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ENGLISH LITERATURE UNIT

Topic or Theme: Aboriginals – Dreaming Stories Year level: 1

The Literature Strand of ACARA:

Literature and context(ACELT1581) Discuss how authors create characters using language and images

Responding to literature(ACELT1582) Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections

with students' own experiences

(ACELT1583) Express preferences for specific texts and authors and listen to the opinions of others

Examining literature(ACELT1584) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

(ACELT1585) Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

Creating literature(ACELT1586) Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

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Teaching Context:Hawthorndene Primary School is a DECD R-7 category 7 semi rural government school located in the southern region near Blackwood. The school opened in 1965 and currently has approximately 300 students. At the present time there are 9 classes in total, 4 in Junior Primary and 5 in Middle School. All class sizes are in line with DECD guidelines of 25 for Junior Primary, however are slightly higher in the Primary year 5/6 and 6/7 classes. Majority of the students attending are from local families to the area which creates both a school and community feel within the school. The socio-economic character of the area is predominantly middle-class with parents in self-employed skilled, semi-skilled and professional occupations.

The class I am currently teaching is a straight year 1 class with an experienced Junior Primary Teacher. The classroom consists of 20 students, 12 boys and 8 girls. The students in my class are widely diverse, there are 4 students who have a clear understanding with curriculum content, however the remainder of students seem to struggle and work better in a whole class or group activities prior to exploring on their own. Therefore during my unit I plan to have students working in groups for majority of the lessons and give the students with a clearer understanding the option to work individually based on pre and formative assessment in the first two weeks.From my observation I have witnessed that the students have a fix mindset. They seem to believe that the work they do will either be right or wrong. This is contributing to the lack of creativity during written tasks because they are focused on correct spelling, or doing the task ‘right’. During my unit I hope to encourage students to be creative and engage in the activities while creating a sense of curiosity and interest in the content.

Explanation or Justification of the Theme or Topic:During Term 2 the students will be participating in reconciliation week and indigenous day on May 29th. During the weeks prior, during and after reconciliation week my class is set to display work in the office and to host the assembly during reconciliation week itself. Therefore it was suggested and decided to have the topic of the Literature unit on aboriginals, which we would then look into fiction dreaming stories. In alliance with this topic the students will be taking in turns to take home an aboriginal doll where they will write in a journal of the activities they did with the doll. Prior to students taking him home the students will be introduced to the doll ‘Akama’ and his story of where he came from (Victor Harbor).

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WEEKLY TIMETABLE: Indicate teaching times for Reading Prose, Reading Poetry and Creative Writing

Time Monday Tuesday Wednesday Thursday Friday9:00 – 9:50

Reading (class)Reading Prose

Reading (Individual)

Grammar

Spelling

Reading (Poetry)

Poetry

Reading (Individual)

Spelling

Handwriting

Reading (Individual)

Spelling

Grammar

9:50-10:40

Creative Writing Oral Language Performing Arts Literacy Reading (non-fic)

10:40 – 11:00 Recess Time11:00 – 11:50

Spelling

Handwriting

Geography Maths Computers Writing (non-fic)

11:50 – 12:40

Maths Maths Maths / Assembly Art Maths

12:40-12:50 Eating Time12:50 – 1:30 Lunch Time1:30 – 2:20

Science Computers PE Gym Performing Arts Geography

2:20 – 3:10

Science Japanese Sharing Sharing Sharing

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ENGLISH LITERATURE UNIT: Reading and Viewing Prose

Topic: Dreaming Stories Year level: 1

AIM:Literature and context

(ACELT1581) Discuss how authors create characters using language and images

Responding to literature(ACELT1582) Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections

with students' own experiences

(ACELT1583) Express preferences for specific texts and authors and listen to the opinions of others

Examining literature(ACELT1584) Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

STUDENT OUTCOMES:

Students will understand that: - characters are created using language and images- characters from books and films are life-like or imaginary

Students will know:- Dreaming stories are a spiritual story of Aboriginal and Torres Strait Islander Beliefs- Stories can be portrayed in different ways (Books, Videos, Role Plays, Story Telling)

Students will be able to:- Identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters

are portrayed as shy, others adventurous- Identifying similarities between texts from different cultural traditions (i.e. how spiritual beings are represented in Aboriginal and Torres Strait

Islander stories compared to traditional European stories)- Express their opinion and preferences for specific texts and listen to the opinions of others

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TEACHER REFERENCES and RESOURCES:

The Dreaming: Teachers Guide. Aboriginal Nations Australia Pty Limited. :c2007

The Dreaming a six series collection on DVD. Australian Broadcasting Corporation.; Aboriginal Nations Australia. :c2007

Albert, M. & Lofts, P. (1983). How the birds got their colours. Scholastic. Lindfield, N.S.W.

Lirrmiyarri, G. & Lofts, P. (1987). How the kangaroos got their tails. Scholastic. Lindfield, N.S.W.

Utemorrah, D. & Lofts, P. (1983). Dunbi the Owl. Scholastic. Lindfield, N.S.W.

Green, M. & Lofts, P. (1984). The echidna and the shade tree. Scholastic. Lindfield, N.S.W.

Mowaljarlai, D. & Lofts, P. (1984). When the snake bites the sun. Scholastic. Lindfield, N.S.W.

Lofts, P. (1987). Warnayarra the rainbow snake. Scholastic. Lindfield, N.S.W.

Lippo, A. & Lofts, P. (1987). The kangaroo and the porpoise. Scholastic. Lindfield, N.S.W.

Dolumyu,J., Jandany, H. & Lofts, P. (1987). The bat and the crocodile. Scholastic. Lindfield, N.S.W.

RedPixelsAnimation. (2012, 03, 12). Mirram the kangaroo and Warreen the Wombat. Retrieved from: http://www.youtube.com/watch?v=xDJrnldb08o

STUDY TEXTS: (Detailed lists required, TITLE and AUTHOR)

TO BE READ BY TEACHER CLASS LIBRARY FOR STUDENTS TO READ

Viewing: Kondili the WhaleReading: How the Birds got their coloursViewing: ThukeriReading: How the kangaroos hot their tailsViewing: Dunbi the OwlReading: The Echidna and the shade tree

The Bat and the CrocodileThe Kangaroo and the PorpoiseWarnayarra the Rainbow SnakeWhen the Snake bites the SunDunbi the Owl

Viewing:75 dreaming stories from ‘The Dreaming’ DVD’s

How the dessert came to be The Mountain Devil Giant Man Mar the Cockatoo

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ASSESSMENT of READING and VIEWING

STUDENT ASSESSMENT:

Formative Assessment: Class discussions and observations Anecdotal records of observations Reading Response Journals

Summative Assessment: Character Analysis

Students will write about their favourite character from the dreaming stories read as a class. Students will include a descriptive sentence about their character, Explain the characteristics they posses, Address the problem they were faced within the story and how is affected their character.

Rubric (Appendix 1)

Students will be assessed against a rubric at the end of the unit. The ‘Reading’ Rubric will be developed in alliance with the writing prose as students will be demonstrating their understanding of characters developed through reading to create their own dreaming story during creative writing.

ASSESSMENT of the UNIT: After the unit I will record what went well from the following questions listed in ‘Self Assessment’ Across the duration of the unit I will re-assess if student expectations are too high or low and vary the unit for students needs accordingly

SELF ASSESSMENT: Did students enjoy the story? What went well and what can be improved for future lessons? Did student grouping work well? Were students able to work cooperatively? Were the lesson and student expectation too high for students to achieve? Or were they controversially too simplistic? How can I differentiate lesson to accommodate the needs of all my students?

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SEQUENCE OF LESSONS FOR READING and VIEWING PROSE

WeekUnitFlow Lesson Focus and Activity Resources to be used

ACARA LINKS: General Capabilities Cross-curriculum PrioritiesCurriculum Integration

1 ▼TEACH

↕EXPLORE

GROUP▼INDIVDUAL

Lesson 1: IntroductionIntroduction

Watch ‘Kondili the Whale’

Whole class discussiono Discuss the characters in the storyo Why do we need characters in a story?o Is this story fiction or non-fiction?

Whole Class Activity Discuss descriptive words on ‘Descriptive word cards’ Students will place ‘Descriptive word cards’ next to the characters from

the story

Conclusion Share reasoning for its place

Kondili The Whale on The Dreaming a six series collection on DVD

Descriptive word cards

Geography:Look on a map of Australia,

- Where was this dreaming story from?

- Locate on the Map

General Capabilities: Critical and creative

thinking Personal and social

capability Intercultural

understanding

2Lesson 2:

Introduction Read ‘How the birds got their colours’

Whole Class Discussiono Discuss the characters in the storyo Discuss how images show a character (video vs book)

Group Activity In two groups students will discuss (dot point notes) whether they prefer

a character to be shown through technology (movies, videos, etc) or through pictures (drawings, paintings), why?

Conclusion Groups will share what they have discussed

How the Birds got their colours by Albert, M. & Lofts, P

Pencil

Reading Response Journals

Art: Discuss the importance and meaning behind colours for aboriginals.

- Have students create dot painting portraying this story

Geography:Look on a map of Australia,

- Where was this dreaming story from?

- Locate on the Map

General Capabilities: Literacy Critical and creative

thinking Personal and social

capability

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Intercultural understanding

3Lesson 3:

Introduction Watch Thukeri

Whole Class Discussiono How did the Aboriginal people share their stories because they

couldn't write and they didn't have books or TV’s

Group Activity In groups of 3-4, get students to retell the story of ‘Thukeri’ without

writing. (Role Play). [Becoming the characters]

Conclusion Share their story with the class

Thukeri on The Dreaming a six series collection on DVD

Geography:Look on a map of Australia,

- Where was this dreaming story from?

- Locate on the Map

General Capabilities: Literacy Critical and creative

thinking Personal and social

capability Intercultural

understanding

4Lesson 4:

Introduction Read ‘How the kangaroos got their tails’ Watch ‘Mirram the Kangaroo and Warren the Wombat’

Whole Class Discussiono Aboriginal people have spiritual beliefso Some characters have the same characteristico What are characteristics?

Group Activity In groups, students discuss and share their ideas about the two stories Students will fill in a van diagram about the characters. What are the

same and what are different)

Conclusion Share thoughts and ideas with the class

How the kangaroos got their tails by Lirrmiyarri, G. & Lofts, P.

IWB

Computer

Pencil

Reading Response Journals

Geography:Look on a map of Australia,

- Where was this dreaming story from?

- Locate on the Map

General Capabilities: Literacy Critical and creative

thinking Personal and social

capability Intercultural

understanding

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5Lesson 5:Introduction

Read and Watch Dunbi the Owl

Whole Class Discussiono The same story can be told differently. Many books are different

to the films.

Individual Activity Discuss the similarities and differences between the character in the

book and the video. What did you prefer? Why?

Conclusion Students will share their ideas in pairs or small groups

Dunbi the Owl (Book +DVD)

DVD on The Dreaming a six series collection on DVD

Book by Utemorrah, D. & Lofts, P.

Reading Response Journals

Pencil

Geography:Look on a map of Australia,

- Where was this dreaming story from?

- Locate on the Map

General Capabilities: Critical and creative

thinking Intercultural

understanding

6Lesson 6:Introduction

Read ‘The Echidna and the shade tree’

Whole Class Discussiono Discuss the characters of dreaming storieso What do dreaming stories have in common?o Is there anything different between dreaming stories?

Individual Activity Students will write about a character from their favourite dreaming story

we have read Students will include, a description of their character, the characteristics

of their character and the issue addressed in their book (i.e. greed) and the effect of the problem.

Conclusion Share in pairs or small groups

The echidna and the shade tree by Green, M. & Lofts, P.

Reading Response Journals

Pencil

Geography:Look on a map of Australia,

- Where was this dreaming story from?

- Locate on the Map

General Capabilities: Critical and creative

thinking Personal and social

capability Ethical understanding Intercultural

understanding

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LESSON PLAN

Literature Strand: Reading and Viewing Prose Year level: 1

Unit Topic: Aboriginals – Dreaming Stories Lesson 1

Lesson Aim: Introduce students to Dreaming Stories Introduce students to Characters Introduce students to descriptive words

Lesson Outcome: Students understand what a character is Students are able to identify who the characters are in the story Students know how to describe a character

References and Resources:

The Dreaming: Teachers Guide. Aboriginal Nations Australia Pty Limited. :c2007

The Dreaming a six series collection on DVD. Australian Broadcasting Corporation.; Aboriginal Nations Australia. :c2007

Student Assessment: Simplistic Checklist

- Participation and enthusiasm - Did students participate in lesson? - Were students engaged in the content?

Self Assessment: Was the class engaged? Were student participation and engagement levels high? Can the class identify the characters? Does the class understand descriptive words? What can be improved upon for future lessons? Did the lesson flow nicely? Did the lesson challenge students appropriately? Was it too easy? Was it too hard?

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TEACHING OUTLINE:

Timeline Teaching Procedure Preparation or Resources to be used9:00

9:05

9:20

9:40

1. INTRODUCTIONView the dreaming story ‘Kondili the Whale’

2. GUIDED DISCOVERY (working in the ZPD with examples/information/explicit teaching)Whole Class Discussion:

o Do you know what type of story this is?- Is it fiction or non fiction

Characterso Who are the characters?o Discuss the aspects of a character (descriptive words)o Who was the main character? How could you tell?o Why do we need characters in a story?o Who was your favourite character in the story, why?

Descriptive wordso Introduce students to the descriptive word cards, discuss their meanings

3. EXPLORATION (group ► individual)Whole Class

1. Students will sit in a circle on the floor.In the centre there will be pictures of the characters from the story.

2. Students will be given a ‘descriptive word card’ that has a descriptive word about one of these characters on it.

3. Students will take in turns to place their word around the character they think it describes.

4. CONCLUSION (reflect/anticipate)4. Focusing on one character at a time, Discuss:

o Why was it put there (relating to the child who placed it)o Who agrees? Who disagrees?o Could this word describe another character?

5. Continue until all characters have been viewed

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ENGLISH LITERATURE UNIT: Creative Writing

Topic: Aboriginals – Dreaming Stories Year level: 1

AIM:Literature and context

(ACELT1581) Discuss how authors create characters using language and images

Responding to literature(ACELT1582) Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections

with students' own experiences

Examining literature(ACELT1584) Discuss features of plot, character and setting in different types of literature and explore some features of characters in

different texts

Creating literature(ACELT1586) Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

STUDENT OUTCOMES:Students will understand:

- Similarities and differences between texts ( for example features of main characters in different stories)- Dreaming stories are based on the spiritual beliefs of aboriginal and torres strait islander people

Students will know:- What a characteristic is, and how characters display them- Characters are introduced in the beginning of a story- Characters face a problem or complication in the middle of a story- Characters fix (resolve the problem at the end of the story

Students will be able to:- Create visual representations of literary texts from the Aboriginal culture- Write character descriptions from illustrations in stories

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REFERENCES and RESOURCES:

The Dreaming: Teachers Guide. Aboriginal Nations Australia Pty Limited. :c2007

The Dreaming a six series collection on DVD. Australian Broadcasting Corporation.; Aboriginal Nations Australia. :c2007

Albert, M. & Lofts, P. (1983). How the birds got their colours. Scholastic. Lindfield, N.S.W.

Lirrmiyarri, G. & Lofts, P. (1987). How the kangaroos got their tails. Scholastic. Lindfield, N.S.W.Utemorrah, D. & Lofts, P. (1983). Dunbi the Owl. Scholastic. Lindfield, N.S.W.

Green, M. & Lofts, P. (1984). The echidna and the shade tree. Scholastic. Lindfield, N.S.W.

Mowaljarlai, D. & Lofts, P. (1984). When the snake bites the sun. Scholastic. Lindfield, N.S.W.

Lofts, P. (1987). Warnayarra the rainbow snake. Scholastic. Lindfield, N.S.W.

Lippo, A. & Lofts, P. (1987). The kangaroo and the porpoise. Scholastic. Lindfield, N.S.W.

Dolumyu,J., Jandany, H. & Lofts, P. (1987). The bat and the crocodile. Scholastic. Lindfield, N.S.W.

Tompkins, G. & Collom, S. (2004). Sharing the Pen. Pearson/Prentice Hall. Upper Saddle River, NJ. Vol. vi, 105 p

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ASSESSMENT of CREATIVE WRITING

STUDENT ASSESSMENT:Formative Assessment:

Class discussions and observations Anecdotal records of observations Writing drafts Group Activity Responses

Summative Assessment: Publication of Dreaming Story Rubric (Appendix 2)

Students will create their own dreaming stories. They will have images provided to help guide students but they will be required to create their own characters and write a story that correlates to the images. Students will be assessed against a rubric after the completion of their story. This rubric will be in alliance with the reading prose as students will be demonstrating their knowledge gained through reading and discussions of the dreaming stories through their creative writing.

ASSESSMENT of the UNIT: After the unit I will record what went well from the following questions listed in ‘Self Assessment’ Across the duration of the unit I will re-assess if student expectations are too high or low and vary the unit for students needs accordingly

SELF ASSESSMENT: Did students enjoy the story? What went well and what can be improved for future lessons? Did student grouping work well? Were students able to work cooperatively? Were the lesson and student expectation too high for students to achieve? Or were they controversially too simplistic? How can I differentiate lesson to accommodate the needs of all my students?

SEQUENCE OF LESSONS FOR CREATIVE WRITING

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WeekUnitFlow Lesson Focus and Activity Resources to be used

ACARA LINKS: General Capabilities Cross-curriculum PrioritiesCurriculum Integration

1 ▼TEACH

↕EXPLORE

GROUP▼INDIVDUAL

Lesson 1: IntroductionLooking at the story of ‘Kodili the whale’

Introduction (discussion, whole class activity) How can we make someone else see the character we have in our head?

(descriptive words) List character attributes (whole class) [Sharing the pen]

Group Activity Students will be given simple sentences about a character. In small

groups students will think and use descriptive words to make the simple sentences into a descriptive sentence about their character.

Conclusion Discussion/ sharing

o What words did you use to describe your character?o Why did you chose those words?, What do they mean?o How does the character show this?

Kondili the WhaleSharing the penIWBEnglish BooksPencils

General Capabilities: Literacy Critical and

creative thinking Personal and

social capability Intercultural

understanding

2Lesson 2

Looking at ‘How the birds got their colours’

Introduction Discuss feelings Discuss other words you could use instead of happy, sad, angry,etc

Group Activity In 3 groups, each group will look at a different character from the story.

Each group will write down how they think that character would be feeling in this story.

Conclusion Share with peers Discussion (i.e does anyone have anything to add, do you agree?)

How the birds got their coloursIWBEnglish BooksPencils

General Capabilities: Literacy Critical and

creative thinking Personal and

social capability Intercultural

understanding

Lesson 3 Thukeri General Capabilities:

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3 Looking at the story ‘Thukeri’

Introduction Discuss where the main character was in the story (lake) - this is the

setting for our writing Give students 4 different sentences to start a story in the same setting as

thukeriIndividual Activity

Ask students to choose a sentence, and to continue the sentence to write the beginning of their own creative story.

Conclusion Students share their stories with another student and discussion

IWBEnglish BooksPencils

Literacy Critical and

creative thinking Intercultural

understanding

4Lesson 4

Looking at ‘How kangaroos got their tails’

Introduction How did the story end? What was the problem in the story?

Individual Activity Students will be provided with the pages from the story, students will

need to add in at least 1 more character and change the story accordingly.

Conclusion: In pairs or small groups students will share their new stories

General Capabilities: Literacy Critical and

creative thinking Intercultural

understanding

5Lesson 5

Looking over all the dreaming stories so far

Introduction: What is a dreaming story What does a story need? Overview of characters

Individual Activity: Students will be provided with a storyboard (images provided), Students

General Capabilities: Literacy Critical and

creative thinking Intercultural

understanding

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will begin to write their own dreaming story stories (to be continued in the 6th lesson).

Conclusion: Discuss continuing in next lesson

6Lesson 6: Concluding Activities

Introduction Re-Cap: Dreaming Stories; last lesson

Individual Activity Students will complete their dreaming story

Conclusion: Students will share their stories in small groups

The stories will typed during computing and published as a class dreaming story book which students can read. (ask students if once they have all read the stories if they would like to display it in the library)

Note: if extra time is needed a 7th lesson will be provided

General Capabilities: Literacy Information and

communication technology (ICT) capability

Critical and creative thinking

Intercultural understanding

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LESSON PLAN

Literature Strand: Creative Writing Year level: 1

Unit Topic: Aboriginals – Dreaming Stories Lesson 1

Lesson Aim: Students are introduced to descriptive words Students are shown how to enhance a simple sentence

Lesson Outcome: Students will understand the different between a simple sentence and a literate sentence Students will know what a descriptive word is Students will be able to transfer a simple sentence into a literate sentence

References and Resources:Tompkins, G. & Collom, S. (2004). Sharing the Pen. Pearson/Prentice Hall. Upper Saddle River, NJ. Vol. vi, 105 p

The Dreaming: Teachers Guide. Aboriginal Nations Australia Pty Limited. :c2007

The Dreaming a six series collection on DVD. Australian Broadcasting Corporation.; Aboriginal Nations Australia. :c2007

Student Assessment: Simplistic Checklist

Participation and enthusiasm Did students participate in lesson? Were students engaged in the content?

Self Assessment: Was the class engaged? Were student participation and engagement levels high? Can the class identify a simple sentence? Can they enhance it using descriptive words? Does the class understand descriptive words? What can be improved upon for future lessons? Did the lesson flow nicely? Did the lesson challenge students appropriately? Was it too easy? Was it too hard?

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TEACHING OUTLINE

Timeline Teaching Procedure Preparation or Resources to be used9:50

9:55

10:05

10:30

1. INTRODUCTIONRe-cap: CharactersWhole class discussion

How can we make someone else see the character we have in our head?o Languageo Descriptive Wordso Images

Note: As creative writing follows the reading prose students will already have an understanding about the story they will be focusing on.

2. GUIDED DISCOVERY (working in the ZPD with examples/information/explicit teaching)Whole Class Activity

1. Write a name of a character on the IWB2. Underneath write ‘In the story (name of story) (name of character) is _________’ 3. Get students to fill in the blank at the end of the sentence with as many descriptive

words they can think of[See resource Sharing the Pen, Page 21, Figure 9]

3. EXPLORATION (group ► individual)Group Activity

1. Students will get into groups of 2-32. Students will be given simple sentences about the characters from the story3. Students will use descriptive words to change the sentences

Each group member must contribute at least 2-3 words.

4. CONCLUSION (reflect/anticipate)Discussion/ sharing

What words did you use to describe your character? Why did you choose those words

Tompkins, G. & Collom, S. (2004). Sharing the Pen. Pearson/Prentice Hall. Upper Saddle River, NJ. Vol. vi, Page.21

IWB

First Draft Books

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ENGLISH LITERATURE UNIT: Poetry

Topic: Dreaming Stories Year level: 1

AIM:Examining literature

(ACELT1585) Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

STUDENT OUTCOMES:Students will understand:

- Anaphora poems are repetitive- Anaphora poem can have more than one verse

Students will know:- There are a variety of performance poetry, chants and songs from Aboriginal culture

Students will be able to:- Listen to and performing simple anaphora poems- Create their own anaphora poems about familiar topics

TEACHER REFERENCES and RESOURCES:

Makenzie, Buck. “Kondili”. Musica Viva. Aboriginal Multicultural Resource Centre. Web. 8 March, 2014. (Appendix 4, 4.1)Lenton, S. (2013). Teddy Bear, Teddy Bear: And Other Favorite Nursery Rhymes. Tiger Tales 22pAmythehedgehog. “How the birds got their colours:a ballad from a dreaming story”. All Poetry. Kevin. Web. 8 March, 2014. (Appendix 4, 4.2)CherryK. “Legend of the Thukeri” .Dreaming Series. Starlite. Web. 14 March, 2014. (Appendix 4, 4.3)“My Mother” modified from Amanda. “My Boyfriend”. Rotten Rhymes. ABC. Web. 24 March, 2014. (Appendix 4, 4.4)“I See” by Melanie Kennison (myself) (Appendix 4, 4.5)Prelutsky, J & Lobel, A. (1983). The Random House book of poetry for children. Random House. New York. 248 p

STUDY TEXT(S): TO BE READ BY TEACHER CLASS LIBRARY

KondiliHow the birds got their colours: BalladLegend of ThukeriMy MotherI See

The Random House book of poetry for childrenMother Goose

Note: Poems from the books will be photocopied and laminated for easier access for students. Students will also be asked to find and borrow poetry books from the library.

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ASSESSMENT of READING POETRY

STUDENT ASSESSMENT:Formative Assessment:

Class discussions and observations Anecdotal records of observations Poem Drafts

Summative Assessment: Publication of Poem Rubric (Appendix 3)

Students will create their own poem using the anaphora method we have been look at through the unit. The poem will be assessed against a rubric which will be developed around the key understandings, knowledge and skills the students should be able to achieve by the end of the unit.

ASSESSMENT of the UNIT: After the unit I will record what went well from the following questions listed in ‘Self Assessment’ Across the duration of the unit I will re-assess if student expectations are too high or low and vary the unit for students needs accordingly

SELF ASSESSMENT: Did students enjoy listening to and creating poems? Do student meet the aims and outcomes set for this unit? What went well and what can be improved for future lessons? Did student grouping work well? Were students able to work cooperatively? Were the lesson and student expectation too high for students to achieve? Or were they controversially too simplistic? How can I differentiate lesson to accommodate the needs of all my students?

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SEQUENCE OF LESSONS FOR POETRY

WeekUnitFlow Lesson Focus and Activity Resources to be used

ACARA LINKS: General Capabilities Cross-curriculum PrioritiesCurriculum Integration

1 ▼TEACH

↕EXPLORE

GROUP▼INDIVDUAL

Lesson 1: IntroductionRead ‘Kondili’ Poem

Introduction Introduce students to Anaphora Poetry What is Anaphora? Read ‘Teddy Bear, Teddy Bear’

Whole Class Activity As a class create an Anaphora poem using the word ‘Kondli’ as the beginning

word

Conclusion Have students sing their poem they came up with

Kondli

IWB

English Book

General Capabilities: Literacy Information and

communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Intercultural understanding

2Lesson 2

Read the ‘How the bird got their colours’ poemIntroduction

Review: last week’s lesson and read last week’s poem

Group Activity In small groups of 3-4 students will create a anaphora poem using the colours

from the story (black, red, green, blue, yellow, brown)

Conclusion Students will share their poems in groups to their peers

How the birds got their colours: Ballad

English Book

General Capabilities: Literacy Critical and

creative thinking Personal and

social capability Intercultural

understanding

3Lesson 3

Read ‘Thukeri’ PoemIntroduction

List / brainstorm words from the story we could use

Group Activity In small groups, students choose a words from the list and create a anaphora

poem

Conclusion In groups, students share their poem to their peers

Thukeri

English Book

General Capabilities: Literacy Critical and

creative thinking Personal and

social capability Intercultural

understanding

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4Lesson 4

Read ‘My Mother’Introduction

Discuss that poems can have more than one verse

Individual Activity Students will be given the first verse of an anaphora poem, Students will create a

second verse using a word from the word list provided.

Conclusion In small groups students share their poems

My Mother

English Book

General Capabilities: Literacy Critical and

creative thinking Intercultural

understanding

5Lesson 5

Read ‘I See’Introduction

Re-Cap: poems can have more than one verse

Individual Activity Students will be given two different words, they will need to use these words to

develop a two verse anaphora poem.

Conclusion In small groups students share their poems

I See

English Book

General Capabilities: Literacy Critical and

creative thinking Intercultural

understanding

6Lesson 6: Concluding Activities

Introduction Read students poems from last week Brainstorm words

Individual Activity Students will create their own anaphora poem using either a brainstormed word,

or a word of their own.

Conclusion In small groups students will share their poems

Poems will be typed during computing and published in a class poem book.

English Book General Capabilities: Literacy Information and

communication technology (ICT) capability

Critical and creative thinking

Intercultural understanding

24

LESSON PLAN

Literature Strand: Poetry Year level: 1

Unit Topic: Anaphora Poems Lesson 1

Lesson Aim:- Introduce students to anaphora poems- Students understand that anaphora means repetitive

Lesson Outcome:- Students participate in creating a poem- Students understand the what anaphora means- Students are engaged and motivated with poetry

References and Resources:Makenzie, Buck. “Kondili”. Musica Viva. Aboriginal Multicultural Resource Centre. Web. 8 March, 2014. (Appendix 1, 1.1)

Lenton, S. (2013). Teddy Bear, Teddy Bear: And Other Favorite Nursery Rhymes. Tiger Tales 22p

Student Assessment: Simplistic Checklist

Participation and enthusiasm Did students participate in lesson? Were students engaged in the content?

Self Assessment: Was the class engaged? Were student participation and engagement levels high? Can the class create a poem? Does the class understand anaphora (repetitive)? What can be improved upon for future lessons? Did the lesson flow nicely? Did the lesson challenge students appropriately? Was it too easy? Was it too hard?

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TEACHING OUTLINE

Timeline Teaching Procedure Preparation or Resources to be used9:00

9:10

9:15

9:25

9:45

Reading (Individual) Songs and Poems

1. INTRODUCTIONRead Songs/ Poems:

Kondili

2. GUIDED DISCOVERY (working in the ZPD with examples/information/explicit teaching)Whole Class Discussion

Read- A- Long ‘Teddy Bear, Teddy Bear’o Who has heard this poem before?o Does anyone know what type of poem this is?

Introduce students to Anaphora Poetryo What is Anaphora?

Repetitive words – Usually at the begging of a poem.

3. EXPLORATION (group ► individual)Whole Class Activity

As a class create an anaphora poem using the word ‘Kondili’

Kondili is......Kondili can.....Kondili likes......Kondili turns......

4. CONCLUSION (reflect/anticipate)Class Sing-A-Long

Have students sing their poem they came up with

Kondili

Teddy Bear, Teddy Bear - Steven Lenton

IWB