Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two Indigenous Culture: People, Place and Language Amanda Mulder, Jayde Peacock and Courtney Smith Context statement Wattle Range Primary School (WRPS) is located in Hamilton a city of 23,000 people. The school vision is to provide a stimulating and safe learning environment that encourages students to thrive. WRPS has been identified as Category 2 for the Index of Education Disadvantage; this is due to the low-socio economic status (SES) of 60% of school families. 30% of students that attend WRPS identify as from Aboriginal or Torres Strait Islander decent, and WRPS is committed to delivering best practice in Aboriginal education through consultation with local community members and elders. The strong and smart program has been implemented in all classrooms, which focuses on weaving the Indigenous Terms of Reference Framework into all lessons (Newman, 2010). 37% of the students at WRPS have been identified through the Australian Early Development Census (AEDC) has being developmentally vulnerable. Staff at WRPS are supported through a peer mentoring program, and are also encouraged to enhance their teaching pedagogies via intensive professional development programs. WRPS has a strong focus on social Inclusion with successful programs to support student participation, social learning, special needs and student behaviour. The focus for this learning plan is a Year Five class of 25 students who are commencing term one of the school year. There are five students who are Indigenous in this class, and roughly half of the students are female. The students are very interested in local Indigenous History which has contributed to the inclusion of the History content area being incorporated with literacy within this five week plan. The students Year 4 NAPLAN results for the previous year included the students scoring above Regional averages for their spelling – for the first time, as well as 90% of the class achieving literacy benchmarks. This is a fantastic result for these students, however spelling and literacy skills will continue to be focused on and practiced
Transcript
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Indigenous Culture: People, Place and LanguageAmanda Mulder, Jayde Peacock and Courtney Smith
Context statementWattle Range Primary School (WRPS) is located in Hamilton a city of 23,000 people. The school vision is to provide a stimulating and safe learning environment
that encourages students to thrive. WRPS has been identified as Category 2 for the Index of Education Disadvantage; this is due to the low-socio economic
status (SES) of 60% of school families. 30% of students that attend WRPS identify as from Aboriginal or Torres Strait Islander decent, and WRPS is committed
to delivering best practice in Aboriginal education through consultation with local community members and elders. The strong and smart program has been
implemented in all classrooms, which focuses on weaving the Indigenous Terms of Reference Framework into all lessons (Newman, 2010). 37% of the students
at WRPS have been identified through the Australian Early Development Census (AEDC) has being developmentally vulnerable.
Staff at WRPS are supported through a peer mentoring program, and are also encouraged to enhance their teaching pedagogies via intensive professional
development programs.
WRPS has a strong focus on social Inclusion with successful programs to support student participation, social learning, special needs and student behaviour.
The focus for this learning plan is a Year Five class of 25 students who are commencing term one of the school year. There are five students who are Indigenous
in this class, and roughly half of the students are female. The students are very interested in local Indigenous History which has contributed to the inclusion of
the History content area being incorporated with literacy within this five week plan.
The students Year 4 NAPLAN results for the previous year included the students scoring above Regional averages for their spelling – for the first time, as well as
90% of the class achieving literacy benchmarks. This is a fantastic result for these students, however spelling and literacy skills will continue to be focused on
and practiced throughout every lesson, both mentioned in this plan and other curriculum areas. This practice will include reading, writing, listening and spelling
including the meaning of words, when learning situations and activities arise in the classroom.
Australian Curriculum
Year 5 Achievement Standard
English
Receptive modes (listening, reading and viewing)
By the end of Year 5,
Assessment linked to Curriculum
People
Activity One:- Diagnostic:- Examine students understanding of ‘Dreamtime’ through their
discussions and input when identifying the themes and purpose of the ‘Dreamtime’ text/s.
Activity Two:- Formative:
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events.
When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.
Media Arts
Students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.
History
By the end of Year 5, students describe the significance of people and
- Observe students as they navigate through a variety of ‘Dreamtime’ stories.
Activity Three:- Formative:- Observe students discussions on relevant themes in the texts & provide
specific feedback to students.- Formative:- Review students list of findings of themes found in their researched
‘Dreamtime’ stories.Activity Five:
- Formative:- Self/Peer review of story drafts and of movie before producing.- Summative:- Review and score students own creation of their ‘Dreamtime’ story,
which depicts how identity, belonging or community is experienced by them.
Place
Activity One:- Diagnostic:- Informally gather evidence of students understanding/learning.- Formative:- Observe students verbal and nonverbal behaviour to determine;
correctness of responses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during concept wall task.
- Informal oral questioning: Matched to learning targets.Activity Two:
- Formative:- Record informal observation of students verbal and nonverbal
behaviour to determine; correctness of repsonses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during note taking.
- Informal oral questioning: Matched to learning targets.Activity Three:
- Formative:- Observe students verbal and nonverbal behaviour to determine;
correctness of repsonses to questions, verbal skills in expressing
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.
Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
thoughts, interest levels, motivation, degree of understanding, oral skills and participation during note taking.
- On the spot conferencfes to review students dot note points during lesson and provide immediate and specific feedback.
Activity Four:- Formative:- Record informal observation of students verbal and nonverbal
behaviour to determine; correctness of repsonses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during learning activity.
- Informal oral questioning: Matched to learning targets.- Peer assessment – three constructive comments.
Activity Five:- Formative:- Informally observe students verbal and nonverbal behaviour to
determine; correctness of repsonses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during learning task.
- Provide meaningful written feedback on completed task.Activity Six:
- Formative:- Record informal observation of students verbal and nonverbal
behaviour to determine; correctness of repsonses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during learning task.
- On the spot conferening to review students understanding during lesson and provide immediate and specific feedback.
Activity Seven:- Formative:- Record informal observation of students verbal and nonverbal
behaviour to determine; correctness of repsonses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during learning task.
- Informal oral questioning: Matched to learning targets.- Provide meaningful written feedback on completed task.
Activity Eight:- Formative:- Revising conferences. Students and teacher to meet to review the
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
- Record informal observation of students verbal and nonverbal behaviour to determine; correctness of repsonses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during concept wall task.
Activity Nine:- Formative:- Record informal observation of students verbal and nonverbal
behaviour to determine; correctness of repsonses to questions, verbal skills in expressing thoughts, interest levels, motivation, degree of understanding, oral skills and participation during learning task.
- Informal oral questioning: Matched to learning targets.- Summative:- Undertake a portfolio assessment of finished project.
Language- Diagnostic:- Informally gather evidence of student’s understanding/learning.- Formative:- Gather evidence during instruction and give feedback on student’s
ideas, encouraging critical thinking of the context of the activity.- Formative:- Adjust instruction to ensure all students are meeting lesson objectives- Formative:- Observe key students to ensure comprehension – both advanced and
differentiated students and adjust instruction accordingly- Formative:- Use traffic light approach to assess comprehension. Students hold up
green, red or yellow cards to self-assess their progress and comprehension (McMillian, 2011)
- Summative:- Mark pre-determined rubric of students sign language and Aboriginal
English performances (appendix A)- Summative:- Read final newspaper articles and mark any spelling or grammatical
errors- Summative:- student portfolio of tasks will be self-assessed and peer-assessed at
the end of the five week block- Summative:
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
- Spelling test of new vocabulary
Teacher ResourceThe Behttp://splash.abc.net.au/home#!/media/105266/-the-be-Interactive Story Cube http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.htmlDust Echoes site: http://www.abc.net.au/dustechoes/dustEchoesFlash.htmComputers for student researchComputers, with moviemaker softwarePowerpoint presentation/ physical images of - Indigenous sacred sites images.“Crow and the waterhole” (Kwaymullina, 2007)Class Padlet site for mind mapping: http://padlet.com/wall/jcexk97cjptk“Culture Introduction” (Northern Territory Government, 2010). http://www.nt.gov.au/westmacs/stories/culture/all/175“Finke Gorge – Yipirinya Dreaming” (Northern Territory Government, 2010). http://www.nt.gov.au/westmacs/stories/culture/all/175“Going bush – adventures across Indigenous Australia” (Freeman & Mailman, 2006, p. 16 – 19).Alternative informative text.Text annotation retrical charts.“The Rainbow Serpent” (Australian Government, n.d., para.13) http://www.australia.gov.au/about-australia/australian-story/dreaming“Fact Sheet Uluru-Kata Tjuta National Park” (Australian Government, n.d.) http://www.parksaustralia.gov.au/uluru/pub/fs-geology.pdfElectronic white board“Ayers Rock – Climbing Uluru in Australia – 4K” (Patrick Wizard, 2015) 39 second mark to 3 minute 30 seconds. https://www.youtube.com/watch?v=kwTXMIA0pBoPCQ worksheets.Variety of newspaper articles. Example of articles.
Learner ResourceDust Echoes site: http://www.abc.net.au/dustechoes/dustEchoesFlash.htmComputers for student researchComputers, with moviemaker softwarePCQ worksheets.Variety of newspaper articlesIpads / personal computer with “Photocard” program.Library resource for researching
Ipads / personal computer with “Photocard” program.Personal computer.Library resource for researching“The Cooroboree Tree, St Kilda” (On Topic Media, 2015) http://www.weekendnotes.com/the-corroboree-tree-st-kilda/http://www.theaustralian.com.au/travel/insiders-guide-to-melbourne-aboriginal-heritage-sites/story-e6frg8rf-1227032344748?sv=c98a428d6de0a42fe254a204773443d1https://www.youtube.com/watch?v=PtWeqZsuzpEMusichttp://www.aboriginalartonline.com/culture/amusic.phpBangarra Dance Theatrewww.bangarra.com.auMessage Stickhttp://www.abc.net.au/message/Scootlehttp://www.scootle.edu.au/ec/p/homeHead shoulders knees and toeshttps://www.youtube.com/watch?v=HZOWaey85YkABC article regarding Australia Day 2016http://www.abc.net.au/news/2016-01-26/dick-smith-calls-for-australia-day-date-change/7115614
Table of Contents
Learning FocusKnowledge ObjectivesSubtopic: Indigenous Culture: People
- Learning Activity One: Dreamtime - Learning Activity Two: Dreamtime: How the Stories are Told - Learning Activity Three: Dreamtime: Common Themes - Learning Activity Four: My Dreamtime Story
Subtopic: Indigenous Culture: Place
Table of Contents
Learning FocusKnowledge ObjectivesSubtopic: Indigenous Culture: People
- Learning Activity One: Dreamtime - Learning Activity Two: Dreamtime: How the Stories are Told - Learning Activity Three: Dreamtime: Common Themes - Learning Activity Four: My Dreamtime Story
Learning pathways:Knowledge outcomes:About this learning element:About the authors:
Knowledge DomainPeople: English, Media ArtsPlace:Language:
Scope of LearningThe goal of this learning program is to improve students’ literacy abilities, through a variety of activities that link with Indigenous Australian culture. The sub-topics (People, Place and Language) enable students to gain a deep understanding of this rich culture and the variety of ways these themes
Knowledge DomainPeople: English, Media Arts
Scope of LearningYou will develop your literacy abilities by gaining an understanding of Indigenous Australian Culture and how the themes People, Place and Language are connected to make meaning. You will make links to your life experiences and Indigenous Australian’s Culture in creative and meaningful ways.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
interconnect to make meaning. Students relate their understanding of Indigenous Australian culture to their own lives in creative and meaningful ways, across a range of knowledge processes.
Learning LevelYear 5
Prior KnowledgeEnglish
By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.
Media Arts
By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks.
Learning LevelYear 5
Prior KnowledgeEnglish
By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.
Media Arts
By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks.
Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.
Humanities and Social Sciences
By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.
Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.
Modes of meaningReceptive modes (listening, reading and viewing)Productive modes (speaking, writing and creating)
Humanities and Social Sciences
By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.
Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.
Modes of meaningReceptive modes (listening, reading and viewing)Productive modes (speaking, writing and creating)
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
As a result of completing this Learning Element, students will be able to:
People: Students discuss their understanding of the meaning of ‘Dreamtime’
and are able to identify themes in a dreamtime story. Students can navigate the Dust Echoes site, to watch a variety of
Dreamtime stories Students can identify the common themes in the stories researched Students can compare these themes to their own life experiences Students create their own ‘Dreamtime’ story to depict how identity,
belonging and community are experienced by them.Place:
Students appreciate Indigenous sacred sites and draw a connection with dreamtime stories.
Students use a double entry journal to record information obtained from note taking experiences.
Identify and consider different viewpoints from written texts. Students begin to identify text structures and language features in
informative text, to identify characteristics of the whole text, paragraph and sentence.
Students respond to a problem question by completing a Pros, Cons and Questions worksheet and postcard.
Students create an informative newspaper article about a local Indigenous sacred site.
Language: Understand that language is dynamic (critical literacy). Support student’s understandings around Aboriginal and Torres Strait
Islander language(s) (critical and authentic literacies). Learn common signs and words that have Indigenous origins
(functional and didactic literacies).
As a result of completing this Learning Element, students will be able to:
People: Share what you know about and your experiences with ‘Dreamtime’ and
apply this understanding to a dreamtime story you will watch Navigate and research a variety of Dreamtime stories Identify the common themes in the stories Show how these themes are relevant to your life Create a story of your own that possesses similar themes presented in
Dreamtime stories that are important to yours and Indigenous Australians culture.
Place: Identify, respond and discuss Indigenous sacred sites. Draw a connection with Indigenous sacred sites and Dreamtime stories. Complete double entry journals. Begin to consider different perspectives and viewpoints in relation to
Indigenous sacred sites. Begin to identify text structures and language features in informative
text, to identify characteristics of the whole text, paragraph and sentence.
Respond to a problem question by completing a Pros, Cons and Questions worksheet and postcard.
Create an informative newspaper article about a local Indigenous sacred site.
Language: Develop gestural language skills Draw a connection with Indigenous language and Standard English Consider different perspectives Analyse argumentative text considering context
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Identify that Australia has many languages. Respond to learning through the arts Develop transactional writing skills
Subtopic: Indigenous Culture: People Subtopic: Indigenous Culture: People
Learning Activity One: Dreamtime
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
Purpose:The purpose of this activity is to gauge students understanding of Dreamtime and incite students prior knowledege.Teaching Tips:
- Introduce the word “Dreamtime” to students.Ask students: What does Dreamtime mean to you? What stories have you heard?
- Students will share their knowledge of what dreamtime means and stories they know.
Differentiated Instruction:Remind students of stories or information previously heard or learned.
- What does Dreamtime mean?- What “Dreamtime” stories do you know?
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Learning Activity Two: Dreamtime: How the Stories are Told
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
Purpose:Students make predictions based on the title and prior knowledge (of Dreamtime) on what this Dreamtime story is about. Students can collaboratively create a story cube, based on the story.Teaching Tips:
- Teacher plays this story The Be(In this story, two brothers investigate a mysterious visitor to their home.)
Think-pair-share: Discuss what the story might be about, allowing students predictions.
- What do I predict this story is about?- Does the title give us any clues?
- Discuss the themes and main purpose of the story.- Complete as a class an Interactive Story Cube.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Interactive Story Cube http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.htmlDifferentiated Instruction:Guide students understanding and participation through specific questioning. For example: Why do you think the mysterious being ran away from the two brothers? What connection do animal, place and music have to this story?
Learning Activity Three: Dreamtime: Common Themes
Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)
Purpose:Students are able to research pre-selected and self-selected examples of Dreamtime stories and understand common themes presented in them. Students are then able to orally relate how these themes relate to their lives.Teaching Tips:
- Students navigate and watch a variety of stories from the site http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
- Students will identify and list the similarities in the stories, the common themes (family, animals and place) and the similarities in how they are presented (animated, narrator, music) and discuss how they these things contrast to their own lives.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Computers for student researchDifferentiated Instruction:Discuss common themes with students and ask questions such as:What do all of these stories have in common?What types of characters are in the stories?What can you hear in each story?
Learning Activity Four: My Dreamtime Story
Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
Purpose:Students will experience the writing process by developing a plan and creating their own ‘Dreamtime’ story using drawings or image and music relevant to their lives and produce this using Moviemaker.Teaching Tips:
- Brainstorm ideas for students own story- Encourage students to bring in family photos or other items that
would be valued for their story.
- Discuss with your teacher and peers your ideas on what your story could be about
- Draft an outline of your story, use similar methods to the
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
- Ask students to create a draft (using the same process as the Interactive Story Cube) to outline their story
- Students can hand write their story, using a timeline (with pictures), or script.
- Students edit their work (self/peer/teacher review) before creating using moviemaker.
- Students evaluate (self/peer/teacher) their video, before publishing.
Resources:Computers, with moviemaker softwareDifferentiated Instruction:Scaffold instructional help to students when creating their drafts.Work with students who are experiencing difficulty when drafting their ideas and stories.
Interactive Story Cube process.- Draw a picture/s and or collect images (for example, family
photo/s) and select corresponding music, to create short presentation using moviemaker that tells a story about you.
- Self and peer evaluate your ideas and draft, ask your teacher to check out your work too!
Show a friend your movie; discuss ideas on what is good about it and what you can add to perfect it.
Subtopic: Indigenous Culture: Place Subtopic: Indigenous Culture: Place
Learning Activity One: Indigenous sacred sites
English / Year 5 / Literacy / Interacting with others / ACELY1699Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view.
Purpose:
Learning Activity One: Indigenous sacred sites
Students view a selection of Indigenous sacred site images and participate orally in a class discussion. Students will need to draw on their prior knowledge and respond to questions.
Students each contribute to a mind map/concept wall using the class Padlet
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
The purpose of this learning activity is to introduce students to a selection of Indigenous sacred site images and provoke discussion. This activity requires students to observe and respond to images and draw on their prior knowledge, experience and interest.Teaching Tips:
- Introduce the topic “Indigenous sacred sites” to students by showing images of a variety of sites, using a prepared powerpoint presentation and physical photos/images.
- Informally question students to encourgae a discussion including probes and follow up questions. Questions to match learning targets, such as: What is this a photo of? Where is it? Who could it be sacred to? What do you know about this site?
- Read to the class “Crow and the waterhole” (Kwaymullina, 2007)- As a class complete a mind map or concept wall using Padlet to
establish baseline knowledge. Apply consideration and respect towards Indigenous class
members to ensure confortable and that consent has been given to view images.
Resources:- Powerpoint presentation/ physical images of - Indigenous sacred sites
images.- “Crow and the waterhole” (Kwaymullina, 2007)- Class Padlet site for mind mapping: http://padlet.com/wall/jcexk97cjptk
Differentiated instruction:Provide further information on sites, including name and locations.
site. Students each suggest at least three ideas or knowledge points that they know about the topic. As a group select possible headings for each group of ideas and reflect on the final chart of ideas.
Learning Activity Two: Dreaming and Sacred Sites
English / Year 5 / Literacy / Interacting with others / ACELY1699Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view.
Learning Activity Two: Dreaming and Sacred Sites
Listen, read, watch and respond to video and article drawing a connection between sacred sites and dreamtime stories. Students need to respond to questions and make dot point notes for use in future double journal entry lesson.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Purpose:The purpose of this learning activity is to introduce, familiarise and expose students to Indigenous sacred sites and draw a connection with dreamtime stories.Teaching Tips:
- Informally question and probe students to before, during and after viewing and reading. Questions to match learning targets, such as: What do you think this movie/article is about? Where is it set? Who is the narator/ author’s?
- “Going bush – adventures across Indigenous Australia” (Freeman & Mailman, 2006, p. 16 – 19).
Differentiated instruction:- Prepare dot points as a class, pairs or small groups.- Provide students with headings for them to complete their own dot
points.Learning Activity Three: Local Dreaming and sacred sites
English / Year 5 / Literacy / Interacting with others / ACELY1796Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
Purpose:The purpose of this learning activity is to introduce, familiarise and expose students to local Indigenous sacred sites and draw a connection with dreamtime stories.
Learning Activity Three: Local Dreaming and sacred sites
Acitvly listen to presentation from Aboriginal Elder. Respond and ask questions when appropriate.
Students to make dot point notes for use in future double journal entry lesson.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Teaching Tips:/- Invite an Aboriginal Elder to tell of local stories/sacred sites.- Students to take notes during presentation.
Resources:- Electronic white board
Differentiated instruction:- Provide students with a questionaire to complete during presentation.
Learning Activity Four: Double Entry Journal – Mini Lessons
Purpose:The purpose of this learning activity is for students to make entries into double entry journal using information from note taking and information gained from previous lessons on sacred sites.Teaching Tips:
- Teacher to apply “Functional Literacy Pedagogy” (Kalantzis & Cope, 2012, p.141) approach in the teaching of the double entry journal utilising the “Wheel’ (Kalantzis & Cope, 2012, p.141) approach. This to include mini lessons which model to students the function of this genre and language features, together with a class joint construction of this genre. Finally students indepently construct a double entry journal applying their knowledge from these mini lessons.
- Students make entries into a double entry journal to record understanding, interesting facts and responses from previous lessons.
- Provide scaffolding to students throughout lesson to enhance learning.- At the end of the lesson students are to peer assess each others
double entry journals. Student to provide atleast three constructive comments.
Resources:- Electronic white board.
Differentiated instruction:- Provide students with headings or examples.- Students to work in pairs or small groups to complete.
Learning Activity Four: Double Entry Journal – Mini Lessons
Double Entry Journal
Students actively participate in mini-lesson on the construction of this type of text genre.
Students independently complete a double entry journal completing both the left and right hand columns, using information from previous lessons on sacred sites.
Double Entry JournalFrom the text… From my thinking…
At the end of the learning task students are to exchange double entry journals and provide three constructive comments.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Learning Activity Five: Differing viewpoints – Dreamtime Stories and information texts
English / Year 5 / Literacy / Interpreting, analysing, evaluating / ACELY1701Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text.
Humanities and Social Sciences / F–6/7 HASS / Year 5 / Inquiry and skills / Evaluating and reflecting / ACHASSI102Work in groups to generate responses to issues and challenges.
Humanities and Social Sciences / F–6/7 HASS / Year 5 / Inquiry and skills / Analysing / ACHASSI099Examine different viewpoints on actions, events, issues and phenomena in the past and present.
Purpose:The purpose of this learning activity is to expose students to two texts with different viewpoints for them to consider alternative perspectives. Students are to identify text structures and language features in the informative text, to identify characteristics of the whole text, paragraph and sentence.Teaching Tips:
- Explain to students how the functions of texts are used to meet the purpose of the text.
- Introduce the text “Fact Sheet Uluru-Kata Tjuta National Park” (Australian Government, n.d.) and “The Rainbow Serpent” (Australian Government, n.d., para.13) for students to buddy read.
- Glue an alterative information text onto a sheet of A3 paper and as a class identify aspects of the text’s structure and language features. Use the margins to highlight and draw arrows to indentify
Learning Activity Five: Differing viewpoints – Dreamtime stories and information texts
Students are to share read the texts with their buddy.
As a class identify aspects of the sample information texts structure and language features. Ask questions and participate actively in the demostration.
In small groups complete a text annotation using the information text.
Text AnnotationsUsing the informative text and working in small group’s students are to identify aspects of the text’s structure and its language features. Students are to write these features in the margins and drawing arrows to examples of them in the text. Then use a retrieval chart to identify the effects of the language features in context.
Retrieval chartMode Features Effects
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
- Students working in pairs or small groups then complete a text annotation retrival chart using the fact sheet information text.
- Provide scaffolding to students throughout lesson to enhance learning.
Resources:- Alternative informative text.- Text annotation retrical charts.- “The Rainbow Serpent” (Australian Government, n.d., para.13)
http://www.australia.gov.au/about-australia/australian-story/dreaming- “Fact Sheet Uluru-Kata Tjuta National Park” (Australian Government,
- Complete the “mode” column in the retireval chart to scaffold students.Conduct a mini-lesson on text annotations.
Humanities and Social Sciences / F–6/7 HASS / Year 5 / Inquiry and skills / Analysing / ACHASSI099Examine different viewpoints on actions, events, issues and phenomena in the past and present.
Learning Activity Six: Pros, Cons and QuestionsUluru – Climbing to be banned.
Purpose:The purpose of this learning activity is for students to consider the impact of the problem: Climbing of Uluru to be banned. Students are to use information presented in previous lessons, knowledge gained throughout this topic and various newspaper clippings supplied in class to respond to this question by completing a Pros, Cons and Questions worksheet.Teaching Tips:
- To hook students into this acitivity begin by watching “Ayers Rock – Climbing Uluru in Australia – 4K” (Patrick Wizard, 2015) watch from 39 second to 3 minute 30 seconds.
Learning Activity Six: Pros, Cons and QuestionsUluru – Climbing to be banned.
Watch the video of a tourist climbing Uluru to get a sense of the experience.Students then consider the effects of banning the climbing of Uluru through reading and reviewing a variety of newspaper articles on the subject to build on their current understanding. Students then individually complete a PCQ worksheet.
This learning activity allows students to think about and record the effect of this problem from a variety of perspectives.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
- Make available numerous newspaper articles on Uluru for students to review and broaden their understanding of the impact and benefits of banning climbing of Uluru.
- Introduce the acitivity and discuss the format, language and structure of newspaper texts.
- Teachers scaffold and prompt students to think about the effects from a variety of perspectives. Questions such as; Who would this effect? How? Why? What would these effects be?
- Students have previous experience completing PCQ worksheets.- Students independently complete a PCQ worksheet.- Provide scaffolding to students throughout lesson to enhance learning.
Resources:- “Ayers Rock – Climbing Uluru in Australia – 4K” (Patrick Wizard, 2015)
39 second mark to 3 minute 30 seconds. https://www.youtube.com/watch?v=kwTXMIA0pBo
- PCQ worksheets.- Variety of newspaper articles. Example of articles.http://www.news.com.au/travel/travel-ideas/climbing-uluru-could-soon-be-banned/story-e6frfqdi-1226502331682http://www.abc.net.au/radionational/programs/offtrack/climbing-the-rock:-why-do-tourists-still-climb-uluru/6603640http://www.abc.net.au/news/2013-06-03/maher-please-don27t-climb-uluru/4728726http://www.ntnews.com.au/news/centralian-advocate/anangu-landowners-considering-closing-down-climb-on-uluru/news-story/488eaefb59cf3b311691cb1b96261b8a
Differentiated instruction:- Pre-select appropriate newspaper articles for students to read.- Pre-select a selection of short video documentaries for students to view
instead of reading.- Pair read the newspaper articles.- Complete the PCQ worksheet in pairs or small groups.- Provide a mini-lesson to refresh students on how PCQ.-
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Learning Activity Seven: Postcard problem – Indigenous Sacred Sites
English / Year 5 / Literacy / Creating texts / ACELY1704Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience.
Purpose:The purpose of this learning activity is for small groups of students to write a postcard which responds to a question that they have developed. The aim is for students to deepen their understanding and conceptualise a concept or idea.Teaching Tips:
- Example Question:: You are a member of the Indigenous Anangu Tribe and you are writing to the Government requesting the Climbing of Uluru be banned.
- Questions should be open-ended.- Students in small groups compose a post card which addresses a
problem or question they have created.- Postcards to be created using “Photocard” softward program.- Teacher to apply “Authentic Literacy Pedagogy” (Kalantzis & Cope,
2012, p.95) approach by allowing students to be immersed in writing experiences which allow them to naturally grow. This activity allows students to be at the centre of their own learning by both creating a question that is of interest to them together and initially responding with an answer.
Resources:- Ipads / personal computer with “Photocard” program.
Differentiated instruction:- Provide students with a selection of example questions to choose from.
Learning Activity Seven: Create your own group postcard problem
Working in small groups students are to deepen and conceptualise their understanding of Indigenous Sacred Sites by documenting a problem question in a post card letter.
Postcard problem:In small groups students develop an open ended question on the topic of
Indigenous Sacred sites and compose a post card using “Photocard” software program. They record an initial answer on the postcard then mail it to another
group who discuss the problem posed and then record an answer to the problem with an explanation or justification in a reply postcard.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Learning Activity Eight: Newspaper article
English / Year 5 / Literacy / Creating texts / ACELY1704Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience.
English / Year 5 / Literacy / Creating texts / ACELY1707Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements.
Humanities and Social Sciences / F–6/7 HASS / Year 5 / Inquiry and skills / Communicating / ACHASSI105Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions.
Purpose:The purpose of this learning activity is for students to create an informative newspaper article about a local Indigenous sacred site.
Teaching Tips:- Hook students into lesson by model reading the article “The
Cooroboree Tree, St Kilda” (On Topic Media, 2015) http://www.weekendnotes.com/the-corroboree-tree-st-kilda/
- Introduce to students the task of creating an informative newspaper article on a local Indigenous site. The article needs to feature strongly the cultural significance of the site.
Learning Activity Eight: Newspaper article
Using word software, students plan, research, draft, refine and publish an informative newspaper article based on a local Indigenous sacred site.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
- Students are to plan, research, draft, refine and publish a newspaper article.
- Students in previous lessons have read and discussed newspaper article features.
Resources:- Personal computer.- Library resource for researching- “The Cooroboree Tree, St Kilda” (On Topic Media, 2015)
Differentiated instruction:- Provide students with resources which contain information for them to
easily access information on local Indigenous sites.- Work in pairs or small groups.- Provide students with sentence starters or a proforma.
Subtopic: Indigenous Culture: Language
Numbered Activities.
1. Authentic / experiential opportunity. Incursion from local Indigenous person who will demonstrate how language and meanings of words change over time.
2. In this activity, students will experience the known, by singing a well-known song. Then they will experience the new by taking part in learning the song in an unfamilar language.
3. Teachers will explicitly teach learners some common signs, with a focus on Indigenous signs (Appendix C).
4. Students will incorperate dance with language to communicate.5. Students analyse media reporting around Australia Day and create their
Subtopic: Indigenous Culture: Language
1. Learners will critically evaluate why Indigenous languages are declining (Appendix B & Appendix C)
2. Learners will identify the origons of words including: hard yakka, the yarra, yabber on, bung (oral meanings).
3. Students will use some signs to communicate (gestural meaning).4. Students identify argumentitive language in media text5. Learners will develop their understanding of Indigenous relationship
with land and place.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
own newspaper articles for print. Differientation: group 1 of students will be encouraged to guess what the articles below newspaper headlines are about.
6. Transactional writing activity, students write letters to Indigenous community members seeking information on local landmarks and traditions. Differientation for group 1 of students who will use classroom computers to type their letters.
Students listen to the familiar song head, shoulders, knees and toesBring in varying newspapers for the week leading up to the project.Pre-reading of information about Australia day celebrations.
Students learn to sing this song in a local Indigenous languagehttps://www.youtube.com/watch?v=HZOWaey85Yk
Students will practice spelling new words
Learning Activity One:
Students record new words to the songIn groups, students produce newspaper articles arguing for or against the date of Australia Day being moved.
Learning Activity One:
Students create a mind map that shows similarities and differences to the two songs.Students create Y charts that identify argumentative language in newspaper articles.Brain-storm things that need to be included on a letter
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
As a result of completing this Learning Element, students can demonstrate that they are able to:
People: Express their understanding of Indigenous Australian’s culture, through experiences with Dreamtime stories, reflecting on the themes discovered and creating their own story.Place: Express their understandings of Indigenous sacred sites and begin to identify different perspectives and connection with Dreamtime stories.Language: Identify, evaluate and use Indigenous languages (through written, spoken and gestural communications) and develop their understanding of the connection between Indigenous language, land and place.
As a result of completing this Learning Element, you will show that you can:
People: Show your understanding of Indigenous Australian Culture, by creating and publishing your own story using relatable themes researched in Dreamtime stories.Place: Identify Indigenous sacred sites and the connection with Dreamtime stories together with beginning to understand the different perspectives held about these sites.Language: Identify and evaluate Indigenous language, giving reasons to why these languages are declining. Communicate through sign (understanding the gestural meaning of communication. Connect the Indigenous relationship between language, land and place
About this Learning ElementPeople: This element is designed to enable students to have an understanding of the common themes in Dreamtime stories and to recognise the significance of these themes in their own lives.Place: This element is designed to enable students an opportunity to develop their understanding of Indigenous sacred sites. This includes highlighting societies’ different perspectives of these sites together with providing opportunities to draw a connection to Indigenous Dreamtime stories.Language: This element is designed to enable students to enable students to develop their understanding of language and its uses. Particularly, Aboriginal and Torres Strait Islander languages and identify these as Australia’s first languages.
DescriptionStudents engage in a variety of learning activities that foster understanding of Indigenous Australians culture through the central elements of People, Language and Place. Literacy is the primary focus of the plan, while integrating other learning areas, as well as cross-curricular priorities, with strong links to the Australian Curriculum (ACARA, 2016). The activities are designed to scaffold students understanding, while considering prior knowledge. The eight
About this Learning ElementPeople: This element is designed to enable you to have an understanding of the common themes in Dreamtime stories and to recognise the significance of these themes in your own life.Place: This element is designed to enable you to develop your understanding of Indigenous sacred sites and the connection with Indigenous Dreamtime stories. You will also be exposed to differing perspectives of these sites including how they were created.Language: This element is designed to enable you to gain an understanding of Australia’s many languages, particularly that of the first Australian’s language.
DescriptionA variety of learning activities have been developed to foster your understanding of Indigenous Australian culture and its significance to your life. Literacy is the backbone of the plan to develop your abilities in making meaning and expressing yourself in a variety of ways and contexts.
Knowledge DomainEnglish, Humanities and Social Sciences and Media Arts
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
knowledge processes are utilised throughout the plan, to ensure a diverse range of learners needs are being met.
Knowledge DomainEnglish, Humanities and Social Sciences and Media Arts
TopicIndigenous Culture: People, Language and Place
Age groupAge 9 -13
TopicIndigenous Culture: People, Language and Place
Age groupAge 9 -13
About the AuthorsAuthor: Amanda Mulder (14723692)Affiliation: Curtin University Bachelor of Primary Education StudentPosition: Student teacher
I am currently completing my third year units towards gaining my Bachelor of Education (Primary), through Curtin University, Western Australia. I have enjoyed the experience of working with my colleagues in developing this literacy program for a Year 5 class. I am looking forward to implementing our plan in the classroom and further developing my understanding and reflecting on our ideas presented throughout this plan.Author: Jayde Peacock (16239188)Affiliation: Curtin University Bachelor of Primary Education StudentPosition: Student teacher
I am currently undertaking third year of a Bachelor of Primary Education through Curtin University, Western Australia. I eagerly look forward
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
to the future challenge of providing literacy learning experiences in the classroom.Author: Courtney Smith (17509578)Affiliation: Curtin University Bachelor of Primary Education StudentPosition: Student teacher
I am in my final year of study, and can’t wait to be a teacher! The teaching profession is multi-faceted and I can’t wait to be out there with my own classroom! It’s been a pleasure to work with Amanda and Jayde on this group assessment.
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Guided Reading PlanEach group has five members
Group 1: The last National assessment program (NAPLAN) results indicate that the students in group 1 are currently well below the national minimum standard for
reading and writing (2015). Running records (Appendix D) are used to monitor the student’s aptitude in guided reading to give the teacher ongoing data to
compare progress (Tompkins, 2015). Student’s phonological awareness is also monitored and tested in this group to test student’s knowledge of syllables,
rhyming words and sounds (Tompkins, 2015).
Groups 2, 3 and 4:The fifteen students in groups 2, 3 and 4 achieved at, or just below the national minimum standard for reading and writing in 2015 according to the NAPLAN
results (2015). The teacher is aware that these readers are inclined to mumble or read very softly because they lack confidence in their reading ability
(Tompkins, 2015). The main focus for this group is to increase the motivation and confidence of these students, so that they begin to view reading
independently as an enjoyable task (Cullinan, 2012). The teacher aims to choose books that students can read with 90% accuracy and with age appropriate
content (Tompkins, 2015).
Group 5:The five students in group five are currently reading above or well above the national minimum standard for reading and writing in 2015 according to the
NAPLAN results (2015). The focus for this group is to support cognitive development, by choosing challenging texts that require the students to consider the
wider context and social implications of reading (Tompkins et al, 2015).
All books have been found through consultation with the Premiers Reading Challenge guide https://online.det.nsw.edu.au/prc/system/search.html?
query=Indigenous
Group 1Text
Group 2Text
Group 3Text
Group 4Text
Group 5Text
TeacherText: Mum Shirl by Lau
Focus: phonemic awareness
TeacherText: The Shack that Dad Built. By RussellFocus: Place, urban life. Support students decoding unfamiliar words
TeacherText: Along the Road to Gundagai.By O’HaganFocus: Support students decoding unfamiliar words
TeacherText: Birrung the Secret Friend. By FrenchFocus: Support students decoding and comprehension strategies
TeacherText: Significant People in Australia’s History: Colonial life 1851 – 1900 by BarrettFocus: Context and social
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
implications – consider who wrote the text?
Teacher Directed Lesson1. Introduce Mum to the students (read title, Authors name, show students the illustrations and allow students to make predictions of what will happen in the text).2. Teacher reads a big book of the text aloud to students, using a pointer for students to follow along.3. Students discuss the text; teacher prompts discussion with questions and guides discussion to students relating books to others they have read.4. Students read the book aloud, teacher uses the pointer and assists with decoding words where needed (teacher makes notes of words students had difficulty with).5. Teacher creates a minilesson on phoneme segmenting of the words students had difficulty with.
Teacher Directed Lesson1. Introduce The Shack that Dad built. Discuss title, Author, illustrations and allow students to make predictions and discuss previous texts read by the author (A is for Aunty).2. Students read the book softly. Teacher provides support where needed and positive feedback to students reading strategies.3. Students respond to the text, teacher prompts questioning to promote grand conversations.4. Students revisit the text to recognise irregular verbs. Teacher demonstrates how to sort the irregular verbs into base form, past simple and past participle (example: be; was, were; been).5. Students work to sort the irregular verbs from the text into the 3 catorgories.
Teacher Directed Lesson1. Teacher introduces the poem Along the Road to Gundagai. Students discuss the title and predict what the poem us about.2. Students discuss how poems are read differently to other texts. Teacher prompts discussion to how poems are written to have a rhythm to them.3. Students read the poem. Teacher offers support when needed.4. Students discuss the poem, the rhyme scheme and how that effects how it is read.5. Students listen to the song version of the text and review how the rhyme is an important element of the song.
Teacher Directed Lesson1. Teacher introduces the text Birrung the Secret Friend, showing students the front illustration, reading the title and author (students may recognise the author and discuss the contrast that may be expected between this text and French’s previously read texts, i.e. Diary of a Wombat).2. Students read the book with the teacher offering support to help students decode unfamiliar words with prompts.3. Students respond to the text by discussing the themes and characters in the text.4. Teacher reads a description given of the characters Birrung and Elsie (p. 7) and asks students to describe the impression students get of these characters.
Teacher Directed Lesson1. Teacher introduces the text. Students discuss the title and make predictions on the type of text it is and the author’s intentions (informational and factual text).2. Students silently read the text, asking for assistance when needed.3. Students discuss what this text tells a story of (the significant people in Australian history) and reflect on how people from all over the world make up the History of Australia, as described in the text.4. Students chose a person from the text and describe (using examples) how the author has portrayed this character with/without personal input and how this contrasts from a character in a narrative.
Independent Work
Understanding the link between spoken and written word: Reading and spelling.
Students complete a word mapping exercise, using
Independent Work
Groups discuss the shack and the similarities and differences to their home.
Students draw a Venn Diagram to illustrate the
Independent Work
List the adjectives and verbs the author uses to describe the scenes.
List the adjectives and verbs you would use if you were
Independent Work
Create a short puppet show rein acting the Johnson family taking in orphaned Barney and Elsie.
Independent Work
Write down the main people the story and the words the author uses to describe them.
Select your favorite
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
words from the text (NSW Government Education and Communities, 2014, See Appendix ?).
similarities and differences. writing a poem about going home.
character and write three sentences about why you like them.(Guided reading activity cards, n.d.)
Independent Work
Manipulating Sounds in Words: Partner find-a-sound
Students pair up (one group has a third member) and ask their partner to find as many words from the text with a particular sound (such as ‘long U sounds’). Students make a word list, discuss their findings and swap roles.
Independent Work
Groups identify the phrases in the text that demonstrate pride in the shack. DoesElaine Russell’s pride in the shack differs from the pride we might experience for our own belongings? (Scholastic, n.d.)
Students write a letter to Elaine Russell, using the phrases they identified, to illustrate something of their own that they take pride in.
Independent Work
Understanding the dual-narrative (the contrast of the narrative to illustrations).
Groups discuss how someone who only hears the narrative, without seeing the illustrations, may have interpreted the story.
Students chose a section of the narrative and create their own illustration that tells a different story.
Independent Work
Make a spidergram of words to describe your favourite character from the book.
(Chiddingstone Church of England School, 2016)
Independent Work
Author ReviewStudents complete the questions;
1. What does the author mean when he/she writes “____________________”?2. Why did the author write this book?3. What is the author’s purpose in writing this book?
Independent Work
Complete phonemic awareness activities on their ABC Reading Eggs account (ABC Reading Eggs, 2016)
Independent Work
Students draw and label the shack from the text (including dirt floor, newspaper walls etc).
Students draw and label their own homes.
Students discuss with a partner the similarities and differences in the two homes.
Independent Work
Create a crossword using (minimum 10) words from the text.
Independent Work
Create a missing poster for Barney and Elsie
Independent Work
Write a postcard from one of the significant people in the book.
Independent Work
Word Memory Game.
Independent Work
Elaine’s father warned the
Independent Work
Students will research either
Independent Work
Write a plan for an
Independent Work
Question Game
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
Students have 30 blank cards. They chose 15 words from the text (that they can pronounce correctly; or at least one person in the group can) and write each word on two cards.
They then place the cards face down and play ‘memory’, announcing each word as the turn it over.
Each student tries to collect as many pairs as possible.
children of the Little Hairy Men if they stayed out too late (Scholastic, n.d.).
Students write a story about the Little Hairy Men (ideas to include could be where they come from, where they live, what they eat). Students draw a picture that reflects their story.
the Author (John O’Hagan) or the Illustrator (Andrew McLean) and list other works they have done.
Students can create a chart that illustrates the similarities, differences and something they liked about the other works.
Students will discuss their findings with a partner.
alternative ending to the book you have just finished. You can use bullet points, brainstorm or short notes to present your ideas.(Guided reading activity cards, n.d.)
Students pair up (one group has a third member).1. As you read the book record 5 questions to ask your partner.2. When you have both finished reading take turns to ask the questions.3. For each question that the person answers correctly they will get one point.4. The person with the most points is the winner.5. If there is a disagreement over an answer go back to the book and find evidence.(Advance Teacher Training, 2007, para.23)
Mulder, A., Peacock, J. & Smith, C. EDP335 Assessment Two
References
ABC news corp. (2015). Australia day: Dick Smith calls for new date and for first fleet day. [Inprint] http://www.abc.net.au/news/2016-01-26/dick-smith-calls-for-
australia-day-date-change/7115614
Aboriginal Art Online. (2015). Aboriginal Music. Retrieved from http://www.aboriginalartonline.com/culture/amusic.php
Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian Curriculum version 7.4. Retrieved from:
http://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority. (2015). NAPLAN results. Retrieved from http://reports.acara.edu.au/
Bai Bai Napangarti. (2002). Luurnpa the magical kingfisher. SA Working Title Press. Kingswood.
Crackerjack Education. (2015). Queensland Government, Crackerjack Education. Retrieved from http://www.crackerjackeducation.com.au/
Cullinan, B. (2012). Independent Reading and School Achievement. Retrieved from: www.ala.org/aasl/slr
DeAngelis, D. (2005). Aboriginal use pants of Greater Melbourne. Retrieved from http://www.latrobe.edu.au/wildlife/downloads/Aboriginal-plant-use-list.pdf
DETQueensland. (2010). Literacy and Numeracy – Robert speaks in English and Kalkadoon (Mt Isa Aboriginal language). Youtube video retrieved from
https://www.youtube.com/watch?v=HZOWaey85Yk
Freeman, C. & Mailman, D. (2006). Going bush – adventures across Indigenous Australia. Lonely Planet Publications, Melbourne.
Government of South Australia. (2013). Aboriginal Cultural Studies. Retrieved from
Northern Territory Government. (2010). Culture Introduction. Retrieved from http://www.nt.gov.au/westmacs/stories/culture/all/175
On Topic Media. (2015). The Cooroboree Tree, St Kilda. Retrieved from http://www.weekendnotes.com/the-corroboree-tree-st-kilda/
Patrick Wizard. (2015, August 30). Ayers Rock – Climbing Uluru in Australia – 4K. [Video File]. Retrived from https://www.youtube.com/watch?v=kwTXMIA0pBo
Territory Government. (2010). Culture Introduction. Retrieved from http://www.nt.gov.au/westmacs/stories/culture/all/175
Tourism Northern Territory. (n.d.). West MacDonnell Ranges [Image]. Retrieved from http://travelnt.com/en/alice-springs-and-surrounds/tour/emu-run-
experience/west-macdonnell-ranges-experience
Tompkins,G., Campbell, R., Greed, D., and Smith, C. (2015). Literacy for the 21st century. Melbourne, Vic: Pearson
Wynne, C. (2015). Indigenous Literacy Strategies. [ilecture] Retrieved from Education: A Search for Relevance
