Lesson 5, 6, 7 & 8
Estimated Time: 4 hours ( 4 x 60 minute lessons)
Learning Objective
Stories pass on far more than is written down. There are four traditional Bardi stories included in this book, Girrgij, Giido and Ganbaliny, Kangaroo and Hermit Crab, Marrgaliny and Loolooloo and Three boys who ate raw lizard eggs. Over the next 4 lessons, students will have the opportunity to interpret and display significant meanings of these traditional Indigenous stories. Students will create a storyboard for each story that represents their interpretation of each story including Bardi words when suitable.
Australian Curriculum
English | Year 5 | Literature | Literature & Context
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
English | Year 5 | Literacy | Creating texts
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
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)
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories & Cultures
Country/Place
OI.3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
Informing Frameworks
Teacher will use the Four Resource Model to guide students via using code breaker, text analyst, text user and meaning making.
Classroom Organisation
Students will begin in a whole class group and then will be working individually as this is part of an assessment piece.
Learning Experience Instructions
1. Teacher will explain the purpose of todays lesson
2. Teacher will gather students on the carpet to revisit the focus text
3. Teacher will ask students to define a ‘Traditional Story’
4. Teacher will have a small class discussion on this question
5. Teacher will proceed to read one traditional story per lesson to students
6. Once the story has been read, the teacher will have a small class discussion with students about the following
questions:
a. What is the plot of the story?
b. Who were the characters?
c. What were the main incidents?
d. What is the meaning behind the story?
7. Teacher will explain to students that when they go back to their desk they are to create a storyboard by recapping the story by describing/evaluating and reflecting on the meaning and underlying message.
8. Teacher will advise students they will need to both write and illustrate their storyboard and that it is individual work
9. Students will have the opportunity to create a draft in their English book before putting it on the A4 paper
10. Teacher will walk around whilst students are working to ensure they are keeping on task
11. Once students have finished their storyboard, they will place it in their folio and place it on the teacher’s desk.
Assessment
The will be a summative piece of assessment that will go in the students folder that will be marked on the students knowledge and understanding at the end of the unit. Alternatively, teacher can take a formative approach by observing students input throughout class discussions and work.
Learning Objective
Stories pass on far more than is written down. There are four traditional Bardi stories included in this book, Girrgij, Giido and Ganbaliny, Kangaroo and Hermit Crab, Marrgaliny and Loolooloo and Three boys who ate raw lizard eggs. Over the next 4 lessons, students will have the opportunity to interpret and display significant meanings of these traditional Indigenous stories. Students will create a storyboard for each story that represents their interpretation of each story including Bardi words when suitable.
Australian Curriculum
English | Year 5 | Literature | Literature & Context
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- Describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs
- Examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
- Posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm
English | Year 5 | Literacy | Creating texts
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
- Using handwriting with increasing fluency and legibility appropriate to a wide range of writing purpose
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)
- Selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories & Cultures
Country/Place
OI.3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
Informing Frameworks
Teacher will use the Four Resource Model to guide students via using code breaker, text analyst, text user and meaning making.
Classroom Organisation
Students will begin in a whole class group and then will be working individually as this is part of an assessment piece.
Learning Experience Instructions
1. Teacher will explain the purpose of todays lesson
2. Teacher will gather students on the carpet to revisit the focus text
3. Teacher will ask students to define a ‘Traditional Story’
4. Teacher will have a small class discussion on this question
5. Teacher will proceed to read one traditional story per lesson to students
6. Once the story has been read, the teacher will have a small class discussion with students about the following
questions:
a. What is the plot of the story?
b. Who were the characters?
c. What were the main incidents?
d. What is the meaning behind the story?
7. Teacher will explain to students that when they go back to their desk they are to create a storyboard by recapping the story by describing/evaluating and reflecting on the meaning and underlying message.
8. Teacher will advise students they will need to both write and illustrate their storyboard and that it is individual work
9. Students will have the opportunity to create a draft in their English book before putting it on the A4 paper
10. Teacher will walk around whilst students are working to ensure they are keeping on task
11. Once students have finished their storyboard, they will place it in their folio and place it on the teacher’s desk.
Assessment
The will be a summative piece of assessment that will go in the students folder that will be marked on the students knowledge and understanding at the end of the unit. Alternatively, teacher can take a formative approach by observing students input throughout class discussions and work.