Unit Topic: Cultural Communities within Australia.
Curriculum Link: HSIE: Cultures strand
Yr Level: 4
Lesson Number: 6 of 10
Lesson Topic: HSIE: Religion and Spirituality
English: Written grammar (text connectives and conjunctions)
Learning Area(s): HSIE
English
Syllabus Outcomes: HSIE: CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types
Lesson Outcomes:
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.
Resources:(List what you will need to have on hand for your lesson and organisational matters) -Bundoola.
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). -The Goori Goori Bird
Written by Grahame L. Wlash. Illustrated by John Morrison (1984) -Tjarany Roughtail Retold by Gracie Greene, Joe Tramacchi and Lucille Gill (1993) -Narrative worksheet
Lesson Outline
Introduction: 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?
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).
Teaching strategy/LearningActivity:
Students will ……
Teacher will…
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.
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.
Concluding strategy:
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.
Assessment:
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.
Any special considerations or contingency plans: 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.
Self-reflection -Was there enough guidance for those students that needs additional help? -Where students interested in creating their own Dreamtime story? -Did this activity allow students to experience and practice using text connectives and conjunctions?
NARRATIVE WORKSHEET
- Narratives - Text Connectives and Conjunctions
Long agoAfterwards ThenIn the end NextLater
AndWhen ThereforeBefore WhenHowever
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: -Why kookaburras sound like they can laugh -Why the blue tongue lizard has a blue tongue -Why galahs are coloured pink Title:
Cultural Communities within Australia.
HSIE: Cultures strand
4
6 of 10
HSIE: Religion and Spirituality
English: Written grammar (text connectives and conjunctions)
HSIE
English
HSIE:
CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types
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.
- Bundoola.
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).
- The Goori Goori Bird
Written by Grahame L. Wlash. Illustrated by John Morrison (1984)
- Tjarany Roughtail
Retold by Gracie Greene, Joe Tramacchi and Lucille Gill (1993)
- Narrative worksheet
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?
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).
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.
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.
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.
- Was there enough guidance for those students that needs additional help?
- Where students interested in creating their own Dreamtime story?
- Did this activity allow students to experience and practice using text connectives and conjunctions?
NARRATIVE WORKSHEET
- Narratives -
Text Connectives and Conjunctions
Then In the end
Next Later
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:
- Why kookaburras sound like they can laugh
- Why the blue tongue lizard has a blue tongue
- Why galahs are coloured pink
Title: