| |
English K-6: Overview
of outcomes and indicators
Overview
of outcomes and indicators - English K-6
generic to all rap points The teacher-librarian and classroom teacher
will provide opportunities for students to achieve the following
outcomes. Opportunities can be provided in a number of ways,
for example
- through the modeled, shared and independent
reading of the text
- by employing a range of strategies to build
field knowledge, such as brainstorming and discussion
- through modeled, shared and independent
reading of the email messages
- by conducting deconstruction and joint
construction activities in order to write the introductory
message and the responses to the Rap Points
- by explaining the conventions of email
and providing opportunities for students to use word processor
program, and email program
- by facilitating paired, small group and
whole class work.
OUTCOMES
- ENGLISH |
SAMPLE
INDICATORS |
#TS3.1
Communicates effectively for a range
of purposes and with a variety of audiences to express
well- developed, well-organised ideas dealing with more
challenging topics. |
Purpose
#listens to and gives detailed descriptions
of a range of settings, people, places, objects
# recognises when an opinion is being
offered as opposed to fact (if culturally appropriate)
# listens to sustained argument and
identifies supporting evidence
#gives considered reasons for opinions
and listens to those of others
# engages in discussions involving more
than one point of view about characters and events. |
#TS3.2
Interacts productively and with autonomy
in pairs and groups of various sizes and composition,
uses effective oral presentation skills and strategies
and listens attentively. |
Listening Skills
# listens to oral presentation and summarises
main points
# listens in group discussions and records
key issues.
Interaction Skills
# clarifies comments made by others
by using rephrasing
# uses group interaction strategies
to work collaboratively
# uses a range of strategies to participate
co-operatively in small-group discussions, eg. taking
turns, asking questions to gain more information, adding
to the group's ideas. |
#TS.3.4
Evaluates the organisational patterns
of some more challenging spoken texts and some characteristic
language features. |
Grammar
# discusses the nature of colloquial
language and situations in which it may be considered
suitable or unsuitable. |
# RS3.5
Reads independently an extensive range
of texts with increasing content demands and responds
to themes and issues. |
Shared, Guided
and Independent Reading
# reads extended novels and informational
texts for personal enjoyment, interest and research
# accesses and interprets a wider range
of Internet/computer texts and graphics
# uses email and Internet sources to
request and receive information.
Responding to Texts
# identifies and interprets ideas, themes
and issues in literary texts. |
#R.S3.6
Uses a comprehensive range of skills
and strategies appropriate to the type of text being
read. |
Contextual and
Semantic Information
# uses several strategies for finding
information in texts, eg. skimming for gist, scanning
for specific information, index, glossary.
Information Skills
# summarises key information. |
#RS3.7
Critically analyses techniques used
by writers to create effects, to use language creatively,
to position the reader in various ways and to construct
different interpretations of experience. |
Responding to
Texts
# reports on different interpretations
of a text after a group discussion or interviewing
# justifies own preferences for a particular
interpretation of a text, referring to text details
and own knowledge and experience
# explains/discusses possible reasons
for people's varying interpretations of and reactions
to a text. |
#WS3.12
Produces texts in a fluent and legible
style and uses computer technology to present these
effectively in a variety of ways. |
Using Computers
# uses word processing programs to design
written texts. |
#WS3.14
Critically evaluates how own texts have
been structured to achieve their purpose and discusses
ways of using related grammatical features and conventions
of written language to shape readers' and viewers' understanding
of texts. |
Conventions
# recognises the importance of correct
punctuation in the presentation of a published text. |
English
K-6 Stage 3
My girragundji
Rap Point No.1 "Fear"
My girragundji begins
with: "There's a bad spirit in our house. The Hairyman."(p.9)
Rap Point 1(a)
Investigate the boy's fears,
his 'Hairyman' and tell the rap how you think the illustrator
portrayed/drew fear in the text.
Rap Point 1(b)
How are your fears similar or
different? Tell the rap how you have overcome a fear?
Rap Point 1(c)
Fear and uncertainty can be a
good thing. "Aunty Lil has a good Hairyman in her house."
(p.9)
Investigate and share "Hairyman"
belief stories from your family or community.
OUTCOMES
Rap 1(a) and (b) |
TEACHER MAY |
STUDENTS CAN |
SAMPLE INDICATORS |
RS3.5
Reads independently an extensive range
of texts with increasing content demands and responds
to themes and issues. |
In
whole class or small groups facilitate an examination
and discussion of texts and pictures to investigate
the boy's fears.
Provide the proforma of the Venn diagram
to facilitate student understanding of the theme of
fear. |
Brainstorm
meaning of 'fear' and complete Venn diagram.
Refer to the text and list boy's fears.
List own fears and compare and contrast
to that of the boy.
Discuss fears and list examples and
techniques for portraying fear. |
Identifies
and interprets ideas, themes and issues in literary texts. |
RS3.7
Critically analyses techniques used by writers to
create effects, to use language creatively, to position
the reader in various ways and to construct different
interpretations of experience.
|
Examine visual literacy elements, eg. shadow. |
Closely examine
the visual elements of the story and discuss how they
contribute to the story. |
Identifies how colour, size and shading in a visual
text construct meaning.
Justifies own preferences for a particular
interpretation of a text, referring to text details
and own knowledge and experience.
Justifies opinions about the motives
and feelings of characters in literary text. |
WS3.9
Produces a wide range of well-structured and well-presented
literary and factual texts for a wide variety of purposes
and audiences using increasingly challenging topics,
ideas, issues and written language features.
|
Conduct a deconstruction and joint construction activity
to write a response to the Rap Points.
|
Participate in a joint construction of an email response
to the Rap Points 1(a) and (b). |
Plans writing through discussion with others and by
making notes and lists.
Contributes to joint text construction
activities.
Writes personal responses to an illustrated
text. |
Rap Point
1 (c) |
|
|
|
TS3.2
Interacts productively and with autonomy
in pairs and groups of various sizes and composition,
uses effective oral presentations skills and strategies
and listens attentively.
TS3. 3
Discusses ways in which spoken
language differs from written language and how spoken
language varies according to different contexts. |
Invite
the Aboriginal Education Assistant (AEA), or the local
Aboriginal community to visit the class to share Hairyman
belief stories from their community. If it is not possible
to involve the Aboriginal community, teachers can provide
an opportunity to contact the Aboriginal Studies team
on the Book Rap, or the Teacher Support Rap |
Listen
to the Hairyman belief stories and ask questions to clarify
concepts. In pairs or small groups discuss the stories
and any issues arising. Compare them with the Hairyman
story in My girragundji. Report back to the whole
group |
Listens to oral presentation and summarises
main points.
Listens in group discussions and records
key issues.
Uses a range of strategies to participate
and listen to invited speakers.
Relates expressions to culture and location. |
WS3.9
Produces
a wide range of well-structured and well-presented literary
and factual texts for a wide variety of purposes and
audiences using increasingly challenging topics, ideas,
issues and written language features. |
Conduct a deconstruction and joint construction activity
to write a response to the Rap Points. |
Report on the rap a Hairyman belief story
or a summary of belief stories 1(c)
|
Plans writing through discussion with others and by
making notes and lists.
Contributes to joint text construction
activities.
Discusses the similarities and differences
between spoken and written language. |
Rap Point No.2
2(a) My girragundji takes its title from a crucial element
in the book (refer to page 28). Explain how the girragundji
is important. 2(b) Why was the trip to the Bohle significant?
In your response talk about how the boy's culture helped him.
You might also mention other instances where the boy was assisted
by his culture, and draw connections with your own experiences.
OUTCOMES |
TEACHER MAY |
STUDENTS CAN |
SAMPLE INDICATORS |
Rap
point 2(a).
RS3.7
Critically analyses techniques
used by writers to create certain effects, to use language
creatively, to position the reader in various ways and
to construct different interpretations of experience.
|
Provide opportunities to deconstruct
the text.
Facilitate small group or whole class
discussion of the text.
Draw attention to ways in which the
boy's culture helped him use the girragundji to establish
his identity
Facilitate discussion of the significance
of the girragundji.
Facilitate discussion and questions
with the Aboriginal community through the AEA in the
school or through questions to the Rap. |
Participate in class deconstruction
of the text.
Discuss and explain in pairs or small
groups the boy's reaction to finding the girragundji.
Discuss the reaction of his sisters
to the girragundji.
Participate in the small group or whole
class discussion of the characters and events in the
story.
Participate in the discussion and analysis
of the story.
Ask questions and participate in discussion
with Aboriginal community either in the school or on
the Rap.
Report to the larger group.
Analyse the Rap point and the text and
decide on appropriate strategies to answer the Rap Point. |
Justifies opinions about the motives
and feelings of characters in literary texts
Considers events in a text from each
character's point of view
Reports on different interpretations
of a text after group discussion or interview.
Discusses how people from different
sociocultural or minority groups or people in particular
roles are represented in texts and whether these representations
are accurate, fair, stereotypical |
Rap
point 2(b)
RS3.7
Critically analyses techniques used
by writers to create certain effects, to use language
creatively, to position the reader in various ways and
to construct different interpretations of experience. |
Direct students to pages 43-53 of the text.
Facilitate small group or whole class
discussion of the text.
|
Refer to the text. Scan the text and locate/list examples
of how the boy's culture helped him.
Refer to text and brainstorm the reasons
why the Bohle was special to the boy.
Prioritize key issues for the boy.
Summarise important points.
Analyse the Rap Point and the text and
decide on appropriate strategies to answer the Rap Point. |
Justifies opinions about the motives and feelings of
characters in literary texts.
Considers events in a text from each
character's point of view. |
WS3.9
Produces a wide range of well-structured and well-presented
literary and factual texts for a wide variety of purposes
and audiences using increasingly challenging topics,
ideas, issues and written language features |
Conduct a deconstruction and joint construction activity
to write a response to the Rap Points.
|
Construct a joint response to the Rap Points. |
Plans writing through discussion with others and by
making notes and lists
Contributes to joint text construction
activities. |
Rap Point No.3
My girragundji is the
"story of a boy growing up between two worlds."
Growing up involves losses and gains.
3(a) Discuss and list the boy's
losses and gains throughout the book.
3(b) How has the boy changed
from the beginning of the book and become happier living between
"two worlds"?
OUTCOMES |
TEACHER MAY |
STUDENTS CAN |
SAMPLE INDICATORS |
RS3.7
Critically analyses techniques used
by writers to create certain effects, to use
language creatively, to position the reader in various
ways and to onstruct different
interpretations of experience.
|
Use
proforma for Rap Point 3 to stimulate the brainstorm
and discussion.
Discuss terminology
/definition of living between 'two worlds' and examples
of how people live between 'two worlds'
eg.
Encourage an elaboration of each aspect
of how the boy has changed. |
Brainstorm
what the boy achieved/overcame/gained and what the
boy 'lost' in his growing up.
Sort and classify 'losses' and 'gains'
under various headings.
List key issues of his losses and
gains and report to the Rap.
Refer to text. Scan and identify evidence
that the boy has become 'happier' accepting that he
lives 'between two worlds'.
Complete the growth chart proforma
by listing the boy's qualities as a 'fearful young
boy' and as a 'confidently maturing boy'. |
Considers
events in a text from each character's point of view.
|
WS3.9
Produces a wide range of well-structured
and well-presented literary and factual texts for
a wide variety of purposes and audiences using increasingly
challenging topics, ideas, issues and written language
features. |
Facilitate joint construction
|
Construct short paragraphs outlining their conclusions
to formulate Rap Point 3 response.
|
Writes paragraphs that contain a main idea and elaboration
of the main idea.
|
HSIE
K-6 STAGE 3
My girragundji |
Teaching
and learning activities |
Outcomes
and indicators |
Rap
Point 1(c)
To investigate and share Hairyman belief stories, teachers can work with their AEA,
contact their local Aboriginal community, or contact
the Aboriginal Studies Team on the My girragundji Book Rap and/or the Teacher support rap. They could
also refer to the Aboriginal language map to identify
the area of a particular language group. These contact
groups would be asked to share their Hairyman stories.
Based on classroom discussion, the
class would post a story from their Aboriginal community
to the Book Rap.
|
CUS3.3
Describes different cultural influences
and their contribution to Australian identities.
- locates local Aboriginal community
on Aboriginal languages map
- explains the contributions of Aboriginal
people to Australian culture & identity
- identifies diversity of beliefs
in Aboriginal communities
|
Rap
Point 2 (a) and (b)
Through small group work, or whole
class discussion, students explore ways in which the
boy's culture helped him to use the girragundji to
establish his identity. Students consider the different
reactions of the boy and his sisters to his finding
of the girragundji.
Students are directed to pages 43-53
of My girragundji to brainstorm why the Bohle
was special to the boy, and prioritise key issues.
Important points are then summarised.
Students consider page 52 of the book
to Discuss why the boy was told:
[a] kill only what you need.
[b] never kill the female.
Students debate whether these sanctions
are still valid and in what circumstances. Students
discuss the influences of Aboriginal culture on Australia's
approach to environmental issues.
Students post their class responses
to the Book Rap. They may also wish to reply to other
schools' postings on the Book Rap. |
CUS3.3
Describes different cultural influences
and their contribution to Australian identities.
- outlines the importance of place
associated with significant events and people
- summarises the key issues relating
to special places and beliefs
- identifies ways in which culture
influences the viewpoints people have about their
own identity in Australia
ENS3.6
Explains how various beliefs and
practices influence the ways in which people interact
with, change and value their environment.
- lists factors that may give rise
to different views about the care of places
- gives reasons for different views
about the care of places
- explains some ways in which Aboriginal
management of environments contributes to ecological
sustainability in Australia today
|
Rap
Point 3 (b)
Refer to My girragundji and
find examples of the two different worlds. As a whole
class, or in a small group, students discuss the idea
of living between 'two worlds' and identify examples
of how people live between 'two worlds',
e.g. generation gap. Students attention
could be drawn to the ways in which the boy's extended
family helped him. |
CUS3.3
Describes different cultural influences
and their contribution to Australian identities.
- outlines the cultural influences
affecting identity for people living between 'two
worlds'
|
|
|
