ‘reader’ reads out what has already been written by the previous group.
The group checks that full sentences have been used. The teacher reminds groups not to repeat anything that is already on the poster.
At the end of the activity the teacher displays the charts and discusses with the class. The teacher and class check and discuss content. The teacher and class check that content is written in sentences and then edit any statements for grammatical errors.
Lesson 1 (Part 2)
Key idea: What ideas/feelings do lanterns represent?
Teacher checks for understanding of ‘represent’ and places definition on the lanterns vocabulary wall. The teacher shows students a photograph of a lantern in a particular context and asks students what they think the lantern represents.
The teacher sources a set of different lantern photographs (a Google Images search will locate these). The set of photographs is circulated amongst the class and students think about what each photo represents for them. Students then T hink Pair Share with a partner (possible answers: warmth, security, safety, family, light, welcome, guidance...)
Teacher writes responses on the white board. The lantern might represent …
At the end of the lesson students reflect on their learning.
What did you learn about lanterns?
Students record findings in their lantern journals using full sentences:
I learned that a lantern…
For me lanterns represent…
Reflection on Learning
Teacher asks:
How did today’s activities help you learn about lanterns?
Did you speak or write in complete sentences?
We are learning to:
We will:
Thinking
Inclusion
Innovation, enquiry and curiosity
Lesson 3 – Introduction to a design brief
Teacher explains that she/he is going to talk a little about a ‘brief.’ The teacher explains that this is a term we use in technology and design (the teacher elicits any prior knowledge from students). The teacher explains that a brief describes a desired outcome to meet a need or an opportunity. An example could be: If the school wanted to build a new adventure playground, the Principal and the Board of Trustee would have come up with a brief. Something that described what they wanted and the reason for it. The teacher explains that when we design and make something we usually have a need for it, or we are presented with an opportunity to create or change something. The teacher asks students to think of another situation when a brief would be required. The teacher writes responses on the whiteboard such as; the building of a community swimming pool; the design of a new art classroom.
The teacher needs to decide on a context within which the making of lanterns would be fit for purpose, e.g. exemplifying the school’s cultural diversity during International Languages Week.
The teacher explains that we have a purpose for making lanterns and that the making of lanterns will be meeting a school or community need.
The teacher explains to the students that we need to construct a ‘design brief’ to guide our thinking and the way the lantern will develop from our original ideas to a finished product.
The teacher introduces the ‘brief’ writing through a writing scaffold (Appendix 7 –Technology Brief Scaffold).
The teacher explains that the brief might start this way (provide sentence scaffold).
We want to …. (verb) a lantern.
Brainstorm verbs which would be useful for writing the brief
(construct/make/design/develop)
Our lantern will …(verb) something… ((special/unique...) about our family or community.
Brainstorm verbs (highlights/shows/represents/reflects/conveys/communicates/tells us/indicates).
What are the opportunities or purpose ...
e.g. to display in the school foyer
Students work in pairs/threes to compose a brief selecting from the choices noted.
Please note: Foundation ELLs use the brief scaffold to complete.
The teacher asks what ideas students have for a lantern design that meets their brief.
(Think/Pair/Share for motivation/creative ideas)
Critiquing the simple lantern
Return to the simple lantern constructed earlier.
Does our first lantern meet the design brief?
List the ways it does and does/not meet the brief using a simple t chart (Appendix 8 – T Chart).
Question: What else would be needed in a lantern to satisfy the brief?
What other aspects might need to be taken into consideration for constructing a lantern?
e.g. a lantern to represent something special about your family, school, or cultural community.
Teacher records in a brainstorm.
Thinking about our learning:
The things I will consider for my own lantern design are…
The things I know about writing a design brief are …
Lesson 4 – Introducing the criteria (Dictogloss)
Teacher reviews Lesson 3. Using photos of a lantern the teacher checks for understanding of the following vocabulary:
frame (noun), candle holder, handle, material, light (verb)
Class is divided into groups with four students in each group. The teacher delivers a dictogloss explaining the criteria for lantern construction (Appendix 9 - Lanterns Criteria Dictogloss).
Students work in groups to reconstruct text. The teacher displays and students analyse each text for grammatical and semantic accuracy. Remember that the student texts do not have to be exactly the same as the original. The teacher then compares the reconstructed texts to the original.
The complete lantern criteria are then provided to students.
Students move to stations with various lanterns (or photos of a lantern).
The teacher explains that the students will now analyse the lanterns against the criteria presented in the dictogloss (Appendix 10 - Checkinging Lanterns Against Criteria). Students move around the stations and complete the analysis using the criteria checking sheet.
Teacher and students discuss findings. Which lantern(s) best met the criteria? How and why?
Students are asked to think about the lanterns and decide which lantern met some of the requirements of their design brief. Students think about and record ideas for a lantern design they would like to make themselves. Students record their thinking in their lanterns journal. They can also sketch or note their first design ideas.
Students answer the following questions:
Managing Self
Lesson 5 – Planning of lantern design.
Teacher reviews lesson 4.
Please note: Each student will use the Lantern Construction Graphic Organiser (Appendix 11 - Lantern Construction Graphic Organiser ) on A3 paper to record the design brief, materials, equipment, criteria, lantern sketch, and instructions for making the lantern (the instructions will be written in a later lesson).
The teacher explains to students that they are now at a stage where they can start to make plans for their lantern construction.
The teacher introduces the lantern assessment criteria (Appendix 12 - Lanterns Assessment). Class and teacher discuss what will be required from each student’s lantern to meet the assessment criteria. The teacher displays the assessment criteria so that students can refer to it during planning and construction.
Students record their design brief and construction criteria into the lantern construction graphic organiser.
Think Pair Share – What type of lantern will you design and construct?
Teacher and students brainstorm what needs to be considered at this stage of the planning process?
Students complete the materials and equipment section of the lantern construction graphic organiser. Students make some scale drawings of their lantern.
The teacher and students discuss what will be needed for the construction session. The teacher guides students in keeping construction ideas realistic.
The teacher asks questions such as:
We are learning to use our design brief, our construction criteria and our materials and equipment to construct a lantern which is fit for purpose.
High Expectations
Students spend time constructing their lanterns. At the beginning of each session the students and teacher review the lantern assessment criteria (Appendix 12 - Lanterns Assessment) to check that students keep aware of all required elements for their lantern construction. At the end of each session students take notes on their construction procedure to date.
For example:
The teacher assists when required.
We are using our knowledge of procedural writing to write a set of instructions for the construction of a lantern.
Lesson 8
Teacher reviews the language features and structure of a procedure (Appendix 4- - Instructions for Making a Simple Lantern).
On completion of their lanterns, the students use their journal notes to complete a set of instructions. The instructions are written up in the lantern construction graphic organiser.
Completed lanterns are displayed around the room. Each student has the opportunity to talk about their lantern and explain how they think it meets the design brief and construction criteria. A speaking frame (Appendix 13 – Lanterns Speaking Frame) should be used for those students who need support in structuring their oral presentation (refer reference list for information regarding speaking frames).
The teacher explains how to use the lantern assessment sheet (Appendix 12 - Lanterns Assessment).
The teacher and students (students in pairs) independently assess their classmates’ lanterns using the assessment sheet.
The teacher conducts a feedback session when all of the assessment sheets have been collated to discuss the assessments.
What were some common elements?
Which lanterns best meet the criteria?
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