Title of Unit

STAGE 2 Dream time Aboriginal story and comprehension strategy observation lesson agreement Ena Lakisoe Class 4L Term 2 Tuesday 31st May, 9 – 10am Supervisor Dave Ottmann

Unit Outline Pre-assessment In Stage 2, students should be encouraged to listen to, read, view and write narratives about unfamiliar experience as well as familiar experience. Listening to the same narrative a number of Students PM bench mark assessment taken at the end of term one results showed areas times remains an important learning experience. The teacher may need to introduce the students of weakness in the following areas: to content areas that are new to them and provide background information that will help students - Determining importance understand unfamiliar fields. Students will need to research content for writing narratives about - Synthesising unfamiliar topics. Students should be encouraged to focus particularly on how resolutions are - Summarising developed and how dialogue is used in narrative so they may further develop their narrative Using these targeted areas of need to explicitly teach a reading comprehension strategy writing skills. while analysing Narratives as a text type to help build upon the reading skills of my Structure students. Students should focus on the development of the resolution stage in narrative. The teacher can ask them to predict the resolution stage to suggest alternative resolutions to the same complication. Teachers need to assist students to assess what makes a resolution successful, eg What realistic strategies can resolve the problem developed in the complication? What might the characters do? Who might be able to help them? Teachers also need to point out to students how authors often ‘hint’ at how the complication will be resolved. Students should focus on the role of dialogue in narrative and of quoted and reported speech. They should focus on how dialogue helps to create characters and can be used to predict what might or might not happen in different stages. What do I / we want the students to learn? What do I /we want the students to do or produce? Aboriginal Perspectives What does our rubrix tell us?

This section addresses the Deep knowledge This section addresses the success criteria and what the learning This section addresses and acknowledges the Aboriginal element of the quality teaching model. should look like. perspective and linking this in the learning. The key concepts I want students to learn are: The students will be able to: The students will be able to: - How to summarise key events from a - clarify events from the story. - explain what a Dreamtime story is and explain some multimedia presentation on an Aboriginal - correctly sequence events from the story. reasons as to why people use narratives. dreamtime story and synthesise this into a - identify and determine important events in the story to include - identify how Dreamtime stories are an important part retelling of it. in their summary. of Aboriginal tradition and heritage. - What the determining importance reading - identify the main components of a narrative using a visual strategy is and how to use it. proforma. - Narrative text type format; orientation, setting, complication, resolution, coda. - What Dream time stories are and why people share narratives/stories. What is the purpose of writing. Significance – what makes learning Syllabus outcomes meaningful/ important to students

This section addresses how this learning is TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of significant. Why learn it? purposes on a variety of topics across the curriculum. The students will learn : - to acknowledge that narratives are an TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening important aspect of many cultures strategies for different situations. (oral/written/visual forms) and understand the many reasons why RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. people write narratives. - to identify parts of a narrative to help RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and improve their own writing. how they use language to achieve a wide range of purposes. - to determine important events in a story to enable more concise summarising reading. Literacy Numeracy ICT target areas Assessment Resources improvement target improvement target Opportunities areas areas

90% of mainstream Improve student ICT skills and usage through increased student Post Assessment activity - Dust Echoes students achieve engagement. Dreamtime national minimum N/A Learning to be assessed website. standard in literacy. This will be addressed through the use of multimedia. The Dreamtime story according to the - Projector or will be viewed via the site ‘Dust Echoes’. summarising sequencing IWB. This will be activit. - Visual addressed by As an extension, students could use multimedia in the form of Storybird or sequencing focussing on text Animoto to retell a Dreamtime story using text and visual images. proforma structure of Narratives and the reading comprehension strategies of Determining importance and Synthesising Outcomes: Indicators Teaching / Learning Experiences Professional Teaching Quality teaching Students learn to: standards elements Is there a statement of learning, involvement of the Quality Learning learner, a relating of the learning to prior experiences of Environment – Explicit the learner? Quality criteria: Students are provided with explicit criteria for the quality work Statement of learning they are to produce and Set the Learning Intention for the lesson – Today our Element 1- Teachers know those criteria are a regular Learning Intentions are: their subject content and reference point for the - Know and use the reading comprehension strategy how they teach their development and of ‘Determining Importance’. students assessment of student - Know what a Dreamtime story is. work. - Name the parts of a narrative text type. Element 3 – Teachers plan, - Summarise and sequence events in a narrative. assess and report for Intellectual Quality – Deep effective learning knowledge: The knowledge being addressed is focused TS2.1 Communicates in respond to spoken, heard or Relating learning to prior experiences of the learner on a small number of informal and formal classroom viewed narratives in a variety Class discussion about previous reading lessons on concepts and ideas within activities in school and social of ways. Determining importance. ‘The Pirate activity’. Question what topics, subjects or KLAs, situations for an increasing is this skill? Why is it important? Give examples for the Element 2 – Teachers know and on the relationship range of purposes on a variety of students to determine what is important or not to refresh their students and how they between and among topics across the curriculum. memory of the skill. learn concepts.

Prompt questioning as to why does this learning matter? Significance – Why is this skill important when thinking about the PM Background Knowledge: Lessons regularly and reading assessment of retelling and summarising story. explicitly build from students’ background Consolidating of concepts and involvement of the knowledge, in terms of prior TS2.2 Interacts effectively in learner school knowledge as well as groups and pairs, adopting a use main organisational Explain the process. We will be watching a Dreamtime story other aspects of their range of roles, uses a variety of structure of narrative when called the Namorrodor. During the movie, I would like you to Element 4- Teachers personal lives. media and uses various listening retelling or telling a story. strategies for different situations. take notes using key words only of the main events in the communicate effectively with story. These will help trigger your memory later when we their students Significance – Cultural summarise and retell the story. Using the Palm proforma go knowledge: Lessons regularly incorporate the over what the five points there are in a Narrative we should cultural knowledge of be looking for. diverse social groupings (such as economic class, Model – gender, ethnicity, race and RS2.6 Uses efficiently an Stop the movie part way through and model key wording sexuality, disability, integrated range of skills and summarise key events and note taking using the hand proforma. Students complete language and religion) strategies when reading and through note taking and key interpreting written texts. hand note taking activity to assist them in the summary of words. RS2.8 Discusses the text the story. structure of a range of text types identify main organisational Guided – In pairs, use the notes to now have a go at jotting and those grammatical features structure in narratives and its down the main events of the story. Discuss, clarify and Intellectual Quality – that are characteristic of those purposes justify events you think are important in the story. Substantive text types. communication: Students are regularly engaged in Determining Importance activity – RS2.7 Discusses how writers sustained conversations Discuss what was the purpose of this narrative? Why do relate to their readers in different understands the varying about the concepts and ways, how they create a variety people tell stories? Then explain the ‘Sorting and sifting ideas they are encountering. reasons for writing of worlds through language and through information’. Show handout of events in the story. These conversations can be how they use language to narratives. Together you will need to sift out and sort out the information manifest in oral, written or achieve a wide range of and determine which events are important to the story. artistic forms. purposes. Demonstrate a few examples. Cut these out and put them Intellectual Quality – Higher- into two piles. Important and not important. As a class go Order thinking: Students are through what we think are important events and have the regularly engaged in thinking that requires them students justify why or why not if time allows. to organise, reorganise, apply, analyse, synthesise RS2.6 Uses efficiently an determine important Independent – and evaluate knowledge integrated range of skills and events and put these into Synthesising activity – Using the important events, put these and information. strategies when reading and sequential order. into sequential order. Arrange it so that it is sequenced interpreting written texts. correctly. Check that they understand sequence. Glue onto paper. Quality Learning Environment – Assessment and linking the learning back to the Engagement: Most students, most of the time, learning intentions. TS2.1 Communicates in identify learning intentions are seriously engaged in the informal and formal classroom Discuss with students the learning intentions we set at the and success criteria and lesson or assessment activities in school and social start. Write up our Success criteria – Dave to please Element 5 – Teachers create activity, rather than going can articulate these. situations for an increasing scribe. & maintain safe & through the motions. range of purposes on a variety of Our learning intentions were as follows challenging learning Students display sustained topics across the curriculum. - Know and use the reading comprehension strategy environment through interest and attention. of ‘Determining Importance’. classroom management - Know what a Dreamtime story is. skills Intellectual Quality – - Name the parts of a narrative text type. Deep understanding: Students demonstrate a - Summarise and sequence events in a narrative. profound and meaningful How do we know we were successful in achieving our understanding of central learning goals? Prove it. ideas and the relationships between and among those Before marking discuss with students about how their central ideas. answers may differ from the answers I have put. Why is it ok to make mistakes? Mark through the sequence synthesising activity.

Where to next? Students in Reading groups to reinforce and practise the focuses on strategies for learning through completing this activity in response to other developing resolutions narratives read. Students could rewrite their own resolution.

Evaluation of Lesson Teacher Evaluation Comments/Variations How did the unit ‘rate’ in these Very Suitable Needs areas ? appropriate addressing Time allocated for topic Student understanding of content Opportunities for student reflection on learning Suitability of resources Variety of teaching strategies Integration of Quality Teaching strategies Integration of ICTs Literacy strategies used Numeracy strategies used Literacy targets addressed Numeracy targets addressed

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