aborig dream screen

8/11/2019 Aborig Dream Screen

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New Arrivals Program Teaching, Learning and Assessment Programs 1Abo rig inal Dreami ng Sto ries Developing a Narrative

Aboriginal

DreamingStories

Developing a

Narrative

Timeline

Approximately 10 weeks as an integrated

program.

Learning AreasEnglish

Texts and contexts (Everyday texts, Literature)

(Outcomes 1.4)

Society and Environment

Societies and Culture (Outcome 1.8)

Essential LearningsIdentity

Through a discussion of their own history and

cultural background, students identify themselves

as a member of a cultural group/s.

Interdependence

Students develop collaborative practices with

peers and an understanding of the interactions

and connections between people and their

environment.Communication

Students develop understanding of different

communication modes and English language

patterns related to narrative.

Thinking

Students use a range of thinking skills and learn

different ways of representing their ideas.

EquityMulticultural perspective

The diversity of cultural and linguisticbackgrounds and experiences of students is

valued.

Abor iginal and Torres Strait Is lander peoples

perspective

Importance of Dreaming stories and of Australian

animals to Indigenous people is acknowledged.

ContextThis teaching and

learning program is a

stimulus for the teaching

of narrative as well

as understanding of

the notion of culture.

Beginning with a

reflection on the

students sharing of

aspects of their culture,

students are led into

an understanding of

Aboriginal Dreaming

stories. These are

stories of the remote

past of Aboriginal

peoples spirit ancestorsand give an insight

into the reasons for

particular environmental

and topographical

features as well as

for moral and ethical

teaching. The program

develops understanding

of the variety of

Aboriginal groups and

their diversity of culturesand lifestyles. Sensitivity

will be required to the

fact that some students

may not be familiar with

traditions from their own

culture.

ESL Scope and

ScalesWorking within Scales

27

BandMiddle Years

Year LevelsYear 57 New Arrivals

Program

Evidence Oral, written

or multimodal

presentation of a

narrative (or narrative

retell based on anAboriginal Dreaming

Story).

Response to

reflection activities.


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Teaching and Learning CycleAboriginal Dreaming Stories Developing a Narrative

Bui

ldin

g theF

ield Mode

lling/Deco

nstru

ctin

g

Indep

endentC

onstructionJo

int C

onst

ruc

tion

Retell an Indigenous Aboriginal

Dreaming story

Present retell using PowerPoint.

Develop Little Bookof structure and

features of a narrative.

Deconstruct simple narratives.

Activity grid.

Construct and present narrative.

Reflect/review

Read Dreaming story and note-take

main events.

Discuss schematic structure.

Develop text in groups. Joint editing.

Reflection.

Con

tinue

build

ingthe

fie

l

d

Brainstorm about Australian

Indigenous Aboriginal people.

Discuss the place and role of story in culture and

retell stories from different cultures.

Use visuals, excursions, music to gain

understanding of traditionaland contemporary

Indigenous culture and people.

Develop and discuss timeline ofAboriginal History.

Use visuals to identify similarities and

differences in cultures.


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Overview of language taught in the

teaching, learning and assessing programA summary of the language mostly pertaining to a description as taught in the following teaching, learning and assessing program.

The metalanguage that students may need in order to discuss the above language features is bolded.

Text in context Language

Genre Field Tenor Mode

Explore the purpose,

structureand language

features of a narrative genre.

Construct examples of

spokenand writtennarratives collaboratively and

independently.

Explore a range ofAbo rigin al

Dreaming stories.

Structure:

- title

- orientation

- problem /complication

- resolution

- coda.

Language to organisethe

text:- conjunctionsto sequence

(eg First, Next).

Language to build cohesion:

- reference items

- articles

- pronouns.

Language to expand

information:

- linking and binding

conjunctions

- relative pronounsinprojections.

Noungroups with describers.

Verbs:

- action (doing)

- mental (thinking)

- verbal (saying)

- relational (being).

Comparatives: expressions to

compare.

Circumstancesand

clauses expressions of:

- time

- place(location )

- manner(how )

- with whom

- why .

Use of directand reported

speech.

Technical vocabulary.

Modality:

- possibility

- obligation.

Interpersonal meaning:

- feelings, attitudes,opinions.

Subjectivity (eg express

opinions). Speech functions:

- question (wh, yes/no)

- statement(simple and

compound)

- command

- offers.

Verbal elements:

- body posture

- eye contact

- pronunciation

- fluency- audibility

- expression.

Tense:

- primarytense(eg presentcontinuous, simple

present, simple past)

- secondary.

Foregrounding (at thebeginningof sentences)

- time, place, manner

- human, non-human.

Coherence:

- introduction, body,

conclusion

- topic sentences.

Print conventions:

- handwriting

- punctuation(fullstops,

capitals, commas,quotation marks).

Multimodality:- matching wordsand

pictures

- layout.


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Building the FieldIn Building the Field,the main objective is to connect with the prior knowledge of the students, develop cultural

understandings and the everyday and technical language related to Australian Aboriginals.

Acti vi ties

The activities on the left column will provide particulardevelopment in these areas

Supplementary and extension

activities.Comments are in italicsGenre Field Tenor Mode

Aus tralian Abori ginal people

Discuss what students know about

Australian Indigenous people.

Write any questions that the students

may have for further investigation.

Technical

vocabulary (eg

names of groupsof Aboriginal

peopleAdelaide

Plains, KaurnaCulture).

Speech

functions:

- statements

- questions.

Subjectivity (eg I

believe, I think).

Modality (eg theymight).

Idiom (eg in thebush).

This short brainstorm is to check and

share students prior knowledge.

BSSOs can be used to support student

learning or as a resource during thisprogram.


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Activi ties

The activities on the left column will provide particular

development in these areasSupplementary and extension


Celebrations

Discuss customs and festivals from owncultural group.

Organise a visual display of internationalcelebrations and cultural activities to

discuss similarities and differences.

Make a comparison chart to list

similarities and differences using

dot points and add to the chart on acontinuous basis.

Students draw a festival or ceremony

from their own culture. Discuss, record

and display topic specific vocabulary.

Story Discuss the place and role of story

in culture and retell stories from their

culture.

Discuss the place and role of story in

Aboriginal culture.

Language toorganise text:

- conjunctions(eg First, Then,

Later).

Conjunctions:

- linking (eg and,but)

- binding (egbecause,when).

Reference items:

- pronouns (eg

he, she, they).

Everydayvocabulary

(eg festivals,

celebrations,

fireworks, body

painting/makeup,

costumes).

Technical

vocabulary:

- names of foods

- names of

celebrations.

Circumstancesand clauses (eg

in January, When

the people arrive).

Processes:

- action (eg

celebrate, eat,

dance, sing)

- mental (eg think,

believe)

- verbal (eg

laugh, pray)

- relational (egis, are, has,

became, belong

to).

Comparatives

(eg different from,

similar to, same

as).

Modality:

- possibility (eg

might)

- frequency

(eg always,

sometimes,occasionally,

once a year).

Primary tense:

- present

continuous

- simple present.

Supplementary activity:

Record new vocabulary on class

charts and/or in students books or

self-made dictionaries.

Extension activities:

Create a concept map of a festival orceremony. This could be a students,

groups or a BSSOs festival/

ceremony.

Write the dot points into sentences

and then into paragraphs.

Retelling of own stories is most likely to

be informal at this stage.

Building the Field continued...


7/15


Ac tivi ti es




Display

Display/show a wide range of visual

materials:- traditional (eg the video of The Kaurna

People of the Adelaide Plains).

- contemporary Aboriginal people in a

variety of contexts

- Indigenous peoples from around theworld.

Excursions

Some suggestions for excursions:

- Tandanya Culture Centre

- S.A. Museum(education officer)

- Colebrook reconciliation park, EdenHills

- Wairriparinga Sturt Park

- Tjilbruki Trail, Kingston Park

- Adelaide Botanical GardensBush

Tucker Trail.

Technical

vocabulary(eg AboriginalgroupsKaurna).

Everydayand technical

vocabulary:

- music (egdidgeridoo)

- equipment (egcanoe, spear,

nets, woomera,

koolaman)

- clothing (eg

skins, fur)

- food (eg

grubs, berries,

kangaroo,

goanna)

- landscape (eg

mountains,lakes,

waterholes,

desert)

Idioms (eg in

the bush, bushtucker).

Through the deliberate use of visuals

of traditional and contemporary

Aboriginal people, students will have theopportunity to begin an understandingAustralian Aboriginal history and the

concept of culture.

There are some excellent books

available depicting contemporaryAboriginal leaders, artists, etc.

Display and discussion of pictures of

indigenous peoples from around the

world can broaden understanding ofIndigenous and provide opportunities

for some students to relate to own prior

knowledge.

Extension activities:

Listen to music and learn a songby/about Aboriginal people (eg Yothu

Yindi, The Koori Kids, Sing Books

(DECS)).

Relate place names to Indigenous

meanings (eg Noarlunga, Tandanya).

Name some Indigenous groups.

Learn some words in an Aboriginal

language.


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Continued...

Activi ties




Timeline Introduce the concept of a timeline by

having children represent their own life

story pictorially. Share with others.

Create a physical timeline (eg in the

school grounds 1 metre= 1000 yearsand 25cm = 250 years) to show 40,000

years of Aboriginal settlement and

approximately 230 years of European

settlement.

Conjunctions:

- sequencing

(eg First, Then,

Later).

- lifestyle (eg

nomadic,campfire, earth)

- relationships(eg elders,

aunt/mother,

father/uncle)

- religion (eg

The Dreaming/

Dreamtime).

Verbs:

- relational (eg

belong to).

Circumstances:

- time

- location.

Time phrases:

- a long time ago

- many years

- a thousand

years ago

- thousands of

years ago

- hundreds ofyears ago.

Multimodality:

- matching

words/pictures.

Past tense.


Students can label their drawings.

Some of these concepts in the physicaltimeline can be explored in maths (eg

number, left to right, measurements,

ratio, fractions/decimals).

Some children will grasp theunderstanding of the timeline as being

a depiction of some length of time while

others will understand more fully what

the timeline represents (eg 40 000 ofAboriginal settlement and 226 years of

white European occupation).

Some students may be able torecognise that the relatively short time

of settlement has had a large impact on

the environment/society.


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10/15


Activi ties




As a class or individually:

- make a book of the story using thescribed sentences

- illustrate the book.

Read stories to other students/classes.

Each student, with the support of ICT

teacher, develops one page of the story,

for a PowerPointshow. Sound effectscan be added. Final product is presented

to an audience.

Reflect on the use of technology:

- What was successful?

- What would you do differently nexttime?

Introduction (eg

Good morning

everyone, today I

am going to ... ).

Final closing (egThank you all for

listening).

Everyday

vocabulary:- verbs.

Instructions (eg

Draw, Colour,Paint).

Verbal elements

(eg fluency,audibility,

pronunciation

and expression).

Print

conventions:- handwriting

- punctuation.

Multimodal (eg

links betweenillustration and

text).


Alternative visual representations:

- a pictorial story map

- plasticine, playdough or clay

characters and setting

- paintings or drawings.

Extension activity:

Develop symbol representations

for characters and elements of the

setting.

Develop symbol dictionaries.

This is particularly useful if PowerPointmode of presentation is used to deliverthe final independent narrative.

Modelling/Text Deconstruction continued...


11/15


Acti vi ties




Narrative features

Introduce the schematic structure of a

narrative in relation to the text:- orientation (eg time, place, who)

- complication (eg problem)

- resolution (eg how the problem is

solved)

- coda (eg moral of the story or the

consequences).

Each student makes a little book to

record structure and language features of

narrative.

With students, deconstruct familiar textsfor schematic structure and languagefeatures:

- match cut up sections of the story to theschematic structure

- annotate texts or cloze with language

focus (eg verb types (action, saying,thinking, being), tense, conjunctions)

- colour participants in red, processesin green, circumstances in blue and

identify pattern for each stage of the

narrative

- identify the reference links (eg articlesand pronouns).

Language to

organise the text:- orientation

(eg Long long

ago in theDreaming)

- complication

(eg Suddenly)

- resolution (eg

Finally)

- coda (eg And

that is how it

came to be).

Conjunctions toorganise the text

(eg Then, Next).

Conjunctions

to expand

sentences:

- linking (eg and,

but)

- binding (eg

because, while).

Reference:

- pronouns- articles.

Noun groups.

Verbs.

Circumstances

and clauses.

Topic specific

vocabulary.

Direct and

reported speech.

Attitudinallanguage (egscared, loved).

Idioms.

Names.

Speech

functions:

- statements

- questions.

Punctuation(eg full stop,quotation marks).

Tense.

Foregrounding:

- time, place,

manner

- human, non-

human.

The distinctive stages through which a

narrative moves to achieve a particular

purpose, needs to be taught explicitly.Coda is an important stage in AboriginalDreaming stories.

For beginning students identify and

record:

- who (or characters)

- where (or place, setting)

- what (or problem)

This can be a simple draw and label

activity.

Familiar texts can include students owntraditional stories (which the teacher

may have recorded from previous

retells) and Dreaming stories. Thereare a variety of commercially available

Dreaming stories which can be used.

For each annotation of a text or cloze, it

is desirable to have a selected range oflanguage foci.

Supplementary activities:

Specific language activities can be

included as needed (eg extendingnoun groups).


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Narrative Structure Language

Early one school morning I was walking slowly to the toilet so that I could

get out of class. Two dogs were in the playground, snarling at each other. I

got past them and looked back at them, pleased to get away from them.

Then they started a loud and fierce growling. The two dogs were going

for it. Teeth and fangs hanging out , hair and fur all sticking up , pawsscratching. Miss Campbell shot inside her room and slammed the door. Mr.

Zuanic ran down the stairs yelling, Get out of my way! Mr. King ran for a

cup of water.

Suddenly

Out of the basement, a shadow appeared,

Was it Batman? Was it Superman?

No! It was our Ms Johnstone!

Her teeth were hanging out Her hair was sticking up .

And she was carrying A BIN!

She raised her arm and let it fly. The bin came crashing down beside thedogs. They scattered. HOORAY!

The kids in my class were hanging out the windows. They would never

again think of Ms Johnstone as just a teacher. She was their hero.

What is the orientation?

Where does this story take

place?When does it happen?

Who (or what) is involved in

the story?

What is the complication or

problem?

What is the problem?

Who (or what) is involved?

What happens?

What are the events?

When did the events

happen?

Who is involved?

What is the resolution?

How was the problem

solved?

Who solved it?

What is the coda?

Is there a lesson or moral to

the story?

in the playground

Early one school morning

I

two dogs

a loud and fierce growling

two dogs

were going for it

Mrs Campbell, Mr Zuanic, MrKing

Ms Campbell shot inside

slammed the door

Get out of my way

Suddenly

our Ms Johnstone

was carrying A BIN!

She

let it fly

came crashing down

scattered

would never again

Circumstance

Circumstance

Pronoun

Noun group

Noun group

Noun group

Idiom

Names

Idiom

Past tense

Direct speech

Time

Name

Action

Reference (pronoun)

Idiom

Idiom

Past tense

Future tense

Mrs Johnstone to the Rescue


13/15


Activi ties




Planning Using narrative proforma to review the

structure of the narrative.

Read Dreaming story with class and

jointly note-take main events within the

narrative structure.

Orally reconstruct the story as a whole

class.

Joint construction

Divide class into groups. Each group

takes on the writing of a stage of thenarrative - orientation, complication,

resolution and coda - on OHTs or large

paper.

After each group has completed writingtheir section, the class jointly edits the

text with the teacher.

Reflection

State something you have learned aboutnarratives.

Schematic

structure.

Conjunctions.

Reference items.

Technical

vocabulary.

Circumstances of

time and place.

Verbs.

Modality.

Attitudinallanguage.

Speech

functions.

Tense.

Foregrounding(eg time, place

manner).

Print

conventions.

Beginners:

Make a 4 page booklet (pictures

and/or labels):

- pg 1 title

- pg 2 who (characters)

- pg 3 where (setting)

- pg 4 what (problem).

Supplementary or alternative activity:

Dictagloss activity using a familiar

Dreaming story, jointly constructed

with a partner and then with anothergroup.

Repeat the joint construction as timeallows.

Ensure each group has a scribe who

is able to write English with someconfidence.

It is desirable that the students havethe opportunity to experience many

Dreaming stories before independentconstruction stage. Dreaming stories

can be read, viewed, discussed and

written.

Joint ConstructionIn Joint Construction,the teacher and students construct a written argument together. Through this process, the teacher

scaffolds the students choices and at the same time moves them towards independent construction.


14/15


Activi ties




Task Jointly develop a grid of possible story

ideas by reflecting on stories they have

already read or viewed. Jointly add new

ideas to the grid.

Students individually select their ownstory lines.

Planning Draw a picture/painting or develop a

model of the landscape/scene of the

story.

Tell the story to a classmate.

Make a story map for the narrative.

Complete the narrative structureproforma.

Construction and presentation Draft, edit, finalise and present the

narrative to a range of audiences as

either:

- written narrative

- oral narrative with PowerPoint

- role play.

Text structure.

Conjunctions.

Noun groups.

Verbs.

Causal relations.

Circumstances

and clauses.

Speech

functions.

Feelings,

attitudes.

Verbal elements.

Foregrounding.

Primary andsecondary

tenses.

Print conventions

and layout.

Multimedia/multimodal.

Recently arrived students may:

- with the support of BSSOs -re-tell a

story from their own culture in their

own language, draw pictures aboutthe story and copy labels for the

pictures

- illustrate a story for which they can

be supported to understand the text- match text and illustration

- work in a group with other students.

Students need to understand thatDreaming stories were passed on by

their ancestors through an oral tradition.

However, the way in which we can

now continue to enjoy and appreciateDreaming stories is also by way of the

written text.

Outline of schematic structure of

narrative should be on a wall chart.

Independent ConstructionIn Independent Construction,students independently construct an argument as the summative task for this topic for this

teaching, learning and assessing program.


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Independent Construction continued...

Acti vi ties




Reflection

Reflect on culture:- 3 things you have learnt about

Aboriginal culture

- 2 similarities between cultures

- 1 purpose of a story.

Reflect on narratives:

- What are the features of a narrative?

The quality of the final product depends

on a range of factors and should informfuture teaching.

aborig dream screen

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