English Unit Focus Texts: Dreaming Stories – Stage 3 / Year 5 Term 1, 2014 Outcomes: Learning QTF / Assessment / Modelled Teaching Guided / Independent Learning Intention Thinking Tools Cluster markers An important part of WALT: Core Learning: Continuum Aspects: Reading / Aboriginal people's identity is 1 Comprehension I can navigate and Students can view other examples and complete their spirituality. This is interpret responses from the Dust Echoes site during Literacy closely linked to information from groups. creation/dreaming WILF: Students can navigate Explore the website and give students time to read multimedia. stories. There are good and websites and multimedia about the links to Aboriginal culture and history. bad spirits, such as The presentations and interpret Hairyman or Quinkin as Support & Extension information presented in this described in ‘My Girragundji’. Multimedia stories and response tasks differentiated to Watch the short dreaming format. suit each guided reading group. story developed for children by the ABC. How might this story portray strength of family and belonging? Brainstorm Dreaming stories Core Learning: WALT: Continuum Aspects: Reading / Venn the students have heard 2 Speaking & Listening / Students can read and complete the interactive activities diagrams I can identify the before. What do they have in Comprehension for ‘Emu and Jabiru’ during Literacy centres. similarities and common? Why are they differences Compare and contrast the text based stories to important to Aboriginal multimedia stories on Dust Echoes website. Complete a between digitally WILF: Students can identify people? Venn diagram to represent the relationships between the presented texts similarities and differences Investigate the purpose and two. structure of Dreaming stories and books. between digital and written texts. using the Targeting Text Support Extension Interactively’ resource. Some groups complete Create two word clouds to venn diagram with represent the two forms of teacher support. representation visually.
English Unit – Focus Texts: Dreaming Stories Stage 3 / Year 5 Term 1, 2014 Outcomes: Learning Intention Modelled Teaching Guided / Independent Learning QTF / Thinking Tools Assessment / Cluster markers 1 WALT: I can navigate and interpret information from multimedia. An important part of Aboriginal people's identity is their spirituality. This is closely linked to creation/dreaming stories. There are good and bad spirits, such as The Hairyman or Quinkin as described in ‘My Girragundji’. Watch the short dreaming story developed for children by the ABC. How might this story portray strength of family and belonging? Core Learning: Students can view other examples and complete responses from the Dust Echoes site during Literacy groups. Explore the website and give students time to read about the links to Aboriginal culture and history. Continuum Aspects: Reading / Comprehension WILF: Students can navigate websites and multimedia presentations and interpret information presented in this format. Support & Extension Multimedia stories and response tasks differentiated to suit each guided reading group. 2 WALT: I can identify the similarities and differences between digitally presented texts and books. Brainstorm Dreaming stories the students have heard before. What do they have in common? Why are they important to Aboriginal people? Investigate the purpose and structure of Dreaming stories using the Targeting Text Interactively’ resource. Core Learning: Students can read and complete the interactive activities for ‘Emu and Jabiru’ during Literacy centres. Compare and contrast the text based stories to multimedia stories on Dust Echoes website. Complete a Venn diagram to represent the relationships between the two. Venn diagrams Continuum Aspects: Reading / Speaking & Listening / Comprehension WILF: Students can identify similarities and differences between digital and written texts. Support Some groups complete venn diagram with teacher support. Extension Create two word clouds to represent the two forms of representation visually.