Hoping this is what is being looked for.  I delivered my lesson integrating the Expressive Arts; literacy development and Scots language using the song 'Jimmy's lost his jaurie'.  I have had a class learn this during Feis Rois sessions at my school a few years ago and they loved it so I thought with the approach of St Andrew's Day I would try it this week with my own class.  My reflections are as follows:

Successes:

1. Engagement with the Scots Language: Using the song captured my pupils attention and made the lesson more engaging. The song really helped them with memorisation and pronunciation of Scots words.
2. Connection with pupils at the school: by using a song which they heard being sung by current (older) pupils at the school they engaged more and were trying to work out who they could hear on the track.
3. Interactive Learning: As we incorporated actions into the song they fully committed to the experience which was fantastic to see.  They also enjoyed  looking at images of various objects and people that I pointed to during the song.  It helped them visualise the story that was being told through the song.

Challenges:

1. Language Barrier: Some pupils did still find it tricky to understand some of the Scots words we used in warm up games and were not confident about saying them in group work.
2. Pupil confidence: Some children really enjoy the use of drama in the classroom others are more reserved and preferred to sing but not fully join in with the actions.

Future Considerations:

1. What Would You Do Differently?: If I were to repeat the lesson, I would consider incorporating more context about the song's background.  Especially around the Broomielaw as they all loved singing this word. This could help my pupils better understand the language and its nuances.
2. Next Steps for Learners: To reinforce their learning, I was thinking I could plan a follow-up activity where they wrote an additional verse for the song before "Jimmy blew up the stanky' in small groups. This would encourage them to use the language actively and we could make use of Scots dictionaries to help them find equivalent Scots words for what they were thinking in English.  I would also get them to draw what they think was happening throughout the story many talked about wanting to 'draw his granny getting shoved down the stanky'.  It could develop into creating a comic strip with written Scots being incorporated into future lessons.