Build a Rosella Verse

Overview

In this third lesson of Eastern Rosellas Sing, students use collage materials to create a colourful Eastern Rosella and orally compose a short verse. Building on earlier listening, movement and sound-pattern work, they choose a colour, action and sound, contribute to a shared written text, and perform their line with movement.

Learning intentions

Students will:

• listen for and imitate rhythm, repetition and sound patterns.
• choose words to describe a rosella’s colour, action and sound.
• contribute spoken words to a shared verse.
• notice how spoken words can be recorded as written language.
• perform a short line clearly using voice and movement.

Success criteria

• I can contribute words to a shared text.
• I can use a colour or action word in my verse.
• I can join words to make a short line.
• I can perform my line clearly with an action.

Curriculum links

• English Language — exploring how repetition, rhyme and rhythm create cohesion in simple poems, chants and songs.
• English Literature — listening to and discussing poems, chants, rhymes and songs, and imitating and inventing sound patterns including alliteration and rhyme.
• English Literature — exploring and replicating the rhythms and sound patterns of literary texts such as poems, rhymes and songs.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Teacher opens with the Eastern Rosella image and sound-pattern hook and asks, “What colours, movements and sounds might our rosella share?” Students look, listen and contribute words or actions, recalling the class’s earlier rosella learning.

2. 4–8 min · Model a verse. Teacher displays a colour, action and sound picture card, then models: “Red and yellow, flying high. Chirp, chirp, chirp!” Clap the beat, repeat the line and think aloud: “I say the words first, then I write them from left to right.” Students echo the verse with matching movements and identify the colour, action and repeated sound.

3. 8–18 min · Create a rosella collage. Teacher forms mixed-ability pairs, provides collage or loose materials and explains that each student will make a colourful rosella. Students create their bird using paper, feathers, fabric, recycled materials or drawing, while the teacher circulates and rehearses possible words with individuals. Use the rosella verse planning mat for students to select or draw a colour, action and sound; offer pre-recorded choices or a communication board where needed.

4. 18–23 min · Compose and scribe. Teacher invites each student to choose one colour, action and sound card, then orally combines the choices into a short line, using a sentence frame such as “___ and ___, ___.” Scribe students’ words on a shared chart, modelling spaces, left-to-right direction, capital letters and the connection between speech and writing. Students rehearse their line to a partner, helping to select words or suggest a repeated sound.

5. 23–28 min · Perform the rosella verse. Teacher leads the class in reading the shared verse, returning to the performance instructions and repeated chorus for the sequence: show collage, say the line, perform the action and repeat the chorus. Students perform individually, in pairs or as a small group, using a clear voice, gesture and appropriate rhythm.

6. 28–30 min · Reflect and assess. Teacher asks, “Which word told us the colour? Which word told us the action? What did we repeat?” Students show their collage and complete an oral or gesture-based reflection: “My line said ___.” Teacher records observations for the next lesson.

Resources

• the Eastern Rosella image and sound-pattern hook
• the rosella verse planning mat
• Eastern Rosella photograph or enlarged classroom image
• Colour, action and sound word/picture cards
• Communication board and pre-recorded word choices
• Coloured paper, feathers, fabric, wool and recycled collage materials
• Glue sticks, child-safe scissors, crayons and markers
• Large paper or whiteboard for the shared verse
• Optional recording device for rehearsals or performances

Assessment

• Observe whether students identify or select a colour and action word, imitate the rhythm, and contribute a word or sound during partner and class discussions.
• During scribing, check whether students understand that spoken words can be represented in writing; prompt them to notice spaces and left-to-right direction.
• Use the performance to assess whether each student contributes to the shared text and delivers a line clearly with an appropriate movement. Record student words or gestures as evidence.

Differentiation

• Support communication with sentence frames, picture cards, a communication board, gestures and pre-recorded choices. Accept pointing, signing, eye gaze, repeated words or partner-assisted communication as valid contributions.
• Reduce fine-motor demands by offering pre-cut shapes, larger collage pieces, drawing, stickers or a digital collage option. Provide adult assistance with scissors and glue as required.
• Pair students thoughtfully so a confident speaker can model without speaking for a partner. Rehearse privately or in a small group before whole-class performance.
• Extend capable students by independently creating two connected lines, experimenting with alliteration such as “Rosella races and roars”, or adding a repeated chorus for the class to perform.

Extension

• Students create a second line that connects to the first through a repeated colour, action or sound.
• Students invent an alliterative phrase or lead the class in performing a repeated chorus.
• Students illustrate the shared verse in sequence and explain how their picture matches the words.