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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

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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.
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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:

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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.

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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)

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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 http://splash.abc.net.au/home#!/media/1915357/name-parts-of-the-body-in-dhurga


Aboriginal Language Map (Appendix D)
Wordle Website- http://www.wordle.net/

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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- https://www.youtube.com/watch?v=ZL7v4YFowSE

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.

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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-
http://aso.gov.au/titles/documentaries/first-australians-episode-1/clip1/

http://aso.gov.au/titles/documentaries/first-australians-episode-1/clip2/

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

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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

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References
ABC 2015, The AIATSIS Map of Aboriginal Australia, ABC, retrieved 22 September 2016, <http://www.abc.net.au/indigenous/map/ >.

Australian Curriculum 2015, Cross-Curriculum Priorities- Aboriginal and Torres Strait Islander Priorites, retrieved 20 September 2016,
<http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/key-ideas>.

Australian Curriculum 2015, English Curriculum level 6 content discriptors, retrieved 20 September 2016,
<http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level6>.

Australian Curriculum 2015, English Curriculum level 6, retrieved 20 September 2016,


<http://www.australiancurriculum.edu.au/english/curriculum/f-10?y=6&s=LA&s=LT&s=LY&p=1&layout=1>.

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, slideshare.net, retrieved 22 September 2016,<


http://www.slideshare.net/gutjhy/literature-circles-roles-38063387>.

http://www.australiancurriculum.edu.au/generalcapabilities/intercultural-understanding/introduction/key-ideas>.

Katie Miller- Heidke performs Where? from The Rabbits 2015, video recording, YouTube, Sydney.

Lahtinen, S 2014, Character Profile Template, Pintrest, retrieved 22 September 2016, <https://au.pinterest.com/pin/71142869089870891/>.

Learning Ideas 2011, KWL Chart, Blogspot, retrieved 20 September 2016, <
http://learningideasgradesk-8.blogspot.com.au/2011/05/simple-and-complex-machines.html>.

Literacy Solutions 2016, Literature circle role cards, Literacy Solutions, retrieved 27 September 2016,
<http://www.literacysolutions.com.au/resources/literature-role-cards.php>.

Name parts of the body in Dhurga 2015, Video Recording, ABC-Splash, Morya, NSW.

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Oriental Trading 2014, DIY Journal Craft Kit, Oriental Trading, retrieved 22 September 2016,
<http://www.orientaltrading.com/diy-journals-craft-kit-a2-48_6771.fltr>.

Primary Resources 2016, Diary Success Criteria Posters, Primary Resources, retrieved 22 September 2016,
<http://www.primaryresourcecentre.com/ourshop/prod_532923-Diary-Success-Criteria-Poster.html>>

R.I.C Publications 2014, Understanding Texts Types Posters- Recount, R.I.C Publications, retrieved 22 September 2016,
<http://www.ricgroup.com.au/product/understanding-text-types-2/> .

Tan, 1998, The Rabbits-Front Cover, Blogspot.com, retrieved 20 September 2016, <http://ireadnsee.blogspot.com.au/2012_09_01_archive.html

Tan, S 1998, The Rabbits- First Page, Blogspot.com, retrieved 20 September 2016,
<http://picturebooksinelt.blogspot.com.au/2012/03/rabbits-came-many-grandparents-ago.html>.

Teachers Notebook 2016, Character Instagram, Teachers Notebook, retrieved 22 September 2016, <
http://www.teachersnotebook.com/product/CheerfulTeaching/character-instagram>.

Teachers Pay Teachers 2013, Peer Editing Sheet, Teachers Pay Teachers, retrieved 22 September 2016,
<https://www.teacherspayteachers.com/Product/Peer-Editing-Sheet-884965>.

The Arts Centre Melbourne 2015, The Rabbits 2015, The Arts Centre Melbourne, retrieved 22 September 2016, <
https://www.artscentremelbourne.com.au/~/media/artscentre/files/discover/for-schools/teachers-resources/2015/the-rabbits-2015-teachers-resource.ashx?la=en.>
.

The Teacher Treasury 2013, My Editing Checklist, The Teacher Treasury, retrieved 22 September 2016,
<http://www.theteachertreasury.com/free-downloads/my-editing-checklist>.

Victorian Education and Training 2013, The e5 model, Victorian Education and Training, retrieved 1 October 2016,
<http://www.education.vic.gov.au/school/teachers/support/Pages/e5model.aspx>.

Wordle 2014, Wordle, retrieved 22 September 2016, < http://www.wordle.net/>.

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Appendices:
Index Appendix I - Where? Rabbits Production Lyrics

Appendix A -KWL Chart Appendix J - Character Captain Information Sheet

Appendix B -Recount Poster Appendix K- Diary Help Poster


Appendix C- My Editing Checklist Appendix L- Peer Editing Sheet

Appendix D- Aboriginal Language Map Appendix M- Character Instagram Profile Sheet

Appendix E- Vocabulary Enricher Information Sheet Appendix N- Detailed Character Profile


Appendix F - Summariser Information Sheet Appendix O- Homemade Diary Example

Appendix G - Question Marker and Predictor Information sheet Appendix P- Diary Assessment Rubric

Appendix H - Clever Connector Information Sheet Appendix Q - Multimodal response

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Appendix A- KWL Chart

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Appendix B- Recount Display Poster

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Appendix C- My Editing Checklist

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Appendix D- Aboriginal Language Map

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Appendix E- Vocabulary Enricher Information Sheet

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Appendix F- Summariser Information Sheet

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Appendix G- Question Master and Predictor Information Sheet

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Appendix H- Clever Connector Information Sheet

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Appendix I- Where? Rabbits Production Lyrics


WHERE? That time seems so long ago now

Lyrics: Lally Katz

Music: Kate Miller-Heidke with Iain Grandage Chorus 1:

Copyright 2015 Where is the rich, dark earth, brown and moist?

1. This land is bare and brown Where is the smell of rain dripping from gum leaves?

And the wind blows empty cross the plains

I have walked these plains for the whole memry of my soul 3. Evrything familiar is gone

Evrything I counted on

2. And the soul of my mothers I cant run, I cant swim away from this land

And the soul of my fathers fathers

We have been the life of these plains Chorus 2:

Ghosts on these plains Where is the rich, dark earth, brown and moist?

Where is the smell of rain dripping from gum leaves?

Pre-Chorus: Where are the billabongs?

The wind, once full The long-legged birds?

The grass, once green Where are the rivers?

There were plants in our hands They used to run clear, now theyre eaten by mud.

Who will save usfrom the Rabbits (whispered)

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Appendix J- Character Captain Information Sheet

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Appendix K- Diary Help Poster

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Appendix L- Peer Editing Sheet

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Appendix M- Character Instragram Profile Sheet

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Appendix N- Detailed Character Profile

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Appendix O- Homemade Diary Example

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Appendix P- Dairy Assessment Rubric


Diary Assessment Rubric

Excellent Good Needs


Improvement

Uses a variety of themes and knowledge based around


the text

Uses a variety of themes and knowledge from lesson


experiences and/or activities

The narrator's voice is clear, personal, emotional and


engaging

Evidence of descriptive and engaging words in a variety of


sentences

Evidence of planning and revising. Taking on relevant


peer feedback.

Diary follows the relevant structure, easy to follow and is


fluent. Evidence of diary entries taking place before,
during and after the text.

Evidence of character building, poems and illustrations

The diary decorations are relevant to the character being


represented in the diary

Little spelling mistakes and grammar errors

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Appendix Q- Multimodal response

THE TASK: Students will engage in creating a performance for a whole school assembly. Students can split up into groups to have a vast range of
performances with different themes. Examples of performances could be a cultural dance, creating there own song or poem to perform, a drama piece
etc. These pieces could focus on Indigenous culture, history, contemporary issues. The focus is for students to understand the diversity of Indigenous
culture, and using some forms of traditional teaching and learning to explore that.
Introduction: This lesson will be the beginning of students time to work on the pieces. Students will be gathered to discuss what they know about
Indigenous culture. This includes history, language, contemporary life, celebrations, cuisine, traditions etc. From this discussion students will brainstorm
what they would like to share with the rest of the school, for example the many languages and different tribes of Indigenous people might be explored
through dance.

Body: Students will be using books and computers to explore, explain and elaborate by looking for inspiration and examples of what they might like to
present to the school and on what they know. The teacher will make sure students stay on task, and supervise their usage of the computers. Students
should be conducting thorough research and be thinking about with their group how they would like to present their findings.

Conclusion: Students will share and evaluate their ideas of what they have come up with so far to the group, and discuss how they wish to display those
at assembly. This sharing will help students as they continue to work on their pieces, discussing with other students and teacher, and to share the
resources they may have found which have helped to form their ideas.

Follow on lessons: Students to practice their pieces and seek feedback from peers, while collating information and using the diary entries to help form
their ideas.

Throughout this lesson and future lessons students will be engaged by the performance based nature of the task, and will asked by each other and the
teacher to explore and elaborate what they already know and new knowledge being collected. This will all then be evaluated at the end of the lesson
and future lessons until the students perform their pieces. This is in accordance with the E5 instructional (Victorian Education and Training 2013) model
used by teachers to develop deeper understanding for students.

Assessment:

Multimodal Response Rubric


Student Name: _____________________________________________________ Grade: ________ Teacher Name: __________________________

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Expectations Above the expected level of At the expected level of achievement Below the expected level of
achievement achievement
Understanding the diversity Has high understanding of the Can identify some important points of Limited or no understanding of
of Indigenous culture, the Indigenous culture and how to Indigenous culture, life and expression Indigenous culture, how to
history, contemporary life, respectfully engage with it. Can and can adequately explain it and how respectfully engage with it.
language, education, explain important points of culture, it is different and/or similar to their
celebrations, traditions, life and expression and how that own life.
cuisine etc. compares to their own life.
Appropriate selection of Selects a highly relevant idea from Appropriately selects an idea of Does not select a viable idea of
idea from Indigenous Indigenous culture that has been Indigenous culture and justifies this Indigenous culture and cannot
culture for the performance discussed and has a meaningful choice of why its important to share provide an appropriate justification
and are able to justify that justification of this choice of why its with others. for the choice made.
choice important to share with others.
Personal Performance. Presents in a professional manner Presents in an appropriate way Attempts to present appropriately
Appropriate presentation, ensuring voice projection is used ensuring voice projection is used and or is inappropriate in presentation.
using skills such as voice through all speaking parts and eye eye contact is made when on stage, Does not project voice well enough
projection and eye contact contact is maintained throughout the involving the audience. for the audience to hear and has
when on stage. performance, engaging the audience little to no eye contact when on
stage
Involvement in preparation, Fulfils own role in preparation for Shows appropriate levels of Does not participate all of the time
including level of performance and assists others participation and fulfils designated role or is disengaged with the group,
participation and teamwork where appropriate demonstrating to prepare and perform the role play. not assisting in preparation of role
high levels of participation. Works Works well as part of the team. play. Does not work well as part of
well as part of the team. the team.

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