Lesson+4

  Multimodal Lesson: Kathy Buchegger **Lesson Name **  : Dreamtime Stories |||| **KLA/s ** : HSIE, English || CUS2.3:Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. ||  **TS2.1: ** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum
 * **Unit Title ** : Live Cultures |||| **Curriculum Link ** : HSIE ||
 * **Stage ** : 2 **Year ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> :4 || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> :7 /10
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Focus ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: Narratives of the Indigenous Culture ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Unit Aim or Outcome: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Outcome/s: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">CUS2.3: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">RS2.5: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events.

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">CUS2.3 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Listens to and understands how traditional stories are an important part of culture to some groups in the Australian community -Locates and identifies evidence of the languages used in their local community, beginning with the original Aboriginal languages e.g. names of places, people and animals. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">TS2.1 ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> -describes the morals/messages of a range of stories **//<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">RS2.5 //** <span style="color: #333333; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> -identifies the underlying morals/messages of a text <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> -identifies the structure, characters, settings and events of a text - **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">plans and writes a narrative showing awareness of the development of characters and settings -plans and writes a narrative with correct use of introductions, complications, resolutions and codas ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">RS2. //<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">8: //**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Discusses the text structures of a range of text types and the grammatical features that are characteristic of those text types
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">WS2.9: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features |||| **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Indicator/s: **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">- **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">shares their understanding or opinions of narratives and their composition
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">RS2.8 **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">WS2.9
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: Internet access, computer lab (1 computer per child), writing workbooks, printers, paper, coloured pencils, pens. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Learning Sequence ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Part/Timing **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> |||| **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Teacher will… **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will… **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Introduction 10mins |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The teacher will conduct the introduction and body of this lesson in a computer room so that all children have the chance to interact with a variety of stories found in the multi-modal resource.

The teacher will attempt to find out what students already know about the structure of narratives.

The teacher will encourage students to think about the wide range of stories they have been studying in the previous lesson and think about the common patterns in how they are written. The teacher will ask questions such as: What comes at the start of the story? What happens in the middle? What happens at the end? How do we know where the story is taking place or who is involved? What does the writer do to make us want to keep reading? Why do people tell/write stories? How do authors/story tellers achieve this? || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">

In a whole class discussion, students will consider & explain what they know about the structure of narratives **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">They will take turns in contributing any information they can about the structure of any type of story they know about. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Students will revisit or learn the terms; introduction, complication, resolution, coda, setting, characters & dialogue. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || 40 mins |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Using a smart board, the teacher will model the path to the website where the video & transcript for ‘Eaglehawk & crow’ can be found, so that students are able to find it independently later.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Body

The teacher will ask the students to find examples of Aboriginal words, language and names in their stories to add to the classes “Aboriginal Language word bank” which they have been building on since the start of the year.

The teacher will encourage students to listen to, watch and enjoy the story while also trying to find where the different structures of the narrative appear.

The teacher will model how to cut and paste the transcript of the story into a Microsoft word document, so that the students will be able to do this later.

Using this transcript, the teacher will ask the whole class to decide where the introduction/complication/resolution can be found. Using the highlighter tool in Microsoft word, each of these sections should be highlighted in different colours.

Using the underline font feature, the teacher will ask for examples of settings and look briefly at what they are made up of e.g. noun groups & adjectives.

Using the underline font feature, the teacher will ask for examples of settings and look briefly at what they are made up of e.g. noun groups & adjectives.

Using the italics & bold font features, the teacher will ask the students to find any examples of dialogue that can be found in the story.

The teacher will draw the student’s attention to words such as ‘so’, as used in the narration. The teacher will ask them to consider why such words appear in this narration and if these words would normally be written in a narrative if it was in the form of a story book. The teacher should encourage the students to think about how a verbally narrated/passed on story will be more informal and conversational than it’s written version.

The teacher will now ask students to choose to read/view another Dreamtime story from this website, of their own choosing They must copy and paste it’s transcript into a Microsoft word document and to perform the same task they have just completed (highlighting/underlining etc) independently this time.

The teacher will ask the students to write a brief sentence at the bottom of this document about the moral of the story and what it says about how people should act in society. Ask the students to write a coda that could be added to the end of this story that says something about how the lesson of this dreamtime story has changed how people act in society today.

The teacher will circulate the room providing assistance of how to manipulate the website and word documents. The teacher will also show students how to print their document, with highlighting and use this as a formative assessment of the lesson so far.

The teacher will be explicit in asking the students to think back to the second and third lesson in this unit and consider how the features of visual images (in this case the moving visual image of a movie) as they had learnt about contribute to building the meaning of a text. How do visual images deepen the story-telling of a narrative in particular? || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">

The students will keep an eye out for words they hear/read in the stories that are from the Aboriginal language and add them to their “Aboriginal Language word bank” and provide/find translations into English if possible. ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">

The students will view and listen to the first dreamtime story ‘Eaglehawk & Crow’ as a whole class.

Students will try to listen out for indicators that show where the introduction starts and ends, leading to the complication and also for the part where there is a resolution to this complication. They should also listen for examples of setting, characters and dialogue.

Students will use their knowledge of what introductions/complications/resolutions, settings and characters appear as in a narrative and justify their answers in a whole class discussion.

Students will also describe what settings, characters and dialogue contribute to a narrative & how the audience can relate to these

Students will discuss the informal, conversational language used in the narration as opposed to what they would find if this same story was published as a narrative story book. They should come to understand the difference between the transcript of what has been narrated and how it would be written differently if it was not a direct verbal transcript, but a written narrative.

Students will use their individual computers to access the website and Dreamtime story resources. They will cut and paste the transcript and after viewing the narration, will work out where the various structural features of the narrative can be found (e.g. highlight the introduction yellow, underline the settings etc.).

Students will write a coda that would make sense at the end of this story and would reflect the moral of the story.

Students will print their word document to show what they understand so far, about the structure of a narrative and their skills in writing a coda to summarise the lesson/moral learnt in the earlier parts of a narrative.

Students will talk about: How the video footage contributes to the meaning & messages of the story. How it affects how the reader/listener feels about the story & the way it contributes to an understanding of the culture. They will consider how the narration makes the story more authentic by looking at; the angles, framing, shot distance, setting and the story-teller herself. They will also consider if there are any symbolic features which may contribute to an understanding of the culture being portrayed. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Smart board, internet access, 1 computer per child, microsoft word, printers, paper, coloured pencils. || 10 mins in this lesson to plan and begin writing. A further 40-60 minutes of total narrative writing time in subsequent writing lessons. |||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The teacher will ask the students to return to their regular classroom. Here, they will be asked to write their own Dreamtime story about an aspect of their own community. The teacher should ask them to include the structural features they have just been looking for and draw a picture that captures the essence of their dreamtime story at it’s most crucial stage.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Conclusion ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">

The teacher should point out that this story will later be included in their end of unit ‘documentary’, which is a rich multi-modal task.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt; font-weight: normal;">The teacher will allow time for the students to plan and write their story in this lesson and in a subsequent writing lesson so that it is ready to use and present in the rich multi-modal task. ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Students will plan a narrative based on teaching a moral to people within their community, about how they should act within their community. It may be a story of creation of a particular animal or place. It may also be a story of “How the school uniform got it’s colour” and should follow the structural format of a Dreamtime story.

Students will begin to consider what visual images will be used to portray the messages in their story when they present it in a documentary at the end of their rich multi-modal task.

The students will spend the rest of this lesson and a follow up writing lesson planning, developing and editing their own stories for publication. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Writing books, coloured pencils, pens. || <span style="color: #333333; font-family: Arial,Helvetica,sans-serif; font-size: 12.1pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">ESL students- ** <span style="color: #333333; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> In order to differentiate this lesson for ESL students or students with low levels of literacy, preferably allow them to work with peers at an equivalent competency. If they are not at a level where they are able to create their own unique narrative, allow them to retell or rewrite a story from their own cultural background. Ask them to bring in the book/story if they have a copy and either translate it or re-tell it to a small group of their ESL peers or to you as the teacher if there is sufficient time. They should then write the story in their own words and illustrate each section to show the actions & events that are taking place, as well as the settings in which the story is unfolding. Encourage them to show dialogue between characters or to show the character’s thoughts by either writing it directly in their narrative or by drawing speech & thought bubbles in their pictures.
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">: This lesson will be assessed in two ways. The first will be through observations, whereby the teacher will listen to (and when appropriate make annecdoatal notes) of any contributions students make that indicate what they understand or know about the structure of narratives. They will have the opportunity to portray their understanding and thinking during multiple class discssions. The other assessment will be in the form of a printed work sample of the narrative transcript students have analysed for structural features. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Modifications ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> :

<span style="color: #333333; font-family: Arial,Helvetica,sans-serif; font-size: 12.1pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources- ** <span style="color: #333333; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">If there are not enough computers for each child to work independently, allow them to view the stories as a pair and then perform the assessment separately by printing out 2 copies and using pencils to indicate the structure of the narratives, rather than the computer.

<span style="color: #333333; font-family: Arial,Helvetica,sans-serif; font-size: 12.1pt;">**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Gifted students- ** <span style="color: #333333; font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> This lesson has already been catered for gifted or talented students in that it is comprised of higher order thinking tasks. It also provides further challenge for these students as they can be as creative as they choose to write their narratives. They could also be given the chace to move on at their own speed and begin research or presentation of anything realted to narratives and dreamtime stories that may have sparked their interest during this lesson. <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> || Were the students sufficiently engaged in this lesson? Was enough time allowed for each section of this lesson? Did any students excell at this lesson? How could I make subsequent lessons more challenging? Did any students fall behind or fail to understand this lesson? How could scaffold the concepts to make them more understandable? Did the lesson call for appropriate levels of higher order thinking (e.g synthesis more so than comprehension)? Were aspects of Indigenous culture appropriately and meaningfully portrayed in this lesson? What questions, concerns or interests were brought up by students in this lesson, that we could explore further? Did this literacy focussed lesson meaningfully and appropriately linked with the HSIE outcome? Has it contributed to the students understanding of culture and identity? What values and attitudes have been portrayed and learnt in this lesson? ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Evaluation ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> :