My Culture Connections

Overview

In this first lesson of the unit “Discovering First Nations Stories”, students begin to build a safe, respectful classroom community for sharing identity and connections. Through shared discussion and a short story/visual stimulus, students learn that First Nations cultures are important and that characters and people may share some experiences with their own lives.

Learning intentions

• Students will discuss identity and connection using friendly, respectful language.
• Students will share experiences that are similar or different to the ideas shown in a First Nations story/visual.
• Students will demonstrate shared attention while viewing and listening to a text.
• Students will begin using simple words to talk about what they notice (people, places, and feelings).

Success criteria

• I can listen while the story/visual is shared.
• I can say one thing about myself (e.g., family, home, favourite place, or what I like).
• I can point to or say one similar or different thing I notice in the story/visual.
• I can use respectful speaking and listening rules when someone else shares.

Curriculum links

• English (Literature — Literature and contexts): discuss experiences that are similar or different to their own by engaging with literary texts by Aboriginal and Torres Strait Islander authors and illustrators.
• English (Literature — Literature and contexts): demonstrate shared attention when responding to literary texts.
• English (Literature — Literature and contexts): view and discuss stories by Aboriginal and Torres Strait Islander storytellers, noticing settings/people/events to talk about connections.

Lesson structure (30 minutes)

1. 0–4 min · Welcome & caring rules. Teacher welcomes students and states two class rules: “We listen with our eyes and ears” and “We speak kindly.” Students repeat the rules and practice “listening face” together.

2. 4–10 min · Identity starter talk. Teacher shows a simple “Me” prompt card (e.g., “I live in…”, “My family is…”, “I feel…”, “My favourite place is…”). Teacher models one sentence using a sentence frame. Students show a picture of their choice (or point to a teacher-held icon) and say one word or short phrase.

3. 10–18 min · Shared reading/visual introduction (First Nations). Teacher shows a brief, age-appropriate story page or picture book cover/illustration from an Aboriginal or Torres Strait Islander creator and reads or describes a short section. Teacher pauses for think-alouds: “I notice…”, “The character is…”, “The place looks…” Students hold shared attention and respond when prompted (e.g., “I notice…”, point to a picture, or echo a word/phrase).

4. 18–24 min · Similar & different connections. Teacher draws a simple Venn-like chart on the board with two circles labelled “Me” and “Story”. Teacher uses two connection prompts:

• “Something that is the same…”
• “Something that is different…” Students help with one example each time using either pointing or a short response (e.g., same feeling, different place, similar family activity). Teacher records student answers using symbols and first words.

5. 24–28 min · Role-play: respectful sharing. Teacher models a quick “turn and talk” routine with a plush toy or talking stick: “My turn, your turn.” Students practise taking one turn each, using the frame “I am… / I like… / I notice…”.

6. 28–30 min · Exit check. Teacher holds up two cards: “Me” and “Story”. Students choose one and point while saying one simple phrase (e.g., “I notice…” or “Me is like…”).

Resources

• A “Me” prompt card with picture supports (family, home, feelings, favourite place)
• Sentence starters on posters: “I am…”, “I live…”, “I feel…”, “I notice…”
• A short, age-appropriate First Nations picture book or a set of 1–3 illustrations from an Aboriginal or Torres Strait Islander author/illustrator
• Symbol chart for “Same” and “Different” (or “Me” and “Story” circles)
• Talking stick/plush toy
• Student response cards (pointing cards) for quick participation

Assessment

• Teacher observation during shared attention: do students look/listen when the story/visual is shown?
• Teacher listens for participation: can students say or point to one aspect of themselves?
• Teacher checks connection understanding: can students identify at least one “same” or “different” idea using pointing, symbol choice, or a short phrase?
• Exit check: students point to “Me” or “Story” and say one simple phrase.

Differentiation

• Support: provide sentence frames and allow pointing to picture icons; accept single words and echoes for students not yet ready for full sentences.
• Support: model “similar” using emotions first (e.g., “The character feels happy—like me.”) before moving to places or events.
• Extension (if appropriate within the 1-student context): invite the student to choose between two picture options and justify with a second word (e.g., “same happy”).
• EAL/SEN: keep language consistent across prompts (“I notice…”, “I feel…”, “Something the same is…”). Use gestures and visual supports rather than relying on long explanations.