Australian Kids through the Years
Unit of Work Goals:
- Understand the text features of a informative text.
- How changing technology has affected the lives of Australian children.
- Interpret diagrams and timelines.
- Write an informative text.
- Express an opinion varying tone, volume, pace and with courtesy.
- Understand the text features of a informative text.
- How changing technology has affected the lives of Australian children.
- Interpret diagrams and timelines.
- Write an informative text.
- Express an opinion varying tone, volume, pace and with courtesy.
School - The Early Days
School has changed for Australian's over many years. Here are some photos of what some children in the past experienced at school. Look carefully, you may recognise some famous faces!
Do you have any photos at home of your parents, great grand parents or
even older going to school? Bring them in for our class timeline!
even older going to school? Bring them in for our class timeline!
Australian Kids through the Years
*Connecting similar and contrasting dissimilar things between each character through language features, word associations, synonyms and antonyms (ACELA1464)
* Understanding the vocabulary on how to play the games, knowing the food names, what gives you a clue. How can you use this vocabulary to explain it to someone? (ACELA1470)
* Understanding the vocabulary on how to play the games, knowing the food names, what gives you a clue. How can you use this vocabulary to explain it to someone? (ACELA1470)
Firing up the Brain:
Imagine going to school in the 'olden days' (the 1940s). Find out what morning assembly looked like. Discover the things that children kept in their desks and what they used to do their writing. This clip shows you what school was like in the past as two adults (actors Terry Norris and Carmel Millhouse) remember what they did at school.
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Preparing the Brain:
WALT: Read and understand the book 'Australian Kids trough the Years' and how their lives are different to each other, our own, and some unfamiliar terminology.
WILF: Celebrate differences and successes (Humanity)
WILF: Celebrate differences and successes (Humanity)
Engaging the Brain:
Key Questions:
- What is similar and different between you and the characters - how do you know?
- Do you know what these games are? fiddles, pick up sticks or knucklebones?
- What is similar and different between you and the characters - how do you know?
- Do you know what these games are? fiddles, pick up sticks or knucklebones?
Stretching the Brain:
Explain what the item is and how to play from the following videos above. Use specific language to explain what the item looks like, its size and if its played for enjoyment or to win.
Strengthening the Brain:
This is a black-and-white photograph of children playing on a seesaw and swings at a school sports day held at the Acton Sports Ground in Canberra in March 1927. While some children are playing, others are looking on or waiting their turn.
How is this playground scene different to what we see in the playground at Woodlands?
How is this playground scene different to what we see in the playground at Woodlands?
Timelines
*Connecting similar and contrasting dissimilar things between each character through language features, word associations, synonyms and antonyms (ACELA1464)
* Timelines in chronological order – how does the text organisation, layout, timelines, diagrams help you to understand? (ACELA1466)
* Timelines in chronological order – how does the text organisation, layout, timelines, diagrams help you to understand? (ACELA1466)
Firing up the Brain:
When was the last time you were in a toy shop? What toys did you like the most? Look at this video to see toys that were in shops in the 1980s (about 30 years ago). How have toys changed?
Preparing the Brain:
WALT: Explain how timelines, text boxes and diagrams help you to understand the information presented.
WILF: Be cooperative and collaborative.
WILF: Be cooperative and collaborative.
Engaging the Brain:
Timelines help us understand history. They also tell us what happened when and how much time went by between events. They usually include dates that include the year, the decade or exact day.
Questions:
1. What time a timeline and how is the story written in a timeline?
2. Is this book written in sentences or in phrases? How does this help you understand the text?
3. Which page will you find more information on, the white page with the date or the page full of colour coded text boxes?
1. What time a timeline and how is the story written in a timeline?
2. Is this book written in sentences or in phrases? How does this help you understand the text?
3. Which page will you find more information on, the white page with the date or the page full of colour coded text boxes?
Stretching the Brain:
Complete the following activity.
timelines.docx | |
File Size: | 145 kb |
File Type: | docx |
Strengthening the Brain:
Have you seen a record player before? This is a pretty fancy one from the 1950s! Can you describe how it works?
Text Features & Illustrations
* How do pictures help serve its purpose, what is the purpose of this text? Is this a ‘typical’ of structure and language features of an informational text? (ACELA1463)
* Describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters (ACELT1591)
* Describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters (ACELT1591)
Firing up the Brain:
Which photo is the oldest? Which is the most recent? How can you tell?
Preparing the Brain:
WALT: Describe how pictures/illustrations help achieve the purpose of the text and how this can provide the reader with additional information e.g. setting, time, place, characterisation.
WILF: Listen Actively.
WILF: Listen Actively.
Engaging the Brain:
What is the Author's purpose in 'Australian Kids through the Years'? How do you know?
Are these pages:
- Giving us information?
- Teaches us something?
- Includes facts?
- Have diagrams?
- Highlighted text?
- Bullet points?
- Part of a timeline?
- Captions or quotes?
- Titles, bold print, headings, subheadings?
- Giving us information?
- Teaches us something?
- Includes facts?
- Have diagrams?
- Highlighted text?
- Bullet points?
- Part of a timeline?
- Captions or quotes?
- Titles, bold print, headings, subheadings?
Stretching the Brain:
1. What are the features of this page of the text?
2. What can you tell me about the setting? 3. What can you tell me about the time/date? 4. Explain what you know about the characters |
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Strengthening the Brain:
1. What are the features of this page of an informational text?
2. How do the illustrations/photographs help you to understand further?
2. How do the illustrations/photographs help you to understand further?
Culture
* Exploring different cultures, how has the author depicted their life, difficult, interesting, equal, within the context etc (ACELT1587)
Firing up the brain:
Traditional dances from Australia, Germany, China, Spain, Netherlands, Bali, Ireland, Mexico, Russia, India, Native Americans, Hawaii, Botswana, Transylvania, Tahiti, Thailand, Alaska, Columbia, Japan, Venezuela, Papua New Guinea, Samoa, Czechoslovakia and the US.
Preparing the Brain:
WALT: Understand what culture is and how different cultures are represented in the text, 'Australian Kids through the years.
WILF: We show respect for all adults and children.
WILF: We show respect for all adults and children.
Engaging the Brain:
What cultures are represented in our classroom? Make a list
What cultures do you think are represented in this picture?
What about the illustrations and written text give you clues?
Do you think they were treated the same?
Do you think their lives were easy or difficult?
Which character would you prefer to live the life of?
What about the illustrations and written text give you clues?
Do you think they were treated the same?
Do you think their lives were easy or difficult?
Which character would you prefer to live the life of?
What cultures do you think are represented in this picture?
What about the illustrations and written text give you clues?
Do you think they were treated the same?
Do you think their lives were easy or difficult?
Which character would you prefer to live the life of?
What about the illustrations and written text give you clues?
Do you think they were treated the same?
Do you think their lives were easy or difficult?
Which character would you prefer to live the life of?
Stretching the Brain:
Compare the similarities and differences of the Culture of the first
children to your own culture - celebrating both cultures!
children to your own culture - celebrating both cultures!
first_children_culture_comparrison.docx | |
File Size: | 32 kb |
File Type: | docx |
Strengthening the Brain:
"Walk a mile in their shoes"
Firing up the Brain:
Preparing the Brain:
WALT: Write a recount based on a character from 'Australian Kids though the Ages'.
WILF: Listen actively.
WILF: Listen actively.
Engaging the Brain:
Stretching the Brain:
Your task: Imagine yourself living the life of Annie or Koora. You need to write a recount of what you believe would happen in a normal day of your life in the 1900s.
Strengthening the Brain:
Share your writing with your face partner.