Stage 2 Dream time Aboriginal story and comprehension strategy observation lesson agreement Ena Lakisoe Class 4l term 2 Tuesday 31st May, 9 – 10am Supervisor Dave Ottmann



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STAGE 2 Dream time Aboriginal story and comprehension strategy observation lesson agreement


Ena Lakisoe Class 4L Term 2 Tuesday 31st May, 9 – 10am Supervisor Dave Ottmann


Unit Outline

Pre-assessment

In Stage 2, students should be encouraged to listen to, read, view and write narratives about

unfamiliar experience as well as familiar experience. Listening to the same narrative a number of

times remains an important learning experience. The teacher may need to introduce the students

to content areas that are new to them and provide background information that will help students

understand unfamiliar fields. Students will need to research content for writing narratives about

unfamiliar topics. Students should be encouraged to focus particularly on how resolutions are

developed and how dialogue is used in narrative so they may further develop their narrative

writing skills.



Structure

Students should focus on the development of the resolution stage in narrative. The teacher can ask them to predict the resolution stage to suggest alternative resolutions to the same complication.

Teachers need to assist students to assess what makes a resolution successful, eg What realistic

strategies can resolve the problem developed in the complication? What might the characters

do? Who might be able to help them? Teachers also need to point out to students how authors

often ‘hint’ at how the complication will be resolved. Students should focus on the role of dialogue in narrative and of quoted and reported speech. They should focus on how dialogue helps to create characters and can be used to predict what might or might not happen in different stages.



Students PM bench mark assessment taken at the end of term one results showed areas of weakness in the following areas:

  • Determining importance

  • Synthesising

  • Summarising


Using these targeted areas of need to explicitly teach a reading comprehension strategy while analysing Narratives as a text type to help build upon the reading skills of my students.


What do I / we want the students to learn?

What do I /we want the students to do or produce?

What does our rubrix tell us?


Aboriginal Perspectives

This section addresses the Deep knowledge element of the quality teaching model.

The key concepts I want students to learn are:

  • How to summarise key events from a multimedia presentation on an Aboriginal dreamtime story and synthesise this into a retelling of it.

  • What the determining importance reading strategy is and how to use it.

  • Narrative text type format; orientation, setting, complication, resolution, coda.

  • What Dream time stories are and why people share narratives/stories. What is the purpose of writing.




This section addresses the success criteria and what the learning should look like.

The students will be able to:

  • clarify events from the story.

  • correctly sequence events from the story.
  • identify and determine important events in the story to include in their summary.


  • identify the main components of a narrative using a visual proforma.



This section addresses and acknowledges the Aboriginal perspective and linking this in the learning.

The students will be able to:

  • explain what a Dreamtime story is and explain some reasons as to why people use narratives.

  • identify how Dreamtime stories are an important part of Aboriginal tradition and heritage.




Significance – what makes learning meaningful/ important to students


Syllabus outcomes

This section addresses how this learning is significant. Why learn it?

The students will learn :

  • to acknowledge that narratives are an important aspect of many cultures (oral/written/visual forms) and understand the many reasons why people write narratives.

  • to identify parts of a narrative to help improve their own writing.

  • to determine important events in a story to enable more concise summarising reading.

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of

purposes on a variety of topics across the curriculum.

TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening


strategies for different situations.
RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and

how they use language to achieve a wide range of purposes.



Literacy improvement target areas


Numeracy improvement target areas

ICT target areas

Assessment Opportunities

Resources

90% of mainstream students achieve national minimum standard in literacy.
This will be addressed by focussing on text structure of Narratives and the reading comprehension strategies of Determining importance and Synthesising



N/A

Improve student ICT skills and usage through increased student engagement.
This will be addressed through the use of multimedia. The Dreamtime story will be viewed via the site ‘Dust Echoes’.
As an extension, students could use multimedia in the form of Storybird or Animoto to retell a Dreamtime story using text and visual images.

Post Assessment activity
Learning to be assessed according to the summarising sequencing activit.

  • Dust Echoes Dreamtime website.


  • Projector or IWB.

  • Visual sequencing proforma



Outcomes:

Indicators

Students learn to:

Teaching / Learning Experiences

Professional Teaching standards

Quality teaching elements

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.


TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening

strategies for different situations.

RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.

RS2.8 Discusses the text structure of a range of text types and those grammatical features that are characteristic of those text types.

RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and

how they use language to achieve a wide range of purposes.

RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts.

TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.




respond to spoken, heard or viewed narratives in a variety of ways.


use main organisational structure of narrative when retelling or telling a story.

summarise key events through note taking and key words.

identify main organisational structure in narratives and its purposes


understands the varying reasons for writing narratives.

determine important events and put these into sequential order.
identify learning intentions and success criteria and can articulate these.

focuses on strategies for developing resolutions

Is there a statement of learning, involvement of the learner, a relating of the learning to prior experiences of the learner?
Statement of learning

Set the Learning Intention for the lesson – Today our Learning Intentions are:



  • Know and use the reading comprehension strategy of ‘Determining Importance’.

  • Know what a Dreamtime story is.

  • Name the parts of a narrative text type.

  • Summarise and sequence events in a narrative.


Relating learning to prior experiences of the learner

Class discussion about previous reading lessons on Determining importance. ‘The Pirate activity’. Question what is this skill? Why is it important? Give examples for the students to determine what is important or not to refresh memory of the skill.


Prompt questioning as to why does this learning matter? Why is this skill important when thinking about the PM reading assessment of retelling and summarising story.

Consolidating of concepts and involvement of the learner

Explain the process. We will be watching a Dreamtime story called the Namorrodor. During the movie, I would like you to take notes using key words only of the main events in the story. These will help trigger your memory later when we summarise and retell the story. Using the Palm proforma go over what the five points there are in a Narrative we should be looking for.

Model

Stop the movie part way through and model key wording and note taking using the hand proforma. Students complete hand note taking activity to assist them in the summary of the story.



Guided – In pairs, use the notes to now have a go at jotting down the main events of the story. Discuss, clarify and justify events you think are important in the story.
Determining Importance activity

Discuss what was the purpose of this narrative? Why do people tell stories? Then explain the ‘Sorting and sifting through information’. Show handout of events in the story. Together you will need to sift out and sort out the information and determine which events are important to the story. Demonstrate a few examples. Cut these out and put them into two piles. Important and not important. As a class go through what we think are important events and have the students justify why or why not if time allows.


Independent

Synthesising activity – Using the important events, put these into sequential order. Arrange it so that it is sequenced correctly. Check that they understand sequence. Glue onto paper.
Assessment and linking the learning back to the learning intentions.

Discuss with students the learning intentions we set at the start. Write up our Success criteria – Dave to please scribe.

Our learning intentions were as follows


  • Know and use the reading comprehension strategy of ‘Determining Importance’.

  • Know what a Dreamtime story is.

  • Name the parts of a narrative text type.

  • Summarise and sequence events in a narrative.

How do we know we were successful in achieving our learning goals? Prove it.

Before marking discuss with students about how their answers may differ from the answers I have put. Why is it ok to make mistakes? Mark through the sequence synthesising activity.

Where to next?

Students in Reading groups to reinforce and practise the learning through completing this activity in response to other narratives read. Students could rewrite their own resolution.




Element 1- Teachers know their subject content and how they teach their students
Element 3 – Teachers plan, assess and report for effective learning


Element 2 – Teachers know their students and how they learn

Element 4- Teachers communicate effectively with their students

Element 5 – Teachers create & maintain safe & challenging learning environment through classroom management skills


Quality Learning Environment – Explicit Quality criteria: Students are provided with explicit criteria for the quality work they are to produce and those criteria are a regular reference point for the development and assessment of student work.
Intellectual Quality – Deep knowledge: The knowledge being addressed is focused on a small number of concepts and ideas within topics, subjects or KLAs, and on the relationship between and among concepts.
Significance – Background Knowledge: Lessons regularly and explicitly build from students’ background knowledge, in terms of prior school knowledge as well as other aspects of their personal lives.

Significance – Cultural knowledge: Lessons regularly incorporate the cultural knowledge of diverse social groupings (such as economic class, gender, ethnicity, race and sexuality, disability, language and religion)



Intellectual Quality – Substantive communication: Students are regularly engaged in sustained conversations about the concepts and ideas they are encountering. These conversations can be manifest in oral, written or artistic forms.

Intellectual Quality – Higher-Order thinking: Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information.

Quality Learning Environment – Engagement: Most students, most of the time, are seriously engaged in the lesson or assessment activity, rather than going through the motions. Students display sustained interest and attention.
Intellectual Quality –

Deep understanding: Students demonstrate a profound and meaningful understanding of central ideas and the relationships between and among those central ideas.




Evaluation of Lesson

Teacher Evaluation

Comments/Variations

How did the unit ‘rate’ in these areas ?

Very appropriate

Suitable


Needs addressing

Time allocated for topic








Student understanding of content










Opportunities for student reflection on learning










Suitability of resources










Variety of teaching strategies










Integration of Quality Teaching strategies










Integration of ICTs










Literacy strategies used










Numeracy strategies used










Literacy targets addressed








Numeracy targets addressed


















Teacher’s signature


Supervisor’s signature




































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