Unit: The Emu in the SkyYear Level(s): 3/4Duration: 6 Lessons

Kaiela Dhungala First Peoples Curriculum – Unit Plan

Relevant Victorian Curriculum Content DescriptorsIntercultural Capability (Levels 3-4):

● Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274)

● Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (VCELA303)

English (Level 3)Writing

● Create texts that adapt language features and patterns encountered in literary texts (VCELT265)

● Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose  (VCELY266)

● Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation(VCELY267)

● Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements(VCELY269)

Reading

● Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256)

Speaking and Listening

● Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning(VCELA270)

English (Level 4)Writing

● Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features  (VCELY299)

● Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (VCELY300)Reading

Kaiela Dhungala First Peoples Curriculum – Unit Plan

● Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (VCELA277)

● Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing (VCELY287)

Speaking and Listening

● Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (VCELA303)

Key Questions Key Objectives (knowledge and skills) Suggested Assessment

● How did Aboriginal people use the stars to pass on stories or as a calendar to monitor natural events?

● How do the stories of our local peoples differ from groups in other areas of Victoria or even Australia?

Students will be able to:● identify and describe Aboriginal

constellations.● recognise that stories behind the

constellations were used to tell stories or mark natural events.

● recognise that different Aboriginal groups had different stories and events for the constellations.

● Information text

● Digital text

Kaiela Dhungala First Peoples Curriculum – Unit Plan

Lessons# Focus Objectives Resources Activities

1 The Great BigarrumdjaLiving Stories of the Dungala Kaiela text

Copies can be purchased from Kaiela Arts:

137-139 High St, Shepparton VIC 3630

(03) 5821 9842

The Great Bigarrumdja handout

Emu in Sky handout

Star Walk(app for IOS and android)

Draw Great Bigarrumdjahandout

http://www.abc.net.au/science/starhunt/tour/virtual/coalsack/

Step 1Read the ‘Dungala Kaiela’ story of Henry and Charlotte.Step 2Discuss the story telling aspects of the text. Discuss the different stories told to the children.Possible discussion points

● Why do you think adults tell children stories?

● Which story did the children listen to at night?Step 3Summarise the story told by Guka about Bigarrumdja.Possible discussion points

● Where did Guka tell the children to look first?

● What is Bigarrumdja doing in the sky?

● What is a ‘missus’?

● When Bigarrumdja appears in bupolga, what does it tell the Dungala Kaiela people?

Step 4Look at the Great Bigarrumdja handout and find the Milky Way using Star Walk. Read ‘Emu in the Sky’ to help you.Step 5Draw how you see the Great Bigarrumdja in the map of the Milly Way.Optional TaskUsing a IWB, look at the abc.net.au sound bite and slideshow about the Coalsack, an important point in

Kaiela Dhungala First Peoples Curriculum – Unit Plan

the Milky Way and the head of the emu in the sky.2 The Emu in the Sky

The Emu Constellation handout

Gariwerd Creation Story

https://www.youtube.com/watch?v=5M5dH3_D4gw

What did I find Out? handout

Step 1These information texts can alternatively be read on the iPad (PDF imported into iBooks).Possible language entry points for students● These texts could be read as a guided

reading texts or read aloud to the students.

● For some readers, the story is also available in a media format as told by the Elders of Wotjobaluk Country via YouTube (see link).

Step 3After reading the students can complete a retell making dot points of information learnt during reading. These notes will assist in the next lesson.Possible language entry points for students● Model how to make dot points highlighting the

importance of not just copying down the text.3-4 Creating an information text

Information Report Planner

Step 1Revisit the notes made in the previous sessions. Have the students share dot points they have recorded. Make a list of key points including key vocabulary.Step 2Display the Information report planner on the IWB. Discuss the intended audience and purpose of an information report.Explicit teaching should include…

● Paragraphs, structures and features

● Where keys points of information should go. (What needs to be in the introduction, etc.)

Kaiela Dhungala First Peoples Curriculum – Unit Plan

● How the each sentence or paragraph could start (sizzling starts, Ollie Openers, etc.)

Step 3The whole class should now complete the planner.Possible language entry points for students

● Work with small groups to assist with planning for writing.

Step 4Writing the introduction. Model how to write an opening paragraph. Discuss key language, opening phrases and what information to include. The students should now write an introduction. Share some finished examples and discuss.Possible language entry points for students● Work with small groups to assist with getting

started.

Step 5Once the introductions are completed, students can continue writing their texts.Possible language entry points for students

● Work with small groups to assist with getting started.

● Repeat Step 4 for different parts of the text, for example, when writing the conclusion.

Step 6After writing, have students edit their own piece, then complete a pair/share. Have each pair provide feedback on their partner’s story using a pair/share strategy.Step 6Students publish edited texts.

Kaiela Dhungala First Peoples Curriculum – Unit Plan

4-6 Creating a Presentation

Keynote/PowerpointArt Set/drawing program

Step 1Revisit ‘Dungala Kaiela’ share the images that have been created for each page. Discuss how the images have been drawn to match the text on the page.Step 2Using a digital drawing tool, create a drawing for each paragraph of the finished information text. Save these images.Step 3Import the images into the presentation software, using one image per slide/page. The students should record their voices in each slide, reading the text to match the image.Step 4Export the presentation as a movie.Possible extensionCreate animated images to accompany on each slide/page.