think critically about aspects of texts their own group and adding their own ideas. such as ideas and events This prediction activity may need to be completed over a number of sessions think imaginatively when engaging due to the time being allocated to each cartoon. with texts, using prediction, for example, to imagine what happens to Visualising & Questioning characters after the text EN3-8D The teacher presents each political cartoon on the Smartboard (see notebook clarify understanding of content as it file) and invites the group that had that image last to share the responses that unfolds in formal and informal have been recorded on the A3 paper. situations, connecting ideas to Through careful questioning, the teacher will need to guide the students toward students' own experiences and adequate interpretation of the message of the images if students have not present and justify a point of view already done so. (ACELY1699) EN3-9E Making Connections recognise that there is a language for Ask students where they would normally see political cartoons and why they discussing learning experiences think they are presented in those texts. discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts Teaching and Learning Activities Text: Evaluation / Song - Treaty Outcomes and Content Assessment Registration Ensure the cycle of modelled, guided and independent support strategies is incorporated into the teaching/learning sequence EN3-8D Students are to answer identify aspects of literary texts that the following questions convey details or information about Give students the opportunity, in either small groups or as a class visit to the after their research and particular social, cultural and computer room, to explore the website above and the history and detail class discussion of the historical contexts (ACELT1608) surrounding the song Treaty. history behind the song: What is the Barunga explore, discuss and appreciate Students should be encouraged to take notes and mindmap their knowledge statement? connections between Dreaming and understanding as they complete their research. What did the Prime stories and contemporary Aboriginal Minister at the time, and Torres Strait Islander life Students use their research time to create an understanding of the purpose of Bob Hawke, promise? the song and why it was created. What was the discuss and explore moral, ethical intended message or and social dilemmas encountered in texts As a class, listen to the song so that students have an opportunity to listen to point of the song? the Aboriginal language within the song. What is the song symbolic or representative of?
think critically about aspects of texts such as ideas and events think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text EN3-8D clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view (ACELY1699) EN3-9E recognise that there is a language for discussing learning experiences discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts their own group and adding their own ideas. This prediction activity may need to be completed over a number of sessions due to the time being allocated to each cartoon. Visualising & Questioning The teacher presents each political cartoon on the Smartboard (see notebook file) and invites the group that had that image last to share the responses that have been recorded on the A3 paper. Through careful questioning, the teacher will need to guide the students toward adequate interpretation of the message of the images if students have not already done so. Making Connections Ask students where they would normally see political cartoons and why they think they are presented in those texts. Outcomes and Content Teaching and Learning Activities Text: Song - Treaty Ensure the cycle of modelled, guided and independent support strategies is incorporated into the teaching/learning sequence Assessment Evaluation / Registration EN3-8D identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) explore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander life discuss and explore moral, ethical and social dilemmas encountered in texts Give students the opportunity, in either small groups or as a class visit to the computer room, to explore the website above and the history and detail surrounding the song Treaty. Students should be encouraged to take notes and mindmap their knowledge and understanding as they complete their research. Students use their research time to create an understanding of the purpose of the song and why it was created. As a class, listen to the song so that students have an opportunity to listen to the Aboriginal language within the song. Students are to answer the following questions after their research and class discussion of the history behind the song: What is the Barunga statement? What did the Prime Minister at the time, Bob Hawke, promise? What was the intended message or point of the song? What is the song symbolic or representative of?
english_unit_term_4_2014_stage_3_odd.docx