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ECL310 Assignment 2 Group Assignment

Literature Based Plan: Group Planning

Seminar time: Thursday 4-6

Tutor: Marsha Dickins

Group members:

Renee Knoll

Elley Borland

Lauren Stygall

Steph Kotinis

Tash Vanstone

Literature Based Plan

Grade Level: 6

Title of Unit: Australian Perspectives – Exploring Aboriginal Australia

Major Text Used: Pascoe, B 2012, The Little Red Yellow Black Book: An Introduction to Indigenous Australia, 3rd edn., Aboriginal Studies Press, Acton, ACT.

The big ideas within the chosen text are the introduction of Indigenous Australian culture and history. This text is an information text which covers the big ideas of identity, culture and sport, participation and governance, and resistance and reconciliation through the perspective of Indigenous Australians. The language throughout this book is conversational first person which invites readers into a narrative discussion of issues concerning the place of Indigenous Australians within Australia’s past, present and future.

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)

- Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Literacy:

- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

-Plan, 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)

- Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table 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)

- 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)

- Reread 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 texts (ACELY1717)

-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)

Language:

- Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)

-Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

Cross Curricular Priorities: Aboriginal and Torres Strait Islander histories and culture

- 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 have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.

OI.9 Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally

Intercultural Understanding

- They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect. (Australian Curriculum)

Scope of learning: In this learning sequence students will explore their own understandings of Indigenous Australia under a critical lens through studying Indigenous and non-Indigenous perspectives and discussing moral, social and political issues that arise throughout the texts explored. Students will reflect on their changing understanding throughout this learning sequence in a way which will allow them to assess the influences of texts and society on their views and values concerning Indigenous Australia. The themes of culture and identity will provide a backbone for learning hereby providing students with opportunities to connect their growing understandings of Indigenous perspectives to themselves and their relationships with others as they move into a more informed future. A strong focus on literacy development in the context of critical literacies throughout this sequence will provide students with skills to be more informed and critical readers who are able to explore and discuss concepts in an educative way leading to lifelong learning.

Sequence One: Frontloading:

FRONT LOADING

Experiencing the known:

Showing the text and discussing their understandings of what they know, referring to the index, and reviewing these understandings using a powerpoint presentation.

Experiencing the Unknown: Introduce to something unfamiliar through immersion:

Introducing students to an Aboriginal Language Map and getting students to explore and find information on chosen language.

Teaching Focus 1

Understanding culture and identity

1. Have students discuss culture and identity.

Introduce the topic of Aboriginal and Torres Strait Islander history and culture. Explain to students that that will be the topic of focus over the following weeks.

Introduce the text, showing front cover and index page. Discuss what they know.

Strategic Questions to lead the students toward your focus

What do you know about the term ‘culture’?

· What do you know about the term ‘identity’?

· Does a person’s culture affect their identity? Why/how?

· What do you understand or know about Indigenous culture?

· What do you think it was like before the ‘invasion’?

· Talk about what the ‘invasion’ included.

· Afterwards?

· What effects do you think colonisation had on the culture of Indigenous people?

· Talk about what colonisation is for students who need help remembering or don’t know.

· What is the earliest recollection of Aboriginal people in your life?

· What are your current experiences with Aboriginal people?

· What are some stereotypical comments? (Students need to be aware of other students in their class, not to laugh or say nasty things towards people – this is identifying comments students have heard only and students need to be aware of this).

· Who do they know/who is in the public eye that is of Aboriginal and Torres Strait Islander culture? Singers, sports people, role models.

· Adam Goodes

· Cathy Freeman

· Lionel Rose

· Jessica Mauboy

· Any other footballers/sports people/musicians/role models

· What do you think it was like for them growing up in their culture?

Whole class Activities to engage the students

Students discuss as a class the different questions put forward by the teacher, making notes of important information.

Follow on activities partner/group/independent

Independently students fill out a KWHL chart (appendix A) – what they know, what they want to find out, how they will find out, in relation to Aboriginal and Torres Strait Islander history and culture, the ‘what have I learned’ section will be filled in after students have done work on the book.

Assessment:

Using a KWHL chart (Appendix A) to show what students already know and understand.

Resources

Little Red Yellow Black Book: An Introduction to Indigenous Australia.

KWHL chart sheets (Appendix A)

Teaching Focus 2

Reviewing understandings of culture and history

Show short PowerPoint presentation with pictures of aboriginal art, history, and cultural traditions/celebrations.

Strategic Questions to lead the students toward your focus

What do you think the paintings represented?

· How did you feel when you saw the photos of the Aboriginals in the past? What do you think was happening? Why do you think it was happening? How do you think the Aboriginals were feeling?

· Have you seen something similar or experienced something similar to any of the photos? Travelled around Australia and seen tribal dances, etc.

Whole class Activities to engage the students

Students watch the PowerPoint (Apendix B) and discuss questions in relation to what they know or think about the images shown.

Follow on activities partner/group/independent

Students write in their Writing books something they learnt, answering the questions above.

Assessment:

Resources

Indigenous history and culture PowerPoint (Appendix B)

Teaching Focus 3

Analysing and identifying different languages

1. Have an ‘Aboriginal Language map’ (ABC 2015) for students to research the different cultures that are found in Australia. (show on interactive whiteboard).

Strategic Questions to lead the students toward your focus

Look at the diverse range of Indigenous cultures and language found in Australia.

Identify a range of languages found in Australia.

· What language groups are there?

Students then do some research on these languages (each students chooses one).

· What language have you chosen?

· Is it still widely spoken in Australia?

· Where is it found?

· Are there any tribes related to these languages spoken?

· What other information can you find in relation to your chosen language?

Whole class Activities to engage the students

Students share the information they found on their chosen language.

Follow on activities partner/group/independent

Students write a short informative piece, including a small map with where their chosen language is located in Australia. Students are to make sure they are using correct context, language, and structure for their writing. They are to make sure it has been edited and checked – if there is enough time, they are to publish their work to put on display.

Assessment:

Students write an informative piece on their chosen language.

Students complete the KWHL chart (What they have learned section) (Appendix A).

Resources

KWHL Chart (Appendix A)

Aboriginal Language Map (Appendix C)

Sequence 2: Explicit Teaching

Explicit Teaching Sessions

Session 1: Focus: Analyse Non Fiction Text. Students engage in Literature Circles taking on different roles in interpret nonfiction text. They will read the chapter ‘Resistance and Reconciliation’ in The Little Red Yellow Black Book. The roles will include: Director, Connector, Detective, Question master, Summarise and Clarifier (Appendix D). At the end of the session each group member will share what they have found in their roles and add to the Fact Sheet or Vocabulary sheet. (Appendix H)

Session 2: Focus: Analyse Fiction Text. Students engage in Literature Circles taking on different roles in interpret a fiction text. They will read The Rabbits, John Marsden. The roles will include: Director, Connector, Detective, Question master, Summarise and Clarifier (Appendix D). At the end of the session each group member will share what they have found in their roles. Students get into groups and discuss the following points: Purpose of each text, Audience of each text, point of view of each text, something interesting from each text, similarities/differences of each text, facts from the text and brief summary of each text.

Session 3: Focus: Using facts to compose imaginative and informative writing. Analyse different text types.

Introduction

10 mins

- Introduce activity by asking students difference between fiction/non-fiction texts. [Fiction is made up, imaginative, Nonfiction is factual]

- Discuss the differences/similarities of each text they have read in the previous lessons. Discuss how fiction texts can also include factual content, have they seen this before?

- Explain to students that they are going to use the two texts they have covered in previous lessons [The Rabbits and The Little Red Yellow Black Book] to write their own diary entries on colonization from their chosen point of view (Indigenous person or white settler).

- Students will be asked to do a peer review and then compose a good copy.

- Explain that teacher is looking for: identifying important information from relevant sources, identifying factual material in fiction writing

Elaboration

10-15 mins

- Teacher will model a short draft of a diary entry, using facts from the nonfiction text and inspiration from fiction text.

- Think aloud about the ‘voice’ of the text and why you may using specific words/phrases to really capitalise on the ‘voice’

- Teacher may display different examples of diary entries (Appendix E)

Practice

30 minutes

- Students will draft 2-3 diary entries from the point of either a white settler or an Indigenous Aboriginal at the time of colonisation in 1788.

- Students need to decide on a ‘voice’ of the writing, having them to consider voice as an opinion for their own writing, what might be the difference between a white settlers opinion compared to an indigenous person's opinion?

- Students need to include facts into their diary entry that they have learnt from the informational text, and use both texts as inspiration.

- Students may research additional information for their entries, use the informational text for further background knowledge, for example students may want to read the chapter ‘Who Are We?’ (pg. 5-28) which discusses traditional names, societies, languages and their past.

- Teacher roaming the room, giving feedback on students drafts, asking questions about their chosen ‘voice’ and writing ideas

Review

10 minutes

- Students share their draft or plan of their diary entries with another student or with the class

- Students share the ‘voice’ of their writing piece and may discuss what further entries may include.

Resources

Bruce Pascoe, The Little Red Yellow Black Book, 2008

John Marsden, The Rabbits, 2000

Sample diary entries (Appendix E) Literature Circle role cards (Appendix D)

Session 4: Focus: Peer Review and sharing diary entries. Students share their draft diary entry with another student, and students complete a ‘peer review.’ (Appendix F) After feedback students revise and edit their diary entry and compose a good copy. Teacher may like to make a book out of each student’s diary entries. Teacher will use Diary Entry Rubric for assessment. (Appendix G)

Session 5: Focus: Paraphrasing.

Searching for information, finding facts, interpreting, and presenting.

Introduction

10 minutes

- To begin, the students will be asked to recall the meaning of paraphrasing. What does it mean? How do we paraphrase?

- Explain to the students that they will again be using The Little Red Yellow Black book for this lesson to focus on paraphrasing.

- Students will be split into pairs and be given a specific part of the text.

Groupings:

1. Who are we? (Our Past – Our Societies)

2. Who are we? (Languages – People, Health and Homes)

3. Culture and Sports (The arts)

4. Culture and Sports (Sport)

5. Participation and Governance (Education – Employment)

6. Participation and Governance (A Heritage of Leadership – Making Decisions for our Communities)

7. Resistance and Reconciliation (Early resistance)

8. Resistance and Reconciliation (Missions, Reserves & Stations)

9. Resistance and Reconciliation (Activism and Representation)

10. Resistance and Reconciliation (Reconciliation and Celebration)

- Explain that from here the students will need to read through, look for and take out facts from their sections and then put it into their own words.

- Each pair will each be given a vocabulary sheet and a fact chart.

- Vocab sheet: students look for words in the text that need to learn the meaning or perhaps the spelling of the word. They will then take initiative to find the meaning of the word.

- Fact chart: the purpose of the fact chart is to help the student’s record important information from the text in their own words.

Elaboration

10-15 minutes

The teacher will model an example of paraphrasing a section of the text. Students will be encouraged to participate and help with paraphrasing of the text.

Teacher will model the vocabulary sheet and the fact sheet. Explaining to the students how to look for the unknown word, and how to record the facts found.

Encourage discussion whilst modelling how to use the sheet and the chart.These examples will be kept on show so that the students can refer back to them when required.

Practice

30 minutes

The students will be put into pairs. With their pair they will read the specific section of the text they have been given by the teacher.

Students will then go back over their reading and paraphrase sections where necessary. Writing their own interpretations into their writing books.

Remind students to use the vocabulary sheet and fact chart throughout their reading – these will be used in follow up lessons.

Review

10 minutes

Students will come together and be encouraged to present their findings to the rest of the class.

Students may discuss words found on their vocabulary sheets and information they found for their fact chart.

These sheets will be collected by the teacher and will be reviewed prior to the next class. This is to make sure that the information added is correct.

Resources

- Bruce Pascoe, The Little Red Yellow Black Book. Fact chart (Appendix H) Vocabulary sheet (Appendix H)

Session 6: Focus: Student lead research, paraphrasing and expand ideas in own words: Students will be using The Little Yellow Red Black book again but will further develop their understanding by engaging in further research of their particular topic. Using the ipads or computers, students will look for more information relating to their topic. They are then required to paraphrase this new information and write it into their writing book in their own words. They will add to their fact chart and vocabulary sheets when appropriate.

Session 7: Presentation, paraphrasing, discussing findings: During this lesson, students are given a short amount of time to look over their paraphrasing work they have been focusing on last lesson. They will then present their new findings to the class in relation to their particular topic. Students will also present their vocabulary sheets and fact charts to the class. Group discussion will be encouraged in regards to new words and new information.

Sequence 3: Developing a multimodal response

THE TASK: Students will choose a significant Indigenous figure and create a presentation about their life, achievements and their role in Indigenous culture and history. The focus of the lesson is to show notable figures and what they stand for today. The focus is for students to understand the significant role Indigenous people have had throughout history, and the struggles they have had to overcome and their achievements.

Lesson 1 Focus: This lesson will be laying foundations for students to select an Indigenous students for their multimodal presentation

Introduction (20 mins)

Gather students on floor to commence discussion and brainstorm.

Ask students:

- Who is an influential or famous Indigenous figure you know of?

- What have they done or are they doing?

- Make a mind map of students’ responses.

- Show industries these people come from

- Gender

- Age group

- Their impact on society (sport, music, politics, television)

Play youtube video:

https://www.youtube.com/watch?v=bpAS5f4TjNw

Example of list and possibilities for students selection:

- David Unaipon

- Cathy Freeman

- Neville Bonner

- Archie Roach

- Bronwyn Bancroft

- Adam Goodes

- Albert (Elea) Namatjira

- Emily Kame Kngwarreye

- Benn Harradine

- Aboriginal Australians of the Year

- Aboriginal role models

· List what the presentation needs to include and that these will be assessed when they present their information:

· notable achievement/s

· when and where they were born

· language group

· early life

· what they are doing now

· any adversity they had to overcome

· any other interesting features they would like to share.

·

Body (30 mins)

· Teacher to supervise student usage of computers

· monitor students and make sure they stay on task.

· Allow this time for students to conduct thorough research and think about how they want to present their information.

Conclusion (10 mins)

· Students will present their findings as a multimodal presentation.

· Students will complete assessment sheet for peer feedback (see appendix)

· Follow on activities:

Students will be given a receipt roll where they plot out their own timeline of their own lives. This allows the students to display the significant events in their own lives and look at themselves as an individual and their journey so far. These will then be hung up around the room, so students can examine the similarities and differences between their own lives and the lives of others.

Assessment:

See Appendix I

Resources:

THE LITTLE RED YELLOW BLACK WEBSITE: An introduction to Indigenous Australia, 2015, AIATSIS. Retrieved 26/9/15.

‘Who Are Australia's Aboriginal People?’ Published by TestTube News, 2015. Retrieved 26/9/15.

References:

ABC 2015, ‘Aboriginal Language Map’, Indigenous, retrieved September 24,

Australian Curriculum and Assessment Reporting Authority [ACARA] 2014, Foundation to Year 10 Curriculum: General Capabilities: Intercultural Understanding, retrieved September 25, .

AusVELS 2012, Aboriginal and Torres Strait Islander histories and cultures,Victorian Curriculum and Assessment Authority, retrieved 23 September 2015, .

AusVELS 2012, English: curriculum, level 6, Victorian Curriculum and Assessment Authority, retrieved 23 September 2015, .

Leland, C, Lewison, M & Harste, J 2013, Teaching Children’s literature: It’s critical!, Routledge, New York.

MyRead 2002, Connecting Students To Learning Through Explicit Teaching, Commonwealth of Australia, retrieved 23 September 2015, .

MyRead 2002, Frontloading: Assisting the reader before reading, Commonwealth of Australia, retrieved 23 September 2015, .

Pascoe, B 2012, The Little Red Yellow Black Book: An Introduction to Indigenous Australia, 3rd edn., Aboriginal Studies Press, Acton, ACT.

Winch, G, Johnston, R, March, P, Ljugdahl, L, Holliday, M 2014, Literacy: Reading, Writing and Children’s Literature, 5th edn, Oxford University Press, South Melbourne, Victoria.

THE LITTLE RED YELLOW BLACK WEBSITE: An introduction to Indigenous Australia, 2015, AIATSIS. Retrieved 26/9/15.

‘Who Are Australia's Aboriginal People?’ Published by TestTube News, 2015. Retrieved 26/9/15.

Appendices:

Index:

Appendix A: KWHL chart

Appendix B: Indigenous History and Culture Powerpoint

Appendix C: Aboriginal Language Map

Appendix D: Literature Circle Role Cards

Appendix E: Sample Diary Entries

Appendix F: Peer Review Form

Appendix G: Diary Entry Criteria

Appendix H: Fact and Vocabulary Sheets

Appendix I: Multimodal Assessment Rubric

Appendix A: KWHL chart

Appendix B: Indigenous History and Culture Powerpoint

Appendix C: Aboriginal Language Map

Appendix D: Literature Circle Roles

Appendix E: Sample Diary Entries

Appendix F: Peer Review

Appendix G: Diary Entry Criteria

Appendix H: Fact and Vocabulary Sheet

Appendix I: Multimodal Response Rubric

Student Name: _____________________________________________________ Grade: ________Teacher Name: __________________________

AusVELS/

Expectations

Above the expected level of achievement

At the expected level of achievement

Below the expected level of achievement

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)

Demonstrates high level of effective interaction skills, connecting to audience in an appropriate manner. Varies many conventions of spoken interaction in a way which enhances the presentation and captures the attention of the audience.

Demonstrates effective interaction skills, connecting to audience in an appropriate manner. Varies conventions of spoken interaction in a way which enhances the presentation and captures the attention of the audience.

Minimal or no evidence of effective interaction skills with low connection to audience. Conventions of spoken interaction are unvaried and the attention of audience is lost.

Plan, 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)

Demonstrates ability to plan, rehearse and deliver presentation independently and is able to take initiative in these aspects of the task. Choices for modality and emphasis show a high level creativity and originality and are appropriate for the themes and person chosen.

Demonstrates ability to plan, rehearse and deliver presentation. Choices for modality and emphasis show creativity and originality and are appropriate for the themes and person chosen.

Continual assistance is needed to plan, rehearse and deliver presentation. Choices for modality and emphasis demonstrate little creativity or originality and do not align with the chosen themes and person.

Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Demonstrates independence and a high level of confidence in navigating word processing programs to produce a text. Explores new functions to produce a high quality engaging presentation.

Demonstrates independence in navigating word processing programs to produce a text. Explores some new functions to produce an engaging presentation.

No evidence of independent use of navigating word processing programs in production of a text. No new functions are explored resulting in an non engaging presentation.

Select appropriate themes from ‘The Little Red Yellow Black Book’ taking into consideration intercultural understanding for multimodal response.

Draws on highly appropriate themes from the text integrating prior knowledge with new knowledge in the production of the multimodal presentation. Takes into consideration complex intercultural understandings through evidence of critical reflection.

Draws on appropriate themes from the text integrating aspects of prior knowledge with new knowledge in the production of the multimodal presentation. Some evidence of critical reflection on intercultural understanding.

Draws on inappropriate or non-existing themes from the text, focusing only on either prior or new knowledge in the production of the multimodal presentation. No evidence of critical reflection on intercultural understanding.

Select appropriate Aboriginal historical figure for a basis of the multimodal response.

The chosen Aboriginal historical figure is explored in depth to produce an informative and engaging presentation which takes into consideration historical, personal and political factors.

The chosen Aboriginal historical figure is explored with some depth to produce an informative and engaging presentation which takes into consideration historical and personal factors.

The chosen Aboriginal historical figure is explored superficially to produce a presentation lacking in information and engagement taking into consideration highly limited historical and personal factors.

Rationale - poster