Year 8 Memories: One life, Two stories Unit duration

Students will learn about the concept of memories and how memories are important for a variety of reasons. Approximately 10 Weeks Students will work with members of the community to record their memories and produce

Big ideas/key concepts Target outcomes The key concepts I want students to learn are: E 3 A student responds to and composes texts in different technologies Different people remember things in different E 7 A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts. E 9 A student demonstrates understanding that texts express views of their broadening world and their Skills you learn in one subject can be applied relationships within it. across KLAs. E 10 A student identifies, considers and appreciates cultural expression in texts Who we are and where we come from affects E 11 A student uses, reflects on and assesses individual and collaborative skills for learning. our perspective on situations and events. H 4.2 A student describes significant features of Aboriginal and indigenous cultures, prior to colonisation We can learn a lot from the members of our H 4.3 A student explains the ways indigenous and non-indigenous peoples of the world have responded community. to contact with each other H 4.7 A student identifies different contexts, perspectives and interpretations of the past H 4.9 A student uses historical terms and concepts in appropriate contexts H 4.10A student selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past. Resources used throughout unit: Computers, video cameras,  Class set of poems  History Zone 1 audio recording software  Mem Fox picture book  Retroactive 1 What do you want the students to learn? Why does this learning matter?

How to respond to imaginative and factual texts (including interviews),  It is important to preserve the memories of our communities for future and compose a range of texts of their own in a variety of media generations. How language techniques are used to enhance texts.  Who we are and the decisions we make are affected by where we come from, How to use and analyse a variety of sources in a variety of KLAs. so it is important to understand the past in order to build a better future. What are you going to get the students to do How well do you expect them to do it?

Site Study work booklet  Correct use of language (eg grammar, spelling, punctuation, text types) Cross curricular Assessment Task  Effective time management in relation to the completion of class activities and assessment tasks

NB. Additional English activities can be found in the textbook ‘Australian English’( ??) on Elie’s desk. This has numerous poems (and other texts) about Australia with questions, which can supplement the unit for higher ability classes/ casual lessons.

Intellectual Quality Quality Learning Environment Significance Deep knowledge Higher Order Thinking Explicit quality criteria Social support Background knowledge Inclusivity Understanding Metalanguage Engagement Students’ self-regulation Cultural knowledge Connectedness Problematic knowledge Substantive communication High expectations Student direction Knowledge integration Narrative Outcomes Teaching and learning Variations/ Registration Resources QT activities Introduction to the Concept

E H  Brainstorm: the concept Background of memory (related to knowledge your subject e.g. why is memory important in English/ History?)

E9  Read Wilfred Gordon Wilfred Metalanguage E10 McDonald Partridge by Gordon Mem Fox. AND/OR McDonald  The Memory Bottles Partridge by Mem Fox.  Discuss: What is memory? E9 (Optional) Model Memory Background E10 box knowledge  Teacher model: Teacher to model their own H 4.7 Connectedness memory box and explain the significance certain Narrative objects have to them.  Activity: Make your own Engagement memory box. Students to imagine they are getting Alzheimer’s and they want to put into a box things that are important to them to remind them of who they are. This may include photographs, trophies, CDs, letters, assignments, gifts form boyfriends/ girlfriends etc. Students to write a list of what they would include, and why each object is important to them.  Homework: Students Outcomes Teaching and learning Variations/ Registration Resources QT activities actually make a memory box and fill it with the objects from their lists.

E7  Analysing a memory box: Class Memory Background E10 Students swap boxes and boxes (or knowledge H 4.7 have to use the objects in those of Connectedness the box to write a short another class) report/ biography about who the person was, using only the items in the box. (Teachers may like to arrange to swap boxes with another class).

 Drawing from memory: Objects Teacher displays a group of objects at the front of the classroom. Students have a certain amount of time to view the object, then it is covered up, and students must draw the objects from memory. Compare drawings with the objects. H 4.7 The varied nature of memory: Narrative Multiple perspectives Engagement  Teacher does something (whether a funny dance, Problematic makes a few different Knowledge funny faces, tells a joke, tells a story about Students’ self- something that happened regulation to them, recites a poem). Copy of  Writing: Students each Grease DVD/ write a description of VHS, TV/ what the teacher did at SMARTBOARD Outcomes Teaching and learning Variations/ Registration Resources QT activities the beginning of the lesson. Copy of text from Twilight  Group work: Students and Midnight compare their Sun descriptions and discuss the similarities/ differences in their memory of the event. Optional (complete one of the following)  Viewing: Summer Lovin’ clip from the beginning of Grease and discuss the differences between the memories.  Compare and contrast: Look at a short scene from Twilight (Bella’s perspective) and compare with Midnight Sun (Edward’s perspective). Discuss/ use a Venn diagram to record the similarities/ differences of perspectives. Unit Overview (year group meeting)

 Teacher explanation: Inform students that this unit will be across two subject areas. They will be producing work for a real audience. They will only be completing one assessment task, which Outcomes Teaching and learning Variations/ Registration Resources QT activities will fulfil the requirements for two subjects. The assessment task will give a choice of activities and for some tasks, students may be required to speak to members of the community to gather information. Students will also be attending an excursion to Terry Hie Hie to complete their compulsory history site study, and collect information needed for the assessment task.

E 11  Memory Journal: Explain Students’ that students will need to memory keep a Memory Journal journals for all three subjects. They will spend at least Copies of 10 minutes at the end of reflective every lesson completing questions this journal and answering the following questions: - What have I learnt this lesson? - How did I do this (notes, discussion, textbook, practical)? - What have I got to show for this lesson? - What did I do well? - How can I improve? Outcomes Teaching and learning Variations/ Registration Resources QT activities  Memory journal cover: Students to create a cover for their memory journal, which reflects their understanding of the concept of memory. Protocols - Students become familiar with the protocols used when speaking to Indigenous members of the community.

E10  Teacher reads through Copies of the protocols involved in protocols talking to members of the indigenous community. Students highlight key points/ take notes in their workbooks. Research Skills E Written Sources Highlighters Metalanguage RTL lesson Students to complete a R2L plan cycle on the biography of Class set of Mum Shirl (lesson plan copies of the attached) text.  Preparing for reading  Detailed reading  Note taking  Joint Rewrite  Individual re-write E 3 Internet (English and History) Computer Deep E 10 room Understanding Students in English might research for information on H 4.3 Higher order the life of Oodgeroo Noonucal H 4.10 thinking and use this information to Outcomes Teaching and learning Variations/ Registration Resources QT activities complete an independent Problematic rewrite/ biography of her life. Knowledge Students in history might complete internet research what life was like in Australia prior to contact (the land, the law, the dreaming, the languages and family lifestyle), and organise this information using a fishbone diagram to present a report on Pre-Contact Aboriginal Life  Conducting effective internet searches – key words (not just typing in the question), search engines (Google or Yahoo)  Evaluate and select appropriate websites – Website criteria sheet, model an appropriate website and a misleading website (Flat Earth Society page).  Discussion: Anyone can launch a web page; there aren’t always checks. Ways to discern authentic pages: ‘last updated’, name of creator, contact details for page creator, URLs (.gov/ .edu)  Skimming and Scanning for relevant information: Introduce students to the idea that research takes Outcomes Teaching and learning Variations/ Registration Resources QT activities time, they need to be able to look at headings, indexes, first sentence (thesis sentence) or last sentence of a paragraph to find information appropriate to their research topic. H 4.2 Note taking DVD: First Deep H 4.3 Australians knowledge  Teacher explanation: SMARTBOARD when note taking while E 3 listening to a speaker, you need to write down key words that will jog their memories, and then expand notes at a later time.  Viewing/ note taking: Students to view an excerpt from ‘First Australians’ DVD and take notes about the key points.  Expanding notes: Students expand their notes into full sentences/ paragraphs etc.  Compare: Review the clip. Students to evaluate how successful their note taking was in recording the key information. Source Analysis Students learn the questioning skills they need to use when confronting a Outcomes Teaching and learning Variations/ Registration Resources QT activities visual/ written source. H 4.2  Visual source analysis: Class set: Problematic H 4.3 Teacher shows pictures Retroactive 1 knowledge on pp. 273-274 source D History Zone 1 and F HZ1 p.267 source 9.7.3 R1. What questions does this source make me want to ask? What answers does this source give us? Where/ How can we find the answers to the unanswered questions?  Written source analysis: read sources (teacher may need to explain difficult terms – barren, arid, inhabitant, wretched, malignant, muskets) a, b, and c (p. 273 HZ1). What questions does this source make me want to ask? What answers does this source give us? Where/ How can we find the answers to the unanswered questions? Visual Organisers - Students become familiar with a variety of visual organisers that will assist them in conducting research. Teachers need to teach students how and when to use each organiser. Outcomes Teaching and learning Variations/ Registration Resources QT activities H 4.7  KWHL Charts: KWL chart Copies of Higher Order about what happened to visual Thinking Aboriginal people when organisers: they contacted white - KWHL people for the first time. - 6 Thinking Hats  Six Thinking Hats: - Fishbone Looking at multiple diagram perspectives/ thinking in - Venn different ways about the diagram same issue. - PMI Chart  RAKE diagram - Imagine - Classification you have arrived in Moree diagram and you are the first - Frames white person. What would we see? hear? smell? taste? touch? feel? think? feel (emotionally)?

H 4.4  Empathy task: Use the information in your RAKE diagram to write a diary entry from the perspective of a white person making first contact with indigenous cultures. Make sure that you include at least one fact from each column in your diary entry.

E  Fishbone diagram: To organise information for essays and report writing  Venn diagrams: Used to compare and contrast information/ viewpoints.  PMI – When thinking about ideas and proposals Outcomes Teaching and learning Variations/ Registration Resources QT activities  Visual Classification diagram ??? Multiple Perspectives - Context E 10  Context/ subject position Problematic - Introduce the term Knowledge H 4.7 “subject position” – which refers to the idea that Deep people of different ages, knowledge genders, nationalities, family background and Deep experiences all have understanding different perspectives on things. Teacher to give an Metalanguage example of their own subject position.  Defining context/ subject position – Students write their own subject position in full sentences including all the following information (name, age, gender, race, nationality, where you live, hobbies, likes, dislikes etc.) in full sentences.  Hypothetical situations: e.g. how would your perspective on speeding change if you had a family member die in an accident (bring in newspaper articles to supplement discussion). AND/OR  Changing perspectives - Students are given four Outcomes Teaching and learning Variations/ Registration Resources QT activities different contexts (below, or the teacher’s choice). They must choose three and write how they think these people will see Australia.  An illegal Afghani immigrant with two young children  A Japanese exchange student (teenager)  A New York businessman (mid 40’s no family)  A twenty year old European back packer  An Indigenous Elder

 Mixed media collages: Art resources Students to create mixed media collages of their own contexts, or one of the ones given in English class.

E 4  Annotate the poem: As a Class set: My Metalanguage class, read through the Country, poem My Country, and Dorothea annotate the techniques Mackellar used to convey a perspective of Australia. How does Dorethea Mackellar’s perspective on Australia differ from her memories of England?

E 4  Analysis: Construct a T Higher Order Outcomes Teaching and learning Variations/ Registration Resources QT activities Chart showing the Thinking positive images and the negative images of Australia depicted in the poem My Country. E 4 Complete the first two parts Class set: Metalanguage of a Reading to Learn Cycle Australia, Ania E 10 on the poem Australia by Ania Walwicz Higher Order Walwicz Highlighters Thinking RTL lesson  Preparing for Reading: Teacher to introduce the plan - Deep students to the content attached knowledge and structure of the poem. Substantive Communication  Reading: As a class read through the poem 'Australia'  Discussion: Do you like this poem? Why? Why not? How does it make you feel? What is the effect of the repetition of 'you'? How does Ania Walwicz’s perspective on Australia inform us about her memories of her own country?  Detailed reading: As a class, go through the poem and discuss the meanings of each line/ groups of lines which go together  Pick a couple of lines and illustrate.

E 4  Joint Rewrite (optional): Class set: Substantive Outcomes Teaching and learning Variations/ Registration Resources QT activities Students rewrite this Australia, Ania Communication poem from the Walwicz perspective of Australians (Indigenous or Non- Indigenous) defending their country (e.g. where it says ‘You big ugly. You too empty.’ They might write “We’re big and beautiful. We’re full and rich’)

E 4  Compare/ Contrast Class set: (optional): Construct a Australia, Ania Venn diagram comparing Walwicz and the image of Australia My Country, presented in this poem Dorothea with the view presented Mackellar in the poem My Country

H 4.3  Listen to the song ‘This DVD of film Students’ self- H 4.7 Land is Mine’ and show clip (One regulation the film clip (from One Night the E7 Night the Moon) Moon) Higher Order E10 SMARTBOARD Thinking  Teacher divides the class E11 into two. Group 1 is to Problematic imagine they are Knowledge Indigenous, Group 2, non- Indigenous.  Students to work in pairs (one from gp 1 and one from gp 2), and share their different perspectives on their relationship to the land. While listening to their partner speak, it may be Outcomes Teaching and learning Variations/ Registration Resources QT activities helpful for students to take notes of key points.  Students to exchange sides and complete an X chart from the perspective described to them by their partner.

 Read through either ‘My Copies of Country’ or ‘Australia’ and poems create a visual representation of the poem

E10  Compare Albert Examples of Substantive Namatjira’s visual Albert Communication portrayal of Australia with Namatjira’s a non-Indigenous artist’s work on Higher Order perspective of Australia. Australia and Thinking (You may choose to do that of this using a Venn another non- diagram) Indigenous artist (John  Discuss the visual Murray) symbolism of his work (symbols/ waterways/ ridgelines/ trees etc)  Compare Albert Namatjira’s work with traditional Aboriginal artworks. Techniques - Students learn about the metalanguage associated with the creation of different texts and purposes behind the use of these techniques in order to compose their own texts. E Poetic techniques Metalanguage Outcomes Teaching and learning Variations/ Registration Resources QT activities  Board Notes Glossary of Terms – Teacher to write the poetic devices up on the board, students to copy into their workbooks. AND/ OR  Application (optional) – Students are to write their own examples for each of the different techniques on the list. AND/ OR  Review (optional) - Sheet displayed on SMARTBOARD. Answers either discussed or recorded in students’ books. Students to come up with their own examples for each technique. Thought about the effect of these techniques.

E4  Carousel – Divide class Five different into five groups. Place Kath Walker E10 one poem and sheet of poems butcher’s paper on each (Understand page. Students get 5 Old One, We minutes at each poem to are Going, read through each poem Municipal and answer the following Gum, Son of questions on the Mine The butcher’s paper. Then Rainbow they swap and do the Serpent) same for each poem. printed out and stuck to  What is this poem the middle of about? [Content] a sheet of  What can we learn Outcomes Teaching and learning Variations/ Registration Resources QT activities about the different butcher's composer’s memories paper. Australia/ being Australian from this Textas poem? [Concept]  What techniques are used in this poem? [Language Forms and Features]  What is the mood of this poem? [Tone]  Collating information: Groups record the information on the poem they started with into their books in a grid.  Reporting back: Each group then read the poem to the class and a different group member reported what they had learned for each of the four different headings. H 4.9 History (optional) Metalanguage  Board Notes #2 Glossary of Terms – Students to copy (some/ all) a glossary of important terms relating to contact and colonisation in Australia. AND/OR  Flashcards: Teacher/ students to make flashcards of glossary terms, and test one another in pairs using the Outcomes Teaching and learning Variations/ Registration Resources QT activities terminology. Writing essay style paragraphs

E 7  Teachers introduce the RTL lesson Higher Order idea of supporting plan on model Thinking arguments with evidence essay style from the text, and teach paragraph Substantive students how to write an Communication essay style paragraph answering the question: How does the poet convey their memories in this poem? You may choose to use a reading to learn cycle to model/ scaffold the students’ writing.

Source analysis

H 4.4  Read through/ view: each of the sources on pages 264-265 Retroactive 1. Answers using sources questions 1-4

E 3  View: What makes a 2 interviews – Background E 9 successful interview? Indigenous knowledge Mind map this question to and non- the class. Include some of Indigenous Narrative the following points to get them started:  Asks thoughtful questions  Reveals details about the subject’s career, interests, achievements, personal Outcomes Teaching and learning Variations/ Registration Resources QT activities life, opinions, reputation, etc  Attempts to capture the ‘real’ person behind the public image  Involves interaction between interviewer and subject  Develops a consistent tone or mood  Is based on research and knowledge of the subject  Has a central idea or theme  Provides interesting responses to questions  Viewing: Watch 1-2 interviews from different shows and answer the following questions: 1. How was the person introduced by the interviewer? 2. What were some of the questions the interviewer asked? 3. What techniques did the interviewer use to try and make the person comfortable? 4. Did the interviewer ask any difficult questions? How did the person handle these questions? 5. How did the interview finish? Outcomes Teaching and learning Variations/ Registration Resources QT activities  Venn diagram: Compare the two interviews using a Venn diagram. Which was the more effective interview style and why?  Activity: In pairs, students are to formulate at least 10 interview questions that they would use to interview an Indigenous elder, and a non- Indigenous (ensure students use the info above when coming up with their questions).  Homework: Interview a grandparent, or an Aboriginal elder and record the responses.  (Homework/ In-class) Writing: Use the interview responses to write a story about the life of the person you have interviewed.

H 4.2  Presentation from Aunty Noelene Connectedness H 4.3 Noely Briggs (from town Briggs library) to the class about presentation Narrative traditional language and discuss what she knows of the oral history of Gamilaroi people pre- contact (including social systems, laws, weapons and tools, art, communication etc). Outcomes Teaching and learning Variations/ Registration Resources QT activities  Memory journal: Students to complete memory journal based on what they learned during the presentation.

E 3  Filming: Students to film Video camera Aunty Noely’s presentation.

E 3  Interview: Interested Video cameras students to interview E 9 Aunty Noely using interview questions constructed in class.  Filming: Students to film and audio record the interview with Aunty Noely.

E 10  Symbolism: Teachers to Poems Higher Order introduce the concept of Thinking symbolic maps.  Model symbolic maps: Teacher shows a number of model symbolic maps, and interpretation.  Brainstorm: What are some symbols we can use to represent certain concepts (e.g. water hole, difficulty, meeting place, certain animals etc.)?  Group work: Students to work in groups to make a symbolic map representing a poem provided by the teacher. Outcomes Teaching and learning Variations/ Registration Resources QT activities

H 4.7 (Optional) – this lesson could Metalanguage also be taught directly after E 10 the ‘This land is mine’ lesson Higher Order Thinking  Teacher to bring in images of Aust. and Deep Indigenous flags in for Knowledge students to look at.  List and talk about the Deep visual features of the Understanding flags.  Discuss (teacher led) the symbolism of the different features of the flags.  Make a list of different symbols that represent Indigenous and non- Indigenous relationship to the land.  Create a flag that reflects either the Indigenous or non-Indigenous perspectives of relationship to land and country  Present your flag poster to the class: explain and justify your choice of visual features (e.g. colours, shape, symbols, layout etc.) OR  Write an essay style paragraph (or series of paragraphs) justifying your choice of symbols, colour and layout (and Outcomes Teaching and learning Variations/ Registration Resources QT activities how these choices represent the relationship of your chosen group with the land).

 Read a dreamtime story Sample Narrative to class/ replay some of dreamtime the film of Aunty Noely stories speaking: Students to SMARTBOARD create a symbolic map of and film the story. footage

H 4.7  Construct a T Bar Substantive comparing life prior to the communication arrival of non-Indigenous people, and modern day life (language, clothes, population density, accommodation, transportation, food, education, medicine, social structure, agriculture, sustainability environment).

 Terry Hie Hie excursion (week 5) Evaluation of Unit Teacher Evaluation Comments/Variations How did the unit ‘rate’ in these areas ? 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

Date Commenced:

Date Completed:

Teacher’s signature:

Head Teacher’s signature: Board Notes: Memories – One life, Two stories #1 Glossary of Terms - English Metaphor - Comparing two things by saying that one thing is another Simile - Comparing two things using the words ‘like’ or ‘as’ Personification - Giving human qualities to a non-human object Repetition - Saying the same word or phrase more than once Onomatopoeia - Words which sound like the sound they are describing Alliteration - Several words near each other in the text, which begin with the same letter or sound. Consonance - The repetition of consonants or of a consonant pattern, especially at the ends of words. Assonance - Repetition of the vowel sound within several words which are close to each other Rhyme - Words that end in the same sound, usually placed at the end of a line Internal rhyme - a word within the line rhymes with a word at the end of the rhyme OR two or more words within a line rhyme. It can be used to increase the speed at which the poem is read, and to help regulate the rhythm. Rhythm - The way the words sound as they are read out (the flow of the poem). This can be measured in terms of heavily stressed to less stressed syllables. #2 Glossary of Terms – History artefacts – any object that has been made or modified by humans assimilate – to make part of another group by giving up original identity colonialism – the policy of a nation seeking to extend its territory and to control other countries and other peoples. colonisation – the act of establishing a colony in another country. colony – a settlement in one country that is controlled by another country from which the settlers originally came. corroboree – a traditional Aboriginal dance, for community entertainment or to celebrate a sacred event. half-caste – a person of mixed race indigenous – describes a culture that has originated in an area, rather than one that has come from another part of the world. legislation – laws made by parliament mission – place set up by a church organization for the religious conversion or betterment of local people. native title – the rights of indigenous people to enjoy and use land and water with which they have a proven connection. reserve – land set aside for indigenous peoples segregate – to enforce the separation of different racial groups. terra nullius – Latin term meaning ‘land belonging to no one’ or unoccupied land.