unit year 7 English

UNIT OUTLINE
Narrative: The stories we tell about ourselves
wk/cl
ass
focus EAL/D language
focus
activities approaches assessment

curriculum
points
section
1A
Acknowledgement of first people
and elders
Introduction of unit
The stories we tell about
ourselves

videoNgi Bali, Hello Welcome
Story and place
visual
speaking/
listening





target language
focus-
description of
place(oral )

Text orientation

video-FUSE


literacy
support:adjectives


yarning circle.outside
describe your special
place
special places

Supported literacy



8 ways Aboriginal
ways of Knowledge

informal
observations
recorded




verbal practice
of adjectives/


ACDSEH031


(ACELT1803)

cross
curriculum

1B Story telling as knowledge
-Different stories for different
mobs
Story and place
story and symbol


target language
focus:description
of place:(written)


-Video possum skin
cloak.
-Symbols, possum
skin cloaks maps and
desert paintings
-tell the story of your
special place in an
embellished map.
- Add to, improve and
edit the description of
your special place.
-Peer Editing

Yarning circle

narrative

guided discussion
questioning to elicit
knowledge


8ways
embellished
maps.


Report on
mapping


(ACELY1726)


(ACELT1619)
1C Protocol for Aboriginal Elders
Heritage walk with Wurundjeri
elder
Botanic garden
Target language
focus,:listening
skills
Wurundjeri stories
Bunjil
Waa
alternative settings entry in
journal
cross
curriculum
section
2A
Outcome: By the end of the
section students will be able to
discuss and identify the structure
and social purpose of simple oral
narratives ( fables)


Reading and viewing diverse
fables Chinese Greek Aboriginal
narrative
structure


language focus :
prefixes, spelling
patterns


What is a moral-
Chinese fable
2 Aesop fables

What is the moral of
the fable?

-literacy support
activities:
strategies /patterns

pairwork
Questioning to elicit
thinking

Explicit direct
instruction

Communicaitive
language learning

8 ways Aboriginal
ways of Knowledge

verbal
response
story map









ACELT16197

ACELT1803

ACELY172


(ACELA1539)
2B Structure and purpose of
Koockard fable

Importance of locating Aboriginal
stories in their own country.I
Thinking point
What is the story teller like?


Target language
focus:
Complex
sentence
structure and
punctuation

1)Reading Koockard
story in Yarning Circle

2)Placing Koockard
story
3)Making story maps
of Koockard story
4)Making Story map
of own fable

Questioning to elicit
thinking

Explicit direct
instruction

Task based
language learning

8 ways Aboriginal
ways of Knowledge
verbal
response


presentation
(ACELA1532)

(ACELA1534)
2C/D
double
Choose one fable from the group
to make a short film from

Criteria - must show:
structure of fable
defined moral or message
narrative voice
clear communication
Target Language
focus: Narrative
structure
Purpose of text
narrator
1)Video: Three Boys
Go Hunting
http://vimeo.com/339
98392
2)Relating story map
to story board
3)Making a
storyboard
4)Making a short film


collaborative group
work
(Defined roles)

storyboard

smart phone
film(shared)
(ACELY1725)

(ACELT1625)

(ACELY1804)

(ACELT1625)
3A Ancient legends,
Australian heroes.
By the end of the section students
will be able to evaluate and discuss
the structure appeal and purpose of
hero mythology

What is this hero like?
What are his good qualities
What good qualities does this hero
not have?
Thinking point
Is a hero a perfect man?

Target language
focus: Description
of character
(quality)


Text orientation:
1)Listen and read
Theseus and The
Minotaur
2) literacy support:
i.character mind
mapping
ii.Using evidence from
the text.
iii.connotation




Communicative
language learning
Supported literacy

guided discussion
mind maps


student
participation






reflection
ACELY1804

(ACELT1622)

(ACELY1804)

3B The Hero who turned into a
Mountain
What is the story teller like?
What is the purpose of this story.
What does it teach?
Who is the audience: men how?
women how?

Target Language
focus:
punctuation of
complex
sentences
Text orientation
-Modelled and
shared reading
-placing the story
-Yarning circle


complex storymap

Questioning to elicit
thinking

Guided Discussion
participation

reflection in
learning
journal


(ACELY1804)
3C/D
double
The Man from Snowy River

Elaborated story map

What qualities does the hero
have?
How do you know?

Thinking points
Where are the women?
Where are the traditional owners?


utube clip stop
for clarification

Target language
focus:
description of
character
(language style)

visual/sound /text
linking


text orientation
1)Watch/listen to the
poem sequence
2 recap and language
analysis
3)Complex story map
filled in with class
4)Analyse the
character of The Man
from Snowy River
(mind map)
simarities and
differences
pairwork.

Scaffolded literacy
approach.

questioning to elicit
answers
guided discussion

explicit direct
instruction
mind map



Venn Diagram


response



reflections
(ACELY1804)
4A/B Story writing: Narrate a story with
another character as the focus of
the story. For instance tell the
writing workshop


story of Ariadne.