Lesson seven |
Learning intention: To be able to find the main ideas in a text to build base knowledge about Aboriginal Ceremonies and Dance
Prior knowledge: Students to record their thinking in the first part of the organiser ‘what I think I know’ after the viewing of the clip and the questions below have been discussed. Watch the clip linked below: https://www.youtube.com/watch?v=TWuLVfgPt6A What do students already know about Aboriginal dance? Present the title of the shared text to students. What might this text be about? Why do you think that? Students to turn and talk and discuss/ formulate their ideas. Share and record students’ ideas. Activity: As text is read, pause after coming to the end of each paragraph and ask students to identify any new information. Teacher to model recording the main facts of ‘Aboriginal Ceremonies and Dance.’ Highlight the key words identified within the passage. Were there some interesting facts that were noted? What does the information make you think about? Can you make connections? Do you have wonderings? What equipment may be used to complete these dances? Students to follow teacher’s modelled example and record information onto an organiser. Read the remainder of the text with students stopping at designated points to discuss information and clarify any new terms. Students to complete the remainder of organiser for ‘Aboriginal Ceremonies and Dance.’ 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. 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 |
Week Four
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Learning intention: To be able to find the main ideas in a text to build base knowledge about Aboriginal Art.
Prior knowledge: Shared Reading/Whole Class focus Report Present the title to students; Aboriginal Art. What might this text be about? Why do you think that? Students to turn and talk and discuss/ formulate their ideas. Share and record students’ ideas. What do students already know about the Aboriginal artwork? Is all artwork done on a canvas? Discuss idea of cave and rock paintings. What equipment may be used to complete these paintings? Students to record their responses on the prepared organiser in the ‘What I think I Know section’ Activity: Read text with students stopping at designated points to discuss information and clarify any new terms. Students to identify new information and record this on the prepared organiser. As the text is being read and discussed, have students pose questions or wonderings. If questions have been answered or confirmed, they can be ticked or highlighted. Questions which have remained unanswered may be investigated further during the week. 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. 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 |