Room 19- 4 Week Cultural Unit, Term 3 2014

Literacy.
Red
Week
1 links to Numeracy. Week 2
A
c
t
i
v
i
t
y

Read how the birds

got their colours. Talk
about how
indigenous people
pass on their history
through dreaming
stories. Name a few
other stories such as
the rainbow serpent,
how the kangaroo got
his tail, etc.
Complete a timeline
of how the birds got
their colours like the
example shown on
the AC website.

Watching Broglas
Story to introduce
idea of why land is so
important to
Indigenous people.
and discussing
Welcome to Country
and recognising that
the country, place
and traditional
custodians of the
land or sea are
acknowledged at
ceremonies and
events as a mark of
respect. Talk about
this being a dreaming
story. Use associated
study guide
questions to analyse
video.
Draw a picture of
what the video tells
us about the strength
of family and country.

Orange links to Geography, Green are links to

Week 3
Week 4

Early Years Excursion

to cultural site to
view rock engravings.
Talk about
significance of land in
maintaining spirits
and of engravings
being a way to pass
down stories across
the years (back then
they wouldnt have
had pencil and paper,
or cameras or paintthey made their own
out of natural
products-rock, ash,
sand, etc.

Review photos of
Early years excursion
particularly rock
engravings. What did
we learn about
these? What
questions do we have
about these?
Retell what we did .
We will try to write
this as a scaffolded
activity in Literacy
but will also do it
orally and using
pictures. (Link to
Literacy). Aim to
include: What did
we see, hear, feel,
smell?
In history/geography
that afternoon discus
how we can look
after special places.
Why do we need to
do this? What did we
see or learn that 1
showed up we need

Room 19- 4 Week Cultural Unit, Term 3 2014

Week
Week 2
Literacy.
Red1links to Numeracy.
O
u
t
c
o
m
e
s
:

Sequence familiar
objects and events
(ACHHS015)
How they, their family
and friends
commemorate past
events that are
important to them
(ACHHK003)
How the stories of
families and the past
can be communicated,
for example through
photographs,
artefacts, books, oral
histories, digital
media, and museums
(ACHHK004)
Use a range of
communication forms
(oral, graphic, written,
role play) and digital
technologies
(ACHHS022)
Develop a narrative
about the past
(ACHHS021)
Retell familiar literary
texts through
performance, use of
illustrations and
images (ACELT1580)
Make observations

Orange links to Geography, Green are links to

Week 3

Week 4

Recognise that texts

are created by
authors who tell
stories and share
experiences that may
be similar or different
to students own
experiences
(ACELT1575)

How they, their family and friends

commemorate past events that are
important to them (ACHHK003)

Distinguish between the

past, present and future
(ACHHS016)

How the stories of families and the past

can be communicated, for example
through photographs, artefacts, books,
oral histories, digital media, and
museums (ACHHK004)

Use a range of
communication forms (oral,
graphic, written, role play)
and digital technologies
(ACHHS022)

Respond to texts,
identifying favourite
stories, authors and
illustrators
(ACELT1577)

Distinguish between the past, present

and future (ACHHS016)

Develop a narrative about

the past (ACHHS021)

Sequence familiar objects and events

(ACHHS015)

Share feelings and

thoughts about the
events and
characters in texts
(ACELT1783)

Explore a range of sources about the

past (ACHHS018)

Reflect on their learning to

suggest ways that they can
look after a familiar place
(ACHGS006)

Listen to and respond

orally to texts and to
the communication of
others in informal and
structured classroom
situations
(ACELY1646)

Explore a point of view (ACHHS020)

The Countries/Places that Aboriginal and
Torres Strait Islander Peoples belong to in
the local area and why they are
important to them (ACHGK003)
The reasons why some places are
special to people, and how they can be
looked after (ACHGK004)

Identify some
features of texts
including events and
characters and retell
events from a text
(ACELT1578)

Make observations about familiar places

and pose questions about them
(ACHGS001)

Distinguish between
the past, present and

Listen to and respond orally to texts and

to the communication of others in

Draw conclusions based on discussions

of observations (ACHGS004)

Make observations about

familiar places and pose
questions about them
(ACHGS001)
Draw conclusions based on
discussions of observations
(ACHGS004
Deliver short oral
presentations to peers
(ACELY1647)
Retell familiar literary texts
through performance, use of
illustrations and images
(ACELT1580)
Create short texts to
2
explore, record and report
ideas and events using

Broglas Story (Dust Echoes,

ABC)

What were your reactions or feelings

Questions to consider:

during the story?

How do we know the boy is sad and lost?

Here are some of the elements or parts of a film that can

How do we know his quest takes a long time?

influence you. Divide them among your group, and have

Why are the various animals not able to help

group members report back on them.

him?

The films graphic style What do the people

How does he know that the brolgas are special look like? What does the background look like? What colours
when he sees them?
are used?
How do we know at the end of the story that

The films use of music Is it traditional Aboriginal

he has found his identity and a sense of

music or modern music? How does the music influence your

belonging?

reactions? Is it effective?

What do you think is the main message of this What other sounds are in the film Are natural
story?
sounds used? Is there any other sound, such as peoples
voices?
The use of viewpoint There is no camera filming
the action in each story, but you can see the artists
presenting the images as if there is. What are the camera
angles that are used? Does the camera remain at ground
level, or does it change angles? Does it move? What is the
3
effect or impact of changing our viewpoint as we watch the

Brolgas Story, Dust Echoes.

Name______________
Draw a picture to show what the movie
tells us about the strength of family
and country. Tell this to your teacher
who can write it for you what it means.

How did you feel during the video?

Draw a picture to show your reaction.
What made you feel this way? Tell your
teacher so they can write it down for
you.

How the Birds got their colours. Name______________

Draw a timeline of the story. Recount the story to your teacher who can scribe it for
you