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Wiradjuri Dubbo College St Program

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Wiradjuri Dubbo College St Program Stage 4 Unit of Work Aboriginal Language(s): Wiradjuri School: Dubbo College Term: 1 Unit: 4.2 Year: 2009 Theme / Focus: Country Indicative time: 25 hours (25 x 60-minute lessons) per term. 6 lessons per fortnight. Unit Description Focus and contributing outcomes for the unit Learning in this unit focuses on developing students’ understanding 4.UL.1 demonstrates understanding of the main ideas and supporting detail in spoken texts and responds of Wiradjuri knowledge of country and connections between the appropriately people and the river, culminating in an excursion to the river with 4.UL.2 demonstrates understanding of the main ideas and supporting detail in written texts and responds Elders and other community members. This theme includes appropriately language learning experiences and spoken and written texts related 4.UL.3 establishes and maintains communication in familiar situations to: relationships between language groups in western NSW, 4.UL.4 experiments with linguistic patterns and structures in Aboriginal languages to convey information and to mapping country, placenames, directions, and seasonal relationships express own ideas effectively between country, climate, flora and fauna. Students acquire 4.MLC.1 demonstrates understanding of the importance of correct and appropriate use of language in diverse vocabulary, expressions and language structures within this context. contexts A focus of the unit will be the story of the journey of Gaygaa along 4.MLC.2 explores the diverse ways in which meaning is conveyed by comparing and describing structures and the river and the connections between Wiradjuri and other features of Aboriginal languages Aboriginal language groups. 4.MBC.1 demonstrates understanding of the interdependence of language and culture 4.MBC.2 demonstrates knowledge of the cultures of Aboriginal communities Language structures Key new vocabulary • Suffixes for location and position, e.g. -dya / -ga / -dha /-a • Animals, e.g. biladharang, bigun, gulambali, dhundhu, dhularr, • Present, past, future tense verb patterns and suffixes, e.g. -nha / -nhi / -rri / -i waawii • Where are you from? I am from <place>. e.g. Dhadhi ngindhu? Ngadhu Dhubu-dhi. • Placenames, e.g. Dubbo, Wagga Wagga, Narromine • Where do you find <plant/animal term>? You find it/them <location + location suffix> e.g.: • Geographical features, e.g. bila, gawuwal, bangala o Dhaga ngindhu muganha dinawan-gu gabuga? Ngindhu muganha birramal-a. • Locations/directions, e.g. balima, guya, dhirrangal, yunangany • When do you find < plant/animal term >? • Fauna/flora, e.g. dinawan, yadhandha, gugubarra, gugaa o Widyungga-ndhu muganha dinawan.-gu gabuga? • Verbs tenses, e.g. went, go, will go; found, find, will find • You find it/them <time + location suffix> or <season + location suffix> or <indicator + location suffix>. • Time, weather, season terms, e.g. ngargan, ngurumbang, yiraybang o Muganha-ndhu bangalang-ga, babang-ga yiraga-dha. Wiray-ndhu muganha yiraybang-ga. Published resources & teacher-made materials Language functions • Various maps: • Identifying language areas o Australian Indigenous Languages Map (Horton, AIATSIS, 1994) • Describing location/position o Map of Aboriginal Languages in NSW (Department of Aboriginal Affairs CD-ROM, 2007) • Explaining seasonal relationships o Map of Wiradjuri country • Giving directions and locations o Regional NSW maps including rivers Song lyrics: Brolga dancing in the grass Burralgang waganha buguwinydya • Cultural / community resources and excursions • Sets of 8-10 pictures of the Journey of Gaygaa story (for student groups to sequence) • Journey of Gaygaa narrative and knowledge • Wall-charts and websites indicating Indigenous people’s knowledge of systematic relationships between • Guest speaker community members visit the class: weather and climate, water sources, flora and fauna, food and medicinal sources, e.g. o Aunty Pat Doolan o the Yolngu bush calendar, Dharawal seasonal chart, other animal and plant posters. o Uncle Ray Peckham • Video and still camera for digital film and photos to be taken during the excursion to the river. • Excursion to the river Page 1 of 14 Example web sources for student research Cross-curriculum content • mapping skills and use of geographical terms. • Wikipedia, Indigenous Australian Seasons (Yolngu, Anangu Pitjantjajara and Noongar seasons): • botany / biology o http://en.wikipedia.org/wiki/Indigenous_Australian_seasons • information and communication technologies. • Sydney Morning Herald article, Now for the 40,000-year forecast: • literacy – exploring grammatical systems, describing and explaining o www.smh.com.au/articles/2003/02/14/1044927802150.html linguistic features and structure. • Bureau of meteorology, Indigenous weather knowledge (Walabunnba, Wadaman, Yanyuwa, Jawoyn, Brambruk): http://www.bom.gov.au/iwk/ Assessment activities • Geographical Names Board NSW, Placenames Register Search: In this unit of work assessment activities are suggested in bold text. o http://www.gnb.nsw.gov.au/name_search Teachers should chose those tasks that best suit the needs of their class when determining which to record for reporting purposes. An example assessment activity is described in full and attached to the end of this unit of work. Evaluation and variation Reflect on and evaluate the degree to which the unit of work has remained focused on the outcomes. Evaluate the degree to which students have progressed and decide on strategies to assist them in their subsequent learning. Include any variations you implemented or would choose to implement the next time you teach this unit. Date completed: Signature/s: Page 2 of 14 Syllabus Students learn Students learn Integrated teaching, learning and assessment activities Evidence of learning & feedback outcome about to (Suggested assessment activities are in bold text) LESSON 1 Student participation and responses to various activities Revision of work from Unit 4.1, e.g. songs, vocabulary games, class displays indicate they recall key content material from Unit 4.1. Focus: Nganga-dha garray-gu bila galang-gu. Look after the land and the rivers. LESSON 2 Students demonstrate 4.MBC.2 the links between recognise the links understanding of the cultural value land, culture, between land, Teacher introduces Unit of Work 4.2 and provides students with an overview of topics as well as the grammatical features language and a culture, language and content to be covered this term. Students refer to Scope and Sequence in their of the instruction. sense of identity and a sense of Wiradjuri learning portfolio. identity Teacher listens for evidence that 4.MLC.1 metalanguage to Teacher introduces the rule: Nganga-dha garray-gu bila galang-gu. Yandhu garray-bu students’ pronunciation is describe the explore bila-galang-bu nganga-girri nginyalgir. Look after the land and the rivers. Then the land beginning to indicate awareness of structures and grammatical and the rivers will look after you. Class discusses the meaning of the rule. Students Wiradjuri orthography and sounds features of systems to practise saying the rule and record it in their portfolio. different from English, e.g. dh, rr, language appreciate how initial ng languages work, eg Teacher assists class to deconstruct the language of the rule. Students complete identify worksheet on the key vocabulary, grammatical patterns and different word order in the Students demonstrate grammatical terms, Wiradjuri text and its English translation. understanding of concepts and word order, tenses accurate use of new terms. LESSON 3 Teacher displays a poster-sized map of Australian Indigenous languages (Horton, AIATSIS, 1994) and provides an overview of key concepts, for example: • great diversity of Indigenous languages • regional differences between languages • dialect differences within languages • close relationships between some languages • particular languages associated with particular tracts of land. 4.MBC.2 the links between recognise the links Each student has an A4-sized copy of the Horton map of Australia. Students draw on Students accurately match land, culture, between land, their prior knowledge and identify any of the languages and nations they have heard of language names to specific language and a culture, language before. Teacher names particular languages and asks students to locate and mark these on Indigenous nation areas across the sense of identity and a sense of their own copies of the map. continent. identity Teacher displays poster-sized map/s of NSW and indicates the ‘no-having’ group of languages: Page 3 of 14 Syllabus Students learn Students learn Integrated teaching, learning and assessment activities Evidence of learning & feedback outcome about to (Suggested assessment activities are in bold text) • Wiradjuri • Gamilaraay Students accurately match • Yuwaalaraay language names to relevant • Yuwaalayaay Aboriginal nations in central • Ngiyampaa Wangaaypuwan western NSW. • Ngemba Wayilwan Students are able to identify the Students use A4-sized map of NSW to shade in the areas belonging to these language linguistics pattern in the names of 4.MLC.2 specific patterns identify specific groups and indicates the common ‘have/with’ suffix in the names of the languages. the languages. and rules in word characteristics of construction, word the language or Students draw a compass on their maps and mark: Students accurately record order and sentence languages, eg • balima / north directions on their map. structure grammatical • guya / south structures and • dhirrangal
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