some examples. Make notes for a council about good sites to display board. visit. Ask a local community Respect member to talk to the Discuss Aboriginal people’s respect for the dead long ago and today. Do they children about respect, in do things differently to the way your particular respect for the family does? ancestors. Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 2: Aunties, Uncles and Elders Overview Suggested Student Activities Insert words and Comments/resources for the grammar in Language Team and target Language Aboriginal Teacher Greeting routine See Topic 1 Farewell routine See Topic 1 Revision Revise known Language using Revision is critical to resources created by students or a Language learning. game Utilise learned vocabulary Your teacher has organised one and grammar as well as Language word you have already new vocabulary and learnt for each member of the class grammar throughout this and you are asked to produce a flash unit card with that one Language word on it. When you hold up your card, the class says the word and you tell them its meaning, which they also repeat. The next student does the same thing with their card until everyone has held up their card. Then there is a flash card session to see who can remember all of the words. Who are Elders, Mother’s sister: Make a family mind map on the board. Aunties and Father’s sister: As a group, talk about Aunties and Uncles? Mother’s brother: Uncles in your family. Who do you call Auntie or Uncle? Who do you think an Father’s brother: Ask an appropriate Elder is? Are there any in your family? community member to talk to the students about Prepare some questions about Elders, Aunties and Uncles Aunties, Uncles and Elders to ask the in Aboriginal communities. visiting Community member. For example, what special things do Elders do? Take notes for use later on. The role of the Words for what Choose one of the things that Elders,
Respect some examples. Make notes for a display board. Discuss Aboriginal people’s respect for the dead long ago and today. Do they do things differently to the way your family does? council about good sites to visit. Ask a local community member to talk to the children about respect, in particular respect for the ancestors. Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 2: Aunties, Uncles and Elders Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greeting routine See Topic 1 Farewell routine See Topic 1 Revision Revise known Language using resources created by students or a game Your teacher has organised one Language word you have already learnt for each member of the class and you are asked to produce a flash card with that one Language word on it. When you hold up your card, the class says the word and you tell them its meaning, which they also repeat. The next student does the same thing with their card until everyone has held up their card. Then there is a flash card session to see who can remember all of the words. Revision is critical to Language learning. Utilise learned vocabulary and grammar as well as new vocabulary and grammar throughout this unit Who are Elders, Aunties and Uncles? Make a family mind map on the board. As a group, talk about Aunties and Uncles in your family. Who do you call Auntie or Uncle? Who do you think an Elder is? Are there any in your family? Prepare some questions about Aunties, Uncles and Elders to ask the visiting Community member. For example, what special things do Elders do? Take notes for use later on. Mother’s sister: Father’s sister: Mother’s brother: Father’s brother: Ask an appropriate community member to talk to the students about Elders, Aunties and Uncles in Aboriginal communities. The role of the Choose one of the things that Elders, Words for what