TITLE A Journey Through the Dreamtime: English Education

SUBJECT English

YEAR  Year 4 | 2020

INTENDED CURRICLUM COVERAGE

Language:
Understand that social interactions influence the way people engage with ideas and respond to others for example when
exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the
intended audience (ACELA1490)
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research
(ACELA1498)

Literature:
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Creating literatureCreate literary texts that explore students’ own experiences and imagining (ACELT1607) 
Create literary texts by developing storylines, characters and settings (ACELT1794)

Literacy:
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1690) 
Creating textsUse a range of software including word processing programs to construct, edit and publish written text, and
select, edit and place visual, print and audio elements (ACELY1697)

CROSS CURRICLUM PRIORITIES

Cross-Curriculum priorities – Aboriginal and Torres Strait Islander Histories and Cultures Learning Area English In the
Australian Curriculum: English, students begin to engage with the priority as they develop an awareness and appreciation of,
and respect for, Aboriginal and Torres Strait Islander literature. This includes storytelling traditions (oral narrative) and
contemporary literature. Students will learn to develop respectful, critical understandings of the social, historical and cultural
contexts associated with different uses of language features and text structures including images and visual language.
 YEAR 4 ACHIEVEMENT STANDARDS: ENGLISH

Receptive modes (listening, reading and viewing)

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.

Productive modes (speaking, writing and creating)

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.

BUILDING THE FIELD MODELLING THE TEXT GUIDED PRACTISE INDEPENDENT

C0NSTRUCTION

guided discussions about a discussion of the different focus is on the composition

the area of study stages of the text and their
hands on activities such as purpose
experiments annotating a text to highlight
excursions key features relevant to the
brainstorming, mind genre
mapping  finding or highlighting key
research tasks such as words, phrases or
jigsaw tasks, note taking   sentences  which help
vocabulary building. understanding of the text
looking for patterns
across texts
asking questions which
require re-reading
close activities rearranging
cut up parts of a text to
reconstruct it and explaining
how the parts work together
of text, through directed and
informed dialogue where
students are guided by an
expert ‘other’, usually the
teacher
Field knowledge is reviewed
to be certain students have
the background knowledge
to be able to contribute to
the text
teacher takes a leading role
to guide the jointly
constructed text
Important processes of
writing such as drafting and
editing are also modelled
during this phase.
takes place when students
are ready to work on their
own texts
Students draw on the
understandings about
genre and language
developed through
modelling and guided
practice phases
guide students in their
composition, supporting
them to creatively design
and compose their texts
independently
Less confident students can
closely following a model
 WEEK 1

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

What is a Activity 1-
1 Dreamtime  Collectively as a class, students will have a short 3-minute discussion responding to the question
story? ‘What is the Dreaming?’ Students responses will be scribed on the whiteboard in a form of a
brainstorm cloud. Students are invited to contribute with their own experiences, ideas and images.
Students are invited to share aspects of their own culture – Through this, students are led into an
understanding of Aboriginal Dreaming stories. This short brainstorm is to check and share students’
prior knowledge as an informal assessment approach. Other prompting inquiry questions include –
- Why are these stories important?
- What is their cultural significance and connection to the Aboriginal people?
- What are they about?
 
Activity 2 –
Students will form small groups of 3-4 participants per group. Each group will receive a series of 4
various images related to the Dreaming and Aboriginal culture (shown below). And a stanza of the
poem “Where we belong”.

Each group will glue the images and the poem on a piece of A3 paper and work as a group to discuss
what they have discovered as a result of analysing the images and poem stanza. Students will look to
make connections to Australian historical and geographical features as a result of undertaking this
activity. Teacher can guide students to focus on specific aspects such as identifying what looks
familiar, what they find curious, similar or contrasting.
 WEEK 1

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

What is a Activity 3 –
1 Dreamtime Students will write down 2-3 inquiry questions as a group about the ‘Dreaming’ that they want to
story? explore and find out more information on through investigation. These questions will form the basis
of the short research project undertaken in lesson 5.
 
Learning Outcomes:
Students will learn to become familiar with the Indigenous Dreaming cultural features.
Students will learn to become familiar with geographical features of Australia.
Students will develop the field of language – Everyday vocabulary (e.g. celebrations, artefacts,
clothing)
Technical vocabulary: names of foods - names of celebrations.
Processes: - action (eg celebrate, eat, dance, sing) - mental (eg think, believe)
verbal (eg laugh, pray) relational (eg is, are, has, became, belong to).

2 Enable Activity 1 –
students to The 1st mentor text ‘Thukeri’ will be introduced and explored as a whole-class approach.
discuss the The story will be viewed from a video https://online.clickview.com.au/exchange/series/10968/the
place and dreaming/videos/11170/thukeri 
role of This represents the oral language and traditional Indigenous Australian storytelling.  
story in
Aboriginal Activity 2-
culture Students have a small 2-minute discussion
in groups of 3-4 students to discuss what happened in the video.
The jig-saw concept is used - each group
meets with another group to share the points they discussed in their own groups
previously for 2-minutes. 
 
Activity 3-
The teacher reads the book ‘Thukeri’ to the class. This will reinforce important ideas and enable
students to strengthen their understanding of the dreaming story. https://dreamtime.net.au/thukeri/

Activity 4-
After viewing the video and reading the book of Thukeri, the students form pairs and choose 3 key
events that have happened in the video of the story – that are significant to them. Students can
choose to present this as a visual drawing or written in text.

Through introducing the story through a visual film and book – the students use multimodality and
show a wide range of visual materials and comprehension (This is applied to all lessons 2-4).
 WEEK 1

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Learning Outcomes:
Students will make connections to story and Indigenous Australian culture.
Students will be able to work collaboratively during critical discussions.
Students will show an understanding in their comprehension of narrative texts.

Activity 1 –
3 The 2nd mentor text ‘Tiddalick the frog’ will be introduced and explored as a whole-class approach.
The story will be viewed from a video https://www.youtube.com/watch?v=0y3Ta5xcKV4
This represents the oral language and traditional Indigenous Australian storytelling.
 
Activity 2-
Students have a small 2-minute discussion in groups of 3-4 students to discuss what happened in the
video. The jig-saw concept is used - each group meets with another group to share the points they
discussed in their own groups previously for 2-minutes. 
 
Activity 3-
The teacher reads the book ‘Tiddalick the Frog’ to the class. This will reinforce important ideas and
enable students to strengthen their understanding of the dreaming story.
https://dreamtime.net.au/tiddalick-the-frog/

Activity 4-
After viewing the video and reading the book of ‘Tiddalick the frog’, the students form pairs and
choose 3 key events that have happened in the video of the story – that are significant to them.
Students can choose to present this as a visual drawing or written in text.
 
Learning Outcomes:
Students will make connections to story and Indigenous Australian culture.
Students will be able to work collaboratively during critical discussions.
Students will show an understanding in their comprehension of narrative texts.
 WEEK 1

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Activity 1 –
The 3rd mentor text ‘The Rainbow Serpent’ will be introduced and explored as a whole-class
4 approach. The story will be viewed from a video https://www.youtube.com/watch?v=pCuuRRrfOXo
This represents the oral language and traditional Indigenous Australian storytelling.
 
Activity 2-
Students have a small 2-minute discussion in groups of 3-4 students to discuss what happened in the
video. The jig-saw concept is used - each group meets with another group to share the points they
discussed in their own groups previously for 2-minutes. 
 
Activity 3-
The teacher reads the book ‘The Rainbow Serpent’ to the class. This will reinforce important ideas
and enable students to strengthen their understanding of the dreaming story.
https://dreamtime.net.au/rainbow-serpent-story/

 
Activity 4-
After viewing the video and reading the
book of ‘The Rainbow Serpent’, the students form pairs and choose 3 key events
that have happened in the video of the story – that are significant to them.
Students can choose to present this as a
visual drawing or written in text.
 
(All summaries of the 3 chosen texts will be further extended upon in modelling/text deconstruction)
 
Learning Outcomes:
Students will make connections to story and Indigenous Australian culture.
Students will be able to work collaboratively during critical discussions.
Students will show an understanding their comprehension of narrative texts.

Activity 1-
5 In the first 5 minutes of the lesson, students form pairs and write/draw a ‘Y’ chart (looks like, feels
like, sounds like) to make connections between the three dreaming stories (read in the
previous lessons) and their relation to indigenous culture. Students use evidence from the texts to
identify Aboriginal cultural aspects (e.g. looks like may include the type of landscapes viewed; sounds
like may include the rain & water flowing; feels like may include emotions & animal sounds).
 WEEK 1

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Activity 2-
Students will conduct a short 30-40-minute investigative research project on ‘The Indigenous
Dreaming’. Students will use the questions created during lesson 1 as a guide to undergo their
research. Students choose their investigative question to research and present their findings.
Students can choose how they would like to
present this as a poster (i.e. paper or online).
 
Learning Outcomes:
Students will be able to recognise the elements of the Indigenous dreaming.
Students will understand the connections of narrative towards cultural features.
Students will identify the tenor and specific speech functions such as statements and questions.
• Subjectivity (e.g. I believe, I think).
• Modality (e.g. they might).
•Idiom (e.g. in the bush).
 WEEK 2

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Exploring Activity 1: Refresh Reading      

1 Character Refresh from previous week: have student thinking about the characters from each of the mentor
texts and to analyse one of their choosing (from any mentor text). Students will write down notes in
their English books as a draft

Activity 2: Character Profiles

Students using the character profile template provided (see resource list) are to draw, describe and
analyse aspects of their character to identify the key elements in detail
 
*Throughout this week, each day students will continuously
add to the classroom word wall
- A template is provided for students to write
down words that will be added to wall (see resource list)

2 Exploring Activity 1: Story Map

Theme Students using the story map template (see resource list), they analyse the story elements within the
(underlying three mentor texts (will build on their ability to summarise the themes, and is also a good prewriting
message) planning exercise for future written texts)    
Students will need to identify the characters and their relevance to the story (can refer to aspects
from the previous lesson)
-  The goal of the story
-  The complication (what is the major event?)
-  The solution (how was the issue solved?)
-  This task will be separated, one story is completed as a classroom, the other in table groups, and
the final story to be completed individually
Questions: What is the author trying to convey within the story?
What does the author want you to take away from
the story?
 
*Throughout this week, each day students will continuously
add to the classroom word wall
 WEEK 2

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Exploring Activity 1: Introduction Video

3 Setting Students will view the YouTube clip, ‘What is a setting?’ (see resource list)
Students partner up having a conversation using the
classroom as a setting that they need to describe (quickfire warmup before
activity 2)

Activity 2: Descriptive Writing from an Image

Students will be shown various images – ‘Stranded’, ‘Teapots’, ‘Mountain Pass’ (see resource list)
Their task is to write down as many adjectives to describe the setting as they can for each image
using the five senses template (see resource list)
Questions: Where do you think this is?
How does it make you feel?

Activity 3: Descriptive Text

Students will write down a paragraph (8-10 sentences) on a new image based upon one of the
mentor texts, Tiddalick the Frog (there is no specific image in relation to the story, however an image
was found to see how the students will describe what can be seen). Students will use descriptive
language to describe the setting to show their understanding of description and their analysis from
the mentor texts
 
*Throughout this week, each day students will continuously
add to the classroom word wall

4&5 Story World Activity 1: Drama Narratives

Game Cards During this lesson, the students will be using the story world game cards in groups of 3 or 4 (see
game tab). Students will pick a character card each and 1 other card from the remaining topics
Students will have 45 mins to plan and prepare a performance to show the class
Students plans need to be noted down for the teacher to collect at the end of each performance
(simple dot points, or another form of note taking students can use)
The performance needs to clearly showcase each of the chosen cards (props may be used that can be
found around the classroom, can be imaginative)
The audience, after the performances have concluded, will give critical feedback
The audience needs to be able to retell the group’s performance by identifying the topics they were
given
 
Activity 2: Word Wall (Revision) – 10mins
Students add any final words to the wall. As a class, students discuss the words identifying any that
need further explanation
 WEEK 3

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Introducing Introduction for Lesson

1 the Journal Teacher refers to the visual display of the Dreaming story world and tells students the narrative
Narrative to they are about to read is derived from the story world. (see figure 1).
Students Activity
Students will gather on the carpet and teacher projects journal narrative on the screen for students
to see. Teacher will read the journal entries to students. After reading, teacher will give prompting
questions to generate discussion – “What is this?” “What is this about?” “What genre of writing is
this?” “What perspective is this written from”.
Student led brainstorm – mind map created on white board. It is revealed to students that the
narrative is a journal from the perspective of a human walking through the Dreaming story world.
Activity
Students will receive their own copy of the journal entries narrative (must glue into their writing
books) and will be split into groups of 3 at random. After reading again in groups, students highlight
and recognise key points from journal entries and how it relates to the story world.
After 10-15 minutes, class gathers as a group and reveals their discoveries through discussion.
End of lesson/reflection task
Add ideas from discussion to mind map on white board. Add words to word wall.

Introduction for Lesson

2 Ask students what they recall from previous lesson.
Prompting questions – “What did we read last lesson?” “What was it about?”
Activity-prior knowledge
What is a journal – exploring the key features of journals. Students gather at their desks and discuss
with their table group what they know about journal entries and report back to class.
Activity
Using resource seen in Figure 2. Using a journal entry taken from book “Diary of a Worm”, ask
students to read and identify key features. Using mind map system on white board – identify key
features of a journal entry. Eg – title, date, topic, event occurred, point of view, opinion, feelings,
thoughts, pictures, illustrations, sign off. Students glue in copy of excerpt of “Diary of a Worm” into
their books, and copy mind map from whiteboard too.
Activity
Using resource seen in Figure 3. Teacher explains how Venn-diagram works to students on white
board. Students must create Venn-diagram in their books to compare the Dreamtime narrative and
“Diary of a Worm” and the key elements of each. Tell students this activity will be continued next
lesson.
End of lesson/reflection task
Ask students to write down a topic they
might write a journal entry about on a post it note and stick on the classroom
wall next to world wall.
 WEEK 3

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Journal Introduction for Lesson

3 Entry - A Ask students to open their books to the Venn-diagram they created and discuss with table group.
closer Look Prompting question “What are they key features of a journal entry?”
Activity
After discussion, students have the opportunity to continue their Venn-diagram. Once Venn-
diagram is completed, students must share with the class one thing they wrote and why.
Activity
Teacher explains to students that they will be writing two journal entries for assessment. First is a
formative assessment of a journal entry of students choice. Second is a summative assessment of
series of journal entries aligning with Dreaming storyworld journal. Using inspiration from two
journal texts and Venn-diagram, students must now begin brainstorming ideas of what they may
want to write about in their journal entries for formative assessment piece. Teacher display figure 4
for students to see. In writing books, students must answer questions/topics in full sentences – in
order to generate ideas for journal entries. Students now write a list of ideas for journal entries –
can use inspiration from word wall, Venn-diagram, and post it notes.
End of lesson/reflection task
Ask students to write down a new and different topic they might write a journal entry about on a
post it note and stick on the classroom wall next to world wall and previous post it notes.
*Tell students the next lesson, they will be starting and completing formative assessment writing
task.

Introduction for lesson

4&5 Starting a Students must now pick a topic/event they wish to write about for their formative assessment –
Journal using inspiration from post it notes and ideas written in their books.
Piece Activity
Teacher led discussion – on white board generate discussion and remind students of key elements
that are in a journal entry. Students must now write formative assessment task and hand up to
teacher by the end of lesson.
End of lesson/reflection task
Once students complete formative task, ask students to think about the Dreamtime storyworld and
something they may wish to include in their summative journal entries they will be writing next
week.
 WEEK 4

LESSON TOPIC LEARNING ACTIVITIES

NUMBER

Plotting of Introduction to Lesson

1 Dreamtime Students reflect on the dreamtime stories observed throughout the unit. Together with the educator,
stories students create a mindmap of the stories and their associated characters, themes and main
elements. This mindmap is done digitally and saved in order to be accessed in later lessons. Educator
leads a discussion based upon how each of these stories have originated from a particular Aboriginal
nation and, therefore, from a particular area within Australia.

Activity
Students are provided with an A3 sized map of Australia with each state boarder clearly marked.
Students are then partnered where they will investigate the three main dreamtime stories of the unit.
Students investigate where there dreamtime stories have originated from and then plot these on the
provided map. Students are to also record 3 interesting facts about each story which they will share
with the class as well as other key information from the story e.g the rivers from Rainbow Serpent.
-What river/s are they reffering to
-Can these be marked on the map?

Closing of Lesson
As a class, students share their findings to the remainder of students and discuss the origination of
each story. Students also share their interesting facts from each story which will be recorded on the
whiteboard to add to the information/word wall of the class.

2 Assessment Introduction to Lesson

Preparation Teacher demonstrates how to use the online platform of Cube Creator.
http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-
30850.htmlqAq
Explain to students that part of their assessment is to create a story cube based upon one of the
dreamtime stories observed during the unit of learning. Explore assessment rubric as class and
answer any student questions that arise.

Activity
Students use the online platform Story Cube to show their understanding of a chosen dreamtime
story. In this cube option, students can summarise the key elements in a story, including character,
setting, conflict, resolution, and theme. Students can even identify their favorite part of the story.
This can be used as an alternative to the Story Map interactive

3, 4 & 5 Students continue working on their storycube asesment piece.

 ASSESSMENT

In order to track the learning trajectory of students, three assessment types will be implemented throughout the entirety of the
unit. These assessment proformas will then be marked against the Australian-English achievement standards of the curriuclum.

DIAGNOSTIC ASSESSMENT

A diagnostic assessment will occur during the 'setting the field' phase of the unit where information of students existing
knowledge and understanding will be derived from work samples, particularly in activity 1 where students share their
understanding of the dreamtime. Students oral contributions in class discussions will also be noted and used as a way of
informing future teaching practice and the content of the remainder of the unit. The diagnostic assessment will be documented
through a digital classroom and gradebook system app called Additio. This app allows educators to make notes on student
learning, as well as add photogrpahs of student learning to their individual student profiles and link grades to each phase of the
unit.

FORMATIVE ASSESSMENT

Formative assessments will also be implemented during each phase of the unit in order for the educator to monitor the learning
progression of each student and provide feedback that can extend and guide students’ understanding. These formative
assessments will take place in the form of journal entries wheres students reflect on as well as elicit their learning thus far into
the unit. This allows educators to not only monitor the understanding of individual students but also allows for invividualised
feedback to be provided in a prompt manner. Again, the Additio app will be used to document, record, take images and make
notes which can be linked to each individual student’s profile. The app also has a function where feedback can be released to
students individually and privately.

SUMMATIVE ASSESSMENT

The final assessment will be a summative assessment conducted during the individual construction phase. Here, students will
combine their learning through the entirety of the unit in order to create a story cube based upon a chosen Dreamtime story.
The story cube is an online platform which prompts students to fill in important information about the story in order to form a
digital story cube which can then be printed and constructed. Students will need a solid understanding of the themes, characters,
setting, plot, fun facts and other important information in order to complete their cube. Students will also recreate key images
from the text drawing on their understanding of Aboriginal art and symbols learnt throughout the unit. Photos and anecdotal
notes will be taken during the presentation of each cube and will be collected as evidence to support the final grades given to
students. The notes will be made based on whether a student was able to correctly identify aspects explored throughout the unit
as well as if they needed prompting questions in order to help guide their thinking and express their understanding. A
assessment rubric has been created and provided below which students will also have access to when introduced to the
assessment piece.
 ASSESSMENT

Assessment Rubric:
 RESOURCE LIST

From Week 2
Character Profile Template
Word Wall Template
Story Map Template
YouTube Clip (What is Setting?): https://www.youtube.com/watch?v=3BVOIyUnk6s&feature=youtu.be
Descriptive Writing Image – Stranded
 
 
 
 
 
 
 
         

Descriptive Writing Image – Teapots

 
 
 
 
 
 
 

        
Descriptive Writing Image – Mountain Pass
 

 
 
 
 
 
 
 
-         
Five Senses Template
 RESOURCE LIST

From Week 3

Figure 1

Figure 2
Cronin, D 2003, Diary of a Worm, Published by Harper Collins.

 
 
 
 
 
 
 

        
 RESOURCE LIST

From Week 3

Figure 3

Figure 4