Professional Documents
Culture Documents
Group members:
Renee Knoll
Elley Borland
Lauren Stygall
Steph Kotinis
Tash Vanstone
The big ideas within the chosen text are the introduction of Indigenous Australian culture and history. This text is an
information text which covers the big ideas of identity, culture and sport, participation and governance, and resistance and
reconciliation through the perspective of Indigenous Australians. The language throughout this book is conversational first
person which invites readers into a narrative discussion of issues concerning the place of Indigenous Australians within
Australias past, present and future.
Links to the Australian Curriculum: Literature/Literacy and the cross curricula link to the Australian Curriculum:
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Literature:
Make connections between students own experiences and those of characters and events represented in texts drawn from
different historical, social and cultural contexts (ACELT1613)
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
Literacy:
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions (ACELY1709)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined
audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting
structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual
sources including media and digital texts (ACELY1713)
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate to purpose and audience (ACELY1714)
Reread and edit students own and others work using agreed criteria and explaining editing choices (ACELY1715)
Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to
group size, formality of interaction and needs and expertise of the audience (ACELY1816)
Language:
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Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of
adverb groups/phrases (ACELA1523)
Cross Curricular Priorities: Aboriginal and Torres Strait Islander histories and culture
OI.5 Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing,
thinking and doing
OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can
be viewed through historical, social and political lenses.
OI.9
globally
Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and
Intercultural Understanding
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They come to understand how personal, group and national identities are shaped, and the variable and changing nature of
culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise
commonalities and differences, create connections with others and cultivate mutual respect. (Australian Curriculum)
Scope of learning: In this learning sequence students will explore their own understandings of Indigenous Australia under a
critical lens through studying Indigenous and non-Indigenous perspectives and discussing moral, social and political issues
that arise throughout the texts explored. Students will reflect on their changing understanding throughout this learning
sequence in a way which will allow them to assess the influences of texts and society on their views and values concerning
Indigenous Australia. The themes of culture and identity will provide a backbone for learning hereby providing students with
opportunities to connect their growing understandings of Indigenous perspectives to themselves and their relationships with
others as they move into a more informed future. A strong focus on literacy development in the context of critical literacies
throughout this sequence will provide students with skills to be more informed and critical readers who are able to explore
and discuss concepts in an educative way leading to lifelong learning.
Teaching Focus 1
Strategic Questions to
lead the students
toward your focus
Afterwards?
What effects do you think colonisation had on the culture of Indigenous people?
Talk about what colonisation is for students who need help remembering or dont
know.
What are some stereotypical comments? (Students need to be aware of other students in
their class, not to laugh or say nasty things towards people this is identifying comments
students have heard only and students need to be aware of this).
Who do they know/who is in the public eye that is of Aboriginal and Torres Strait Islander
culture? Singers, sports people, role models.
Adam Goodes
Cathy Freeman
Lionel Rose
Jessica Mauboy
What do you think it was like for them growing up in their culture?
Students discuss as a class the different questions put forward by the teacher, making notes of
important information.
Follow on activities
partner/group/independ
ent
Independently students fill out a KWHL chart (appendix A) what they know, what they want to find
out, how they will find out, in relation to Aboriginal and Torres Strait Islander history and culture, the
what have I learned section will be filled in after students have done work on the book.
Assessment:
Using a KWHL chart (Appendix A) to show what students already know and understand.
Resources
Teaching Focus 2
Strategic Questions to
lead the students
toward your focus
Students write in their Writing books something they learnt, answering the questions above.
Assessment:
Resources
Teaching Focus 3
1.
Strategic Questions to
lead the students
toward your focus
Have an Aboriginal Language map (ABC 2015) for students to research the different cultures
that are found in Australia. (show on interactive whiteboard).
Look at the diverse range of Indigenous cultures and language found in Australia.
Identify a range of languages found in Australia.
Students then do some research on these languages (each students chooses one).
Where is it found?
What other information can you find in relation to your chosen language?
Follow on activities
partner/group/indepen
dent
Students write a short informative piece, including a small map with where their chosen language
is located in Australia. Students are to make sure they are using correct context, language, and
structure for their writing. They are to make sure it has been edited and checked if there is
enough time, they are to publish their work to put on display.
Assessment:
Resources
Introduce activity by asking students difference between fiction/non-fiction texts. [Fiction is made up,
imaginative, Nonfiction is factual]
Discuss the differences/similarities of each text they have read in the previous lessons. Discuss how
fiction texts can also include factual content, have they seen this before?
Explain to students that they are going to use the two texts they have covered in previous lessons [The
Rabbits and The Little Red Yellow Black Book] to write their own diary entries on colonization from their
chosen point of view (Indigenous person or white settler).
Review
10 minutes -
Resources
Students will be asked to do a peer review and then compose a good copy.
Explain that teacher is looking for: identifying important information from relevant sources, identifying
factual material in fiction writing
Teacher will model a short draft of a diary entry, using facts from the nonfiction text and inspiration from
fiction text.
Think aloud about the voice of the text and why you may using specific words/phrases to really
capitalise on the voice
Teacher may display different examples of diary entries (Appendix E)
Students will draft 2-3 diary entries from the point of either a white settler or an Indigenous Aboriginal at
the time of colonisation in 1788.
Students need to decide on a voice of the writing, having them to consider voice as an opinion for
their own writing, what might be the difference between a white settlers opinion compared to an indigenous
person's opinion?
Students need to include facts into their diary entry that they have learnt from the informational text,
and use both texts as inspiration.
Students may research additional information for their entries, use the informational text for further
background knowledge, for example students may want to read the chapter Who Are We? (pg. 5-28) which
discusses traditional names, societies, languages and their past.
Teacher roaming the room, giving feedback on students drafts, asking questions about their chosen
voice and writing ideas
Students share their draft or plan of their diary entries with another student or with the class
Students share the voice of their writing piece and may discuss what further entries may include.
Session 4: Focus: Peer Review and sharing diary entries. Students share their draft diary entry with another student, and students complete a peer
review. (Appendix F) After feedback students revise and edit their diary entry and compose a good copy. Teacher may like to make a book out of each
students diary entries. Teacher will use Diary Entry Rubric for assessment. (Appendix G)
Session 5: Focus: Paraphrasing.
Searching for information, finding facts, interpreting, and presenting.
Introduction
10 minutes
To begin, the students will be asked to recall the meaning of paraphrasing. What does it mean? How
do we paraphrase?
Explain to the students that they will again be using The Little Red Yellow Black book for this lesson
to focus on paraphrasing.
Students will be split into pairs and be given a specific part of the text.
Groupings:
Elaboration
Fact chart: the purpose of the fact chart is to help the students record important information from
the text in their own words.
The teacher will model an example of paraphrasing a section of the text. Students will be encouraged
to participate and help with paraphrasing of the text.
10-15 minutes
Teacher will model the vocabulary sheet and the fact sheet. Explaining to the students how to look for
the unknown word, and how to record the facts found.
Encourage discussion whilst modelling how to use the sheet and the chart.These examples will be kept
on show so that the students can refer back to them when required.
Practice
The students will be put into pairs. With their pair they will read the specific section of the text they
have been given by the teacher.
30 minutes
Students will then go back over their reading and paraphrase sections where necessary. Writing their
own interpretations into their writing books.
Remind students to use the vocabulary sheet and fact chart throughout their reading these will be
used in follow up lessons.
Review
Students will come together and be encouraged to present their findings to the rest of the class.
Students may discuss words found on their vocabulary sheets and information they found for their fact
chart.
10 minutes
These sheets will be collected by the teacher and will be reviewed prior to the next class. This is to
make sure that the information added is correct.
Resources
Session 6: Focus: Student lead research, paraphrasing and expand ideas in own words: Students will be using The Little Yellow
Red Black book again but will further develop their understanding by engaging in further research of their particular topic. Using the
ipads or computers, students will look for more information relating to their topic. They are then required to paraphrase this new
information and write it into their writing book in their own words. They will add to their fact chart and vocabulary sheets when
appropriate.
Session 7: Presentation, paraphrasing, discussing findings: During this lesson, students are given a short amount of time to look
over their paraphrasing work they have been focusing on last lesson. They will then present their new findings to the class in relation to
their particular topic. Students will also present their vocabulary sheets and fact charts to the class. Group discussion will be encouraged
in regards to new words and new information.
List what the presentation needs to include and that these will be assessed when they present their information:
notable achievement/s
language group
early life
Follow on activities:
Students will be given a receipt roll where they plot out their own timeline of their own lives. This allows the students to display the
significant events in their own lives and look at themselves as an individual and their journey so far. These will then be hung up around
the room, so students can examine the similarities and differences between their own lives and the lives of others.
Assessment:
See Appendix I
Resources:
THE LITTLE RED YELLOW BLACK WEBSITE: An introduction to Indigenous Australia, 2015, AIATSIS. Retrieved
26/9/15. <http://lryb.aiatsis.gov.au/timeline.html>
Who Are Australia's Aboriginal People? Published by TestTube News, 2015. Retrieved 26/9/15.
<https://www.youtube.com/watch?v=bpAS5f4TjNw >
References:
ABC 2015, Aboriginal Language Map, Indigenous, retrieved September 24, <http://www.abc.net.au/indigenous/map/>
Australian Curriculum and Assessment Reporting Authority [ACARA] 2014, Foundation to Year 10 Curriculum: General
Capabilities: Intercultural Understanding, retrieved September 25,
<http://www.australiancurriculum.edu.au/generalcapabilities/intercultural-understanding/introduction/introduction>.
AusVELS 2012, Aboriginal and Torres Strait Islander histories and cultures,Victorian Curriculum and Assessment Authority,
retrieved 23 September 2015, <http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islanderhistories-and-cultures>.
AusVELS 2012, English: curriculum, level 6, Victorian Curriculum and Assessment Authority, retrieved 23 September 2015,
<http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10#level=6>.
Leland, C, Lewison, M & Harste, J 2013, Teaching Childrens literature: Its critical!, Routledge, New York.
MyRead 2002, Connecting Students To Learning Through Explicit Teaching, Commonwealth of Australia, retrieved 23
September 2015, <http://www.myread.org/explicit.htm>.
MyRead 2002, Frontloading: Assisting the reader before reading, Commonwealth of Australia, retrieved 23 September 2015,
<http://www.myread.org/guide_frontloading.htm>.
Pascoe, B 2012, The Little Red Yellow Black Book: An Introduction to Indigenous Australia, 3rd edn., Aboriginal Studies Press,
Acton, ACT.
Winch, G, Johnston, R, March, P, Ljugdahl, L, Holliday, M 2014, Literacy: Reading, Writing and Childrens Literature, 5th edn,
Oxford University Press, South Melbourne, Victoria.
THE LITTLE RED YELLOW BLACK WEBSITE: An introduction to Indigenous Australia, 2015, AIATSIS. Retrieved 26/9/15.
<http://lryb.aiatsis.gov.au/timeline.html>
Who Are Australia's Aboriginal People? Published by TestTube News, 2015. Retrieved 26/9/15.
<https://www.youtube.com/watch?v=bpAS5f4TjNw >
Appendices:
Index:
Appendix A: KWHL chart
Appendix B: Indigenous History and Culture Powerpoint
Appendix C: Aboriginal Language Map
Appendix D: Literature Circle Role Cards
Appendix E: Sample Diary Entries
Appendix F: Peer Review Form
Appendix G: Diary Entry Criteria
Appendix F: Peer
Review
Teacher Name:
Minimal or no evidence of
effective interaction skills with
low connection to audience.
Conventions of spoken
interaction are unvaried and
the attention of audience is
lost.
Demonstrates independence in
navigating word processing
programs to produce a text.
Explores some new functions to
No evidence of independent
use of navigating word
processing programs in
production of a text. No new
Expectations
as required to create
texts (ACELY1717)
Select appropriate
themes from The Little
Red Yellow Black Book
taking into consideration
intercultural
understanding for
multimodal response.
Select appropriate
Aboriginal historical
figure for a basis of the
multimodal response.
Rationale - poster