Literature Based Plan

● Grade Level: Grade 5

● Title of your Unit: Indigenous Dreamtime Storytelling
● Cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures
● Synopsis of major text used.
o Title: The Rainbow Serpent of the Hopkins River, written and illustrated by Patricia Clarke.
o Summary big ideas: The Rainbow Serpent of the Hopkins River is an Indigenous Dreamtime story that explains the creation and
importance of the Hopkins River. It is one of many Dreamtime stories that Indigenous Australians pass on through generations.
The rainbow serpent is known as the Spirit of water, rain and flood. The Rainbow serpent causes mass destruction on its path;
however, it also brings hope to the Dreamtime people as it provides an abundance of food. As the Serpent came to rest, the ocean
picked him up and dragged him out to sea. The Indigenous people believe that the spirit of the serpent is seen whenever a
rainbow appears in the sky. The big idea gathered from this book is the importance of storytelling in Australian Indigenous culture.

● Links to the Australian Curriculum: Literature/Literacy and the cross curricula link to the Australian Curriculum
o Literacy
▪ Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts
(ACELT1608 - Scootle )
▪ Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of
interpretations and responses (ACELT1610 - Scootle )
▪ Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content
and multimodal elements (ACELY1700 - Scootle )
 ▪ Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures,
language features, images and sound appropriate to purpose and audience(ACELY1704 - Scootle )
▪ Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
(ACELY1705 - Scootle )
o Literature
▪ Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts
students have experienced (ACELT1612 - Scootle )
o Aboriginal and Torres Strait Islander Histories and Cultures
▪ OI.2: Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for
Country/Place.
▪ OI.3: Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually
connected to the land, sea, sky and waterways.
▪ OI.5: Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing,
thinking and doing.
o Drama
▪ Explore dramatic action, empathy and space in improvisations, play building and scripted drama to develop characters and
situations (ACADRM035 - Scootle )
o Media
▪ Plan, produce and present media artworks for specific audiences and purposes using responsible media practice
(ACAMAM064 - Scootle )
o Art
▪ Develop and apply techniques and processes when making their artworks (ACAVAM115 - Scootle )

● Scope of learning: In the learning sequence students explore the diversity of Indigenous Australians through interpreting the traditional
and historical Dreamtime stories. Students develop an understanding that storytelling is of importance in Indigenous culture. These
stories become a vital teaching and learning experience as they are passed through generations.
Sequence One: Frontloading:
Teaching Focus 1
Time Length- 60 minutes
Strategic Questions to lead
the students toward your
focus
Whole class Activities to
engage the students
Follow on activities In pairs students will complete a questionnaire that the teacher has created as a ‘diagnostic test’ (see Appendix 2).
partner/group/independent Students will interview another student. The interviewer will be required to write the answers given by the other
student. Once the interviewer has interviewed their partner, students swap over roles.
Assessment:
Resources
Identifying students’ prior knowledge of Indigenous Australians’ cultures and traditions.
Understand the importance of Indigenous people within Australia.
Students should already know from earlier years according to the Australian Curriculum:
- understand Australian and Torres Strait Islander (ATSI) oral traditions to describe place
- distribution of ATSI people around Australia’s productive land prior colonisation
- significant of country and place to ATSI people (land, sea, water, and skis)
This initial frontloading activity is designed to reveal students’ prior knowledge of the teaching focus.
Questions to prompt students to expose this knowledge include;
- Who can explain the significance of Indigenous people within Australia?
- Does anyone know of any Indigenous cultures and traditions?
Students are shown the map of Indigenous Australia and discuss the many tribal boundaries that represent all of
the language, tribal or national groups of the Indigenous peoples within Australia (see Appendix 1). This allows for
the teacher to prompt discussion based on the diversity of Australia and its Indigenous people. The whole-group
activity encourages Grade 5 students to begin thinking about their understandings of Indigenous perspectives,
thus, leading into their small group activity.
As the teacher should have attained an understanding of the literacy capabilities of students within the classroom,
they will also move around the room taking anecdotal notes of the conversations of each pair to ensure the
knowledge of students with low literacy levels has been recorded and taken note.
The lesson will conclude with students completing an exit pass by telling the teacher 1 thing that their partner
shared or explained from the interview.
The assessment is diagnostic as the interview activity allows for the teacher to observe and collect physical
evidence of the students’ understandings prior to the intended learning. From this assessment, the teacher is able
to modify frontloading activities to ensure students are provide with the required educative opportunities to
prepare children for new learning.
Map of Indigenous Australia
 Smart Board/TV
Clipboard for students to conduct interviews.
Basic stationary

Teaching Focus 2 Student experience the genuine storytelling from an Indigenous Elder or Koori Education Support officer.

Time Length- 60 minutes

Strategic Questions to lead
the students toward your
focus
Whole class Activities to
engage the students
Why do people write or tell stories?
What does a story mean to you?
The Indigenous local elder shares their unique stories in order for students to receive a genuine understanding of
Indigenous traditions and histories. It provides students with a firsthand experience of listening to authentic
Dreamtime stories and the develop understandings of the importance of storytelling.
Students engage in stories that are shared in a respectful manner. Students also take part in asking and answering
questions and participating in any activities or tasks given.

As it is not always possible to invite an Indigenous elder into the classroom, classroom teachers can involve the
KESO team (Koori education support officers), as this team of Indigenous people provide authentic information to
district schools.

Follow on activities KWL (see Appendix 3)

partner/group/independent Before the local Indigenous elder begins the lesson, students individually complete the first part of the KWL chart.
Students begin by writing down what they already know and what they want to know about Indigenous cultures,
traditions and storytelling. After the whole class lesson students fill in the final column of the KWL chart, ‘What I
Learnt’.
Assessment: The activity provides the teacher with diagnostic and formative assessment as the KWL chart requires students to
write in their prior knowledge and questions or interests they may have. Students write in what they learnt from
the incursion of the local Indigenous elder, allowing the teacher to formatively assess the students on their
learning as they move through the front-loading part of the unit.

Resources KWL sheets

Pens
Teaching Focus 3 How Indigenous storytelling expresses creation of animals and land.

Time Length- 60 minutes

Strategic Questions to lead What Australian animals do you know of?
the students toward your Can you explain or describe what an Indigenous Dreamtime story is or may be about?
focus

Whole class Activities to The teacher writes ‘Dreamtime’ on the whiteboard and students are prompted to suggest their understandings of
engage the students what the term Dreamtime entails. (They are stories belonging to Indigenous people that teach us lessons or
explain creations of animals and land). Through discussions it is explained that Dreamtime stories explain the
creation of some form of nature; flora or fauna.

Discuss some Australian animals. Focus on the Emu. What are some unique features that an Emu has? How could
we explain the creation of these features? Why do you think that Emus cannot fly?
The teacher has a picture of an emu on the smartboard and student give their answers for the teacher to scribe.
This models the following group activity allowing for students to see the task expectations.
Follow on activities Each group of students is given a specific Australian animal (Koala, Kangaroo, Blue-tongue lizards, Kookaburra,
partner/group/independent Platypus, and Echidna). Students are to initially discuss the unique features of their group animal. For example;
Emus have long legs, have wings but can’t fly, etc. Groups will be creating posters. They will be given an image of
their animal and are to write key features and reasons why they may have these features on the poster (see
Appendix 4).
Assessment: The activity provides the teacher with formative assessment as the posters can be used to show how students are
progressing through the unit of work and the level of engagement and understanding they are at.

The first 3 front loading lessons have begun by immersing the students into some of the main ideas and points
from the story ‘The Rainbow Serpent of the Hopkins River’ by Patricia Clarke (Terri Redpath, ECL310 Multiliterate
Learners in Middle Years Environments, Deakin University, lecture 9 ‘critical literacies’, 12 September 2018).
Resources Smart Board
Whiteboard markers
Various Australian animal pictures
A3 Paper
Coloured Texas and pencils

Teaching Focus 4 Importance of Storytelling in Indigenous cultures.

Time Length- 60 minutes

Strategic Questions to lead
the students toward your
focus
Whole class Activities to
engage the students
Students are prompted to recall the purpose of Dreamtime stories.
Why do we tell stories?
Why are stories important?
How do you tell stories to others?
To begin the lesson the teacher informs students that Indigenous beliefs and histories are passed from generation
to generation through cultural traditions, practices, and language. These communications traditions including
dance, song, storytelling, and the making of art and craft.

The title of the Dreamtime story; ‘Why the Emu cannot fly’, is discussed with students. Students are prompted to
think;
- What the story may be about?
- What characters do students expect will be in the story?
- Where is the setting of the story?
- What could be the stories problem?
- How is the problem resolved and the story concluded?

The students are shown the YouTube video of the reading of the Dreamtime story Why the Emu cannot fly.
They are then asked questions to discuss with a partner:
- What the meaning of the story was?
- Does this story have moral or purpose?

Follow on activities To follow on from the discussion and watching the video, individually students will be required to write a
partner/group/independent conversation they think might have occurred between the characters in the story.
An extension activity for students that finish early is to draw what they think was the most important part from the
story and explain why they think it is important.

Assessment: The activities are a way the teacher can formatively assess students learning throughout the frontloading part of
the unit. Work samples can be collected and viewed to see where students understanding and capabilities are at.

Winch et al. 2014 explain that critical literacies include examining meaning within text and consider the purpose.
Students are given the opportunity to explore these critical literacies through discussion with their peers.
Resources Smartboard/TV
Video ‘Why the Emu cannot fly’ https://www.youtube.com/watch?v=mYYY-blqhek
English Workbooks
Pens
Pencils
Sequence 2: Explicit Teaching
Explicit Sessions: 3
Summary of session 1 - Book reading. In this literacy lesson the text, The Rainbow Serpent of the Hopkins River, is read to students with
students sitting in a circle. The teacher is to read the first page to students as it sets the scene of the Dreamtime story. As the reading of the text
is continued, the teacher allocates roles of animals to students in order for students to begin acting out the story as the teacher reads it. For
example; ‘The kookaburra started laughing very loudly’ (Clarke 2008, p. 4), therefore, a student would act as the Kookaburra as it appears
throughout the story. Student acting is commenced as it is an important element to be undertaken in the multimodal presentation in sequence 3.
As students are personally involved in the reading of the story, rather than simply listening to it, students comprehend the story in depth and at a
personal level through social interaction. At the completion of the book, students express their understandings and discuss the key elements to
the story. In regards to critical literacies, the students will examine the cultural meaning behind the Rainbow Serpent in consideration to the
purpose of the Indigenous Dreamtime stories.

Explicit Teaching Session 2 - Understanding moral/messages of Dreamtime stories

Introduction Students are prompted to recall key aspects of the Dreamtime story, The Rainbow Serpent of the Hopkins River,
that was read in the lesson prior. In regards to critical literacies, students interpret the author’s motives of the
Dreamtime story as they revisit and examine the intended meaning and elements of the text (Winch et al. 2014,
p. 539). The initial discussion here is very important as it shapes the lesson (My Read, 2002).

Elaboration The teacher will model the activity that the students will complete individually to prepare them for the activity, as
modelling is recommended by the MyRead (2002) website. As a whole class, students will read one Indigenous
Dreamtime story chosen from the website that will be given to them. Together through discussion, the class will
identify what the moral or message of the story is. The teacher will also give the students some key ideas to help
them find the moral such as being able to identify the key happenings and resolutions from within the story and
linking these findings with their own prior knowledge.

As discussed in seminar 9 Middle Years teaching approaches include adding more substance and elaborating
further on the text rather than just reading it with basic purpose (Terri Redpath, ECL310 Multiliterate Learners in
Middle Years Environments, Deakin University, seminar 9, 12 September 2018). This is done by delving into the
moral messages students explore whilst watching various Dreamtime stories.

Practice Individually, students, are provided with website links that take them to web-pages with Indigenous Dreamtime
stories. One website requires students to read the stories independently, and the other allows students to listen
to the story being read to them. This allows for the task to be differentiated for the range of abilities with a
 classroom, as the lower literacy students will still have the opportunity engage in the online stories. As students
are provided with the opportunity to access these websites, this ensures student engagement, as individuals are
able to make a selection of the story they want to comprehend.

After reading or listening to an Indigenous story, students are to use the strategies modelled by the teacher
earlier in the lesson to summarise and identify the moral/message that the story is portraying. Students will
record their work by videoing themselves explaining their understandings of the moral of the story. This prepares
students and ICT skills for the multimodal presentation that will be later developed. The activity also acts as a
form of formative assessment as it allows the teacher to collect videos and identify students’ ability to
comprehend moral messages within Dreamtime stories.

Review Students come together as a class after completing their individual task. During share time, individuals express
their Dreamtime story, including its characters, setting, main happenings, and other elements to the story that
the student found interesting. Students are to also discuss the moral that they have comprehended from the
story.

Resources Link for Dreamtime stories that require to be read by student;

- http://dreamtime.net.au/
Link that has videos of Dreamtime stories being read;
- https://www.welcometocountry.org/aboriginal-dreamtime-stories/

Explicit Teaching Session 3 - Understanding Dreamtime narrative writing

Introduction The teacher and students recap the Dreamtime story, The Rainbow Serpent of the Hopkins River, and in
particular, identify the Australian animals within the story. The teacher explains that this session will involve
students understanding that a common theme within Dreamtime stories involves the permanent change of a
characteristic of an animal.

Elaboration The teacher prompts group discussion about the main elements that make up a Dreamtime story; such as the
animal, the setting, animal characteristic, and a problem. Students recognise specific elements that make up a
narrative and identify how The Rainbow Serpent of the Hopkins River aligns with this form of writing piece. As
students will also have observed, read, or listened to, a variety of Dreamtime stories prior to this lesson, they will
now have a wider understanding of what constitutes as a Dreamtime narrative. This discussion links to the
students’ developed concepts which is an important factor during the elaboration state of the Explicit Teaching
framework (MyRead 2002).
 Practice In pairs, students select an animal to focus on for the activity, and identify a specific characteristic of the animal.
For assistance, they are able to reflect on the animal posters created during frontloading activities.
The pairs are to complete the Dreamtime Animal sheet (see Appendix 5) which prompts them to think of a
changing characteristic. With scaffolding by the teacher, the students develop their understanding that in
Dreamtime stories, the selected characteristic of an animal was not originally how it is today, and they must
create a problem/conflict that results in the permanent change. For example; the kangaroo never used to have a
long tail, and students are to create the situation explaining why it now does. As explained in the Week 8 lecture,
‘talk’ is an important teaching approach that teachers must consider when teaching middle years students. ‘Talk’
engages students in the task as they are able to communicate their knowledge and understandings (Terri
Redpath, ECL310 Multiliterate Learners in Middle Years Environments, Deakin University, lecture 8, 5 September
2018).

Review Each pair of students group up with another pair to share their completed activity identifying the specific change
that has occurred on the animal and the reasons why. Each pair should give the other pair some positive or
constructive feedback in order to improve the clarity of the storyline. The teacher records anecdotal notes on the
students’ discussions as a form of formative assessment, to identify if students have grasped a thorough
understanding of particular key elements of Indigenous stories. This also informs the teacher if re-teaching is to
occur.
Resources See appendix 5 for the Dreamtime activity sheet that students are to complete in pairs.
Pens

Explicit Teaching Session 4- Story Planning

Introduction Students are prompted to recall the purpose of Dreamtime stories, in which this knowledge was developed in the
frontloading activities and through critical literacies.

Elaboration During whole class discussions, the teacher questions students to think; if we were to write a Dreamtime story
what would it be about and how would we write it? The teacher brainstorms students’ ideas on the board by
creating a visual mind map. The teacher questions students to recall examples from the text, The Rainbow
Serpent of the Hopkins River, and link the book’s elements and story structures to their mind map responses.
From frontloading activities, students have been exposed to Australian animals and important elements in
Dreamtime stories, this will assist their responses. This links to students’ known concepts, and identifies if re-
teaching is required, which is an important part of the elaboration stage of the Framework for Explicit Instruction
Focused Literacy Lessons (My Read 2002).
 Practice In this lesson students begin their planning of creating a Dreamtime story. They use the planning sheet provided
(see Appendix 6), which prompts students to select a main animal of the story, and identify the permanent
change that will occur to this animal. On the planning sheet they also plan the setting, conflict, and resolution.
This planning document allows for students to ensure they have all the required elements to create a Dreamtime
narrative. The completion of this document also caters for the students who require structure in their learning, as
they are able to refer back to their plan when writing the narrative in future lessons.

Students can select to write about the animal they created a poster of, in the frontloading activity, or look to
other groups posters to get story ideas as these posters are on display around the room.

Review Students select a reflection card (see Appendix 7) and during whole class discussions, respond to their particular
card. As summary, review, and reflection are elements to the review stage of explicit teaching (My Read 2002),
this collaborative activity ensures students are reflecting on their literacy learning. As previously mentioned, this
collaborative discussion based reflection is an important teaching approach to middle years learning (Terri
Redpath, ECL310 Multiliterate Learners in Middle Years Environments, Deakin University, lecture 8, 5 September
2018). This reflection is conducted to allow students to review the key Dreamtime story text elements and
structure.

Resources Planning sheet - https://www.tes.com/teaching-resource/dreamtime-wireframe-oral-story-telling-6321827

Reflection Cards - https://www.teachstarter.com/teaching-resource/reflective-thinking-sentence-starter-cards/
Pens

Summary of session 5 - Story plan editing. This literacy lesson will involve students revising and editing their own Dreamtime story plan. To
begin the lesson the teacher will prompt students as a class to come up with a criteria of what they believe they should look for when editing
their plans based on the elements and structures of the text, The Rainbow Serpent of the Hopkins River. Initially, students individually edit their
own work to alter for improvements. They then pair up with another student to share their story plans and brainstorm modifications for
improvement with their partner. For example; adding in a character or clarifying a certain scene. This lesson is conducted as it is a requirement
that in the third sequence, developing a multimodal response, students are to edit their own and then another student’s narrative. Therefore, this
explicit teaching lesson allows for students to have the required ability and understanding of what to look for to improve Dreamtime narratives.
Sequence 3: Developing a multimodal response

The task: The development of a multimodal response is to be created over a two-week period. As the elements and story structure of
Dreamtime stories have been exposed explicitly and modelled throughout the sequence, these lessons allow for students to put the explicit
teaching and learning into practice. Students begin to write their stories in which they planned in the explicit teaching lessons (example of written
Dreamtime story by primary student - see Appendix 8). It is important that the teacher insures that students approach this task respectfully.
Their stories must be based around an Australian animal and the creation of a specific element of this animal. For example; how the Kangaroo
got its pouch. The purpose of students creating their own Dreamtime story is for children to deepen their understanding and respect for the rich
Indigenous culture of storytelling that is passed from generation to generation.

Students are to edit their own piece of writing to ensure it is completed to high standards. The ability to edit student’s own work according to the
specific text structure and language features is a significant ability to attain in Grade 5 (Australian Curriculum, Assessment and Reporting
Authority 2016). An extending task if students have already completed their writing, is for individuals to draw a sequence of illustrations for their
story. Grade 5 students are to also edit and assess others work which is an important skill that is to be developed in literacy at this year level
(Australian Curriculum, Assessment and Reporting Authority 2016). Students will be given a list of criteria (see Appendix 9), which will be used
for students to assess each other. The assessment criteria assess correct grammar, punctuation, spelling and ensures effective use of describing
words. This final editing and assessing lesson is a way for the teacher to summatively assess the students’ knowledge and understanding they
show through their stories. The creation of the stories reflects all of the main ideas and concepts taught throughout the unit.

Once students have completed their Dreamtime narratives, they will be required to transform their written narrative into a narrative film.
Students will be placed into groups of 3 and are to create 3 short films based on each of their Dreamtime stories. Students are to include
dialogue, sound effects, prompts and basic costumes. This group assessment accommodates to a range of diverse learners in the Grade 5
classroom as it includes elements of visual, audio, and acting. This multimodal presentation is to express key elements of a Dreamtime story and
is planned, rehearsed, and delivered in an engaging and respectful manner (see rubric for full assessment - Appendix 10). It is also a
requirement that students use ICT responsibly, being that they are not tempted by ICT distractions. Some students may hold the ability to
compose a story at above expectations, however, without efficient use of ICT, the transformation of written narrative to film may not succeed
the expectations.
Reference List.

Australian Curriculum, Assessment and Reporting Authority 2016, Australian Government, retrieved 3 October 2018,
<https://www.australiancurriculum.edu.au/>.

Horton, DR 1996, AIATSIS map of Indigenous Australia, Australian Institute of Aboriginal and Torres Strait Islander Studies, retrieved 3 October
2018, <https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia>.

Clarke, P 2008, The Rainbow Serpent of the Hopkins River, One Day Hill Pty Ltd, Camberwell East.

Department of Education 2012, Aboriginal Dreaming Stories - Developing a Narrative, Government of Western Australia, retrieved 3 October
2018, <http://det.wa.edu.au/curriculumsupport/eald/detcms/school-support-programs/english-as-an-additional-language-or-dialect/binary-
files/aboriginal-dreaming-stories---developing-a-narrative.en?cat-id=13356775>.

Kalinda Knight 2013, Aboriginal Dreamtime Stories Unit of Lesson Plans- Year 3 and 4, Australian Curriculum Lessons, retrieved 3 October 2018,
<https://www.australiancurriculumlessons.com.au/2013/11/09/aboriginal-dreamtime-stories-unit-year-3-4/>.

Mrlockyer 2014, Dreamtime Wireframe; oral story telling, Tes Global Ltd, retrieved 3 October 2018, <https://www.tes.com/teaching-
resource/dreamtime-wireframe-oral-story-telling-6321827>.
MyRead, 2002, Connecting students to learning through explicit teaching, Australian Association for the Teaching of English, retrieved 3 October
2018, <http://www.myread.org/explicit.htm>

Teachstarter 2018, Reflective Thinking Sentence Starter Cards, retrieved 3 October 2018, <https://www.teachstarter.com/teaching-
resource/reflective-thinking-sentence-starter-cards/>.

Winch, G, Ross Johnston, R March, P Ljungdahl, L & Holliday, M 2014, Literacy: Reading, Writing and Children’s Literature, Oxford University
Press, Victoria, Australia.

Why the Emu cannot fly 2012, YouTube, chloereeves1, 1 October, retrieved 3 October 2018, <https://www.youtube.com/watch?v=mYYY-
blqhek>.
Appendix List:

Appendix 1: Map of Indigenous Australia.

Appendix 2: Diagnostic Unit Questionnaire

Appendix 3: KWL activity sheet

Appendix 4: An example of Australian Animal poster

Appendix 5: Dreamtime Animal Sheet

Appendix 6: Planning sheet used for Dreamtime story planning.

Appendix 7: Reflection Cards

Appendix 8: An example of a Dreamtime story created by a primary school student.

Appendix 9: List of Criteria for marking Dreamtime stories

Appendix 10: Rubric for Assessment of Dreamstory and multimodal presentation

Appendix 1: Map of Indigenous Australia: https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia
Appendix 2: Diagnostic Unit Questionnaire
Appendix 3: KWL (Know, Wonder, Learned) activity sheet.
Appendix 4: An example of Emu poster to show students.
Appendix 5: Dreamtime animal sheet

Appendix 6: Planning sheet used for Dreamtime story planning.

Appendix 7: Reflection Cards
Appendix 8: An example of a Dreamtime story created by a primary school student.
Reference: Department of Education 2012, Aboriginal Dreaming Stories - Developing a Narrative, Government of Western Australia, retrieved 3
October 2018, <http://det.wa.edu.au/curriculumsupport/eald/detcms/school-support-programs/english-as-an-additional-language-or-
dialect/binary-files/aboriginal-dreaming-stories---developing-a-narrative.en?cat-id=13356775>.

Appendix 9: List of Criteria for marking Dreamtime stories

Appendix 10. Rubric for Assessment of Dreamtime story and multimodal presentation.

Student Name: ______________________________________________
Aus Curriculum/
Expectations
Create literacy texts using
realistic and fantasy settings
and characters that draw on
the worlds represented in
texts students have
experiences (ACELT1612).
Plan, rehearse and deliver
presentations for defined
audiences and purposes
incorporating accurate and
sequenced content and
multimodal elements
(ACELY1700).
Multimodal Response Rubric
High achievement.
Expresses a high understanding of the
key elements and structure in the
Rainbow Serpent of the Hopkins River
and other Indigenous Dreamtime
stories. Able to efficiently present this
understanding through their story.
The choice of characters and setting
displays similarities to that of
Dreamtime stories at a exceeding
level. A specific Australian animal is
selected and there is great focus and
detail on a permanent characteristic
change.
Shows a high ability to plan and
rehearse the delivery of their
narrative; a Dreamtime story.
Completed both multimodal elements
(narrative and film) of the literacy
sequence at an exceeding standard.
Selects highly appropriate multimodal
elements for the audience and
purpose. Delivers the multimodal
presentation in an engaging way that
is defined for audiences and
expresses the intended sequence
focus to a high level.
Grade: _5__ Teacher Name: ______________________________
Moderate achievement
Expresses an appropriate understanding
of the key elements and structure in the
Rainbow Serpent of the Hopkins River
and other Indigenous Dreamtime
stories. Able to present this and
understanding through their story. The
choice of characters and setting displays
similarities to that of Dreamtime stories
at a moderate standard. A specific
Australian animal is selected and there
is a focus on a permanent characteristic
change.
Shows an adequate ability to plan and
rehearse the delivery of their narrative;
a Dreamtime story.
Completed both multimodal elements
(narrative and film)of the literacy
sequence at a moderate standard.
Selects appropriate multimodal elements
for the audience and purpose. Delivers
the multimodal presentation in an
engaging way that is defined for
audiences and expresses the intended
sequence focus to a moderate level.
Low achievement
Does not or rarely shows
understanding of the key elements
and structure in the Rainbow
Serpent of the Hopkins River and
other Indigenous Dreamtime
stories. Presents this limited
understanding through their story.
The choice of characters and
setting displays similarities to that
of Dreamtime stories at a poor
standard. An animal is selected and
there is poor focus on a permanent
change.
Lacks ability to plan and rehearse
the delivery of their narrative; a
Dreamtime story.
Completed both multimodal
elements (narrative and film)of the
literacy sequence below expected
standard. Selects inappropriate
multimodal elements for the
audience and purpose.
The multimodal presentation is
delivered for an audience and rarely
expresses the intended sequence
focus.
Plan, produce and present
media artworks for specific
audiences and purposes
using responsible media
practice (ACAMAM064)
Time Management
Use of collaborative and
cooperative skills to ensure
individual participation.
Highly efficient use of ICT and skills to
produce and present the completed
multimodal media product.
Expresses respectful and responsible
media practice at a high standard.
Class time was used extremely wisely.
Much time went into the planning and
design of the Indigenous Dreamtime
story and multimodal presentation.
Was highly self motivated the whole
time and seeked assistance as
needed.
Fulfils individual role in acting and
creating short-films. Has an active
and constructive contribution to the
collaborative task. Cooperates and
assists others ideas and suggestions.
Is a highly efficient and effective team
member.
Efficient use of ICT and skills to produce
and present the completed multimodal
media product.
Expresses respectful and responsible
media practice at the expected
standard.
Class time was used wisely. Adequate
amount of time went into planning and
design of the Dreamtime story and
multimodal presentation. Showed self-
motivation during allocated class time
and seek assistance where needed.
Participates in acting and creating short-
films. Contributes constructively to the
collaborative task. Cooperates and
considers others ideas and suggestions.
Is a competent efficient and effective
team member.
Poor uses of ICT and skills to
produce and present the completed
multimodal media product.
Expresses respectful and
responsible media practice at a low
standard.
Class time was used poorly. Little
time went into the planning and
design of the Indigenous
Dreamtime story and multimodal
presentation. Lacked self motivated
and seeked no assistance.
Does not participate in the acting
and creating of short-films. Lacks
collaboration skills, as student
rarely shows or fails to show
cooperation with others and is
unwilling to make suggestions and
ideas. Does not have an effective or
efficient input as a team member.