Aboriginal Culture - Glenmore Park Learning Web viewTheme: Aboriginal Culture. Stage. 1. Key Concept. Stereotypes, Language forms and Features, Culture, Visual literacy, aracterisation

Theme: Aboriginal Culture

Key Concept Stereotypes, Language forms and Features, Culture, Visual literacy, aracterisation

Focus for this unit - learning intentionDuring this unit students will be summarising, visualising, making connections and visual representations and predicting through the study of texts related to Aboriginal culture, along with the study of the narrative text type and its conventions.

Stage 1

Time Frame

3-5 weeks

Dust Echo : The Mermaid Story

TOM-TOM Rosemary Sullivan / Dee Huxley

Shake a Leg Kootear the Echidna retold by Cindy Laws

Why the Emu Cant Fly by May L O’Brien

Text SetFilm

Didgescape

DustEcho: www.abc.net.au/dustechoes

Speeches (youtube)Images

Objective ACommunicate through

speaking, listening, reading, writing, viewing and

representing.

Objective B Use language to shape and make meaning according to

purpose, audience and context.

Objective C Think in ways that are imaginative, creative,

interpretive and critical.

Objective D Express themselves and their relationships with others and

their world.

Objective E Learn and reflect on their

learning through their study of English.

Speaking and Listening 1EN 1-1A Co mm un i ca t e s w it h a r ang e o f peop l e i n i n f o r m a l & gu i de d ac ti v iti e s de m ons tr a ti n g i n t e r ac ti o n sk ill s an d cons i de r s ho w ow n co mm un i ca ti o n i s ad j us t e d i n d if f e r en t s it ua ti ons. Develop & apply contextual

knowledge• understand that

language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)

Understand & apply knowledge of language forms and features

• understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)

• identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

• explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Respond to & compose texts

Speaking and Listening 2EN 1-6B R ecogn i se s a r ang e o f pu r pose s & aud i ence s f o r spoke n l anguag e & r ecogn i ses o r gan i sa ti ona l pa tt e r n s & f ea t u r e s o f p r ed i c t ab l e spoke n t ex t s

Develop & apply contextual knowledge• understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)


• identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

Respond to & compose texts • retell familiar stories and events in logical sequence, including in home language

Writing & Representing 2EN 1-7B I den tifi e s ho w l anguag e us e i n t he i r ow n w riti n g d iff e r s acco r d i n g t o t he i r pu r pose , aud i enc e an d sub j ec t m a tt e r.

Develop & apply contextual knowledge

• discuss some of the differentpurposes for written and visualand texts


• compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

Respond to & compose texts

Thinking Imaginatively & CreativelyEN 1-10C T h i nk s i m ag i na ti ve l y an d c r ea ti ve l y abou t f a m ili a r t op i cs , i dea s an d t ex t s whe n r espond i n g to an d co m pos i n g t ex t s.

Engag e pe r sona ll y w it h t ex t s • recognise the way that different texts create different personal responses

Unde r s t an d an d app l y know l edg e o f l anguag e f o r m s an d f ea t u r e s

• identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition

Respon d t o an d co m pos e t ex ts • recognise similarities

between texts from different cultural traditions, eg representations of dragons in traditional European and Asian texts

• recognise the place of ancestral beings in Aboriginal and Torres Strait Islander Dreaming stories

Expressing ThemselvesEN 1-11D R espond s t o an d co m pose s a r ang e o f t ex t s abou t f a m i li a r aspec t s o f t h e wo rl d an d t he ir ow n expe ri ence s.

Deve l o p an d app l y con t ex t ua l know l edg e

• respond to texts drawn from a range of cultures and experiences (ACELY1655)

Unde r s t an d an d app l y know l edg e o f l anguag e f o r m s an d f ea t u r e s

• identify features of texts from a range of cultures, including language patterns and style of illustration

Respon d t o an d co m pos e t ex ts • discuss the place of

Dreaming stories in Aboriginal and Torres Strait Islander life

• identify, explore and discuss symbols of Aboriginal and Torres Strait Islander culture and recognise recurring characters, settings and themes in Dreaming stories

Reflecting on LearningEN 1-12E I den tifi e s an d d i scusse s aspec t s o f t he i r ow n an d o t he r s ’ l ea r n i n g.

Unde r s t an d an d app l y know l edg e o f l anguag e f o r m s an d f ea t u r es

• discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance

• use role-play and drama to represent familiar events and characters in texts

Writing & Representing 1EN 1-2A P l ans , co m pose s an d r ev i ew s a s m a l l r ang e o f s i m p l e t ex t s f o r a va ri e t y o f pu r pose s on f a m ili a r t op i c s f o r know n r eade r s an d v i ewe r s. Develop & apply contextual

knowledge

• understand how planning, composing and reviewing contribute to effective imaginative, informative and persuasive texts

H’writing & Digital TechnologiesEN 1-3A Co m pose s t ex t s us i n g l e tt e r s o f cons i s t en t s i z e & s l op e & use s d i g it a l t echno l og i e s. Respond to & compose texts

• use appropriate strategies when writing, eg maintaining correct body position, holding/using writing tools or using assistive digital technologies

Reading & Viewing1EN 1-4A d r aw s o n a n i nc r eas i n g r ang e o f sk ill s an d s tr a t eg i e s t o fl uen tl y r ead , v i e w an d co m p r ehend a r ang e o f t ex t s o n l es s f a m ili a r t op i c s i n d iff e r en t m ed i a an d t echno l og i e s . Develop & apply contextual

knowledge

• discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)

• discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1584, ACELT1591)

Reading & Viewing 2EN 1-8B r ecogn i se s t ha t t he r e a r e d iff e r en t k i nd s o f t ex t s whe n r ead i n g an d v i ew i n g an d show s an awa r enes s o f pu r pose , aud i enc e an d sub j ec t m a tt e r.


• discuss possible author intent and intended audience of a range of texts

Understand & apply knowledge of language forms and features• understand simple

explanations in diagrammatic form, including flowcharts, hierarchies, life cycles

Respond to, read & view texts • select a widening range

of texts for enjoyment and pleasure and discuss reasons for their choice

Grammar, Punctuation & VocabEN 1-9B Use s bas i c g r a mm a ti ca l f ea t u r es , punc t ua ti o n conven ti on s an d vocabu l a r y app r op ri a t e t o t h e t yp e o f t ex t whe n r espond i n g t o an d co m pos i n g t ex t s. Develop & apply contextual

knowledge• begin to understand that choice of vocabulary adds to the effectiveness of text

The MERMAID STORY VIDEO DUSTECHO SERIES Teaching/Learning Activities Resources


speaking, listening, reading, writing, viewing

and representing.

Speaking and Listening 1Making Connections:

Teachers can introduce students to the concept of stories through reference to their own lives:

Have students brainstorm to list stories they know. As they are given, the teacher can list themin categories: fairy tales, Bible or Koran stories, stories from television or books or films, personal family stories, other types. The main point to establish is: all students know somestories; they are part of their lives.

Who tells stories? Ask students to identify different ways they receive these stories. They maybe by the written word, the spoken or sung word, by pictures. Ask students to identify two of each that they know about.

Now ask what the message or meaning or purpose of some of these stories is. For example,students might decide that a story is to teach them some proper way of behaving; or just to entertain; or to warn or scare children so they do not do dangerous things; or to explain the origins of something.SCREENMaking Connections:

Discuss ‘Dreamtime’ and how important it is to aboriginal people.Aboriginal stories may exist to:• teach young people about natural events• warn them about dangers• explain relationships and identity• teach them about the law and right behaviourMaking Connections:

What are mermaids ? Investigate mermaids on internetSummarising before watching video ( background knowledge)Have the students reorganize the summary sentences on the Student Worksheet ( in teaching notes) to tell a coherent story.H’writing & Digital Technologies

Explicitly teach foundation handwriting in relation to student skill level – Focus ‘Mm’

Reading & Viewing1 Students watch the video. Discussion questions:

The Mermaid Story video from DustEcho series

Objective B Use language to shape and make meaning according to purpose, audience and

context.

Speaking and Listening 2

Discuss how effective the video is without words ( could the story be followed) Shared reading of the story from the teacher’s guide ( smartboard)

Monitoring: Vocabulary understanding

What does it mean ‘walkabout’ ‘ ……lured by ther land’ ‘ song man’

Reading & Viewing 2 Monitoring: Students watch video 2nd time – teacher reads the story at the same time.

Stop video at specific point the clarify understanding. ‘ Who can tell me what happening here?” Highlight any misunderstandings.

Grammar, Punctuation & Vocab



Thinking Imaginatively & CreativelyQuestioning: while watchingHere are some more questions about the story. To answer these, you will sometimes need to look carefully at how the animators have depicted the scene.• Why does the man leave his family group?• Are the mermaids friendly or evil spirits?• Do the mermaids try to harm the man?• What does he discover during his journey?• Why does he decide to return to his family group?• How do his family react to his return?• What does the son see that is different about the father?• How does he feel about this?• Write a conversation between the father and his sonabout the journey, or between mermaids who tell their version of the story.

Objective D Express themselves and their relationships with others and their world.

Expressing Themselves Discuss the use of the music. Is it modern or aboriginal music. How does the music influence your feelings. What happens to elderly people in our society and other cultures.



Reflecting on LearningSummarising:

In groups discuss the main theme of the story.Is there a message ? In pairs student reconstruct the story using storyboard / cartoon panels.

TOM-TOMRosemary Sullivan, Dee

Huxley

Teaching/Learning Activities Resources



and representing.

Speaking and Listening 1 Ask children to tell stories about a day in their own life.

Writing & Representing 1 Explain the use of Ellipsis eg The water in Lemonade Springs tasted just like …water.

Reading & Viewing1 View map on inside cover. Ask students to identify the river, springs, roads, trees, buildings. Students can draw a map of the school grounds and use colours as well as shapes to convey

meaning. Explore a map of Australia and point out the Northern Territory and type of landscape in the

area.Spelling

Double letters=bottom, swimming, pannikin, snuggles, Granny, cubby, wallaby, bigger Compound words=sunlight, riverbank, paperbark, stringybark, grandfather

Book TOM-TOMby Rosemary Sullivan, Dee Huxley

Map of Australia Samples of Aboriginal art that were

used as maps Compound words website

Objective B Use language to shape and make meaning according to purpose, audience and

context.

Speaking and Listening 2 Highlight words which are Aboriginal in origin, e.g. debil-debil, ku-tek, and unfamiliar terms

like sister-cousins, brother-cousinsWriting & Representing 2

Grammar, Punctuation & VocabCapital letters for place names and names of peopleApostrophe of possession- Annie’s house, Granny May’s house, Granny Annie’s camp,Use of a prefix in words e.g. pre-schoolStudents highlight the adjectives used in the text

List of Aboriginal place namese.g. Wagga Wagga, Parramatta

Printed text of story. Highlighters

Awesome Adjectives Game Teach This website



Thinking Imaginatively & Creatively

List the foods that are mentioned in the story. Use plasticine to make representations of the food.Label each model.Repeat the same activity, but list the animals in the story instead.

Create an Aboriginal style art work that uses symbols and patterns.


Expressing Themselves Decide on roles to be acted. Allow students to tell the story through drama. Discuss the role of extended family and the importance of relationships in the Aboriginal

community. Ask students to seek parent’s assistance in completing a family-tree.

Simple family tree diagram



Reflecting on Learning Students list at least two things they learnt about English and how it is recorded.

Assessment / Collecting EvidenceObservationAnecdotal RecordsChecklist / MatrixRubric (CTJ)Self-AssessmentPeer AssessmentStudent Teacher ConferenceJournalsAssessment task

Pre and post reading of selected textPeer assessment of role-play using prompts about performance, voice, interestCompletion of grammar worksheet, demonstrating understanding of apostrophes and adjectives

Possible Links to Other KLA’s

Shake a Leg

Mathematics

addition

Mapping

position

History

Aboriginal perspectives

Science & TechnologyAustralian animals,

plants and birds.Building materials-brick,

sticks

Objectives Teaching / Learning Activities ResourcesCommunicate through speaking, listening, reading, writing, viewing and representing

Speaking and Listening 1 In small groups children dramatise a

small sections of the text, focusing on how the characters would speak and move.

Children listen to descriptions of the Aboriginal dance and demonstrate it.

Writing and Representing 1 Explaining speech bubbles in cartoons

and story injections about Aboriginal life.

Explain - a mobile is better than a smoke signal on a windy day, you’re trying to fly before you have wings, you want to dance like the brolgas – you spend time with the brolgas.

Handwriting and Digital Technologies

Reading and Viewing 1 Read and visualise the crocodile story

and the bee story. Explain - It’s a tale with bite, a sweet

one (story)

SpellingHomophones – sea/see (si), sauce/source

Use language to shape and make meaning according to purpose, audience and context

Speaking and Listening 2 Highlight words that are unfamiliar. Highlight words that are Aboriginal

words and find their meaning in the book - binnagurri - deaf, meenyu gooyu - crocodile, doongai - run, warrima – shake a leg, ballare - dance,

yikki-yikki - didgeridoo, imbala - butterfly, bora – gathering place.

Retell the crocodile or the bee story.

Writing and Representing 2Analyse the different layouts and images used to show the boys eating pizza (present), the aboriginal stories (past) and when the boys start to dance. Discuss how the layout changes to show the different settings.

Reading and Viewing 2Analyse and discuss:Why students think the author wrote this book?What message was the author trying to tell us?How did they achieve this? What tools did they use?

Grammar, Punctuation and Vocabulary Explain simile – you shake your legs

like the wings of a butterfly, slither silent as a snake, spread your arms like wings, laugh loud as a kookaburra. Students make up own similes using these models.

Think in ways that are imaginative, creative, interpretive and critical

Thinking Imaginatively and CreativelyUsing a Venn diagram analyse similarities and differences of Aboriginal dance in this

Book/video that has Aboriginal dance in it.

book and another book/videoExpress themselves and their relationships with others and their world.

Expressing ThemselvesIdentify and explore symbols of Aboriginal culture portrayed in the book. Find out what these symbols mean.

Internet.

Learn and reflect on their study of English

Reflecting on Learning

Theme: Aboriginal Culture

Key Concept: Dreaming Stories

Focus for this unit - learning intentionTo develop deeper understanding about Aboriginal Culture and the importance of Dreaming Stories in relation to the world, beliefs, environment and living things.

Stage 1

Time Frame: 2-3 weeks

Kootear the Echidna, retold by Cindy Laws. Why the Emu can't Fly, by May L. O'Brien Other Dreaming Stories... Aboriginal stories for kids on Youtube. Links to Aboriginal Artists,

ie: Clifford Possum, Minnie Pwerle etc.

Dust Echoes. (interactive website for Aboriginal Dreaming Stories.

Text Set

http://www.youtube.com/aborigingal+dreaming+stories+for+kids

http://www.abc.net.au/dustechoes/


speaking, listening, reading, writing, viewing and

representing.

Objective B Use language to shape and make meaning according to

purpose, audience and context.



Objective D Express themselves and their relationships with others and

their world.



Speaking and Listening 1EN 1-1A Co mm un i ca t e s w it h a r ang e o f peop l e i n i n f o r m a l & gu i de d ac ti v iti e s de m ons tr a ti n g i n t e r ac ti o n sk ill s an d cons i de r s ho w ow n co mm un i ca ti o n i s ad j us t e d i n d if f e r en t s it ua ti ons. Develop & apply contextual

knowledge- Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions (ACELA1461 Understand & apply knowledge of

language forms and features- Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions. Respond to & compose texts - Engage in conversations and discussions, using active listening behaviours, showing interest and contributing ideas, information and questions.

Writing & Representing 1EN 1-2A P l ans , co m pose s an d r ev i ew s a s m a l l r ang e o f s i m p l e t ex t s f o r a va ri e t y o f pu r pose s on f a m ili a r t op i c s f o r know n r eade r s an d v i ewe r s. Develop & apply contextual

knowledge- Experiment in all aspects of composing to enhance learning and enjoyment. Understand & apply knowledge of

language forms and features- Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences. selecting print and multimodal elements appropriate to the audience and purpose. Respond to & compose texts -Compose texts supported by visual information (eg diagrams -visualisation, and maps) on familiar topics.H’writing & Digital Technologies

EN 1-3A Co m pose s t ex t s us i n g l e tt e r s

Speaking and Listening 1EN 1-6B R ecogn i se s a r ang e o f pu r pose s & aud i ence s f o r spoke n l anguag e & r ecogn i ses o r gan i sa ti ona l pa tt e r n s & f ea t u r e s o f p r ed i c t ab l e spoke n t ex t s


- Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background.


- Respond to & compose texts

- retell familiar stories and events in logical sequence, including in home language.

Writing & Representing 2EN 1-7B I den tifi e s ho w l anguag e us e i n t he i r ow n w riti n g d iff e r s acco r d i n g t o t he i r pu r pose , aud i enc e an d sub j ec t m a tt e r.


- Discuss some of the different purposes for written and visual texts


- Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning.

Respond to & compose texts- Make inferences about character motives, actions, qualities and characteristics when responding to texts.

Reading & Viewing 2EN 1-8B r ecogn i se s t ha t t he r e a r e d iff e r en t k i nd s o f t ex t s whe n r ead i n g an d v i ew i n g an d show s an awa r enes s o f pu r pose , aud i enc e an d sub j ec t m a tt e r.


- discuss possible author intent and intended audience of a range of texts


Thinking Imaginatively & CreativelyEN 1-10C T h i nk s i m ag i na ti ve l y an d c r ea ti ve l y abou t f a m ili a r t op i cs , i dea s an d t ex t s whe n r espond i n g to an d co m pos i n g t ex t s.

Engag e pe r sona ll y w it h t ex t s - Recognise the way that different

texts create different personal responses. Deve l o p an d app l y con t ex t ua l

know l edg e - Unde r s t an d an d app l y know l edg e

o f l anguag e f o r m s an d f ea t u r e s - Respon d t o an d co m pos e t ex ts

- Recognise the place of ancestral beings in Aboriginal and Torres Strait Islander Dreaming stories.

Expressing ThemselvesEN 1-11D R espond s t o an d co m pose s a r ang e o f t ex t s abou t f a m i li a r aspec t s o f t h e wo rl d an d t he ir ow n expe ri ence s.

Engag e pe r sona ll y w it h t ex t s - Deve l o p an d app l y con t ex t ua l

know l edg e - Unde r s t an d an d app l y know l edg e

o f l anguag e f o r m s an d f ea t u r e s - Respon d t o an d co m pos e t ex ts - Discuss the place of Dreamingstories in Aboriginal and TorresStrait Islander life

-Identify, explore and discusssymbols of Aboriginal andTorres Strait Islander cultureand recognise recurringcharacters, settings and themesin Dreaming Stories.

Reflecting on LearningEN 1-12E I den tifi e s an d d i scusse s aspec t s o f t he i r ow n an d o t he r s ’ l ea r n i n g.

Deve l o p an d app l y con t ex t ua l know l edge

- Unde r s t an d an d app l y know l edg e

o f l anguag e f o r m s an d f ea t u r es - Respon d t o an d co m pos e t ex t s

- Discuss roles andresponsibilities when workingas a member of a group.

Identify helpful strategies duringspeaking, listening, reading,writing, and or viewing andrepresenting activities, eg writingconferences, class charts

o f cons i s t en t s i z e & s l op e & use s d i g it a l t echno l og i e s. Develop & apply contextual

knowledge- Understand & apply knowledge of

language forms and features- Respond to & compose texts

- Write legibly and with growing fluency using unjoined upper case and lower case letters.

Reading & Viewing1EN 1-4A d r aw s o n a n i nc r eas i n g r ang e o f sk ill s an d s tr a t eg i e s t o fl uen tl y r ead , v i e w an d co m p r ehend a r ang e o f t ex t s o n l es s f a m ili a r t op i c s i n d iff e r en t m ed i a an d t echno l og i e s . Develop & apply contextual

knowledge- Discuss different texts on a similar topic, identifying similarities and differences between the texts. Understand & apply knowledge of language forms and features- Understand how sentence punctuation is used to enhance meaning and fluency. Develop and apply graphological,

phonological, syntactic & semantic knowledge .

- Use phonological, graphological, syntactic and semantic cues to decode and make meaning from written texts, eg using an increasing repertoire of high-frequency and sight words, segmenting words into syllables. Respond to, read & view texts

Read with fluency and expression, responding to punctuation and attending to volume, pace, intonation and pitch.

SpellingEN 1-5A Use s a va ri e t y o f s tr a t eg i es , i nc l ud i n g know l edg e o f s i gh t wo r d s an d l e tt e r –soun d co rr espondences , t o spe l l f a m ili a r wo r d s.


- Understand & apply knowledge of

language forms and features- Know that regular one-syllable

words are made up of letters and common letter clusters that correspond to the sounds heard,

- Respond to, read & view texts

- Respond to a range of literature and discuss purpose and audience.

Grammar, Punctuation & VocabEN 1-9B Use s bas i c g r a mm a ti ca l f ea t u r es , punc t ua ti o n conven ti on s an d vocabu l a r y app r op ri a t e t o t h e t yp e o f t ex t whe n r espond i n g t o an d co m pos i n g t ex t s. Develop & apply contextual

knowledge- Begins to understand that choice of

vocabulary adds to the effectiveness of text.


- Recognise that capital letters signal proper nouns and commas are used to separate items in lists.

Understanding & apply knowledge of vocabulary

- Respond to & compose texts

- Compose sentences effectively using basic grammatical features and punctuation conventions.

and how to use visual memory to write high-frequency words.

Respond to & compose texts - Spell high frequency words and

common sight words accurately when composing texts.

Teaching/Learning Activities Resources



and representing.

Speaking and Listening 1 Introduce 'Dreamtime stories' to students by reading a variety of stories from the school library

and explain what the 'dreaming' is and how stories were developed by different groups of Aboriginal people over time. Use 'think alouds' to show thought processes. Before, during and after reading and discussions, use the Super Six Comprehension Strategies as applicable to the story. Visualise, Predict, Summarise, Connect, Monitor and Question. Get students to sit with their thinking partner so that they can speak about different aspects of the story and listen to each others' responses then share as a whole class. ( You will need to teach how thinking partners work - Modelled, Guided then Independent)

Writing & Representing 1 Read the story Kootear The Echidna. Get students to visualise the events as you read. You may

need to teach the strategy through the Modelled and Guided process first, so that students can work independently as you read. Show the text images and let students compare what they have drawn. Using their pictures the students can write a retell of the story or a short summary. (Modelled, Guided and Independent)

Students can also use the VIP teaching strategy to record the "very important points" of the stories using post-it-notes. These notes can then form a summary of the important points of the story in sequence.

Students can compose a sentence about their favourite part and create an artwork to go with their sentence.

H’writing & Digital Technologies Students write their story summaries using NSW foundation style handwriting.

Reading & Viewing1 View a map of the Hawkesbury area and let students know that this story comes from the

people from this area. Read other Echidna stories from other areas and compare and contrast any differences. Read other dreamtime stories and use the Super Six comprehension strategies to build meaning and comprehension. Select a text for students to read with a thinking partner. Talk to students about nouns and proper nouns. Model how to find nouns and proper nouns in a selected passage. This can be a whole class activity or in small groups or in pairs. Students look for nouns and proper nouns and highlight with 2 colours. Share responses and add to class 'poster' on nouns.

Spelling Unpack the vocab in the story that students may not know or need consolidation to write. ( eg:

beautiful, special, himself, foraging, animals, asked, feathers, fur, skin, lazy...) Think of other words that mean the same... build up a vocab list for writing.

Library - Dreamtime Stories.

Teacher -Deep knowledge on Dreamtime.(appendix A)

Partner Read and Think - grouping

Kootear the Echidna by Cindy Laws.

Focus On Reading - teaching strategies

Brushes,Paint, crayons, paper, etc,

Map of the Hawkesbury area.(Google)Other Dreamtime StoriesSuper six comprehension strategies

Highlighters, copies of text.

Chart paper, textas

Objective B Speaking and Listening 2

Refer to the Darug Language glossary on last page for words and meanings in the story. eg: Kootear means Bad. Why did the echidna get that name?

Copy of Kootear The Echidna.

Use language to shape and make meaning according to purpose, audience and

context.

Identify unknown vocab and discuss meanings and spelling structure. Show how to chunk some of the words into syllables for ease of spelling and reading.

Writing &Representing 2 Use a printed copy of the text and as a whole class use highlighters to highlight the language

the author used to describe the coats and how the animals were feeling. (Adjectives) Create a class poster of adjectives for use in writing.

Choose an animal not represented in the story and Model how to write it in the authors style.Eg; 'Claire the Cockatoo chose snow white feathers to make herself look special. ' Write a class book, or students can write their own stories in pairs etc. Guide students in this process. They can also draw pictures to go with their stories.

Reading & Viewing 2 Read other stories and make a list of the language used by the author to create meaning in the

stories. Get students to think of other words that have similar meanings. Discuss authors intent and intended audience. ( Accelerated Literacy process is good if you can do this.)

Grammar, Punctuation & Vocab Proper nouns, himself/herself, Capital letters and full stops. Vocab.....beautiful, special, chose, skin, feathers, fur, sticks, proud, foraging, dreaming,

receiving...

Copies of text.Chart paper and textas

Dreamtime stories.



Thinking Imaginatively & Creatively In pairs, students make an animal out of clay, scraps, recycling etc. They give it a name and

make up a 'Dreamtime' story about it. They can record their stories via iPad or other means and play it to the class to listen to or make puppets.

Students can sit in a circle and tell their stories around a pretend campfire (Torches and red cellophane.) Rest of the students can ask them questions about their animal and their stories. Students can also use 'Sketch to Stretch' (draw pictures) about stories they like and retell the main parts.

iPadsVideo recordersTorchesCellophane (red,yellow, orange)


Expressing Themselves Drama. In small groups of 4-6, students enact a Dreamtime Story from a book. They present the story to the class. The class has to work out who the characters are and what

the story was teaching us. Record the enactments on an iPad or some device for reflection at the end of the unit.

Discuss the importance of telling stories in Aboriginal culture and that stories were told not written down like they are now.

Dreamtime stories

iPads



Reflecting on Learning After reading and listening to a variety of Dreamtime stories, students view the enactments the

created and record 2-3 VIP's on post-it-notes that they liked about Dreamtime stories. Share their responses on a wall chart.

Class plays

Assessment / Collecting EvidenceObservation Contribution to discussions and participation in activities

Anecdotal RecordsChecklist / MatrixRubric (CTJ)Self-AssessmentPeer AssessmentStudent Teacher ConferenceJournalsAssessment task

Discussions with 'thinking partners'Writing tasks

Check own writing for punctuation, spelling and meaning.

iPad recording students enacting storiesWrite their own dreaming story or with a partner, or Orally tell their own story recorded on iPad etc.

Possible Links to Other KLA’s

Mathematics Creative and Practical Arts.

Visual art Dance Drama

Science & Technology

Documents

Aboriginal Culture - Glenmore Park Learning Web viewTheme: Aboriginal Culture. Stage. 1. Key Concept. Stereotypes, Language forms and Features, Culture, Visual literacy, aracterisation