Culture Discovery

Overview

In this lesson (3 of 8) students explore simple aspects of Malagasy (Madagascar) culture through sensory experiences linked to daily life, traditional music, food, and stories. Students use key culture awareness words and connect the discovery to their own home culture.

Learning intentions

• WALT explore basic aspects of Malagasy culture using our senses (listening, looking, touching, smelling where possible).
• WALT learn and use new cultural vocabulary (e.g., music, food, daily life, tradition, people).
• WALT retell what we notice about Madagascar people in a simple sequence (first, next, then).
• WALT make respectful connections between Malagasy culture and our own home culture.

Success criteria

• I can say or point to one thing I noticed about Malagasy people (music, food, or daily life).
• I can use 2–3 culture words in a sentence starter (e.g., “In Madagascar, there is…”).
• I can take turns in a music or drama activity and respond calmly to instructions.
• I can share one way Madagascar culture is similar/different to my home culture.

Curriculum links

• History: Past and present—students explore that life in the past was different and notice unfamiliar aspects in everyday life, school items, and family customs.
• History: Students use and retell stories they have learnt, building understanding through images and shared retelling.
• Social sciences competencies: participating and contributing; communicating ideas; gathering and using information.
• Language supports: structured oral interaction and picture-based sequencing to support meaning-making for ESOL and neuron diverse learners.

Lesson structure (55 minutes)

1. 0–5 min · Welcome and feelings check. Teacher greets students and briefly reminds: “We can feel big feelings and use our calm body.” Model a calm strategy (hand on tummy/breath) without calling attention to any student; offer a visual “Calm plan” poster. Students practise the calm signal with the class.

2. 5–12 min · Hook: listen to Malagasy music. Teacher plays a short audio clip of traditional-sounding music (no video needed if it overwhelms). Teacher asks: “What do you notice? Fast or slow? Loud or quiet?” Students do silent “think” first, then choose a picture answer (loud/quiet, fast/slow).

3. 12–23 min · Sensory stations (culture through senses). Teacher rotates students through 3 hands-on stations for short bursts:

• Station A: “Food choices”—show picture cards and small safe sample smells if available; otherwise just look and describe.
• Station B: “Daily life”—a photo set (home, clothes, tools) with “What do you see?” prompts.
• Station C: “Music instruments” or tapping rhythm—students copy a simple beat pattern. Students move in pairs/triads, use sentence starters, and point to one thing they noticed at each station.

4. 23–30 min · Picture sequence retell (teacher-led). Teacher shows a 3-step picture strip: “First music / Then daily life / Next food” (or swap order based on what students enjoyed). Teacher retells the class discovery using consistent phrasing. Students join in repeating “First… Next… Then…” while pointing to pictures.

5. 30–43 min · Drama: “Madagascar people” in role. Teacher sets up a simple “market/home” play area with picture props (bags, plates, fabric pieces). Students choose a role card: musician, helper, food seller, or family member. Teacher guides: “Show me what you would do today.” Students act, then freeze for teacher questions: “What is your tradition today?” Big emotions support: Teacher uses the calm plan consistently. If a student becomes dysregulated, teacher offers a pre-learnt “break choice” (quiet corner with calm visuals or fidget) and keeps the activity moving.

6. 43–50 min · Compare to our home culture (tiered). Teacher uses a compare mat with two columns: “Madagascar” and “My home.” Students place one sticker/picture card into the matching column, guided by prompts: “Similar because…” or “Different because…” ESOL support: teacher models with gestures and the same sentence frames every time.

7. 50–55 min · Exit ticket: 1 sentence + 1 word. Teacher gives each student an exit strip with a picture of music/food/daily life and a word bank (music, food, daily life, people, tradition). Students circle one picture, then say/write with support one starter sentence: “In Madagascar, there is ____.”

Resources

• Audio clip of traditional-sounding Malagasy music (short segment)
• Picture cards: music, food, daily life, tradition, people
• 3 sensory stations (safe samples if possible; otherwise smell cards/visuals)
• Simple rhythm instruments or rhythm cards (clappers, drum pad)
• 3-step picture sequence strip (First/Next/Then)
• Role cards and small prop set for drama (fabric, baskets, plates)
• Compare mat (“Madagascar” vs “My home”) + stickers
• Word bank strips and exit ticket sheets
• Calm plan poster (breathing cue + break choice visuals) and quiet corner tools (fidget, timer)

Assessment

• Teacher listens during station work for correct use of 2–3 culture words and one clear notice.
• Checklist during drama/retell: student can follow the sequence and respond with a sentence starter.
• Exit ticket (picture + one sentence/word) to confirm vocabulary and noticing/similarity.

Differentiation

• Support (ESOL, dyslexia-friendly): use picture-first response; sentence starters with stems; allow pointing/choosing instead of full writing; pre-teach vocabulary with real objects/pictures before each station.
• Support (neuron diverse/autism): predictable routine, visual schedule for the lesson, short station timings, clear turn-taking rules for music/drama, quiet corner available without penalty.
• Support (dyslexia-friendly reading): minimise reading aloud; provide audio options for story narration; use colour-coded word banks with large font.
• Extension (advanced): ask students to add a second comparison (“It is like… because…”), or create a 4-step sequence card (First/Next/Then/Finally) using their own drawings.

Dyslexia-friendly reading options

• Teacher provides an audio retelling of the 3-step picture story using student-friendly language.
• Use single-word prompts and picture cues instead of printed text; if writing is needed, offer a traceable word bank and letter tiles.
• For students who prefer not to read, they choose the picture sequence order and verbally retell with the teacher.