You and Me, Murrawee
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Literal & Inferred- Characters
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WALT: Identify information about a character in the text.
WILF: You can explain what you can see in the text and what you think about the text. Social: Follow instructions. |
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Understanding Context - Culture
Preparing the Brain:
WALT: Understand what culture is.
WILF: Can you identify the culture in the book and how the author shows it.
Humanity: We celebrate our differences
WILF: Can you identify the culture in the book and how the author shows it.
Humanity: We celebrate our differences
Engaging & Stretching the Brain:
I do: Discuss culture and explaining your own culture.
We do: Fill in culture grid together.
You do: Fill in your own culture.
We do: Fill in culture grid together.
You do: Fill in your own culture.
| my_culture_comparrison.docx |
Visual Features
*Making connections between information in print and images
Firing up the Brain:
Timed Pair Share:
1. What is happening in the picture?
2. What are the emotions of the person who owns the car? Do you think they were still in it?
3. What are the emotions of the people walking past?
If you were going to write a caption to this picture - what would it be?
1. What is happening in the picture?
2. What are the emotions of the person who owns the car? Do you think they were still in it?
3. What are the emotions of the people walking past?
If you were going to write a caption to this picture - what would it be?
Preparing the Brain:
WALT: Understand the connection between information and illustrations.
WILF: Explain how the illustration helps to explain the information // how the information helps to explain the information.
Social: We accept others ideas
WILF: Explain how the illustration helps to explain the information // how the information helps to explain the information.
Social: We accept others ideas
Engaging the Brain:
1. What does the text (the words) tell us on this page?
2. What do the images tell us on this page?
3. Is there an example of one helping to understand the other?
2. What do the images tell us on this page?
3. Is there an example of one helping to understand the other?
Stretching the Brain:
Identify what the text tells us through the pictures and what the pictures tell us on their own...
In the Water
- Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
- Create and display artworks to communicate ideas to an audience (ACAVAM108)
- Create and display artworks to communicate ideas to an audience (ACAVAM108)
Imagine you are the girl looking down into the water - what would you see...
1) Create a detailed writing piece that describes what you can see in the water.
2) Create a detailed art piece that communicates the ideas that are in your writing.
1) Create a detailed writing piece that describes what you can see in the water.
2) Create a detailed art piece that communicates the ideas that are in your writing.
Long Vowels
Firing up the Brain:
Preparing the Brain:
WALT: Use long vowels correctly.
WILF: You can identify the long vowels in the text and use these to write a sentence.
Social Goal: Listen Actively
WILF: You can identify the long vowels in the text and use these to write a sentence.
Social Goal: Listen Actively
Engaging the Brain:
Read through the text and identify words with long vowel sounds.
Model writing a sentence using these words
Model writing a sentence using these words
Stretching the Brain:
Students write long vowel sounds of their choosing in sentences.
Strengthening the Brain:
Identify Text Structure
* Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Firing Up the Brain:
Preparing the Brain:
WALT: Identify the text structure and if there are 1 or 2 stories in this book.
WILF: You can explain, using the text, how the structure helps us to understand the story of each character.
Social Goal: We are accepting of others ideas.
WILF: You can explain, using the text, how the structure helps us to understand the story of each character.
Social Goal: We are accepting of others ideas.
Engaging the Brain:
Stretching the Brain:
Story Map the two separate stories of the Girl and Murrawee.
| story_map_template.docx |
Strengthening the Brain:
Questions:
1. What is the structure of this text?
2. What is the purpose of this text?
3. How does the structure help meet the purpose of the text?
1. What is the structure of this text?
2. What is the purpose of this text?
3. How does the structure help meet the purpose of the text?
Language Features
Sentence structure, noun group/phrase, vocabulary, punctuation, figurative language...
Sparkle like campfires in the sky
lost in the winds of time
Different Modes of Communication
The Aboriginal people believe that the earth and everything in it was made by their ancestral spirits. This is called the Dreamtime or the Dreaming. It was a time when the rivers, mountains, rocks, deserts and plants were made. The Dreamtime stories are an important part of the Aboriginal culture.
The Dreamtime is the Aboriginal understanding of the world, of it's creation, and it's great stories. The Dreamtime is the beginning of knowledge, from which came the laws of existence. The Dreaming world was the old time of the Ancestor Beings. They emerged from the earth at the time of the creation
The Dreamtime is the Aboriginal understanding of the world, of it's creation, and it's great stories. The Dreamtime is the beginning of knowledge, from which came the laws of existence. The Dreaming world was the old time of the Ancestor Beings. They emerged from the earth at the time of the creation
Nouns
Firing up the Brain:
Preparing the Brain:
WALT: Understand what a noun is.
WILF: You can correctly identify nouns in sentences.
Social Goal: We look for solutions
WILF: You can correctly identify nouns in sentences.
Social Goal: We look for solutions
Engaging the Brain:
Stretching the Brain:
Round robin - nouns
Strengthening the Brain:
Historical Narrative
Task: Create a word bank of key vocabulary from our pictures from the past and present around Jackadder Lake. Add descriptions to each of your words. See past and present word banks below. Students write section by section on a separate piece of paper. Students to tick off word bank as they write. Students can use any of the bolded words in my modelled text for inspiration.
1) Imagine you are Murrawee (or another traditional aboriginal name) going down to Jackadder Lake. What you write in this will be illustrated in a water colour painting.
2) Imagine you are the Girl (choose a name, or your own) going down to Jackadder Lake. What you write in this will be created using acrylic paint as an overlay on your water colour design.
1) Imagine you are Murrawee (or another traditional aboriginal name) going down to Jackadder Lake. What you write in this will be illustrated in a water colour painting.
2) Imagine you are the Girl (choose a name, or your own) going down to Jackadder Lake. What you write in this will be created using acrylic paint as an overlay on your water colour design.
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