Teacher: ...........................................................

Class: ...............................................................

Year 8 Memories: One life, Two storiesUnit Outline Unit duration

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

Big ideas/key concepts Target outcomesThe key concepts I want students to learn are: Different people remember things in different ways. Skills you learn in one subject can be applied across

KLAs. Who we are and where we come from affects our

perspective on situations and events. We can learn a lot from the members of our community.

E 3 A student responds to and composes texts in different technologiesE 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 relationships within it.E 10 A student identifies, considers and appreciates cultural expression in textsE 11 A student uses, reflects on and assesses individual and collaborative skills for learning.H 4.2 A student describes significant features of Aboriginal and indigenous cultures, prior to colonisationH 4.3 A student explains the ways indigenous and non-indigenous peoples of the world have responded to contact with each otherH 4.7 A student identifies different contexts, perspectives and interpretations of the pastH 4.9 A student uses historical terms and concepts in appropriate contextsH 4.10 A 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, audio

recording software Class set of poems Mem Fox picture book

History Zone 1 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), and compose a range of texts of their own in a variety of media

How language techniques are used to enhance texts. How to use and analyse a variety of sources in a variety of KLAs.

It is important to preserve the memories of our communities for future generations. Who we are and the decisions we make are affected by where we come from, 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 or produce? How well do you expect them to do it?

Site Study work booklet Cross curricular Assessment Task

Correct use of language (eg grammar, spelling, punctuation, text types) 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 SignificanceDeep knowledge Higher Order Thinking Explicit quality criteria Social support Background knowledge InclusivityUnderstanding Metalanguage Engagement Students’ self-regulation Cultural knowledge ConnectednessProblematic knowledge Substantive communication High expectations Student direction Knowledge integration Narrative

Outcomes Teaching and learning activities Variations/ Registration Resources QTIntroduction to the Concept

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

Background knowledge

E9E10

Read Wilfred Gordon McDonald Partridge by Mem Fox. AND/OR The Memory Bottles Discuss: What is memory?

Wilfred Gordon McDonald Partridge by Mem Fox.

Metalanguage

E9E10

H 4.7

(Optional) Teacher model: Teacher to model their own memory box and explain the

significance certain objects have to them. Activity: Make your own 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 actually make a memory box and fill it with the objects from their lists.

Model Memory box

Background knowledge

Connectedness

Narrative

Engagement

E7E10H 4.7

Analysing a memory box: Students swap boxes and have to use the objects in the box to write a short 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).

Class Memory boxes (or those of another class)

Background knowledge

Connectedness

Drawing from memory: 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.

Objects

H 4.7 The varied nature of memory: Multiple perspectives Teacher does something (whether a funny dance, makes a few different funny

faces, tells a joke, tells a story about something that happened to them, recites a poem).

Writing: Students each write a description of what the teacher did at the beginning of the lesson.

Group work: Students compare their 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.

Copy of Grease DVD/ VHS, TV/ SMARTBOARD

Narrative

Engagement

Problematic Knowledge

Students’ self-regulation

Outcomes Teaching and learning activities Variations/ Registration Resources QT 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.

Copy of text from Twilight and Midnight Sun

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 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 that students will need to keep a Memory Journal for all three subjects. They will spend at least 10 minutes at the end of every lesson completing 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?

Students’ memory journals

Copies of reflective questions

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 protocols involved in talking to members of the indigenous community. Students highlight key points/ take notes in their workbooks.

Copies of the protocols

Research SkillsE Written Sources

Students to complete a R2L cycle on the biography of Mum Shirl (lesson plan attached) Preparing for reading Detailed reading Note taking Joint Rewrite Individual re-write

HighlightersRTL lesson planClass set of copies of the text.

Metalanguage

Outcomes Teaching and learning activities Variations/ Registration Resources QTE 3E 10

H 4.3H 4.10

Internet (English and History)Students in English might research for information on the life of Oodgeroo Noonucal and use this information to complete an independent rewrite/ biography of her life.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 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.

Computer room Deep Understanding

Higher order thinking

Problematic Knowledge

H 4.2H 4.3

E 3

Note taking Teacher explanation: when note taking while 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.

DVD: First AustraliansSMARTBOARD

Deep knowledge

Source AnalysisStudents learn the questioning skills they need to use when confronting a visual/ written source.

H 4.2H 4.3

Visual source analysis: Teacher shows pictures on pp. 273-274 source D 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).

Class set: Retroactive 1History Zone 1

Problematic knowledge

Outcomes Teaching and learning activities Variations/ Registration Resources QTWhat 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.

H 4.7 KWHL Charts: KWL chart about what happened to Aboriginal people when they contacted white people for the first time.

Six Thinking Hats: Looking at multiple perspectives/ thinking in different ways about the same issue.

RAKE diagram - Imagine you have arrived in Moree and you are the first white person. What would we see? hear? smell? taste? touch? feel? think? feel (emotionally)?

Copies of visual organisers:- KWHL- 6 Thinking Hats - Fishbone diagram- Venn diagram- PMI Chart- Classification diagram- Frames

Higher Order Thinking

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 Visual Classification diagram ???Multiple Perspectives - Context

E 10

H 4.7

Context/ subject position - Introduce the term “subject position” – which refers to the idea that people of different ages, genders, nationalities, family background and experiences all have different perspectives on things. Teacher to give an 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 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)

Problematic Knowledge

Deep knowledge

Deep understanding

Metalanguage

Outcomes Teaching and learning activities Variations/ Registration Resources QT A New York businessman (mid 40’s no family) A twenty year old European back packer An Indigenous Elder

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

Art resources

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

Class set: My Country, Dorothea Mackellar

Metalanguage

E 4 Analysis: Construct a T Chart showing the positive images and the negative images of Australia depicted in the poem My Country.

Higher Order Thinking

E 4

E 10

Complete the first two parts of a Reading to Learn Cycle on the poem Australia by Ania Walwicz Preparing for Reading: Teacher to introduce the students to the content and

structure of the poem. 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.

Class set: Australia, Ania WalwiczHighlightersRTL lesson plan - attached

Metalanguage

Higher Order Thinking

Deep knowledge

Substantive Communication

E 4 Joint Rewrite (optional): Students rewrite this poem from the 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’)

Class set: Australia, Ania Walwicz

Substantive Communication

E 4 Compare/ Contrast (optional): Construct a Venn diagram comparing the image of Australia presented in this poem with the view presented in the poem My Country

Class set: Australia, Ania Walwicz and My Country, Dorothea Mackellar

H 4.3H 4.7

E7E10E11

Listen to the song ‘This Land is Mine’ and show the film clip (from One Night the Moon)

Teacher divides the class into two. Group 1 is to imagine they are Indigenous, Group 2, non-Indigenous.

Students to work in pairs (one from gp 1 and one from gp 2), and share their

DVD of film clip (One Night the Moon)SMARTBOARD

Students’ self-regulation

Higher Order Thinking

Outcomes Teaching and learning activities Variations/ Registration Resources QTdifferent perspectives on their relationship to the land. While listening to their partner speak, it may be 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.

Problematic Knowledge

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

Copies of poems

E10 Compare Albert Namatjira’s visual portrayal of Australia with a non-Indigenous artist’s perspective of Australia. (You may choose to do this using a Venn diagram)

Discuss the visual symbolism of his work (symbols/ waterways/ ridgelines/ trees etc)

Compare Albert Namatjira’s work with traditional Aboriginal artworks.

Examples of Albert Namatjira’s work on Australia and that of another non-Indigenous artist (John Murray)

Substantive Communication

Higher Order Thinking

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 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.

Metalanguage

E4

E10

Carousel – Divide class into five groups. Place one poem and sheet of butcher’s paper on each page. Students get 5 minutes at each poem to read through each poem and answer the following questions on the butcher’s paper. Then they swap and do the same for each poem.

What is this poem about? [Content] What can we learn about the different composer’s memories Australia/ being

Australian from this 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.

Five different Kath Walker poems (Understand Old One, We are Going, Municipal Gum, Son of Mine The Rainbow Serpent) printed out and stuck to the middle of a sheet of butcher's paper.

Textas

H 4.9 History (optional) Metalanguage

Outcomes Teaching and learning activities Variations/ Registration Resources QT 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 terminology.

Writing essay style paragraphsE 7 Teachers introduce the idea of supporting arguments with evidence from the text,

and teach students how to write an 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.

RTL lesson plan on model essay style paragraph

Higher Order Thinking

Substantive Communication

Source analysisH 4.4 Read through/ view: each of the sources on pages 264-265 Retroactive 1. Answers

using sources questions 1-4E 3E 9

View: What makes a successful interview? Mind map this question to the class. Include some of the following points to get them started:

Asks thoughtful questions Reveals details about the subject’s career, interests, achievements, personal 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? 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

2 interviews – Indigenous and non-Indigenous

Background knowledge

Narrative

Outcomes Teaching and learning activities Variations/ Registration Resources QTresponses.

(Homework/ In-class) Writing: Use the interview responses to write a story about the life of the person you have interviewed.

H 4.2H 4.3

Presentation from Aunty Noely Briggs (from town library) to the class about 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).

Memory journal: Students to complete memory journal based on what they learned during the presentation.

Noelene Briggs presentation

Connectedness

Narrative

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

E 3

E 9

Interview: Interested students to interview Aunty Noely using interview questions constructed in class.

Filming: Students to film and audio record the interview with Aunty Noely.

Video cameras

E 10 Symbolism: Teachers to introduce the concept of 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.

Poems Higher Order Thinking

H 4.7

E 10

(Optional) – this lesson could also be taught directly after the ‘This land is mine’ lesson Teacher to bring in images of Aust. and Indigenous flags in for students to look at. List and talk about the visual features of the 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 how these choices represent the relationship of your chosen group with the land).

Metalanguage

Higher Order Thinking

Deep Knowledge

Deep Understanding

Outcomes Teaching and learning activities Variations/ Registration Resources QT Read a dreamtime story to class/ replay some of the film of Aunty Noely speaking:

Students to create a symbolic map of the story.Sample dreamtime storiesSMARTBOARD and film footage

Narrative

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

Substantive communication

Terry Hie Hie excursion (week 5)

Evaluation of UnitTeacher Evaluation Comments/Variations

How did the unit ‘rate’ in these areas ?

Time allocated for topicStudent understanding of contentOpportunities for student reflection on learningSuitability of resourcesVariety of teaching strategiesIntegration of Quality Teaching strategiesIntegration of ICTsLiteracy strategies usedNumeracy strategies used

Date Commenced:

Date Completed:

Teacher’s signature:

Head Teacher’s signature:

Board Notes: Memories – One life, Two stories#1Glossary of Terms - EnglishMetaphor - Comparing two things by saying that one thing is anotherSimile - Comparing two things using the words ‘like’ or ‘as’ Personification - Giving human qualities to a non-human objectRepetition - Saying the same word or phrase more than onceOnomatopoeia - Words which sound like the sound they are describingAlliteration - 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 otherRhyme - Words that end in the same sound, usually placed at the end of a lineInternal 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.#2Glossary of Terms – Historyartefacts – any object that has been made or modified by humansassimilate – to make part of another group by giving up original identitycolonialism – 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 raceindigenous – 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 parliamentmission – 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 peoplessegregate – to enforce the separation of different racial groups.terra nullius – Latin term meaning ‘land belonging to no one’ or unoccupied land.