Rosella Colour Words

Overview

Lesson 2 of 4 in Eastern Rosellas Sing. Students revisit the song lyrics, hear and recognise topic vocabulary, sequence picture cards representing the song’s main ideas, and orally retell part of the song. The lesson moves from concrete pictures and movement to spoken vocabulary and simple worksheet recording.

Learning intentions

Students will:

• recognise key vocabulary from the song, including Eastern Rosella, colours, bright, fly, trees and song
• listen for repeated words and phrases
• sequence picture cards to show the song’s main ideas
• orally retell part of the song using pictures and topic words
• notice and join in with the song’s rhythm and repeated language

Success criteria

• I can recognise and say key words from the song.
• I can put the song’s pictures in a sensible order.
• I can use the pictures to retell part of the song.
• I can join in when I hear a repeated word or phrase.

Curriculum links

• English Language: recognising and developing vocabulary used in familiar contexts and topics taught at school
• English Language: recognising vocabulary connected to learning area topics
• English Literature: identifying and reproducing rhythmic sound and word patterns in songs, chants and rhymes

Lesson structure (30 minutes)

1. 0–4 min · Reconnect with the song. Teacher welcomes students to the group, displays a striking image of an Eastern Rosella using the opening rosella image, and asks, “What do you remember about this bird and our song?” Students turn and talk, then share remembered words or actions.

2. 4–9 min · Hear and explore topic words. Teacher uses the vocabulary slides to show each word alongside a clear picture: Eastern Rosella, colours, bright, fly, trees and song. Say each word, clap its syllables where appropriate, briefly explain it in child-friendly language, and invite students to echo, act and identify the matching image. Students repeat the words, point to pictures, and mime actions such as flying and growing like a tree.

3. 9–16 min · Picture-card sequencing. Teacher places mixed-up picture cards showing the song’s main ideas in a central space and models thinking aloud: “First I see the rosella; next it may fly to the trees.” In groups of four, students arrange the cards in a sensible order, using the sequencing instructions for visual guidance. Students discuss their choices, move the cards, and practise saying “first”, “next” and “then” with a partner.

4. 16–21 min · Sound-and-word hunt. Teacher rereads or sings the familiar lyrics, using the lyric and listening slides, and pauses when students hear one of the focus words or a repeated phrase. Students show a matching picture card, make an agreed action, or gently tap their knees when they hear the target word. Repeat once, inviting students to listen for a different word or phrase.

5. 21–26 min · Build an oral retelling. Teacher brings the groups’ cards together in front of the class and prompts, “What happens first? What do we see next? What does the rosella do?” Record or point to key words as students contribute. Students jointly retell the song using the cards, with partners rehearsing one part before selected students share it aloud.

6. 26–30 min · Record and reflect. Teacher distributes the rosella picture-sequencing worksheet and displays the reflection slide. Students draw or paste three simple pictures in order, circle or trace one key word, and tell a partner one part of the song. Invite two or three students to share before collecting the worksheets.

Resources

• the Eastern Rosella vocabulary and song deck
• the rosella picture-sequencing worksheet
• Familiar Eastern Rosellas Sing lyrics or song recording
• Six to eight teacher-prepared picture cards showing the rosella, colours, flying, trees and singing
• Matching printed word cards for the focus vocabulary
• Large floor space or carpet for card sequencing
• Blu-tack or magnets
• Pencils, crayons and glue sticks
• Optional Eastern Rosella photograph or toy bird

Assessment

• During vocabulary teaching, note which students recognise, repeat, point to or act out the focus words.
• Listen to group discussions and sequencing explanations, checking whether students can place ideas in a sensible order and use sequence words.
• Use the worksheet and oral retelling as an exit check: each student should identify at least one key word and retell or demonstrate one part of the song.

Differentiation

• Support students with fewer sequencing cards, large tactile objects, clear picture-and-word matches, repeated modelling and partner rehearsal. Accept pointing, signing, gesture or a single-word response before expecting a phrase.
• Provide sentence starters such as “First I see…”, “Then the rosella…”, and “The bird is…” alongside the cards. Rehearse vocabulary privately or in a small group for students who need additional confidence.
• For EAL learners, connect each word to an image, gesture and familiar experience; invite families’ names for colours or birds where appropriate, without requiring students to speak publicly.
• Challenge advanced learners to explain why their sequence makes sense, identify a repeated phrase independently, or create an additional rhyming or descriptive line about the rosella.

Extension

• Students work with a partner to create and perform one new rhyming or descriptive line about the Eastern Rosella, using a focus word.
• Students choose two picture cards and orally add a sensible connecting idea to the class retelling.