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
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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:
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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 / east Teacher corrects each student’s features • yunangany / west maps and provides written comments/feedback. LESSON 4
Teacher displays poster-sized map of NSW and asks class to identify placenames of Students recognise that sound Aboriginal origin compared with placenames of English origin and to explain why they systems in Aboriginal languages are able to identify them. differ from English and that this is 4.MLC.2 specific patterns identify specific the reason they are able to guess and rules in word characteristics of Teacher provides specific examples of Aboriginal placenames in the region and, where which placenames come from construction, word the language or known, breaks the names down into components, explains meanings and which Aboriginal languages. order and sentence languages, eg languages the names come from, e.g.: structure grammatical • Dubbo (hat) structures and • Narromine (honey people) features • Wagga Wagga (dance/celebration) Students recognise specific • Dunedoo (from dhundhu / black swan) features, structures or patterns in 4.MLC.2 similarities or identify similarities • Galari / Lachlan River Aboriginal languages in order to differences in or differences in • Wambuul / Macquarie River record/highlight relevant structures and structures and • Yindi / Murray River (above Albury) placenames on map. features across features across • Milawa / Murray River (at Albury) Aboriginal Aboriginal • Marrambidya / Murrumbidgee River languages languages Students make a list of Aboriginal placenames and/or highlight placenames of Aboriginal Teacher corrects each student’s origin on their own A4-sized map of NSW. Students use their Wiradjuri dictionary to map and provides written check if meanings are available for any of the placenames. comments/feedback.
Page 4 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 5 – 6
Teacher tells the story of the journey of Gaygaa. Her travels link many nations, from Yuwaalaraay through to Yuwwaalayaay, Murrawarri, Wangaaypuwan Ngiyampaa, Wayilwan Ngemba, Gamilaraay and Wiradjuri country. The story is mostly in English but includes the following key Wiradjuri vocabulary:
Animals: • gunaru / wood duck • biladhurang / platypus • bigun / water rat • gulambali / pelican • dhundhu / black swan • dhularr / water hen • waawii / water bunyip
Places: • Narran Lakes • Narran River • Barwon River • Warrambungle Mountains • Castlereagh River • Macquarie Marshes • Wambuul / Macquarie River • Dubbo • Narromine • Wellington • Flat Rock 4.MBC.1 the significance of recognise that there cultural awareness are culturally Geographical features: in language use and appropriate • baaywang / big hill the influence of expressions for • bangala / low hill cultural values on particular contexts • bila / river how meaning is • gunhigal / plain conveyed • gawuwal / lake • gulguma / valley or gully 4.MBC.2 the links between the links between • gungalman / swampy area land, culture, land, culture, • gilgaay / gilgai language and a language and a sense of identity sense of identity Page 5 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) Students listen to the story the first time. Teacher leads class discussion about the story 4.UL.1 the importance of identify roles and and asks both basic comprehension and deeper level questions about it. understanding the relationships intention of the between Students respond orally to questions about: speaker & context participants in text • characters and events in the story Student participation in discussion in interpreting • links between Aboriginal nations/language groups indicated in the story indicates to the teacher that they meaning • advice in the story about safety in water courses. understand both surface and underlying meaning in the story. 4.UL.1 linguistic features identify specific In groups, students: of texts such as information, eg • retell the story of the journey of Gaygaa and narratives, songs, answer questions in • put into correct sequence the set of 8-10 pictures which illustrate the story. Students accurately retell and interviews. English or sequence the story. Teacher Aboriginal circulates amongst the groups and languages provides oral feedback to each.
LESSON 7 – 8 Teacher circulates amongst the students to provide oral and Rotating activities. During these two lessons students work independently to complete written support as they work on 4.UL.1 ways to analyse identify the the following four activities. They select the order they wish to do them in. each activity. text structure and purpose of texts locate relevant and distinguish the Students listen again to the story (recorded by teacher onto Students read to locate specific information in text main ideas and tape/CD/computer) and complete a worksheet ordering and illustrating a details, characters, participants and supporting detail set of sentences which summarise the story. events in the story to match each sentence to the correct picture. 4.UL.1 linguistic features identify specific Students listen again to the story and trace Gaygaa’s journey onto their of texts such as information own A4-sized map of NSW. They label significant sites along her journey Students listen locate the relevant narratives and the Aboriginal nations/language groups she passes through. information in the text in order to mark the map accurately. 4.UL.2 the importance of deduce meaning Students record geographical features in the story in their personal portfolio. prior knowledge to from context and They check the Wiradjuri dictionary for any additional geographical features Students read to locate specific interpreting prior knowledge of they are interested in, and record these in their portfolio too. details in the story to record and meaning in text the subject matter research further. They practice when reading for Students take note of all of the animals in the Gaygaa story. They each do dictionary use skills and find gist internet research to find pictures and information about one of these animals. relevant information on the These are displayed in a class wall display. internet. 4.UL.2 ways to analyse identify roles and text structure and relationships Students add all completed worksheets to their Wiraduri learning portfolio. They build locate relevant between this up during each term / unit or work. information in text participants in text
Page 6 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 9 4.MLC.2 ways of develop strategies Students recognise and identify the conceptualising for internalising Teacher introduces the song Burralgang waganha buguwinydya (Brolga dancing in the relevant patterns and systems in and representing new language and grass). Through the lyrics the teacher introduces: Wiradjuri in the context of the patterns and building on prior song. systems in knowledge, eg • verbs with present tense marker: -nha / -nya / -rra language communicative • animal names: burralgang, gugabul, gugubarra, wambad Teacher monitors student activities such as • locative suffix: -dya / -ga / -dha / -a responses during smart board songs • word order and how it differs from English activity and provides oral feedback • pronunciation: especially rolled r and dental sounds e.g. nh and guidance. 4.UL.1 linguistic features identify specific of texts such as information, eg Class sings song together. Students accurately answer short- narratives, songs, choose the correct answer questions about the lyrics interviews. word, identify Class participates in smart board activity to identify the key grammatical features. to the song. Teacher provides statements as true written feedback on each student’s or false Students read the lyrics and complete a comprehension worksheet on the song. worksheet.
LESSON 10 – 11
Teacher explains connection between land, language, identity and totems, including concepts such as: • There are totems for each nation/language group, clan, family, personal. • People are responsible for taking care of their totems. • Totems could be stars, plants, animals, e.g. grey kangaroo for the Dubbo mob, bird totem for people on the Macquarie River, specific totems for small clan groups, e.g. particular species of trees, red ochre for the lore people.
Teacher introduces vocabulary relating to totems, e.g.: • wambuwuny / grey kangaroo • wambad / wombat • dinawan / emu • gugubarra / kookaburra • gugaa / goanna • dyirridyirri / willy wagtail • madhan / tree (wood) • buguwiiny / grass • bimbul / eucalyptus (bimble box) tree • yadhandha / emu bush
Page 7 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)
4.MBC.2 the importance of identify and All students research and locate where they are from, explore background knowledge of tradition to a sense explain features of family place origins. In addition, Aboriginal students may be able to find out more of cultural identity traditional and information about totems from home, family and community sources. and diversity contemporary within the culture lifestyle Class starts a wall chart for ongoing collection of information on student and community Students contribute information to place and identity. The wall chart could include, for example: the wall chart which indicates their 4.MBC.1 ways of identifying recognise the • a photo of each student, together with explanation of their family heritage understanding and respect for cultural values and importance of (Aboriginal and/or non-Aboriginal) differences in heritage and practices in culture and cultural • details of each student’s varied heritage, their places and cultures of origin appreciation of the richness in observing social awareness in • concepts similar to the ‘family forest’ from Unit 4.1 diversity of backgrounds. interaction among learning a language • family connections between Aboriginal family/surnames members of the • diagrams of examples of totems Teacher provides oral feedback as community • maps and geographical features. students are making the wall chart.
LESSON 12
Speaking activity. Students learn how to use the suffix ‘from’ -dhi and ask and tell where they are from and where their family members are from.
Teacher models example questions and answers, for example: 4.UL.3 verbal and maintain social nonverbal links interactions and • Dhadhi ngindhu? Ngadhu Dhubu-dhi. with a communicate • Where are you from? I’m from Dubbo. Teacher notes students’ conversational appropriately in developing awareness of specific partner familiar contexts, • Dhadhi guwiiny? Scotland-dhi. Wiradjuri sound and spelling eg turn-taking • Where is he/she from? He/She is from Scotland. system, eg. focus on vowel sounds a and u 4.UL.3 manipulation of manipulation of • Dhadhi gunhi? Gamilaraay-dhi. known structures known structures • Where is your mother from? She is from Gamilaraay country. Students use modelled spoken for speaking in new for speaking in new structures accurately. contexts contexts • Dhadhi mumala? Nigeria-dhi. • Where is your grandfather from? He is from Nigeria. Teacher participates in the 4.UL.4 manipulation of select and speaking activity and provides oral known structures incorporate In pairs and small groups, students practise asking and answering questions such as these. feedback. for writing in new modelled linguistic (If possible Aboriginal students also learn to ask and tell what their totem is. Some contexts structures in own students may have a family crest, shield, tartan etc.). Example sentences can be written Students use modelled written writing and added to the student portfolios and to class wall chart from previous lesson. structures accurately.
Page 8 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)
Focus: Nganga-girri nginyalgir. Then the land and the rivers will look after you
LESSON 13 – 14
4.MBC.2 the links between the links between Teacher introduces concept of Indigenous knowledge of country, including seasonal Student participation in teacher-led land, culture, land, culture, relationships between weather/climate, flora and fauna. discussion and response to teacher language and a language and a questions indicate that they are sense of identity sense of identity Teacher displays a published wall chart or website which shows knowledge of the developing sufficient availability of food sources. For example the Dharawal seasonal calendar or Yolngu understanding of the key concepts 4.MBC.2 interpreting research and website on traditional ecological knowledge. to enable them to begin to do electronic present information further independent research. information, with on Aboriginal Students use the internet to research examples of traditional Indigenous knowledge consideration of its communities using related to connections between country, flora and fauna, seasonal relationships. These Teacher gives written feedback on ethical use, in order a range of ICTs, examples can be from any language group/nation in Australia. Students summarise their each student’s worksheet and to identify and including CD- research findings onto a one-page worksheet in table form. At the end of the research research summary. reflect on ROMs and the time, each student shares examples they found with the rest of the class. representations of internet. culture Students have the opportunity to taste some local bush foods from the Dubbo area, e.g. quondongs, lillipillis, snottygobbles.
LESSON 15 – 16
Speaking activity. Teacher introduces questions and answers about where you find bush tucker (and also uses these as an opportunity to focus on specific Wiradjuri sounds and spelling).
Example questions and answers
• Dhaga ngindhu muganha dhinawan gabuga? • Where [do] you find emu eggs? • Ngindhu muganha baari-dya buguwiny-dya. • You find them in the long grass.
• Dhaga ngindhu muganha marrung? • Where [do] you find bird eggs? • Ngindhu muganha ngurang-ga. • You find them in the nest.
Page 9 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) • Dhaga ngindhu muganha ganyi? • Where [do] you find echidna? 4.UL.3 verbal and maintain social • Ngindhu muganha madhan-dha. nonverbal links interactions and • You find them under the log. with a communicate Teacher notes students’ conversational appropriately in • Dhaga ngindhu muganha guya? pronunciation of specific partner familiar contexts, • Where [do] you find fish? Wiradjuri sounds, e.g. ng in the eg turn-taking • Ngindhu muganha bila-dha. initial position in a word, dental dh • You find them in/at the river. & nh sounds, palatal ny sound. 4.UL.3 manipulation of manipulation of known structures known structures Class participates in a substitution on these questions and answers using the smart board. Students identify grammatical for speaking in new for speaking in new Class identifies the pronouns, question words, places and locative suffixes to deconstruct structures and patterns. Teacher contexts contexts the example questions and answers. provides guidance and feedback during smart board activity. 4.MLC.2 specific patterns identify specific Students reconstruct by practising asking and answering the example questions orally in and rules in word characteristics of pairs. Students use modelled spoken construction, word the language or structures accurately. order and sentence languages, eg Students then use computers to produce a series of questions and answers, using the structure grammatical model questions and answers but substituting other animals and places. They use Teacher participates in the structures vocabulary they have learned in this unit of work and the previous one. speaking activity and provides oral feedback to pairs of students. 4.UL.4 manipulation of select and known structures incorporate Students use modelled written for writing in new modelled linguistic structures accurately. Teacher contexts structures in own provides written feedback to each writing student.
4.MLC.2 ways of develop strategies LESSON 17 conceptualising for internalising and representing new language and Class reviews the song from lesson 9: Burralgang waganha buguwinydya (Brolga Students begin to remember the patterns and building on prior dancing in the grass). vocabulary and structures in the systems in knowledge, eg song. language communicative In small groups, students write a new verse for the song by substituting animal names and activities such as places and selecting appropriate verbs. They do this using vocabulary learned in Unit 4.1 Students follow the pattern in the songs and 4.2. song, substitute appropriate 4.UL.4 manipulation of select and vocabulary in the correct position known structures incorporate Each group writes the lyrics for their verse on the whiteboard. in the structures and adjust the for writing in new modelled linguistic suffixes accordingly. Teacher contexts structures in own Class sings song together. gives oral feedback to each group writing as they work on their verse. Page 10 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 18
4.MBC.2 the links between the links between Visit from Aunty Pat Doolan, who leads discussion on emus, emu eggs, seasonal Student participation in discussion land, culture, land, culture, indicators and connection to the Milky Way. indicates continued development language and a language and a of understanding of the key sense of identity sense of identity Class brainstorm with Aunty Pat, and build a mind map of emu egg knowledge. concepts of Indigenous ecological knowledge as it applies to the local Students perform Burralgang waganha buguwinydyda (Brolga dancing in the grass) song area of Dubbo. for Aunty Pat, and demonstrate for her the questions and answers they learned in the lesson about where you find various bush foods.
Aunty Pat also provides feedback to the students on their class wall charts and work on display.
LESSON 19 – 20
Teacher introduces time and weather words and phrases, e.g.: • yiradhu / day • ngargang / morning or break of day • yariya / evening • ngurumbang / night
• yiraga / spring • yiraybang / summer • bangalang / autumn • babang / winter
• yiray / sun • giraa / wind • murruwa / west wind • dulugal / north wind • bunhibunhi / oppressive hot wind • dhurany / cloud • yulubirrngiin / rainbow • words for different types of rain: o walung / rain o guwang / rain (mist) o dambaa / mist that precedes rain – the sight of rain far off o dhalba / rain – the weather broke, the cloud burst o balanguwang / mizzling rain Page 11 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) o miilgi / large drops of rain o gunhungurraan / rainbow o yirawayi / severe storm o munuburrang / shower
4.MLC.2 specific patterns identify specific Using weather and time words and phrases, students ask and answer questions similar to and rules in word characteristics of the lesson about where you find bush tucker (lesson 15-16). But this time studnets ask construction, word the language or when you find bush tucker. Teacher presents a number of example questions and answers order and sentence languages, eg on this topic e.g.: structure grammatical structures • Widyungga-ndhu muganha dinawan.-gu gabuga? / Widyungga ngindhu muganha dinawan.-gu gabuga? 4.UL.3 verbal and maintain social • When [do] you find emu eggs? nonverbal links interactions and • Muganha-ndhu bangalang-ga, babang-ga yiraga-dha. Wiray-ndhu muganha with a communicate yiraybang-ga. conversational appropriately in • You find it/them in autumn, winter and spring. You don't find them in summer. Teacher notes students’ partner familiar contexts, pronunciation of specific eg turn-taking • Widyungga-ndhu muganha budyaan-gu gabuga? Wiradjuri sounds, e.g. ng in the • When [do] you find bird eggs? initial position in a word, dental dh 4.UL.2 the structures and skim and scan • Muganha-ndhu yiraga-dha. & nh sounds, palatal ny sound. features of specific written text to • You find it/them in the spring. text types in order predict meaning Students identify grammatical to interpret key • Widyungga-ndhu muganha wandayali? structures and patterns. Teacher features of the text • When [do] you find echidna? provides guidance and feedback such as heading, • Muganha-ndhu biyambul yiradhu-galang. Wiray-ndhu muganha baa-dha. during smart board activity. introduction, visual • You find it/them all days. You don't find them in the frost. supports Students use modelled spoken • Widyungga-ndhu muganha guya? structures accurately with a 4.UL.2 linguistic features identify specific • When [do] you find fish? partner. of texts such as information, eg • Muganha-ndhu durrurbuwulin bila-dha descriptions, choose the correct • You find it/them always in the river. Teacher participates in the narratives and word, identify speaking activity and provides oral interviews statements as true The teacher leads a class discussion to analyse the structure of the questions and answers, feedback to pairs of students. or false, answer drawing on students’ prior knowledge of some of the vocabulary and structures. The questions in teacher models pronunciation and students practise the questions and answers orally, as a Students demonstrate English or class and in pairs. Students then read a text on the topic of when you find bush understanding of written text by Aboriginal tucker, and complete a worksheet to answer comprehension questions. completing worksheet accurately. languages Teacher provides written feedback.
Page 12 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) 4.MLC.1 specific recognise that LESSON 21 grammatical grammatical concepts that concepts serve Teacher introduces example sentences using past, present, future tense suffixes. operate across particular functions languages and represent part • Ngadhu muganha gabuga. / I’m finding eggs. (present tense) of the system of language • Ngadhu muganhi gabuga. / I found eggs. (past tense)
4.MLC.1 metalanguage to explore • Ngadhu mugagirri. / I will find eggs. (future possible tense) describe the grammatical structures and systems to Class uses relevant grammatical terms and identifies the patterns in the example features of appreciate how sentences, including how the suffix changes. Students are able to identify the language languages work, eg patterns and grammatical features identify grammar Students make similar groups of three sentences, following the finding/found/will find in the model sentences and then terms, tenses. example. They use verbs from the Burralgang waganha buguwinydyda (Brolga dancing apply these in their own writing. in the grass) song and/or verbs they locate in the Wiradjuri dictionary. 4.UL.4 manipulation of select and known structures incorporate Students record these sentences in their portfolio. Teacher gives written feedback to for writing in new modelled linguistic each student. contexts structures in own writing 4.MBC.1 the significance of recognise that there LESSON 22 cultural awareness are culturally in language use and appropriate Class excursion to the river with Elders (e.g. Uncle Ray Peckham), parents, caregivers the influence of expressions for and other community members. Elders talk about a range of topics and concepts related cultural values on particular contexts to the river, for example: how meaning is • their own/personal experiences and knowledge of river life conveyed • any stories they may know • the importance of caring for country. 4.MBC.2 the links between the links between • knowledge of food sources related to the river land, culture, land, culture, • fishing language and a language and a sense of identity sense of identity Elders decide which topics they feel comfortable discussing. During the excursion students are responsible for: Student participation in excursion 4.MBC.2 collecting and research and • listening carefully and take notes where appropriate and recording of the event interpreting present information • asking questions respectfully, based on all of the themes and topics they have indicates continued development electronic on Aboriginal been learning about during this unit of work. of understanding of the key information, with communities using • taking photos using digital camera concepts of local Aboriginal consideration of its a range of ICTs • using video to record key aspects of the excursion. experiences and knowledge of the ethical use environment. Page 13 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 23 – 25
Students make large-scale bilingual posters on the theme of this unit: 4.UL.4 the purpose and plan, draft and edit context of when constructing o Nganga-dha garray-gu bila galang-gu. Yandhu garray-bu bila-galang-bu communication and own text nganga-girri nginyalgir. their influence on the choice of o Look after the land and the rivers. Then the land and the rivers will look structure, format after you. and vocabulary The posters will: 4.UL.4 accessing resources use available and the resources to access • include a range of images, e.g. photos from excursion to the river with organisation of structures and Elders, images from internet research, images drawn/painted by the relevant structures vocabulary to build students and vocabulary a message when planning and • use vocabulary learned in unit 4.2, i.e. placenames, geographical features, Students use a broad range of constructing text locations, directions, flora, fauna, time words and phrases. vocabulary, structures, cultural concepts and knowledge of 4.UL.4 the importance of express ideas and • use grammatical structures learned in unit 4.2, i.e. verb forms, suffixes, country to construct their posters. logical idea provide additional connecting words. development in details in a series The teacher will give oral constructing text of linked sentences • include Aboriginal culture and knowledge of country learned in unit 4.2, feedback and provide support and e.g. relationships between season and food availability, totems and their suggestions to students as they 4.MLC.1 the importance of identify ways in significance. Clearly acknowledge Aboriginal people as the source and plan and work on their project. recognising which texts vary custodians of this knowledge. audience in according to their communication intended audience, Group work task
4.MBC.2 the links between recognise the links The class will arrange a poster display in the school / community for NAIDOC week. land, culture, between land, Parents and other family members will be invited to the display to see what the students language and a culture, language have been learning. sense of identity and a sense of identity Key community members, together with the Wiradjuri teacher, will give feedback to the students on their display.
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