Written+Grammar+Lesson

Cultural Communities within Australia. |||| **Curriculum Link: ** HSIE: Cultures strand || **Yr Level: ** 4 || 6 of 10 |||| **Lesson Topic: ** HSIE: Religion and Spirituality English: Written grammar (text connectives and conjunctions) || **Learning Area(s): ** HSIE English || HSIE: CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. 
 * **Unit Topic: **
 * **Lesson Number: **
 * **Syllabus Outcomes: **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-weight: bold;">ENGLISH: RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> || At the completion of this lesson students will have an understanding of the role of storytelling in Aboriginal peoples lives and the importance of the Dreamtime. When assisted they will be able to recognise text connectives and conjunctions within a text. They will be able to explain the importance of these features within a narrative. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">- __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Bundoola __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">. Retold by George Brown and adapted by Kim Cairns and Peter Houweling and illustrated by Year 5 and Year 6 children from Kemblawarra Primary School (1993). <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">- __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">The Goori Goori Bird __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> Written by Grahame L. Wlash. Illustrated by John Morrison (1984) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">- __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Tjarany Roughtail __ <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Retold by Gracie Greene, Joe Tramacchi and Lucille Gill (1993) <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">- <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Narrative worksheet <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; text-decoration: none;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-AU; mso-fareast-font-family: Calibri; mso-fareast-language: EN-AU;">Display the Dreamtime picture books in front of the class. Get the class to try work out what the books are. They are able to ask questions to come to the correct answer. Once they have guessed correctly, discuss what they know about the Aboriginal Dreaming. Draw a mind map to display their ideas. What role does it play in the lives of Aboriginals?
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Lesson Outcomes: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Resources: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> //(List what you will need to have on hand for your lesson and organisational matters)//
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Lesson Outline ** ||
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Introduction: __

Discuss the role story telling plays in your family. How does this differ to Aboriginal Dreamtime stories? Discuss the place and role of story in Aboriginal culture (Ensure that they know that it is the basis of their spirituality/religion). ||
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Teaching strategy/Learning __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> __Activity:__ ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Students will …… ** |||| **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Teacher will… ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Sit down and listen quietly to the book being read to them.

Students recall the name for a story is narrative. They recall their prior knowledge of narratives by commenting on the structure of the Dreamtime story (orientation, complication and resolution).

Listen to the explanation of the teacher.

Students point out the text connectives and conjunctions and explain the role they play. (ie. Long ago – explains ‘when’ this story was written).

Using the text connectives in the word banks students write their own Dreamtime story about one of the three animals. |||| <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Read the Bundoola picture book to the class.

Elicit prior knowledge about narratives. What’s another word for story (Narrative). Discuss how we know that this book is a narrative.

Explain that another feature of a narrative is the use of time connectives and conjunctions. Explain the role they have to illustrate the sequence of time.

Read through the first two pages and ask students to point out the text connectives and conjunctions. Continue through the rest of the text.

Explain that students will now be writing up their own narrative about the Dreamtime. Explain the activity by referring to the handout. || Students swap their Dreamtime story with a partner. They each read their friends dreamtime story and circle the text connectives and conjunctions that were used in the word banks. They discuss together once they have both finished reading about the role these text connectives and conjunctions played in their stories. || The Dreamtime stories that are produced by the students will be collected and marked. The focus of this marking will be on how the student used the word bank to write their narrative. The structure of the narrative will also be noted. This assessment will be used as a formative assessment to judge whether students are capable of writing a narrative that uses text connectives and conjunctions. This will help guide the progression in subsequent lessons on the text type of narration. || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">For students that require additional help in constructing their narrative there is a modified work sheet that has more guideline to help the student. The guidelines relate to the structure of a narration. If any further assistance is needed for students, the teacher will verbally go through the directions. || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">- <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Was there enough guidance for those students that needs additional help? <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">- <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Where students interested in creating their own Dreamtime story? <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; msobidifontfamily: Calibri; msofareastfontfamily: Calibri; msolist: Ignore;">- <span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Did this activity allow students to experience and practice using text connectives and conjunctions? ||
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Concluding strategy: __<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Assessment: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Any special considerations or contingency plans: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Self-reflection **

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;"> <span style="background-color: #ff00ff; color: #000080; font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;">NARRATIVE WORKSHEET

<span style="color: #e36c0a; font-family: 'Berlin Sans FB Demi','sans-serif'; font-size: 20pt; line-height: 115%;"> - Narratives - <span style="color: #e36c0a; font-family: 'Berlin Sans FB Demi','sans-serif'; font-size: 20pt; line-height: 115%;"> Text Connectives and Conjunctions

Long ago Afterwards Then In the end Next Later || And When Therefore Before When However ||

Using at least four of the words in each of the two word banks, create a Dreamtime story to explain why one of these animals turned out the way there did: <span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; msobidifontfamily: Calibri; msolist: Ignore;">- Why kookaburras sound like they can laugh <span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; msobidifontfamily: Calibri; msolist: Ignore;">-  Why the blue tongue lizard has a blue tongue <span style="font-size: 14pt; line-height: 115%; mso-bidi-font-family: Calibri; msobidifontfamily: Calibri; msolist: Ignore;">- Why galahs are coloured pink Title: ______________________________ <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________