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Warragamba Public School, Stage One 2013.

Theme: Diversity

Key Concept: Perspective

To enable students to view, understand, interpret, question, create and analyse a text from a main character’s perspective. This will deepen their understanding of

diversity and broaden their understanding and thinking.

Stage 1

8-10 weeks

Objective ACommunicate through speaking,

listening, reading, writing, viewing and representing.

Objective B Use language to shape and make meaning according to

purpose, audience and context.

Objective C Think in ways that are imaginative, creative,

interpretive and critical.

Objective D Express themselves

and their relationships with others and their

world.

Objective E Learn and reflect on

their learning through their study

of English.

Speaking and Listening 1EN 1-1A Co mm un i ca t e s w it h a r ang e o f peop l e i n i n f o r m a l & gu i de d ac ti v iti e s de m ons tr a ti n g i n t e r ac ti o n sk ill s an d cons i de r s ho w ow n co mm un i ca ti o n i s ad j us t e d i n d if f e r en t s it ua ti ons. Develop & apply contextual knowledge Understand & apply knowledge of language

forms and features Respond to & compose texts

Writing & Representing 1EN 1-2A P l ans , co m pose s an d r ev i ew s a s m a l l r ang e o f s i m p l e t ex t s f o r a va ri e t y o f pu r pose s on f a m ili a r t op i c s f o r know n r eade r s an d v i ewe r s. Develop & apply contextual knowledge Understand & apply knowledge of language


H’writing & Digital Technologies

EN 1-3A Co m pose s t ex t s us i n g l e tt e r s o f cons i s t en t s i z e & s l op e & use s d i g it a l t echno l og i e s. Develop & apply contextual knowledge Understand & apply knowledge of language


Reading & Viewing1EN 1-4A d r aw s o n a n i nc r eas i n g r ang e o f sk ill s an d s tr a t eg i e s t o fl uen tl y r ead , v i e w an d co m p r ehend a r ang e o f t ex t s o n l es s f a m ili a r t op i c s i n d iff e r en t m ed i a an d t echno l og i e s . Develop & apply contextual knowledge Understand & apply knowledge of language forms and features Develop and apply graphological,

phonological, syntactic & semantic knowledge.

Respond to, read & view textsSpelling

EN 1-5A Use s a va ri e t y o f s tr a t eg i es , i nc l ud i n g know l edg e o f s i gh t wo r d s an d l e tt e r –soun d co rr espondences , t o spe l l f a m ili a r wo r d s. Develop & apply contextual knowledge Understand & apply knowledge of language


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Speaking and Listening 2EN 1-6B R ecogn i se s a r ang e o f pu r pose s & aud i ence s f o r spoke n l anguag e & r ecogn i ses o r gan i sa ti ona l pa tt e r n s & f ea t u r e s o f p r ed i c t ab l e spoke n t ex t s

Develop & apply contextual knowledge

Understand & apply knowledge of language forms and features

Respond to & compose textsWriting & Representing 2

EN 1-7B I den tifi e s ho w l anguag e us e i n t he i r ow n w riti n g d iff e r s acco r d i n g t o t he i r pu r pose , aud i enc e an d sub j ec t m a tt e r.

Develop & apply contextual knowledg Understand & apply knowledge of

language forms and features Respond to & compose text

Reading & Viewing 2EN 1-8B r ecogn i se s t ha t t he r e a r e d iff e r en t k i nd s o f t ex t s whe n r ead i n g an d v i ew i n g an d show s an awa r enes s o f pu r pose , aud i enc e an d sub j ec t m a tt e r.

Develop & apply contextual knowledge

Understand & apply knowledge oflanguage forms and features Respond to, read & view textsGrammar, Punctuation &

VocabEN 1-9B Use s bas i c g r a mm a ti ca l f ea t u r es , punc t ua ti o n conven ti on s an d vocabu l a r y app r op ri a t e t o t h e t yp e o f t ex t whe n r espond i n g t o an d co m pos i n g t ex t s. Develop & apply contextual knowledge Understand & apply knowledge of

language forms and features Understanding & apply knowledge of

vocabulary Respond to & compose texts

Thinking Imaginatively & Creatively

EN 1-10C T h i nk s i m ag i na ti ve l y an d c r ea ti ve l y abou t f a m ili a r t op i cs , i dea s an d t ex t s whe n r espond i n g to an d co m pos i n g t ex t s.

Engage personally with texts

Develop and apply contextual knowledge

Understand and apply knowledge of language forms and features

Respond to and compose texts

Expressing Themselves

EN 1-11D R espond s t o an d co m pose s a r ang e o f t ex t s abou t f a m i li a r aspec t s o f t h e wo rl d an d t he ir ow n expe ri ence s.

Engage personally with texts




Reflecting on Learning

EN 1-12E I den tifi e s an d d i scusse s aspec t s o f t he i r ow n an d o t he r s ’ l ea r n i n g.




Content covered in this unit is highlighted.

Thinking Imaginatively and Creatively

Engage personally with the text

Share picture books and visual media for enjoyment.


Discuss ideas drawn from picture books

Expressing Themselves


Discuss characters in a literary text and share personal responses to the texts, making connections with students’ own experiences

Reflecting on LearningUnderstand and apply knowledge of language forms and features

Develop an appreciation for books


Communicate the purpose of a text

The story reaffirms the idea that even though we may

appear different we share a common bond of joy and

pain.

Speaking and Listening 1Respond to and compose text

Engage in conversations and discussions that relate to the focus text.

Reading and Viewing 1Develop and apply contextual knowledge

Make a connection between the text and their own life.

Speaking and Listening 2Respond to and compose text

Explain personal opinions orally using supporting reasons.

Writing and Representing 2Respond to and compose text

Compose a written and visual text to create meaning.


Discuss possible author intent

Grammar, Punctuation and VocabularyUnderstand and apply knowledge of language forms and features

Understand that simple connections can be made between ideas by using a compound sentence.

Whoever You Are by Mem Fox

Teaching/Learning Activities ResourcesObjective ACommunicate

through speaking, listening, reading, writing, viewing

and representing.

Discuss the front cover with the class (title and picture). Whoever You Are is a story that celebrates the differences between children everywhere.

Class discussion about things that make us special and different. Teacher prompts may include: what are you good at? What is your favourite food? What is your family origin? Etc.

Extension activity: Learn greetings from another language. If students already know how to speak another language they could teach their peers.


IWB or computer access - www.translate.google.com

Objective B Use language to shape and make

meaning according to purpose,

audience and context.

Ask students to identify the words that are repeated by the author? Why does she repeat the words “Whoever they are, wherever they are, all over the world”. Discuss common feelings and traits.

Students write a sentence to match the quote “Whoever they are, wherever they are, all over the world”. For example, they like to play games. Students then draw a picture to match their sentence. (Writing assessment)


Objective C Think in ways that are imaginative,

creative, interpretive and

critical.

Watch the video, Whoever You Are, performed by the Grade 2/3 class of Windang P.S,. as a focus point for the following activity:

Provide students with a blank Venn diagram. Using the two circles, students draw two different faces, the middle portion should be kept blank. Students then record factors that make us unique in the outside parts of the circle (on the faces). In the middle portion students write similarities that they share.


IWB or computer access - http://www.youtube.com/watch?v=uAilHtLsGgU

Venn diagram proforma



world.

Pair and Share. In pairs, students interview each other to discover interesting facts about their partner. Students then share what they have learnt about their partner (speaking and listening assessment, observation)

Students bring in family photographs to show the class and to discuss what they love about their family.


Photographs of student’s families.


their learning through their study

of English.

Reflect on the focus story and ask students to think about our differences and how boring the world would be if everyone were exactly the same.

Ask students what they liked and disliked about the story.


http://www.youtube.com/watch?v=uAilHtLsGgU



Thinking Imaginatively and CreativelyDevelop and apply contextual knowledge

Recognise how composers use creative features to engage their audience


Recreate text imaginatively using drawing

Expressing ThemselvesDevelop and apply contextual knowledge

Respond to texts drawn from a range of cultures and experiences.


Discuss characters in a text and share personal responses to these texts, making connections with students’ own experiences.

Respond to a text that includes issues about their world.

Reflecting on LearningRespond to and compose texts

Discuss the roles and responsibilities when working as a member of a group

Jointly develop criteria for assessing their own and others’ presentations with teacher guidance.

Mirrorby Jeannie Baker

Even with differences, in the ways that really matter, we are all the same. We

are the mirror of each other.

Speaking and Listening 2


Make connections between different methods of communication.

Writing and Representing 2


Compare different kinds of images and discuss how they contribute to meaning.

Reading and Viewing 2


Recognise that pictures can create meaning.

Teaching/Learning Activities Resources

Objective ACommunicate

through speaking, listening, reading, writing,

viewing and representing.

Using only the cover (front and back) and title, ask students to discuss what they think this story is about.

By only viewing the front and back cover, ask students to write a description of the boys on either side. They should include information about personality, age and where they might live.

Jeannie Baker uses visual images to make connections between the lives of the two boys. Make a list in two columns of all the things you can see that are the same/similar in each boy’s story. For example, the stars in the sky each boy looks at from his bedroom window. (peer assessment)

Using only the cover images, draw a table and list all the things that are natural and all the things that are made by people that can be seen from each window. What similarities and differences do you notice?

Discuss what makes a family. Talk about your own family groups and the two families in Mirror.

Mirror by Jeannie Baker

Objective B Use language to shape and make

meaning according to

purpose, audience and

context.

Divide the room into two halves labelled ‘Agree’ and ‘Disagree’. Have students move to the appropriate corner whenever statements are made. For example, Morocco looks like a great place to live, Sydney looks like a great place to live, Children don’t have to attend school in Morocco, Families don’t cook meals in Sydney etc.

Look closely at the pictures and find the objects that people use in their daily life in Australia and Morocco e.g. tools, transport, houses etc. Make a list of these objects under the headings Morocco and Australia. Draw a line to connect the objects that are the same in each country.

Create a noun wall for each country based on the pictures.


Objective C Think in ways

that are imaginative,

creative, interpretive and

critical.

Imagine the two boys in Mirror are penpals. Write the first letter each boy sends to each other, telling his new penpal about his everyday life. Then, write the first email each boy sends to each other. (writing assessment)

In Mirror, the “magic carpet” helps to bring two boys from different sides of the world together. Write a story about a magic carpet that brings two people together in some way.

Imagine you have a magic carpet that can fly from Australia to Morocco. Use Google Earth to plan a route that includes travel over mountains, deserts, oceans etc. Write an imaginary journey describing the different countries you pass over and the landscapes you see. Turn your story into a travel brochure that promotes ‘Magic Carpet’ tours.

Create a class book box that contains things relating to Mirror. For example, a rose, spices, materials that Jeannie Baker uses etc. Discuss why these items relate to the book.


Computer and internet access

Google Earth

Items to be placed into a book box

Objective D Express

themselves and their

relationships with others and

their world.

Use Google Earth as a magic carpet to explore the satellite view of the Valley of Roses in Morocco. Research how the landscape was formed, where people live, where water comes from, what the weather is like and what it might be like to live there. Then investigate the satellite view of Rozelle, Sydney. Compare the two views. How are the landscapes the same and how are they different?

Talk to people in your local community and find out why your local town was built and what impact that has had on the original environment.

Write two separate timelines – one for the daily events in Morocco and one for the daily events in


Computer and internet access

Google

Sydney. Use drawings to divide the day. Neither child is depicted going to school. Draw a picture that would illustrate an aspect of a boy’s

day at school in Sydney. Research pictures of school in Morocco and then draw the mirror image. Research task. Can you name the region/country/city that your ancestors came from? What

languages did they speak? What kinds of food did they eat? What religious beliefs were held? Where were you born? What languages do you speak? What are your favourite hobbies? (family background project assessment)

Earth

Objective E Learn and

reflect on their learning through

their study of English.

Small group discussion – What is something that you have done with your family recently? Where does your family eat meals? Is your family more like the Australian or Moroccan family? Create a presentation (collage, picture, story) to describe a favourite activity you do with your family.

Create factual sentences for each page to narrate the events. (writing and reading assessment)


Thinking Imaginatively and CreativelyEngage personally with texts

Recognise the way that texts create different personal responses.


Begin to understand how composers use creative features to engage their audience

Expressing ThemselvesDevelop and apply contextual knowledge

Respond to texts drawn from a range of experiences


Respond to a text that include issues about their world

Reflecting on LearningRespond to and compose texts

Reflect on own reading

The Little Refugeeby Anh Do

The power of hope, resilience, family, friends and good humour can carry us through the darkest of times.

Speaking and Listening 1Understand and apply knowledge of language forms and features

Explore different ways of expressing emotions


Describe in detail familiar places and things

Writing and Representing 1Respond to and compose texts

Draw on personal experience to express opinions

Reading and Viewing 1Respond to, read and view texts

Use comprehension strategies to build literal and inferred meaning

Identify visual representations of characters’ speech and consider how these images add to the meaning of accompanying words.

Writing and Representing 2Understand and apply knowledge of language forms and features

Identify some differences between imaginative and informative texts.


Discuss possible author intent and intended audience of a range of texts.

Grammar, Punctuation and VocabularyDevelop and apply contextual knowledge

Begin to understand that choice of vocabulary adds to the effectiveness of text.

Teaching/Learning Activities ResourcesObjective ACommunicate

through speaking, listening, reading,

writing, viewing and representing.

Read the first three pages to students without showing them the images. Ask them to draw images based on the words. When they have finished, show them the images. Discuss how language can be interpreted in different ways, and why the images are important to understanding Anh Do’s perspective.

Show students a section of Anh Does Vietnam, which shows a Vietnamese school. Discuss the similarities and differences between a Vietnamese and Australian school.

The Little Refugee by Anh Do

Anh Does Vietnam DVD– selected clip of a Vietnamese school.

Objective B Use language to shape

and make meaning according to purpose, audience and context.

What differences might students have observed in Anh? For example, his food. Encourage students to think about how they would feel in someone like Anh’s position, in various situations detailed in this book. For example, how would you make a new student at school feel welcome?

Write a fictional story as if you were a person arriving at a new school where you know no one and wanted to fit in.


Objective C Think in ways that are imaginative, creative,

interpretive and critical.

The images are executed in two contrasting styles: cartoon-like coloured images (childlike) and sepia-coloured images (realistic and historical). Discuss the contrast with students and encourage them to draw two pictures in these contrasting styles. This activity could be paired with the fictional story students wrote about arriving at a new school.

Examine the cover and discuss why the illustrator has depicted Anh Do in the foreground in colour, while the background is in a sepia tone. Students can draw their own image of Anh.


Paper Pencils Pait Brushes



world.

Briefly discuss with students: what is a refugee? What is an asylum seeker? Which countries are they escaping from today?

‘I had different food to the other kids and some of them laughed at me.’ Why would students laugh at someone just because they are different? Discuss sharing different cultural experiences and what students learn from them.



their learning through their study of English.

Encourage students to explore their own stories of their past, by engaging them in a memoir writing exercise (journal writing assessment)

Test your students’ comprehension after reading the story by answering simple questions such as: Why did his family leave Vietnam? How did they escape? What is Anh’s brother’s name? What strange clothes did Anh’s baby brother wear? What sort of business did his parents establish in Australia?


Assessment / Collecting Evidence

Observation Objective D: Speaking and listening assessmentObjective B: Writing assessment

Anecdotal Records Objective E: Writing assessmentChecklist / MatrixRubric (CTJ)Self-AssessmentPeer Assessment Objective A: Similarities and DifferencesStudent Teacher Conference

Objective C: Writing assessment

Journals Objective E: Journal writingAssessment task Objective D: Family background project

Possible Links to Other KLA’s

MathematicsData – graphing

Timeline

HistoryAustralian culture

(western and indigenous)

Family background

History of the local area

Science & TechnologyUsing computer

software and technology

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