William Rose School English Stage 2

William Rose School – English Stage 2

Aboriginal Unit of Work

Outcomes

EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features

EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

Wee Content Descriptors Learning Activities Resources Assessment k Pigs and Honey 1 EN1-1A use turn-taking, questioning and other  Pigs and Photos 2 behaviours related to class discussions  Selecting symbols and pictures that Honey describe how the Aboriginal family got book Videos EN2-6B create imaginative texts based on their food versus how the students get  Illustration characters, settings and events from students' own their food. s of Responding to story and  Selecting symbols and pictures where Aboriginal checklist other cultures using visual features, for example Aboriginal family slept and where we perspective, distance and angle sleep shelters (ACELT1601,ACELT1794)  Matching how the Aboriginal family  VOCAs Record of VOCA or cook and how we cook  Jar of speech use EN2-10C respond to a range of texts, eg through  Make the drink sugar bag and students honey role-play or drama, for pleasure and enjoyment, and taste it  Paper pig Matching titles of express thoughtful conclusions about those texts.  Drawing and colouring a pig. foot prints characters  Role play following of the pig tracks.  Media to (pigs, uncle, father and the two boys) listen and Retell the story  Punctuate sentences watch the

Courtesy of William Rose School  Answering questions of what, story. Answer questions of what, where, when, why and reflect.  where, when, how and why. How the Birds Got their Colours 3 EN1-1A use turn-taking, questioning and other  Look at photos and pictures of  How the Photos/Videos 4 behaviours related to class discussions Aboriginal shelters. Match shelters Birds Got with their correct name eg. Mia-mia, their Responding to story EN2-6B create imaginative texts based on witja, wurlie, gunya, humpy. Colours checklist characters, settings and events from students' own  Press a VOCA to tell another person book and the name of different shelters using  Photos Sequence story. other cultures using visual features, for example perspective, distance and angle the correct Aboriginal name. and (ACELT1601,ACELT1794)  How the Birds got their Colours pictures Students to match colours. book activity – read the story. Make of EN2-10C respond to a range of texts, eg through a large paper bird with water Aboriginal Retell story role-play or drama, for pleasure and enjoyment, and colours. Assist students to throw shelters express thoughtful conclusions about those texts. water balloons onto the paper to  VOCAs Answer questions of what, represent the birds getting their  Large where, when, why, how. colours. paper  Matching/identifying/using PCS or  Water words of different birds from the balloons story  Water  Punctuate sentences colours  Answering questions of what,  ChooseIt where, when, why and reflect. Maker  Vocabulary building  IWB  Spelling  Media to  Scrambled letters. listen and  Simple sentence building watch the story  http://ww w.youtube .com/watc

Courtesy of William Rose School h? v=Sle62X V0BO0  Tiddalik the Frog 5 EN1-1A use turn-taking, questioning and other  Naming, matching, selecting,  Tiddalik Photos/Videos 6 behaviours related to class discussions identifying, using PCS or words of the Frog animals in the story book Responding to story EN2-6B create imaginative texts based on  Sequencing the story.  ChooseIt checklist characters, settings and events from students' own  Making puppets (Stick puppets) to Maker and other cultures using visual features, for represent the characters of the  IWB Sequence story. example perspective, distance and angle (ACELT1601,ACELT1794) story.  Words Answer questions of what,  Role playing or using puppets to taken where, how and why. EN2-10C respond to a range of texts, eg through represent the characters of the from the role-play or drama, for pleasure and enjoyment, and story. story for Retel the story express thoughtful conclusions about those texts.  Punctuate sentences simple  Answering questions of what, sentence where, when, how, why and reflect. building  What makes us sad? What makes  PCS, us happy? picture  Vocabulary building cards  Spelling  Media to  Scrambled letters listen and  Simple sentence building watch the story  http://ww w.youtube .com/watc h? v=eg8M9 nSXy0U 

Courtesy of William Rose School Can You Cuddle Like a Koala 7 EN1-1A explore different ways of expressing  Repetitive patterns and animals  John Photos/Videos 8 emotions, including verbal, visual, body language  Australian animals Butler – and facial expressions (ACELA1787)  Family relationships Picture Responding to story Book checklist EN2-6B identify purposes for listening in a variety of formal and informal situations Sequence story. EN2-10C use visual representations, including Answer questions of what, those digitally produced, to represent ideas, where, how and why. experience and information for different purposes and audiences Retel the story

Is Your Grandmother a Goanna 9 EN1-1A explore different ways of expressing  A little boy takes a strange journey  Pamella Photos/Videos 10 emotions, including verbal, visual, body language to visit his grandmother, Allen – and facial expressions (ACELA1787) encountering all sorts of animals picture Responding to story from around the globe. The book book checklist EN2-6B identify purposes for listening in a variety would be useful as a read-aloud and of formal and informal situations readers theatre, as the use of Sequence story. EN2-10C use visual representations, including repetition matches the ‘beat’ of the Answer questions of what, those digitally produced, to represent ideas, journey as does the use of where, how and why. experience and information for different purposes onomatopoeia. and audiences  Australian Retel the story  Aspects of environmental and social sustainability  Animals

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