Indigenous unit of work

8/12/2019 Indigenous unit of work

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EDAE302 Task 3 Danielle Chee, 3458581

EDAE302: Aboriginal Education

Task 3: Integrated Unit of Work

Danielle Chee

3458581

Debbie Wray Monday 11:30am

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Overview

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To ic: My Identity !urriculu" Area: HSIE #$A%s&:Engli h! HSIE! Creati"e #rt $ %DH%E

'tage(grade: Stage 1 &'ear () Duration of unit: * le on &3 +ee, - ( le on .er +ee,)

Introduction to Unit:

/he nit My Identity2 i im.ortant to em.loy in the la room a it .re ent all t dent +ith high ality! de"elo.mentally and lt rally a..ro.riate learning e-.erien e that .ro"ide a

o ndation or li elong learning &6SW De.artment o S hool Ed ation! 177*) /he nit ltimately aim or t dent to:

9 om.rehend +hat on tit te the on e.t identity2 9 learn abo t # tralian and #boriginal identity

9 a..ly ,no+ledge o identity to gain a dee. nder tanding o their o+n .er onal identity 9 a..re iate the di"er e identitie o their .eer and omm nity

Teac)ing and $earning:

# ti"itie that .ro"ide the be t o..ort nitie to ma-imi e learning

/he nit en o rage t dent to +or, ollaborati"ely +ith their .eer and a old ea h other2 learning to ome to their o+n ni e nder tanding o the on e.t o identity /here ore the nit

i tiered in a a hion o that a ti"itie .rogrammed: .romote ollaborati"e learning! e-.lore on e.t in indi"id ali ed +ay and ltimately ma-imi e their learning in thi ield # ti"itie in l de

9 +riting abo t their .er onal identity 9 reading and re .onding to +ritten te-t &analy ing and inter.reting reate a narrati"e)

9 reating a ollage that i re.re entati"e o their ni e identity 9 reating a .o+er.oint .re entation

9 .re enting .ee he to the la 9 re ear hing "ia boo, ! internet et

earning e-.erien e that +ill hel. t dent be t meet o t ome

/he nit ltimately aim or t dent to de"elo. their o+n .er onal nder tanding o identity2 In an e ort to a hie"e thi ! tea hing and learning e-.erien e are t dent9dire ted +hereby

t dent .lay an a ti"e role in their learning and +or, ollaborati"ely +ith their .eer +hile tea her im.ly g ide and .ro"ide a i tan e +hen ne e ary /here ore learning e-.erien e ed

in the nit that +o ld .ro"ide the be t o..ort nitie to ma-imi e learning in l de:

9 la di ion 9 brain torm 9 .aired e-.loration o el

9 mall gro . a ti"itie 9 inde.endent learning ta , 9 "erbal .re entation ; .ee he

Material and re o r e re ired

See re o r e 2 e tion o ontent o tline


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Ho+ the le on ater or indi"id al t dent 2 learning need

In an attem.t to ater to the di"er ity o the la room the nit dra+ on Ho+ard >ardner2 Theory of Multiple Intelligences &1783) +hereby he belie"ed that ?e"ery .er on .ro e e a ni e

blend o e"en intelligen e @ &Aialle! y aght $ Aereni,ina! (008 . 74) that ltimately in l en e ho+ they re .ond to ed ational tim li /here ore learning e-.erien e .ro"ide t dent +ith

ed ational o..ort nitie that de"elo. their ,ill in a ordan e +ith their intelligen e .ro ile and learning tyle Bor e-am.le +riting a narrati"e (linguistic),ollaborati"e gro . +or,

(interpersonal), e-.loring .attern o identity (logical-mathematical) et #dditionally the nit al o ater to t dent 2 ni e learning tyle in l ding:

Kinaesthetic learners thro gh hand on a ti"itie h a reating i on ! ma,ing .o ter and ing om. ter ;la.to.

Auditory learners thro gh la di ion ! gi"ing e-.li it "erbal in tr tion and li tening to .eer 2 .ee he

Visual learners thro gh on e.t ma. &+riting . brain torm )! "ie+ing and re .onding #boriginal art+or, and "i al demon tration o ta ,

Ho+ the nit .ro"ide intelle t al ality! ality learning en"ironment and igni i an e or t dent &De.artment o Ed ation and /raining!

(003)

Do"ain Ele"ent Evidence in UnitIntelle t al

ality

pedagogy

focused on deep

understanding of

concepts, skills

and ideas

Dee. ,no+ledge/he nit ha the theme my identity2 and o e on a e+ ,ey on e.t in l ding +hat it i ! ho+ it relate to t dent and ho+ it relate to other &+ider

omm nity) no+ledge addre ed i on a mall n mber o ,ey on e.t and idea +ithin the theme;to.i

Dee. nder tandingSt dent demon trate meaning l nder tanding o entral idea they are re ired to internali e the in ormation .re ented on +hat identity i 2 and reiterate thi

on e.t b t in or.orating their o+n nder tanding

Higher order thin,ingDra+ing on Floom2 in"erted2 ta-onomy! t dent are en o raged to organi e! a..ly! analy e and e"al ate in ormation St dent are re ired a..ly on e.t o

identity to their o+n li"e ! analy e #boriginal art+or, and Dreamtime torie and organi e ne+ on e.t and mental hema to a ommodate ne+ ,no+ledgeS b tanti"e

omm ni ation

/he nit in or.orate e-ten i"e amo nt o ollaborati"e ta , that re ire a ti"e engagement and .arti i.ation h a ba i la di ion ! gro .

.re entation ! .aired ta , et

ality

earning

En"ironment

creating

environments

E-.li it ality riteriaEa h le on begin +ith an introd tion o the ta , and re irement and e-.e tation are e-.li itly o tlined St dent are .ro"ided +ith a o.y o ta ,

re irement and a mar,ing r bri .rior to a e ment &to g ide them)

Engagemente on are riddled +ith ollaborati"e ta , h a la di ion and gro . a ti"itie in an e ort to en o rage a ti"e .arti i.ation and engagement in all

learning e-.erien e /ea hing trategie highlight the need to let e"eryone ha"e a ay and im.ly in l de # t dentSo ial ..ort Strong ..ort i .ro"ided or t dent by tea her and .eer /ea hing note in tr t the tea her to monitor t dent .rogre and a old and .ro"ide ..ort a

re ired # .o iti"e learning en"ironment i al+ay en o raged

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here students

ork

productively

St dent 2 el 9

reg lation

>ro . ta , h a the .o+er.oint .re entation and my ne+ riend2 a ti"itie re ire t dent to monitor and reg late their .rogre and ati a torily om.lete

et ta , +ith et time rame St dent need to ho+ initiati"e and re .on ibility

Signi i an e

making learning

meaningful to

students

Fa ,gro nd

,no+ledge

/hro gho t the nit ta , and a ti"itie dra+ on and om.lement t dent .rior ,no+ledge rom .rior year o hooling a +ell a rom their .er onal li"e

St dent are re ired to in or.orate /HEI= IDE6/I/' &.eo.le! intere t ! e-.erien e et ) in n mero le on

C lt ral ,no+ledgee on in or.orate di"er e lt ral ,no+ledge /hey ed ate t dent on the lt re o Indigeno # tralian +hile al o integrating ea h t dent2 indi"id al

lt re &a a .art o their identity) and e-.loring the di"er e lt re +ithin the omm nityno+ledge integration /hro gho t "ario le on in the nit reati"e art ! Engli h! HSIE and %DH%E are integrated in an e ort to ma-imi e t dent 2 learning o t ome

In l i"ity/he learning a ti"itie that ..ort the theme My Identity2 en re that all t dent are in l ded /a , are de igned .e i i ally or the t dent /he nit o e

on t dent a indi"id al and there ore "al e the .arti i.ation o all t dent a ro o ial and lt ral ba ,gro nd

Conne tednee on en o rage the a..li ation o ,no+ledge learnt & a t abo t +hat identity i ) to real li e onte-t &e-.loring their identity2) /he learning e-.erien e al o

.ro"ide t dent +ith the o..ort nity to hare their +or, +ith a dien e beyond the la room and hool6arrati"e e on em.loy narrati"e a o nt a either a .ro e or ontent o le on to enri h nder tanding o Dreamtime torie and .er onal e-.erien e

!lassroo" setu :

/he la i organi ed in table gro . to o ter ollaborati"e learning e-.erien e and la room di ion

/here i am.le .a e at the ront o the room or t dent it +ith the tea her and .arti i.ate in +hole la a ti"itie

/here are "ario tation +ithin the la room &bean bag .a e ! .are .a e et ) +here t dent an +or, in .air ; mall gro . d ring learning e-.erien e

# "ariety o .rint and "i al aid are .inned . aro nd the room the e .ro"ide t dent +ith g idan e and ..ort d ring la room learning ta ,

=e o r e are ea ily a e ible by t dent &not blo ,ed by any ob ta le and at an a..ro.riate height)

$inks to !urriculu"

#$A 'trand Outco"es * IndicatorsH man So iety

and It2

En"ironment

&Foard o

C lt re 9 Identities CGS1 3 Identi ie tom ! .ra ti e ! ymbol ! lang age and tradition o their amily and other amily

Identifies and descri!es the groups that individuals !elong to, including family, class and social groups, sporting groups, a community, religious groups, a

language group"

Identifies the significant people they kno that !elong to different groups"

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St die ! (00*b)

#ives information a!out their o n family !ackground, including the language$s spoken at home, religion$s, traditions, practices, customs and stories"Change and Contin ity

%ignificant &vents

and 'eople

CCS1 1 Comm ni ate the im.ortan e o .at and .re ent .eo.le! day and e"ent in their li e! in the li"e o amily and omm nity member and in other

omm nitie

=etell the original torie a o iated +ith tradition o their amily and omm nity! in l ding Dreaming torie ! religio torie ! re o nt ! narrati"eC lt re ultural

iversity

CGS1 4 De ribe the lt ral! ling i ti and religio .ra ti e o their amily! their omm nity and other omm nitie

emonstrates an understanding of ho people in Australia e*press their uni+ue culture !y discussing customs, sym!ols and practices"%DH%E

&Foard o

St die 6SW!

(00 )

Inter.er onal

=elation hi.

I=S1 11 Identi ie the +ay in +hi h they omm ni ate! oo.erate and are or other

escri!es their families and other groups to hich they !elong"

&*plains hy different people are important to them">ro+th and

De"elo.ment

>DS1 7 De ribe the hara teri ti that ma,e them both imilar and ni e to other

Identifies specific attri!utes of other students"

Identifies personal characteristics that make them uni+ue"

Creati"e #rt

&Foard o

St die ! (00*a)

Ai al #rt A#S1 ( G e the orm to ma,e art+or, a ording to "arying re i rement

ses collage. techni+ue to create an art ork that represents their identity"

&*plore different kinds of su!/ect matter0 utilises a com!ination of te*tures, patterns, arrangements, colours, shapes, si1es etc"

A#S1 4 Fegin to inter.ret the meaning o art+or, ! a ,no+ledging the role o arti t and a dien e

nderstands ho different aspects of the orld are represented in pictures and other kinds of art orksEngli h

&Foard o

St die ! (00 )

/al,ing and i tening /S1 1 Comm ni ate +ith an in rea ing range o .eo.le or a "ariety o . r.o e on both amiliar and introd ed to.i in .ontaneo and tr t red la room

a ti"itie

#ives a simple description of familiar people, places, things"

&ngages in group discussion

2istens attentively and converses ith others to share ideas or give information/S1 ( Intera t in more e-tended +ay +ith le tea her inter"ention! ma,e in rea ingly on ident oral .re entation and generally li ten attenti"ely

2istens and contri!utes fre+uently to small-group interaction

&*periments ith varying voice, tone, volume and pace to indicate emotions"

%peaks clearly and conveys meaning to peers=eading =S1 5 =ead a +ider range o te-t on le amiliar to.i +ith in rea ing inde.enden e and nder tanding! ma,ing onne tion bet+een o+n ,no+ledge and

e-.erien e and in ormation te-t

ra s on o n kno ledge to interpret events in literary te*ts related to personal e*perience

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ses a num!er of sources for information, including pictures, posters, -34M%, signs, la!els, !ooksWriting WS1 7 %lan ! re"ie+ and .rod e a mall range o im.le literary and a t al te-t or a "ariety o . r.o e on amiliar to.i or ,no+n reader

5rites elementary literary te*ts

5rites a simple statement or short te*t for different purposes

ses ord processors to create te*ts"

hooses appropriate ords to la!el things such as dra ings and o!/ects

WS1 1( %rod e te-t ing letter o on i tent i e and lo.e in 6SW Bo ndation Style and ing om. ter te hnology

&*periments ith computer functions

&nlarges and changes te*t font Types sentence$s ithout assistance

Assess"ent: - Assessment strategies utilised throughout the unit are challenging yet culturally and developmentally appropriate"

# e ment or learning 9 diagnostic and formative assessment"

iagnostic assessment enable tea her to identi y t dent2 .rior ,no+ledge! ,ill and nder tanding a a o ndation or ne+ tea hing &M eod $ =eynold ! (00 ) /here ore diagno ti

method h a e tioning! brain torm and la room di ion are tili ed in the nit to identi y +here t dent are at2 and b e ently .lanned learning e-.erien e are tiered to the

ni e need o the la 6ormative assessment enable tea her to monitor t dent learning .rogre and b e ently ha.e tea hing to learning re .on e o t dent &M eod $

=eynold ! (00 ) /here ore ormati"e method h a +or, heet ! +or, am.le ! mar,ing r bri and the ob er"ation o t dent .arti i.ation in la room a ti"itie are em.loyed thro gho t

the nit to en re that t dent are .rogre ing thro gh the nit

# e ment o learning summative assessment

%ummative assessment allo+ tea her to ma,e on l ion abo t t dent 2 attainment o o t ome and e"al ate the e e ti"ene o tea hing and learning goal &M eod $ =eynold !

(00 ) Gtili ing mmati"e a e ment i e ential in order to re.ort t dent a hie"ement to .arent ! aregi"er and the hool omm nity &Fla , $ Wiliam! 1778) /here ore mmati"e

method h a the la # tralian Identity %o+er%oint2! +or, heet &mat hed to o t ome )! .eer a e ment! la room di ion and the general a e ment heet are ed in an

e ort to identi y t dent 2 a hie"ement o learning goal and .lan t re learning e-.erien e a ordingly

Outline of !ontent J indi ate le on ho en or 3 om. l ory le on .lan

W, e on Outco"es Teac)ing and $earning E isodes Assess"ent +esources

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1 1 CGS1 3!I=S1 11!/S1 1! =S1 5

,- Identit- &78 minute lesson)St dent om.lete the My Identity2 heet 9appendi* A:"Cla brain torm on +hat ma,e . o r identity In l de broad ategorie h a amily! riend ! gro . +e belongto! intere t ! lt re! religion! .ort ! +here +e li"e etSt dent ma,e .o ter on b t her .a.er I #m2 9appendi* ;:" /he e go into detail abo t t dent 2 ni e identitiee g amily K li t amily member eneral a e mentheet & mmati"e)

9 My Identity2 +or, heet9 F t her .a.er9 /ea her2 i one-am.le

1 ( CGS1 3!CCS1 1!I=S1 11!>DS1 7!A#S1 (!A#S1 4!/S1 (! =S1 5

'-"bols J &8< minute lesson) 'reparation activities for the iconCla di ion ymbol Con ider ome o the ymbol that are ed in o iety and +hat they re.re entSho+ la art+or, 6ive reamings. =>?7 by Mi hael 6el on /La,ammara 9appendi* :"Identi y the ymbol ed inthe art+or, and di +hat they might mean;re.re ent e g on entri ir le might mean a am. ite! or the +a"y

line might re.re ent hill ;mo ntainSt dent reate their i on &an #3 .o ter) /he i on +ill be ollated and made into a la identity boo,2

9 eneral a e ment

heet & mmati"e)9 e tioning &diagno ti )

9 Co.ie o art+or,9 Intera ti"e +;board9 #3 .a.er

9 #rt ..lie9 Maga ine

( 3 CGS1 3 !>DS1 7 !/S1 (

')aring Our Uni.ue Identities / & @* < minute lessons) 'resenting Icons/ea her .re ent their i on &again)St dent .re ent their i onBoteC these are done in @* < minute sessions on the same day to split it up (e"g" morning !lock and afternoon !lock)

9 %eer a e ment& ormati"e)9 I on a e ment heet& mmati"e)9 i tening a e ment

9 # e mentheet &.eer! i on$ li tening)9 /ea her2 i on

( 4 CCS 1! =S1 5!WS1 7! /S1 1

Aboriginal Identit- &78 minute lesson)Di +hat Dreamtime torie are and their im.ortan e to Indigeno # tralian=ead the Dreamtime tory Ho+ the S n Wa Made2 9appendi* : to the la Di the tory and ho+ itre.re ent #boriginal Identity2St dent reate their o+n tory &"ery brie narrati"e .age) that e-.re e their identity &in HSIE boo,)

9 eneral a e mentheet & mmati"e)

9 Cla et odreamtime tory9 St dent 2 HSIEboo,

3 5 CGS1 3!CGS1 4!/S1 1! =S1 5!WS1 7!WS1 1(

Australian Identit- &78 minute lesson)Cla di ion on +hat ymbol ;i on that re.re ent # tralian Identity2 e g /he Harbo r Fridge! "egemite!mate hi.2 etCreate a table on the board to re ord thi di ionIn gro . o three t dent e la.to. to reate one .o+er.oint lide Ea h gro . i allo ated one o the ymbol

di ed and m t reate a .o+er.oint lide that in l de : 1 +hat the ymbol i ( ho+ it re.re ent # tralia 3.i t re o the ymbol /he e are all ollated to orm a +hole la # tralian identity .o+er.oint .re entation

9 eneral a e mentheet & mmati"e)

9 %i t re o# tralianymbol9 8 la.to. &.rearranged +ithlibrary;otherla e )

3 * CGS1 3>DS1 7!/S1 1! WS1 7

A reciating Ot)er Identities / &78 minute lesson) 'ost activities from and for the icon purpose$meaningCla brain torm o the "ario identitie in the omm nitySt dent are gi"en another t dent2 i on &their .age rom the la identity boo,2) in .air St dent om.lete theMy 6e+ Briend2 +or, heet 9appendi* &: St dent meet +ith their .artner and Loin +ith another .air and hare their +or, heet in their gro . o 4Cla di ion on +hat they learnt abo t their ne+ riend 2 and the im.ortan e o a..re iating e"eryone2 identity

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Identity i an mbrella term ed to de ribe a .er on2 on e.tion and e-.re ion o their indi"id ality /here i a trong em.ha i on the need or hool and tea her to re ogni e the

entrality o identity in their t dent and b e ently de ign learning e-.erien e that o ter the de"elo.ment o one2 identity &>roome! 1775) /he nit My Identity2 +a de igned in

re .on e to thi need and ltimately aim or t dent to %i&om.rehend +hat on tit te the on e.t identity2 %ii&gain an nder tanding o their .er onal identity and eel a e e-.re ing it

%iii&learn abo t # tralian and #boriginal identity and %iv& a..re iate the di"er ity among their .eer and +ider omm nity be ore they are e-.o ed to negati"e .er e.tion #dditionally thi

nit ha embedded #boriginal and /orre Strait I lander .er .e ti"e in an e ort or t dent to a ,no+ledge the hi tory and identity o the traditional o+ner o the land &Wil,in on! (007)

#ll learning e-.erien e attem.t to .ro"ide t dent +ith the on"ention and trategie that are e ential or e &Wil,in on! (007) S b e ently nit2 learning e-.erien e are

e en ed o that ea h le on b ild on on e.t e-.lored in the .re"io one in an e ort or t dent de"elo. ni e nder tanding o the notion o identity /he ir t le on introd e the

on e.t o identity! the ne-t t+o le on o on om.rehending and haring their o+n .er onal identity! the ne-t t+o le on o nder tanding #boriginal and # tralian identitie and

inally the nit i on l ded +ith t dent reali ing and a..re iating other 2 identitie &both .eer and +ider omm nity)

/he nit in or.orate o t ome rom o r ,ey learning area & # ) by integrating Engli h! %DH%E! HSIE and Creati"e #rt /he integration o n mero # enable t dent to a hie"e

the o t ome a a re lt o +or,ing to+ard a bigger goal2 & nder tanding identity2) /he in l ion o "ario # attem.t to ma,e le on e i ient and meaning l to all tho e in"ol"ed

Aygot ,y ad"o ated that o ial relation orm the de"elo.mental onte-t o hildren and de ine their nat re! to the e-tent that hildren2 de"elo.ment be ome the re lt o intera tion +ith

obLe t and indi"id al +ithin the en"ironment &Aialle! y aght! $ Aereni,ina! (008) /here ore di ion ! mall gro . ta , and .aired a ti"itie are .rominent thro gho t the nit in an e ort

or t dent to a old ea h other2 learning +ithin their one o .ro-imal de"elo.ment &N%D) and in an e ort to a+a,en the internal de"elo.mental .ro e e that only emerge +hen a

t dent i intera ting +ith more e-.erien ed .eo.le &Aialle! y aght! $ Aereni,ina! (005)

Within the nit a ombination o diagno ti ! ormati"e and mmati"e a e ment trategie are tili ed n an e ort to ater to the "ario abilitie and trength o the la Diagno tia e ment enabled the identi i ation o t dent 2 .rior ,no+ledge! ,ill and nder tanding and enabled or rri l m om.a ting or t dent that demon trated ma tery &Aialle $ =oger !

(007) Diagno ti a e ment i e"ident in the nit thro gh la room di ion ! e tioning and brain torm Bormati"e a e ment enabled the monitoring o t dent 2 learning .rogre

thro gho t the nit o that ta , o ld be adL ted a ordingly and i e"ident thro gh +or, heet ! ob er"ation ad +or, am.le S mmati"e a e ment in the nit e"al ate the

a hie"ement o tea hing and learning goal and g ide t re learning e-.erien e &M eod $ =eynold ! (00 ) and i e"ident thro gh the .re entation ! r bri and +or, heet

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$esson 1lans

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Week:


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Whole la

10 min te

Indi"id al

30 min te

Bi"e Dreaming #rt+or,

%la e a o.y o Mi hael 6el on /La,ammara2 art+or, 6ive Dreaming &1784) on an o"erhead &or intera ti"e

+hiteboard i a"ailable) b t al o ha"e a hard o.y to di .lay and . a aro nd to the la & or lo e e-amination )

# , t dent to identi y amiliar ymbol that they an ee e g +a"y line ! ir le ! na,e et

Debate o"er +hat ea h ymbol might mean e g on entri ir le may mean a +aterhole or a am. ite et and

+a"y line might re.re ent hill ;mo ntain or ri"er et

Di +ith t dent the im.ortant role ymbol .lay in #boriginal lt re

/elling < r2 Storie /hro gh Symbol & reating i on )

iscussionC

/ea her re"i it hi ;her i on identity .o ter) +ith the la di .lay it to the la and reiterate ho+ ea h thing

on it i re.re entati"e o +ho they are

Di +ith t dent +hat they +o ld e to re.re ent +ho they are

reating 'ostersC


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Week: /+o $esson: /hree $esson Title: Sharing < r Gni e Identitie &.re enting i on ) Duration: (- 30 min te e ion

Ai"s of $esson : Bor t dent to: 9 demon trate an nder tanding o +hat on tit te one2 identity

9 .ro"ide a "erbal .re entation and L ti i ation o their identity to an a dien eOutco"es:

'IE: CGS1 3 1D 1E: >DS1 7 Englis): /S1 (+esources:

/ea her2 i on & ame one a in the ir t le on) $ t dent indi"id al i on & reated in .re"io le on)

%eer a e or heet 9appendi* #:

I on a e ment heet 9appendi* D:

i tening a e ment heet 9appendi* I: one heet a e e the +hole la &.eriodi al a e ment ma,e a ro +hen ne e ary)Assess"ent

%eer a e ment heet +ill be ta,en into on ideration by the tea her +hen inali ing mar, ; eedba , or t dent & mmati"e a e ment)

I on a e ment heet & om.leted by the tea her) er"e a mmati"e a e ment &in l de o t ome that are being a e ed & ontent) a +ell a .re entation ,ill )

i tening ,ill a e ment 9appendi* I:a e e ho+ +ell t dent .ay attention and a t a mmati"e a e ment &tal,ing and li tening ,ill Engli h)

/ea her ha the o.tion to ill o t ome into the general a e ment heet 9appendi* 6: to mat h .e i i o t ome to ea h ta , & mmati"e a e ment)4rou ing *

Ti"ingTeac)ing and $earning E5 eriences Teac)ing 6otes

Whole la ;

tea her

5 min te

Whole la ;

Indi"id al

(5 min te -(

e ion

/ea her %re ent I on

/ea her .re ent their i on again &brie ly) to remind t dent o re irement o the .re entation

%re enting I on

St dent .re ent their i on to the la ollo+ing the g ideline 9appendi* D:handed o t in .re"io le on

St dent m t:

9 di .lay their i on to the la

9 tal, abo t ,ey eat re o their identity &+hat ma,e them +ho they areO)

9 e-.lain ho+ ea h eat re o the i on i re.re entati"e o their identity

/he tea her .re ent their i on in the e-a t a hion a they

did in the ir t le on /he . r.o e i to remind t dent o

re irement and to boo t on iden e

/o en re airne ! to determine the order o .re entation

t dent name +ill be . lled o t o a hat

St dent ho ld be en o raged to e .alm ard to &a)

ho+ they ha"e .re.ared a..ro.riately and &b) to a i t

them d ring their .re entation

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Whole la

5910 min te

9 identi y +hat a .e t o their i on they li,e;di li,e

St dent ta,e t rn at a e ing their .eer ing a .eer a e ment heet2 9appendi* #:

Con l ion

%rai e t dent on their e ort in their .re entation

%ro"ide eedba , a a +hole on ho+ they +ent

Cla di ion on +hat they learnt rom the .re entation

9 +hat they learnt abo t identity rom their o+n .re entation &thro gh .re.aration! ma,ing i on and re ear h)

9 +hat they learn abo t identity rom other .re entation &thro gh li tening and ob er"ing)

Write the g ideline on a .ie e o b t her .a.er and hang

it . in the la o i t dent get lo t; on ed they an

re er to +hat they need to tal, abo t

/o ma,e re all t dent ha"e a t rn at .eer a e ing2

t dent 2 name +ill be dra+n o t o a hat &i their o+n

name ome o t it i .la ed ba , in the hat and redra+n)

/ea her need to monitor t dent 2 .rogre ion thro gh the

ta , and .ro"ide a olding and ..ort a ne e ary

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Week: /hree $esson: Si- $esson Title: #..re iating DS1 7 Englis): /S1 1! WS1 7+esources:

St dent 2 H S I E boo,

My 6e+ Briend2 +or, heet 9appendi* &:

Assess"ent

Frain torm & ormati"e a e ment) determine i t dent may ha"e .rogre ed & o ld t dent a..ly ontent ,no+ledge rom .rior le on to the di ion;brain tormO)

Wor, heet & mmati"e a e ment) 9 demon trate t dent ability to obtain and re ord in ormation

9 ho+ t dent om.rehen ion o +hat ma,e . an identity &+hat do they de ribe a admirable identitie O)

/ea her ha the o.tion to ill o t ome into the general a e ment heet 9appendi* 6: to mat h .e i i o t ome to ea h ta , & mmati"e a e ment)4rou ing *

Ti"ingTeac)ing and $earning E5 eriences Teac)ing 6otes

Whole la

5910 min te

or di ion

$ 5910

min te or

tran erringinto boo,

%aired +or,

15 min te

Cla Frain torm

Cla brain torm on the "ario ty.e o identitie and identity gro . that e-i t in the omm nity In l de

di ion to.i h a :

9 religio gro . 9 .orting gro . 9 l b

9 lt ral gro . 9 hool gro . 9 amily gro .

Write idea and di ion to.i on the +hiteboard St dent then o.y the e into their HSIE boo,

e-am.le o ho+ to et . brain torm on the board

My 6e+ Briend # ti"itie

En re t dent om.rehend that omeone2 identity i

made . o a m ltit de o attrib te they are not de ined by

one .arti lar eat re o their identity

/ry and en re all t dent ontrib te in ome +ay to the

la di ion%rom.t t dent or de ired an +er .ro"ide am.le

g idan e and hint 2

En re all t dent ha"e the o..ort nity to hare their idea

and .arti i.ate in the di ion

%artner are .rearranged and de ided by the tea her &toPage 15 of 29


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Whole la

10 min te

St dent are .la ed in .air and gi"en their .artner2 i on &their .artner2 .age rom the la identity boo,)

St dent t dy their .artner2 identity2 and om.lete the My 6e+ Briend2 +or, heet 9appendi* &: St dent e a

ombination o the in ormation obtained rom the i on and additional in ormation obtained by trategi e tioning

%air Loin . +ith another .air &to orm gro . o 4) In gro . t dent e their om.leted +or, heet a a

g ideline to:

9 di imilaritie and di eren e they ha"e +ith their .artner

9 hare +hat a .e t o their .artner2 identity that they li,e;admire

9 de ribe +hat a .e t o their .artner2 identity ma,e them ni e and .e ial

Sharing E"eryone2 Identitie

Cla ome together to tal, abo t the "ario identitie that e-i t in o r la 2 and +hat on tit te the e

identitie

St dent hare and re le t on +hat they learnt abo t their ne+ riend 2

Di the im.ortan e o a..re iating e"eryone2 ni e identitie

en re t dent are .la ed +ith a .eer they do not ,no+ too

+ell hen e the on e.t o ne+ riend2)

%air are Loined +ith other .air ba ed on their ini hing time

e g +hoe"er ini he ir t goe +ith the gro . +ho ini he

e ond and o orth

%artner it +ith ea h other ome+here in the la +here

they ha"e their o+n .a e

St dent it on the loor in a ir le ne-t to their .artner o

they an all ee ea h other

Sele t t dent randomly to hare their e-.erien e +ith

their ne+ riend

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A endi5 $ist

#..endi- # My Identity2 Wor, heet

#..endi- F I #m

#..endi- C Bi"e Dreaming

#..endi- D Ho+ the S n Wa Made#..endi- E My 6e+ Briend2 Wor, heet

#..endi- B >eneral # e ment Sheet

#..endi- > %eer # e ment Sheet

#..endi- H I on # e ment Sheet

#..endi- I i tening # e ment Sheet

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A endi5 A 7 My Identity 5orksheet

.My Identity.My name is:

_____________________________________

But I like to be called: _____________________________

In my family there is my ____________________________

__________________________________________

____ A picture of my family:

I was born in: _____________ and live in:

____________

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I am interested in: 1.

___________________________

2. ___________________________ My favourite food is:

_______________________________

My favourite sport or hobby is:

________________________ My favourite t.v. show is:

___________________________

If I had one wish it would be:

________________________ __________________________________________

____

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A endi5 8 7 I am. 5orksheet

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A endi5 D 7 Do the %un as Made

How The Sun Was Made For a long time there "as no s#n$ only a moon an% stars. That "as &e'ore there "ere men on the earth$ only&ir%s an% &easts$ all o' "hich "ere many si(es larger than they are no".

)ne %ay Dine"an the em# an% *rolga the native companion "ere on a large plain near the M#rr#m&i%gee. Therethey "ere$ +#arrelling an% 'ighting. *rolga$ in her rage$ r#she% to the nest o' Dine"an an% sei(e% 'rom it one o'the h#ge eggs$ "hich she thre" "ith all her 'orce #p to the sky. There it &roke on a heap o' 'ire"oo%$ "hichrst into 'lame as the yello" yolk spille% all over it$ an% lit #p the "orl% &elo" to the astonishment o' everycreat#re on it. They ha% &een #se% to the semi,%arkness an% "ere %a((le% &y s#ch &rightness.

- goo% spirit "ho live% in the sky sa" ho" &right an% &ea#ti'#l the earth looke% "hen lit #p &y this &la(e. etho#ght it "o#l% &e a goo% thing to make a 'ire every %ay$ an% 'rom that time he has %one so. -ll night he an%his atten%ant spirits collect "oo% an% heap it #p. /hen the heap is nearly &ig eno#gh they sen% o#t the morning

star to "arn those on earth that the 'ire "ill soon &e lit.

The spirits$ ho"ever$ 'o#n% this "arning "as not s#''icient$ 'or those "ho slept sa" it not. Then the spiritstho#ght someone sho#l% make some noise at %a"n to heral% the coming o' the s#n an% "aken the sleepers. *#t'or a long time they co#l% not %eci%e to "hom sho#l% &e given this o''ice.

-t last one evening they hear% the la#ghter o' 0oo,goor,gaga$ the la#ghing jackass$ ringing thro#gh the air.That is the noise "e "ant$ they sai%.

Then they tol% 0oo,goor,gaga that$ as the morning star 'a%e% an% the %ay %a"ne%$ he "as every morning tola#gh his lo#%est$ that his la#ghter might a"aken all sleepers &e'ore s#nrise. 2' he "o#l% not agree to %o this$

then no more "o#l% they light the s#n,'ire$ t let the earth &e ever in t"ilight again.

*#t 0oo,goor,gaga save% the light 'or the "orl%.

e agree% to la#gh his lo#%est at every %a"n o' every %ay$ an% so he has %one ever since$ making the air ring"ith his lo#% cackling$ 0oo goor gaga$ goo goor gaga$ goo goor gaga.

/hen the spirits 'irst light the 'ire it %oes not thro" o#t m#ch heat. *#t &y the mi%%le o' the %ay$ "hen the"hole heap o' 'ire"oo% is in a &la(e$ the heat is 'ierce. -'ter that it &egins to %ie gra%#ally a"ay #ntil$ ats#nset$ only re% em&ers are le't. They +#ickly %ie o#t$ e!cept a 'e" the spirits cover #p "ith clo#%s an% save tolight the heap o' "oo% they get rea%y 'or the ne!t %ay.

3hil%ren are not allo"e% to imitate the la#ghter o' 0oo,goor,gaga$ lest he sho#l% hear them an% cease hismorning cry.

2' chil%ren %o la#gh as he %oes$ an e!tra tooth gro"s a&ove their eye,tooth$ so that they carry the mark o'their mockery in p#nishment 'or it. /ell the goo% spirits kno" that i' ever a time comes "hen the 0oo,goor,gagas cease la#ghing to heral% the s#n$ then no more %a"ns "ill &e seen in the lan%$ an% %arkness "ill reign oncemore.

)&taine% 'rom http 55""".crystalinks.com5%reamtime.html

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http://www.crystalinks.com/dreamtime.htmlhttp://www.crystalinks.com/dreamtime.html


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A endi5 E 7 9 My Be 6riend. 5orksheet

My New FriendMy new friend s name is: ___________

My new friend likes similar thin!s that I like. "hese

are:

_______________________________________

__

_______________________________________

__

My new friend likes different thin!s to what I like.

"hese are:

_______________________________________

___

_______________________________________

___

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'tudent 6a"e

5 r i t e o u t c o m e

h e r e

5 r i t e

l e s s o n n o

" h e r e


h e r e

5 r i t e

l e s s o n n o

" h e r e 5

r i t e o u t c o m e

h e r e

5 r i t e

l e s s o n n o "

h e r e


h e r e

5 r i t e

l e s s o n n o "

h e r e


h e r e

5 r i t e

l e s s o n n o "

h e r e


h e r e

5 r i t e

l e s s o n n o "

h e r e

%tudent E = A 5; # C WF

%tudent E @ C C #

%tudent E A D C #

%tudent E 7 ; C D #

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A endi5 4 7 'eer Assessment %heet

Identit- Icons 7 1eer Assessor ')eet'tudent na"e: Date:

Did t)e student follow t)e directions for creating t)eir icon< =E' 6O

Did t)e student s eak clearl- and confidentl-< =E' 6O

Did t)e student e5 lain )ow t)eir icon re resented t)eir identit-< =E' 6O

W)at did -ou t)ink of t)e resentation< %circle one or two&

Banta ti 6eed a little bit o +or, >ood

In ormati"e >reat #"erage E- iting

Intere ting Foring 6eed a lot o +or,

Assessed b-: 'igned:

Identit- Icons 7 1eer Assessor ')eet'tudent na"e: Date:

Did t)e student follow t)e directions for creating t)eir icon< =E' 6O

Did t)e student s eak clearl- and confidentl-< =E' 6O

Did t)e student e5 lain )ow t)eir icon re resented t)eir identit-< =E' 6O

W)at did -ou t)ink of t)e resentation< %circle one or two&

Banta ti 6eed a little bit o +or, >ood

In ormati"e >reat #"erage E- iting

Intere ting Foring 6eed a lot o +or,

Assessed b-: 'igned:

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A endi5 7 Icon Assessment %heet

I on %re entation # e ment Sheet'tudent: ;;;;;;;;;;;;;;;;;;;;;; Date: ;;;;;;;;;;;;;;;;;;;;;; Ti"e: ;;;;;" ;;;;;;s

Content Mar,ing > ide %re entation Mar,ing > ideF K Feginning E"ident K ti , &)D K De"elo.ing 6ot e"ident K ro &-)C K Con olidating# K # hie"edWF K Wor,ing Feyond

!ontent 1resentationDemon trate an nder tanding o +haton tit te one2 identity PCGS1 3Q

Demon trate .re.aration or.re entation9 .alm ard &one ti ,)9 om.leted i on &one ti ,)

9 timing &one ti ,)De ribe their amily and gro . to +hi h they belong PI=S1 11Q

S.ea, +ith lear tone &one ti ,)

Identi ie ,ey a .e t o their identity thatma,e them ni e P>DS1 7Q

Ma,e eye onta t +ith a dien e &oneti ,)

!o""ents:

I on %re entation # e ment Sheet'tudent: ;;;;;;;;;;;;;;;;;;;;;; Date: ;;;;;;;;;;;;;;;;;;;;;; Ti"e: ;;;;;" ;;;;;;s

Content Mar,ing > ide %re entation Mar,ing > ideF K Feginning E"ident K ti , &)D K De"elo.ing 6ot e"ident K ro &-)C K Con olidating# K # hie"edWF K Wor,ing Feyond

!ontent 1resentationDemon trate an nder tanding o +haton tit te one2 identity PCGS1 3Q

Demon trate .re.aration or.re entation9 .alm ard &one ti ,)9 om.leted i on &one ti ,)9 timing &one ti ,)

De ribe their amily and gro . to +hi h they belong PI=S1 11Q

S.ea, +ith lear tone &one ti ,)

Identi ie ,ey a .e t o their identitythat ma,e them ni e P>DS1 7Q

Ma,e eye onta t +ith a dien e &oneti ,)

!o""ents:

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A endi5 I 7 2istening Assessment %heet

B4T&%C 9 one ro .er .re entation 9 +hen t dent get a ro gi"e them a +arning &let them ,no+) o they ha"e the han e to im.ro"e theirbeha"io r or the ne-t .re entation

$istening 'kills Assess"ent ')eet%la e a ro &-) ne-t to a t dent name ea h time they do not demon trate a..ro.riate li tening ,ill d ring.re entation

> ideline or grade# K 0 1 roF K ( 4 ro eC K 5 ro eD K 8 1( ro eE K 13 1* ro eB K 1 R ro e

'tudent ,isbe)aviour Tall-

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

St dent

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+eference $ist

Fla ,! % ! $ Wiliam! D &1778) # e ment and Cla room earning &ducationC 'rinciples, 'olicy and 'ractice, 8&1)! 9 4

Foard o St die &(00*a) B%5 reative Arts K-F %ylla!us Sydney: Foard o St die 6SW

Foard o St die &(00*b) B%5 Duman %ociety and Its &nvironment K-F %ylla!us Sydney: Foard o St die 6SW

Foard o St die &(00 ) B%5 &nglish K-F %ylla!us Sydney: Foard o St die 6SW

Foard o St die 6SW &(00 ) B%5 'ersonal evelopment Dealth and 'hysical &ducation K-F %ylla!us Sydney Foard o

St die 6SW

De.artment o Ed ation and /raining &(003) ality tea hing in 6SW . bli hool %ro e ional S ..ort and C rri l m

Dire torate

>roome! H &1775)5orking purposefully ith A!original students Went+orth Ball : So ial S ien e %reM eod! T H ! $ =eynold ! = &(00 ) Guality teaching for +uality learningC planning through reflection Melbo rne! AIC: /hom on

6SW De.artment o S hool Ed ation &177*) #boriginal Ed ation %oli y Sydney: 6SW De.artment o S hool Ed ation:

#boriginal Ed ation Gnit

Aialle! W ! y aght! % ! $ Aereni,ina! I &(008)Dand!ook on child development @& Melbo rne: Cengage earning # tralia %ty

td

Aialle! W ! y aght! % ! $ Aereni,ina! A &(005)'sychology for educators Melbo rne: /hom on So ial S ien e %re

Aialle! W ! $ =oger ! &(007)&ducating the gifted learner /errigal: Da"id Farlo+ % bli hing

Wil,in on! T &(007) =ea hing their .otential: +hatU +or,ing +ith Indigeno t dent Teacher &(0()! 5(955

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