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Lesson Four
Learning intention: To investigate local Aboriginal people – Wurundjeri (shared reading text)
Prior knowledge: The Wurundjeri People
Display sign from the front of the school acknowledging traditional ownership of the land on which the school stands to the Wurndjeri People. Ask students whether they have seen this sign.
Where is this sign situated?
What might it signify?
Who were the Wurundjeri People?
Students to be given a copy of the sign to paste into their book.
Students to write their own prediction and ideas about what this sign may signify and then, ‘Pair/Share’
Share and note down some of the students’ ideas as a group.
Activity:
Introduce text, ‘Custodians of the Land.’
What does the word Custodian mean?-Carer, keeper, protector
Read text with students and highlight key information.
Who were the Wurundjeri People?
Why would the Wurundjeri People have selected to live around Brimbank? - The creek; abundance of food.
What affected the population of the Wurundjeri People?
What has been discovered around Brimbank to indicate the presence of the Wurundjeri People thousands of years ago?
Students to answer the following questions:
1. What does the word Custodian mean?
2. Who were the Wurundjeri People?
3. Why would the Wurundjeri People have selected to live around Brimbank?
4. What affected the population of the Wurundjeri People?
5. What has been discovered around Brimbank to indicate the presence of the Wurundjeri People thousands of years ago?
6. Thinking/Wonderings
Students to be encouraged to state/ note wonderings that they may have.
Resources:
Curriculum: The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability.
The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area.
PoLT:
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
2.1 encourages and supports students to take responsibility for their learning
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
4.2 promotes substantive discussion of ideas
experiences, knowledge and skills
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching
6.1 supports students to engage with contemporary knowledge and practice
Lesson five
Learning intention: To understand how the Aboriginals may have developed a life in Australia.
Prior knowledge:
Realistic Fiction Text is presented as a picture story book but covers factual information
Text-Peopling of Australia-Percy Trezies (first part of the text)
Present the title to students.
What might this text be about?
Why do you think that?
Students to turn and talk and discuss/ formulate their ideas.
Share with the group. E.g. The Aboriginals being the first people in Australia; How the Aboriginals came to Australia.
I was able to make that prediction because I could see the Aboriginal painting on the front cover; We have been learning about Aboriginals; I know that Aboriginals were the first people in Australia.
Activity: Explain to students that although this text is presented as a picture story or a fiction text, we will be able to gain information about what happened in the history of Australia.
Read a page of the text and discuss the ideas being presented. Were the group’s predictions correct?
Discuss how the pictures support the text with the graphic detail included.
Clarify words identified in the text as being unfamiliar.
List some of the interesting words and phrases the author uses to add interest to the text.
Why has the author presented factual information as a story?
List some questions and wonderings that students may have about the information in the text.
Students complete comprehension questions related to the shared text.
1.What does the word fauna mean?
2.What is the many species of gentle giants called?
3.Why does the author suggest that the first Australians were the world’s most fortunate people?
4. What was causing fearful times for the first settlers?
5. What animal along the river was ready to grab the unwary animal or human for a quick snack?
6. Why do you think in early times people all over the world were living in caves and rock shelters?
Resources:
Curriculum: The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives
Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating text.
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts.
PoLT:
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
2.1 encourages and supports students to take responsibility for their learning
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
4.2 promotes substantive discussion of ideas
experiences, knowledge and skills
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching
6.1 supports students to engage with contemporary knowledge and practice
Week Three
Lesson six
Learning intention: To understand how the Aboriginals may have developed a life in Australia.
Prior knowledge:
Realistic Fiction Text is presented as a picture story book but covers factual information
Text-Peopling of Australia-Percy Trezies(second part of the text)
Review the sequence and ideas relating to the first part of the text.
What do students expect the second part of the text to be about?
What knowledge do the students have about the sequence of events in the history of the Aboriginal people?
Students to turn and talk to formulate their ideas about what information the text may include. Share and record students’ ideas.
Activity: Read the second part of the text, pausing at designated points to discuss information presented.
Clarify words identified in the text as being unfamiliar.
List some of the interesting words and phrases the author uses to add interest to the text.
List some questions and wonderings that students may have about the information in the text.
Students complete comprehension questions related to the shared text.
7. What were the fur cloaks made out of, to keep the people warm during the winter?
8. Why do you think the weather is much colder south of the continent?
9. Why do you think the Kadimakara and other large animals became bogged and died?
10. In the book the author Percy refers to ‘hard times’ what does he mean by this?
11. What does the word refuge mean?
12. Why were the first Australian’s stories and ceremonies handed down from generation to generation?
13. What do message do you think the author is trying to deliver when he states that the aboriginal people were about to meet a civilisation based on material values?
Resources:
Curriculum: The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives
To understand how the Aboriginals may have developed a life in Australia.
Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating text.
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts.
PoLT:
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
2.1 encourages and supports students to take responsibility for their learning
2.2 uses strategies that build skills of productive collaboration
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
4.2 promotes substantive discussion of ideas
experiences, knowledge and skills
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching
6.1 supports students to engage with contemporary knowledge and practice
Learning intention: To investigate local Aboriginal people – Wurundjeri (shared reading text)
Prior knowledge: The Wurundjeri People
Display sign from the front of the school acknowledging traditional ownership of the land on which the school stands to the Wurndjeri People. Ask students whether they have seen this sign.
Where is this sign situated?
What might it signify?
Who were the Wurundjeri People?
Students to be given a copy of the sign to paste into their book.
Students to write their own prediction and ideas about what this sign may signify and then, ‘Pair/Share’
Share and note down some of the students’ ideas as a group.
Activity:
Introduce text, ‘Custodians of the Land.’
What does the word Custodian mean?-Carer, keeper, protector
Read text with students and highlight key information.
Who were the Wurundjeri People?
Why would the Wurundjeri People have selected to live around Brimbank? - The creek; abundance of food.
What affected the population of the Wurundjeri People?
What has been discovered around Brimbank to indicate the presence of the Wurundjeri People thousands of years ago?
Students to answer the following questions:
1. What does the word Custodian mean?
2. Who were the Wurundjeri People?
3. Why would the Wurundjeri People have selected to live around Brimbank?
4. What affected the population of the Wurundjeri People?
5. What has been discovered around Brimbank to indicate the presence of the Wurundjeri People thousands of years ago?
6. Thinking/Wonderings
Students to be encouraged to state/ note wonderings that they may have.
Resources:
- Wurundjeri school sign
- Custodians of the Land text
Curriculum: The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability.
The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area.
PoLT:
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
2.1 encourages and supports students to take responsibility for their learning
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
4.2 promotes substantive discussion of ideas
experiences, knowledge and skills
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching
6.1 supports students to engage with contemporary knowledge and practice
Lesson five
Learning intention: To understand how the Aboriginals may have developed a life in Australia.
Prior knowledge:
Realistic Fiction Text is presented as a picture story book but covers factual information
Text-Peopling of Australia-Percy Trezies (first part of the text)
Present the title to students.
What might this text be about?
Why do you think that?
Students to turn and talk and discuss/ formulate their ideas.
Share with the group. E.g. The Aboriginals being the first people in Australia; How the Aboriginals came to Australia.
I was able to make that prediction because I could see the Aboriginal painting on the front cover; We have been learning about Aboriginals; I know that Aboriginals were the first people in Australia.
Activity: Explain to students that although this text is presented as a picture story or a fiction text, we will be able to gain information about what happened in the history of Australia.
Read a page of the text and discuss the ideas being presented. Were the group’s predictions correct?
Discuss how the pictures support the text with the graphic detail included.
Clarify words identified in the text as being unfamiliar.
List some of the interesting words and phrases the author uses to add interest to the text.
Why has the author presented factual information as a story?
List some questions and wonderings that students may have about the information in the text.
Students complete comprehension questions related to the shared text.
1.What does the word fauna mean?
2.What is the many species of gentle giants called?
3.Why does the author suggest that the first Australians were the world’s most fortunate people?
4. What was causing fearful times for the first settlers?
5. What animal along the river was ready to grab the unwary animal or human for a quick snack?
6. Why do you think in early times people all over the world were living in caves and rock shelters?
Resources:
- Text: Peopling of Australia
- Comprehension questions
- Students workbooks
Curriculum: The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives
Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating text.
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts.
PoLT:
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
2.1 encourages and supports students to take responsibility for their learning
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
4.2 promotes substantive discussion of ideas
experiences, knowledge and skills
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching
6.1 supports students to engage with contemporary knowledge and practice
Week Three
Lesson six
Learning intention: To understand how the Aboriginals may have developed a life in Australia.
Prior knowledge:
Realistic Fiction Text is presented as a picture story book but covers factual information
Text-Peopling of Australia-Percy Trezies(second part of the text)
Review the sequence and ideas relating to the first part of the text.
What do students expect the second part of the text to be about?
What knowledge do the students have about the sequence of events in the history of the Aboriginal people?
Students to turn and talk to formulate their ideas about what information the text may include. Share and record students’ ideas.
Activity: Read the second part of the text, pausing at designated points to discuss information presented.
Clarify words identified in the text as being unfamiliar.
List some of the interesting words and phrases the author uses to add interest to the text.
List some questions and wonderings that students may have about the information in the text.
Students complete comprehension questions related to the shared text.
7. What were the fur cloaks made out of, to keep the people warm during the winter?
8. Why do you think the weather is much colder south of the continent?
9. Why do you think the Kadimakara and other large animals became bogged and died?
10. In the book the author Percy refers to ‘hard times’ what does he mean by this?
11. What does the word refuge mean?
12. Why were the first Australian’s stories and ceremonies handed down from generation to generation?
13. What do message do you think the author is trying to deliver when he states that the aboriginal people were about to meet a civilisation based on material values?
Resources:
- Text: Peopling of Australia
- Comprehension questions
- Students workbooks
Curriculum: The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives
To understand how the Aboriginals may have developed a life in Australia.
Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating text.
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts.
PoLT:
1.2 promotes a culture of value and respect for individuals and their communities
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
2.1 encourages and supports students to take responsibility for their learning
2.2 uses strategies that build skills of productive collaboration
3.2 uses a range of strategies that support the different ways of thinking and learning
3.3 builds on students' prior experiences, knowledge and skills
4.2 promotes substantive discussion of ideas
experiences, knowledge and skills
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
4.5 uses strategies to develop investigating and problem solving skills
5.2 ensures that students receive frequent constructive feedback that supports further learning
5.3 makes assessment criteria explicit
5.4 uses assessment practices that encourage reflection and self assessment
5.5 uses evidence from assessment to inform planning and teaching
6.1 supports students to engage with contemporary knowledge and practice