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Tayla Devilee 214138261 Georgia Lofthouse 214109125 Group Assignment Literature Based Plan: Group

Planning Seminar time : Friday 12-2pm Group members: Tayla Devilee - 214138261 Georgia Lofthouse -
214109125 1 Tayla Devilee 214138261 Georgia Lofthouse 214109125 Literature Based Plan Grade Level- Grade
6 Title of Unit: The Australian Perspective: Exploring the Indigenous community, culture and history Synopsis of
major text used.: Marsden, J & Tan, S 1998, The Rabbits, Port Melbourne, Victoria: Lothian Books, 1998. Big Idea
Summary: This books has a strong Indigenous Australian connection and looks at Indigenous culture and history.
The book follows the perspective of the Indigenous community before Australian settlement, and follows the
journey of how the Indigenous community was severely affected throughout this settlement era. The author clearly
shows the differences between the two communities through the detailed illustrations which provide a strong
emotional connection to the story. This book clearly highlights significant issues from the past and many more that
may be present within society today. 2 Tayla Devilee 214138261 Georgia Lofthouse 214109125 Links to the
Australian Curriculum: Literature/Literacy and the cross curricula link to the Australian Curriculum Literature:
Make connections between students own experiences and those of characters and events represented in texts
drawn from different historical, social and cultural contexts (ACELT1613) Identify the relationship between words,
sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
(ACELT1617) Create literary texts that adapt or combine aspects of texts students have experienced in innovative
ways (ACELT1618) Literacy: Compare texts including media texts that represent ideas and events in different
ways, explaining the effects of the different approaches (ACELY1708) Participate in and contribute to discussions,
clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information,
experiences and opinions (ACELY1709) Use interaction skills, varying conventions of spoken interactions such as
voice, volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the
audience (ACELY1816) Planned, rehearse and deliver presentations, selecting and sequencing appropriate content
and multimodal elements for defined audiences and purposes, making appropriate choices for modality and
emphasis (ACELY1710) Analyse how text structures and language features work together to meet the purpose of a
text (ACELY1711) Select, navigate and read texts for a range of purposes, applying appropriate text processing
strategies and interpreting structural features, for example tables of contents, glossary, chapters, headings and
subheadings (ACELY1712) Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital texts (ACELY1713) Analyse
strategies authors to influences readers (ACELY1801) Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience (ACELY1714) Re-read and edit students own and others work using agreed
criteria and explaining editing choices (ACELY1715) Use a range of software, including word processing,
programs, learning new functions as required to create tests (ACELY1717) Language: 3 Tayla Devilee 214138261
Georgia Lofthouse 214109125 Understand that different social and geographical dialects or accents are used in
Australia in addition to Standard Australian English (ACELA1515) Understand how ideas can be expanded and
sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas
(ACELA522) Cross Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures boriginal
and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place OI.2-
A OI.4- Aboriginal and Torres Strait Islanders societies have many Language Groups. OI.5-Aboriginal and Torres
Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI.6- Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and
demonstrate resilience in responding to historic and contemporary impacts of colonisation. OI.9-The significant
contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged
locally, nationally and globally. Intercultural Understanding: Throughout this unit of work students will develop a
strong intercultural understanding of the Indigenous community. Activities planned for this literacy unit will help
students to recognise Indigenous culture and its importance to the Australian perspective, while developing respect
and empathy for these individuals (Australian Curriculum, 2015 ). By students interacting with individuals from
the Indigenous community and activities with an Indigenous context, will promote students to reflect on these
experiences as individual and in groups to develop intercultural understanding and capabilities (Australian
Curriculum, 2015). Scope of learning: Throughout this learning sequence students will be introduced to the
Indigenous Australian story and culture through relevant literature. Students will be given the time to express to
build upon their knowledge of Indigenous Australians and how this community is significant to Australia. The
sequence will provide students with the opportunity to explore the diversity of the Indigenous community.
Additionally with the use of literature and literature strategies students will become critical thinkers and explore the
author's meaning, themes and intentions for the book. Throughout this sequence students will build on their
understanding and knowledge of the Indigenous community and express this knowledge through a variety of
different literacy and multimodal activities. 4 Tayla Devilee 214138261 Georgia Lofthouse 214109125 Sequence
One: Frontloading: Lesson 1: Understanding Aboriginal History and Culture- Introduce to the students they will be
focusing on the topic of Aboriginal and Torres Strait Islander history and culture, and will be the focus for a
number of weeks. Students will conduct discussions on the Thinking Bus while questions are asked to engage in
deep understanding and thinking about the topic. Students who believe they have little knowledge of the subject
will sit at the back on the bus in a pair, and those who have strong knowledge will sit at the front of the bus in a
pair. Students will rotate through the bus after different discussion questions. Students will use their current
knowledge to fill out the KWL chart (Appendix A). Students will fill in the sheet about what they know and what
they want to know about this topic. Students will complete the rest of the sheet after they have conducted the next
frontloading activity. Resource- KWL Chart (Appendix A) & Rabbits Text Lesson 2 Teaching Focus 2
Experiencing Aboriginal culture Students will be introduced to an Aboriginal Elder from their community. Students
will learn about their culture, history, tribes, languages, art, music and traditional ceremonies etc. Also students will
be given time to participate in traditional music and dance. Discuss what students learnt and felt during the
incursion. Strategic Questions to Reflection Questions lead the students toward - What did you learn about
aboriginal culture? your focus - What similarities and differences can you see between Aboriginal culture and other
cultures? - What makes Aboriginal culture so unique? - Why are Aboriginal so important to Australians today? -
How has this experience made you feel? Whole class Activities to Students listen to the elder and conduct the
activities provided by the incursion (art, dance and music) engage the students Follow on activities Students will
write a recount about the day's events, what they learnt and how they felt. Students will refer to the
partner/group/independe recount poster (Appendix B) as a guide. Students will use draft check list to edit and
proofread their work (Appendix C ). nt Students will finish the KWL sheet and fill in the what I learnt section.
Assessment: KWL Sheet (Appendix A) to show students have learnt something from the elder visit. Resources
KWL Sheet (Appendix A) 5 Tayla Devilee 214138261 Georgia Lofthouse 214109125 Recount Poster (Appendix
B) My Editing Checklist (Appendix C) Aboriginal Elder from the community Lesson 3: Investigating Aboriginal
Culture, Language and History- This lesson will expand on Aboriginal language through a introductory video and a
group investigation piece, which will focus on different Aboriginal tribe languages, culture and history. Students
will watch the Name parts of the body in Dhuraga video (2015) to introduce a specific Aboriginal language. As a
class they will look at the Australian Aboriginal language map (ABC, 2015)(Appendix C) to find the origin of this
language. Additionally students will say the words together and touch the specific body part (e.g. Mabura and
touch eyes). Students will be put into groups to choose a specific Aboriginal language and conduct research to find
the words from the video in this language, and a focus on the area's culture and history. Student will produce a
poster to present to the class, and display in the classroom. Resources- Name parts of the body in Dhuraga!/media/1915357/name-parts-of-the-body-in-dhurga Aboriginal Language Map
(Appendix D) Wordle Website- 6 Tayla Devilee 214138261 Georgia Lofthouse 214109125
Sequence 2: Explicit Teaching Explicit Sessions: Lesson 1: Literature Circle Roles & Word Wall- Students engage
with literature circles with focus on Vocabulary Enricher (Appendix E), and summariser (Appendix F) roles. The
aim of the vocabulary enricher is to pick interesting words out to define, and search for words to be translated to an
Aboriginal language and add these to a word wall and/or wordle. The aim of the summariser is to summarise a
page of text per pair, and at the end students will put their summaries together to create a whole class summary.
Lesson 2: Literature Circle Role- Students engage with Literature circles with focus on the predictor (Appendix G),
and question master (Appendix G) roles. The aim of the predictor is to predict what will happen next in the story,
and for the characters. The aim of the question master is to think of questions when reading the book to share with
the group, for example, how would you feel if? what would you do if? what did you think about? Lesson 3:
Literature Circle Roles & Where? Rabbits Production Song- Introduce the song Where? by the Youtube video
Kate Miller- Heidke performs Where? from The Rabbits (2015). Students use the Clever Connector role in small
groups (Appendix H) to analyse the Where? Lyrics (Appendix I) against the Rabbits text. Additionally other
students will use the Vocabulary Enricher role (Appendix E) to explore the lyrics and make connections to an
Aboriginal language. A follow up activity is for students to create their own poem/lyrics for the Rabbits text.
Resource: Where? Song- Lesson 4: Literature Circle Role &
Diary Entries Introduction Introduce the activity by discussing the number of literature circle roles, and asking
students what they know about the 10 minutes character captain role (Appendix J). From that identification of traits
etc. of the characters students will make a instagram profile (Appendix M) for that character. Discuss what a diary
entry is, and how that text type is different to an information or persuasive piece. Explain to students that using the
book The Rabbits, they will be writing their own diary entry from the point of view of either the Indigenous people
or the colonizers. Elaboration Teacher will model a diary entry, using information collected from the book about
the characters. (Could use a different 10-15 minutes book for the example). Noting the voice of the character, and
how to use different words and phrases can expose that voice. 7 Tayla Devilee 214138261 Georgia Lofthouse
214109125 Teach may display the character profile format sheet (Appendix N) and the diary help poster (Appendix
K) to assist students with their task Practice Students will engage in literature circle roles with particular focus on
the character captain role (Appendix J). Students 30 minutes will use their knowledge about character to create
their own character profile, and use that information to make a character instagram. Students will the create diaries
entries from the perspective of either the rabbit or Indigenous Australians. These entries can be of an event before,
during or after the book, and students can use the diary help poster (Appendix K) with their formation of their
entries. Review Students share their findings from literature circle roles allow with their character instagram profile
they made to the 10 minutes class to discuss the different findings of the students. Students will have an
opportunity to voice their draft of their diary entries and discuss what further entries will include. Resources
Resources : Introductory Videos - Before Settlement-
episode-1/clip1/ Marsden, J & Tan, S 1998,
The Rabbits. Character Captain literature card-Appendix J Character instagram sheet-Appendix M Character
profile sheet-Appendix N Diary help poster-Appendix K Lesson 5: Peer Review & Self Editing- Students will
focus on finishing off their diary entries and edit their work with the self editing worksheet (Appendix C). Students
will also be receiving feedback from fellow class members with assistance from the student peer review sheet to
further develop their work (Appendix L). Lesson 6 & 7: Construct Diary Portfolio- Students finished work will
construct a physical diary (Appendix O). Students will decorate the diary appropriately to the characteristics of
their character. The diary will have all finished work from the sequence such as, character Instagram (Appendix 8
Tayla Devilee 214138261 Georgia Lofthouse 214109125 M), character profile (Appendix N), dairy entries (before,
during and after the book), illustrations, and their produced poem. Teachers will use the Dairy Assessment Rubric
(Appendix P) to assess students work. Sequence 3: Developing a multimodal response See Appendix Q 9 Tayla
Devilee 214138261 Georgia Lofthouse 214109125 References ABC 2015, The AIATSIS Map of Aboriginal
Australia, ABC, retrieved 22 September 2016, . Australian Curriculum 2015, Cross-Curriculum Priorities-
Aboriginal and Torres Strait Islander Priorites, retrieved 20 September 2016, . Australian Curriculum 2015, English
Curriculum level 6 content discriptors, retrieved 20 September 2016, . Australian Curriculum 2015, English
Curriculum level 6, retrieved 20 September 2016, . First Australians-Episode 1- They have come to stay (Clip 1)
2008, video recording, Australian Screens, Sydney. First Australians-Episode 1- They have come to stay (Clip 2)
2008, video recording, Australian Screens, Sydney. Gutjahr 2014, Literature Circle Roles,, retrieved
22 September 2016,. Katie Miller- Heidke performs Where? from The Rabbits 2015, video recording, YouTube,
Sydney. Lahtinen, S 2014, Character Profile Template, Pintrest, retrieved 22 September 2016, . Learning Ideas
2011, KWL Chart, Blogspot, retrieved 20 September 2016, . Literacy Solutions 2016, Literature circle role cards,
Literacy Solutions, retrieved 27 September 2016, Name parts of the body in Dhurga 2015, Video Recording, ABC-
Splash, Morya, NSW. Primary Resources 2016, Diary Success Criteria Posters, Primary Resources, retrieved kek