Connecting to prior knowledge
Learning Intention: Students will be able to discuss the setting of the story.
Read the pictures in Yirruwa Yirrilikenuma-langwa to build vocabulary and connections:
Look at the pictures. What do we learn about the setting of the story from the pictures? Is it a city? Is it like our homes? Have you ever been to the bush? What sort of things did you do when you were camping or visiting the bush? What can we learn from the style of illustrations? Who might have drawn these pictures? Are they like pictures we have seen in other books?
Create a wonder wall, where students ‘wonderings’ about the story and Aboriginal people are recorded. For example: ‘I wonder if they are looking for food’. As the unit progresses add ‘answers’ to the wonderings.
Learning Intention: Students will predict from the pictures what the story will be about.
Listen to the story in Andilyakwa language. Ask the children to predict what the story is going to be about. Children to sit knee-to-knee and tell their partner their prediction.
Read the story in English. Children return to their partner and discuss similarities and differences in their predictions.
(ACELA1453) (ACELY1660) (EN1-10C)
Exploring the text in context of our community, school and ‘me’
Learning Intention: Students will make connections between the book and their place.
Read the story and commence a list of the places and animals the children in the text see as they went walkabout. Take children on a walk around the school ask them to work with a partner to discuss and list animals and places they see.
Students use Popplet lite and take photos on iPads.
View YouTube clip for instructions on how to create popplets.
Return to class and model creating a Same/Different diagram using the two lists. This can be done as a mind map using popplet, in a concrete form using hoops and drawn pictures or on a worksheet using the template below.
Same/Different | ||
Yirruwa Yirrilikenuma-langwa/ When We Went Walkabout |
Both | Our School |
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||
Yirruwa Yirrilikenuma-langwa/ When We Went Walkabout |
Both | My Place |
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Rich assessment task
Learning Intention: Students will be able to demonstrate text-to-self connections they have made to Yirruwa Yirrilikenuma-langwa.
Students complete a Same/Different activity. This can be as a venn diagram or as a table (shown above). Ideally for this age group the diagram will be on an A3 page to give space for drawing and writing. Students could also create the Same/Different using popplet. In one circle children draw or write things they see around their homes, in the center they list or draw things the same as the book and in the right hand space they list or draw things featured in the book. Use the teacher rubric (PDF, 111KB) to assess.