Lesson 9
Estimated Time: 60 minutes
Learning Objective
Students will represent their family and extended family members using Bardi kinship terms with an interpretation of English. Students will show their knowledge and understanding through text, illustrations and reflection.
Australian Curriculum
English | Year 5 | Language | Expressing and Developing Ideas
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)
English | Year 5 | Literacy | Creating texts
Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
The Australian Curriculum: Languages includes language–specific curricula for world languages and a Framework for Aboriginal Languages and Torres Strait Islander Languages.
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories & Cultures
People
OI.8 - Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
Classroom Organisation
This activity will be completed individually as it is being used as an assessment piece for their knowledge and understanding of Indigenous culture and language.
Learning Experience Instructions
1. Teacher will explain the aim of the lesson to the students
2. Teacher will revisit focus text and discuss page 44 & 45 which is about the Bardi Family Ties
3. Teacher will explain to students that family is very important to all people especially the Bardi Community as they are a very small and remote community
4. Teacher will have made distribute context cards for students to refer to during the activity. These cards represent the different Bardi words used to represent family.
5. Teacher will complete her family tree for a demonstration to students using Bardi language
6. Teacher will then on the other side of the board, represent her family tree using English.
7. Teacher will instruct students to do the same but also drawing illustrations for each family member.
8. Once students have finished this activity, they are to place it in their folio and place it on the teachers desk.
Assessment
This 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
Students will represent their family and extended family members using Bardi kinship terms with an interpretation of English. Students will show their knowledge and understanding through text, illustrations and reflection.
Australian Curriculum
English | Year 5 | Language | Expressing and Developing Ideas
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)
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 purposes
The Australian Curriculum: Languages includes language–specific curricula for world languages and a Framework for Aboriginal Languages and Torres Strait Islander Languages.
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories & Cultures
People
OI.8 - Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
Classroom Organisation
This activity will be completed individually as it is being used as an assessment piece for their knowledge and understanding of Indigenous culture and language.
Learning Experience Instructions
1. Teacher will explain the aim of the lesson to the students
2. Teacher will revisit focus text and discuss page 44 & 45 which is about the Bardi Family Ties
3. Teacher will explain to students that family is very important to all people especially the Bardi Community as they are a very small and remote community
4. Teacher will have made distribute context cards for students to refer to during the activity. These cards represent the different Bardi words used to represent family.
5. Teacher will complete her family tree for a demonstration to students using Bardi language
6. Teacher will then on the other side of the board, represent her family tree using English.
7. Teacher will instruct students to do the same but also drawing illustrations for each family member.
8. Once students have finished this activity, they are to place it in their folio and place it on the teachers desk.
Assessment
This 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.