Topic Title: · Web viewUp Listen to The Fire at Ross’s Farm, by Henry Lawson, in Victorian Readers Fifth Book. Discuss Australian settlement and the disputes between squatters

INTEGRATED LIBRARY UNIT: Level 4 Australian Literature Mossgiel Park Primary School 2007

Theme: Australian Literature Level(s): 4 Term/Date: Term 3 2007 Duration: 6-8 weeks

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Strands and Domains Dimensions Teaching & Learning Strategies

Structures for Effective Collaborative Learning

ICT Learning Focus PoLT Focus Values Education

Focus Questions Key Understandings for Assessment Standards Assessment for/as/of Learning

Activity LinksTuning In Activity Cluster 1 Activity Cluster 2 Activity Cluster 3Activity Cluster 4 Activity Cluster 5 Activity Cluster 6 Activity Cluster 7Activity Cluster 8 Wrapping up & review Supporting Resources Other Info

Bloom/Gardner Matrix Term Planner/Standalone units Evaluation Information Search Process

Dom

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ons English History Communication The Arts

Speaking & Listening Reading Writing

Historical knowledge & understanding

Historical reasoning & interpretation

Listening, viewing & respondingPresenting

Creating & making Exploring & responding

Interpersonal development Personal Learning ICT Thinking Building social relationships Working in teams

The Individual learner Managing personal learning

ICT for visual thinking ICT for creating ICT for communicating

Reasoning, processing & enquiry

Creativity Reflection, evaluation &

metacognition Up

Teaching and Learning strategiesTeacher Planning Frameworks

Three Storey Intellect PBL (Problem-based learning) Bloom's Taxonomy Multiple intelligences Thinker's Keys Six Thinking Hats CoRT Inquiry based learning

Tuning In Strategies

Brainstorming Think, Pair, Share Y Chart Placemat Graffiti Wall Sunshine wheel A-Z

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INTEGRATED LIBRARY UNIT: Level 4 Australian Literature Mossgiel Park Primary School 2007Graphic Organisers

Concept map Mind map Venn diagram Issues map Flow diagram Storyboarding Fishbone diagram Gantt chart (Projects Planning) Cause & Effect Wheel Affinity diagram (Sorting data) K-W-L-H T or Y Chart Spider Map Force Field Analysis (Action planning) SWOT Analysis (Action planning)

Questioning Closed (Skinny) Questions Open questions Hypothetical/Scenario-based questions Socratic questioning Reflective questioning Thinking/content questions Interpersonal or collaborative questions Personal learning questions Question matrix The 5 Whys

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Structures for Effective Collaborative Learning

Collaborative Learning Strategies Personal Learning Generic skills & competencies Establishing roles Inside/Outside Circles Four Corners Three Step Interview Jigsaw Fishbowl Debate Discussion Role play & drama Code of cooperation Action planning Classroom meetings Multi-voting technique Nominal group technique Expert groups

Reflective questioning Share time Reflection circles Reflective journals Capacity matrix Learning journals Whole brain learning Habits of mind Goal setting Design brief Problem solving

Collecting, analysing & organising information Communicating ideas & information Planning & organising activities Working with others and in teams Using mathematical ideas & techniques Solving problems Using technology

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ICT/eLearning Word Processing Templates Graphics Desktop Publishing Databases Spreadsheets/Graphs Interactive Multimedia (X-words &

word search program) Multimedia Presentation

Graphic organisers Using digital objects Using a digital camera Scanning Video capture and editing Animation Data-logging Blog

Simulation HotLists Scrapbook Web Quest Web Search Paperless product Paperless assessment Digital profiles

Web Authoring Other authoring tools Video-conferencing Sound editing Programming E-Mail Global classroom project Library Catalogue skills

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SLAV Library focus

Literary skillsWith teacher assistance, modelling and scaffolding students will be able to: LS 4.1 distinguish between realism and fantasy in fiction and biographical books and explain the differences LS 4.2 identify themes in novels and relate them to real life LS 4.3 describe the storyline development in particular novels, setting, problem, climax and ending LS 4.4 describe personality changes that occur in characters LS 4.5 evaluate the credibility of characters from novels LS 4.6 identify setting, time and social aspects LS 4.7 identify premeditated or spontaneous actions carried out by characters in particular novels Film - Film as Text LS 4.1F identify film as a literary form LS 4.2F describe where the story takes place in particular film LS 4.3F identify strong emotions that occur in a film that is viewed



Learning Focus

Disciplinary Learning UpEnglishStudents reflect on reading, viewing, writing, speaking and listening in ways that develop considered and critical approaches to a range of texts. These include extended literary texts such as novels, short stories, poetry and non-fiction; Students explore the relationship between the purpose and audience of texts and their structures and features, for example: sentence and paragraph structure, grammar, figurative language and organising structures in print texts; features of visual texts; and sound effects, characterisation and camera angles used in film. They develop their knowledge of how texts are constructed for particular purposes, and examine and challenge generalisations and simplistic portrayals of people and social and cultural issues. They learn how to draw evidence from texts to support their points of view. They experiment with several strategies when interpreting texts containing some unfamiliar ideas and information, for example, reading on, using diagrams, and differentiating between statements of fact or opinion.Students write texts for a range of purposes that demonstrate their developing understanding of the way imagery, characterisation, dialogue, point of view, plot and setting contribute to the meaning of written and multimodal texts. … Students become more systematic in their use of strategies for writing (including note-making, using models, planning, editing and proofreading) and make decisions about appropriate structures and features of language in texts for different purposes and audiences. They develop terminology or metalanguage to talk about and describe particular structures and features of language….Students engage in exploratory talk to share and clarify their ideas, to formulate simple arguments and to seek the opinions of others. They participate in oral interactions for different purposes, including entertaining, informing and influencing others. Students learn to sustain a point of view, and provide succinct accounts of personal experiences or events.They experiment with spoken language features such as pace, pitch and pronunciation to enhance meaning as they plan, rehearse and reflect on their presentations. They build their capacity to combine verbal and visual elements in texts to communicate ideas and information by using, for example, presentation software or overheads. When listening, students practise identifying the main idea and supporting details of spoken texts and summarising them for others. They begin to identify opinions offered by others, propose other viewpoints, and extend ideas in a constructive manner.

Learning Focus

History Students… develop an understanding of change and continuity over time through the history of the establishment and growth of Australia. They learn about …the impact of European settlement .. 1 The ArtsStudents… learn about ways to design, improvise, represent, interpret, make and present arts works that communicate feelings and their interests and understanding of themselves, their relationships and other people.CommunicationStudents develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audienceICTStudents use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them. ThinkingStudents make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.

1 They deconstruct the way Aborigines are depicted in The Drover’s Wife and discuss displacement by settlers, loss of access to tribal lands and effects on tribal population numbers. /tt/file_convert/5e87948c52dd122a5814a48b/document.doc Page 4 of 15 18/05/2023

INTEGRATED LIBRARY UNIT: Level 4 Australian Literature Mossgiel Park Primary School 2007Personal LearningStudents continue to develop and monitor their own learning goals.Interpersonal LearningWorking in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

POLT Focus

1. The learning environment is supportive and productive. How do we focus support for students who have particular needs? Craig, Daim, Sarah V, Mark H, etc. Up

Values Education

Care and compassion Freedom Fair go2 Doing your best Respect. Honesty and trustworthiness Integrity: thinking for yourself. Responsibility Understanding, tolerance, and inclusion Up

Key Understandings for Assessment Focus QuestionsLiterature UpLS 4.1 distinguish between realism and fantasy in fiction and biographical books andexplain the differencesLS 4.3 describe the storyline development in particular novels, setting, problem,climax, endingLS 4.5 evaluate the credibility of characters from novelsLS 4.6 identify locale, time and social aspects of settingLS 4.7 identify premeditated or spontaneous actions carried out by characters in particular novels

Where does the story take place?What was it like? Could there be a place like this?Would you like to live there?When does it take place: past, present or future?

Disciplinary Standards Inter-disciplinary StandardsEnglishStudents read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats.Students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing.They employ a variety of strategies for writing, including note-making, using

CommunicationThey develop interpretations of the content and provide reasons for them.Using criteria provided, they evaluate the effectiveness of their own and others' presentations.Students summarise & organise ideas and info, logically & clearly in presentationsThinkingThey collect relevant information from a range of sources and make judgments

2 Students discuss racism in the depiction of the Aboriginal who built the woodpile hollow, and the drover’s preference for a drunken white doctor over the Aboriginal midwife who saved his wife’s life. /tt/file_convert/5e87948c52dd122a5814a48b/document.doc Page 5 of 15 18/05/2023


Key Understandings for Assessment Focus Questionsmodels, planning, editing and proofreading.When listening, they identify the main idea and supporting details of spoken texts and summarise them for others.HistoryStudents use a range of primary and secondary sources to investigate the pastThey construct timelines, and develop explanations and narratives in a range of forms

about its worth.They use the information they collect to develop concepts, solve problems or inform decision-makingThey develop reasoned arguments using supporting evidence.They use a broad range of thinking processes and tools and reflect on and evaluate their effectivenessThey articulate their thinking processes.They document changes in their ideas and beliefs over time.



Physical, Personal and Social Learning Standards Assessment for LearningHPEPersonal LearningStudents monitor and describe progress in their learningStudents develop and implement plans to complete tasks within externally imposed time frames.Interpersonal LearningStudents work effectively in different teams and take on a variety of rolesThey work cooperatively to allocate tasks and develop timelinesThey accept responsibility for their role and tasksThey explain the benefits of working in a team and provide feedback on their own and the team's performance.

Tuning In: Discussion about C19th bush life.Recapping the story and key elements of it from week to week



Assessment as Learning Assessment of Learning

Up5 Questions about Setting on display for regular reference.Personal Learning Journals. Student negotiated rubrics

Possible choices (The Drover’s Wife) Plan or map of the drover’s house. Venn diagram: Then and Now (laptop optional)Make an acrostic poem about life in the bush. Crossword or word searchAnnotated pictures (drawing, collage, pastels etc)Literary mapPMITor Y-chartMake a model (discuss practicalities in the library as distinct from the art room)Written descriptions.Sunshine wheelConcept map (laptop optional)Not optional Dragonkeeper Mind map



Planning sequence What students do Teaching points and questions Grouping Special needs Assessment

Tuning InUp

Listen to and read along with The Drover’s Wife by Henry Lawson in Victorian Readers Fifth Book. Contribute to discussions about isolation, courage and loneliness. Compare aspects of the characters’ C19th lives with their own C21st lives. Complete learning journals, using 1/2/3/4 rating.

Where is the scene set? (Time, place). Discuss couples setting out to take up land in the bush in the C19th, simple tools and rudimentary knowledge of bushcraft & farming.Cue in with pictures of bush huts, including one with a separate kitchen.Use students as ‘logs’ to demonstrate bush house construction method.Consider the sombre nature of the story? Is it a true picture of bush loneliness? Are there compensatory joys in a bush life?

individual pairs groups whole class

Students self-select from the assessment options according to ability. At-risk and ESL students will be given extra guidance and support to achieve the goals in their project plans.

Assessment for learning(Discussion about C19th bush life.)

Assessment as learning

Assessment of learning



Activity Cluster 1Up

Contribute ideas to the question: What has stayed in your mind from last week’s story of The Drover’s Wife? What one word would you choose to describe her life?

Listen to Lizzie Nonsense and identify features of illustrations which offer additional information about the setting. Compare the story with The Drover’s Wife and identify elements drawn from it.Discuss whether Lizzie Nonsense is plagiarism.

Brainstorm ways to demonstrate understanding of the setting in The Drover’s Wife, responding to the 5 questions about setting:Where does the story take place?What was it like? Could there be a place like this?Would you like to live there?When does it take place: past, present or future?

Prepare plan indicating what has to be shown, student choice of assessment task and equipment/resources needed to achieve it. (May be done in pairs).

Complete learning journals, using 1/2/3/4 rating.

Discuss social aspects of the setting.

Deconstruct the way Aborigines are depicted in The Drover’s Wife and discuss displacement by settlers, loss of access to tribal lands and effects on tribal population numbers.

Discuss racism of the characters: How was the Aborigine paid for chopping the wood? How does this compare with the barter arrangements she has with her brother-in-law? Is the behaviour of the Aborigine dishonest? What can you infer from their choice to call a drunken doctor to attend at the birth? Did they know there was an Aboriginal midwife or did they prefer not to call on her?





Assessment of learningPossible choices (see Assessment of Learning above)




Listen to The Fire at Ross’s Farm, by Henry Lawson, in Victorian Readers Fifth Book. Discuss Australian settlement and the disputes between squatters and selectors.

Write plan and have it approved. The plan shows What I know about the setting How I will show that I know it (i.e.

their choice from the assessment options)

What equipment I need What I will finish each week from

now till the due date e.g. Week 7: write plan; Week 8 1st draft etc


Squatters resented selectors taking up their land, but didn’t realise they themselves had taken up Aboriginal land. Model writing a plan.Clarify expectations for students who work in a pair or group (i.e. that each will still complete one assessment option, and each one has to be different.)Provide extra scaffolding for at risk students.







Listen to National Simultaneous Story Time text (The Magic Hat by Mem Fox in 2007) & contribute to brief discussion about text and illustrations.

Contribute to discussion about how project could be corrected and what standard is expected. Contribute to ideas for rubric for marking the project.

Using personal plan for term3 project continue project activity.


What would the project look like to be ‘at the expected level’? Model a PMI taking suggestions from the students. Ask them to rate it using 1/2/3/4. Model improving the PMI with sentences at Y5/6 standard.

Develop rubric for marking based on student ideas.









Begin listening to Dragonkeeper by Carole Wilkinson & contribute to comparison of setting with The Drover’s Wife.

Contribute to discussion about how art project could be corrected and what standard is expected.

Using personal plan for term3 project complete project activity. (2 weeks) Refer to rubric while working on project.


What is the setting for Dragonkeeper? How does it differ from The Drover’s Wife? Why is an Australian author writing about ancient China & dragons?

What would artwork for the project look like to be ‘at the expected level’? Distribute & clarify rubric for marking based on student ideas.



Assessment for learning(Recap storyline and details from previous lesson.)


Assessment of learningLS 4.1 distinguish between realism and fantasy in fiction and biographical books and explain the differences


Continue listening to Dragonkeeper by Carole Wilkinson & identify elements of plot, setting and character that make it realistic.

Create a mind map that shows these elements, adding to it each week until the story is finished.


Using OHP and coloured pens, model making a mind map about elements of plot, setting and character in The Drover’s Wife that make it realistic.


Develop a vocabulary and sequence of events mini-chart with ESL/AT Risk students so that they can refer to it as needed each week.

Assessment for learning(Recap storyline and details from previous lesson)


Assessment of learningLS 4.1 distinguish between realism and fantasy in fiction and biographical books and explain the differences



Wrapping up & reviewInitiationSelectionExplorationFormulationCollectionPresentationAssessmentUp

View Video: The Drover’s Wife Contribute to discussion about B/W effects, wide and long shorts showing the landscape and details of scenes. Discuss how viewing the video may change thinking about the story? Modify deadline for own plan for completion of work. Personal learning journals.

Cue in with discussion about B/W films and how they focus attention differently to colour.Discuss long and wide shots, medium and close-ups and why the director chooses them for different scenes. Why does the video have ‘swearing’ when the story does not?Why does the director have such a long silence at the end before the boy speaks?Did viewing the video change your thinking about the story?


Assessment for learning


Assessment of learningLS 4.1F identify film as a literary form LS 4.2F describe where the story takes place in particular film LS 4.3F identify strong emotions that occur in a film that is viewed

Supporting Resources and Materials

Print Media

The Drover’s Wife by Henry Lawson (Victorian Readers Book Five)The Fire at Ross’ s Farm Dragonkeeper by Carole WilkinsonDragonology and the Encyclopaedia of Dragons if available from local library. Current National Simultaneous Storytime text (The Magic Hat by Mem Fox in 2007).

Realia Any ‘pioneering’ realia available e.g. iron, steel bucket, candle holder. Videos The Drover’s Wife (ABCTV Content Sales) AV LAW (43 mins). Software Inspiration (Venn diagrams)Internet Sites http://au.geocities.com/lisahillschoolstuff/ozlit.html (pictures of bush huts, Lawson, bush life etc)Other PMI: Bush Century Life in the 19th Century templateUp

Other Important InformationIn 2007, the video wasn’t available until the projects were almost finished and we had already started Dragonkeeper. Perhaps it might be better placed in an earlier activity cluster, as long as it doesn’t influence student imagination adversely. Up


http://au.geocities.com/lisahillschoolstuff/ozlit.html

INTEGRATED LIBRARY UNIT: Level 4 Australian Literature Mossgiel Park Primary School 2007Bloom Gardner

Matrix VERBAL LINGUISTIC LOGICALMATHEMATICAL PICTURE/SPATIAL BODY

KINESTHETICMUSIC

AUDITORY IINTERPERSONAL INTRAPERSONAL

KNOWLEDGE

Make an acrostic poem about life in the bush. Sunshine wheel

Make a timeline of the events.

Make a literary or about life in the bush.

Find an old bush song that conveys the same sombre atmosphere as the Drover’s Wife.

Read to the class or someone else

List self factsList own experiences

COMPREHENSION

Summarise & describe in a PMI, T or Y chart. Retell an aspect of the story that shows the setting.

Explain setting in a concept map.

Draw, make a poster or a mini-book with captions or annotations to show the setting i.e. the house and surrounds. Make a model of some aspect of the setting.

Discuss in a group (if completing group project)

Describe own experiences of bush in discussions. Describe feelings of characters in discussion.

APPLICATION

Write a letterWrite story aboutMake word-searchWrite a newspaper articleMake a Crossword or word search

Draw a plan or map of the drover’s house.

Prepare a project plan in a group (optional)Make a group decision

Self-assessment using rubric

ANALYSIS

Do a Venn diagram comparing then and now using the laptops. Make a mind map about life in the bush. Review filmDo a decorative border using elements from theme.

Analyse body language of the mother and child in the video.

Why do these sounds/music in the video have this sombre effect?Why does this music have this effect?

Give feedback to others about their work.

Self-reflection using the rubric.

SYNTHESIS

Write an acrostic poem that shows the setting in the story.

EVALUATION State conclusions about the story in discussion.

Review artwork of other students.Review visual effects in the video.

Review presentation to class

Set personal goals (project plan) for & evaluate success


INTEGRATED LIBRARY UNIT: Level 4 Australian Literature Mossgiel Park Primary School 2007Bloom Gardner

Matrix VERBAL LINGUISTIC LOGICALMATHEMATICAL PICTURE/SPATIAL BODY

KINESTHETICMUSIC

AUDITORY IINTERPERSONAL INTRAPERSONAL

Evaluate products & creations in final projects.

DATT TOOLS

PMI: Make a PMI about life in the bush.

CAF: C&S: OPV APC Other OtherUp

Term planner and sequence of activitiesWeek Activity Clusters Incidental teaching/Stand-alone Units Special events

1 Biography Unit2 Biography Unit CRT (Lisa on LSL at Byron Bay)3 Aust Literature Tuning In4 15 2 Book Week (Gallery Thursday & Friday)6 37 48 59 610 Wrapping up & review EOT

EvaluationThis unit spilled over into Term 4 of 2007. The children loved being able to choose an assessment activity and some of them (despite discussion about it beforehand) were surprised to discover the complexity of some tasks they thought would be easy e.g. designing a crossword or finishing the model. I should have included planning for a sharing session for the display and presentation of the finished products.

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Documents

Topic Title: · Web viewUp Listen to The Fire at Ross’s Farm, by Henry Lawson, in Victorian Readers Fifth Book. Discuss Australian settlement and the disputes between squatters