Mind Map

Mind Map

1. Language

   • Text structure and organisation
     • Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) ACELA1478
       • 5Ws and a H: Who, What, Where, When, Why and How- Students are to engage prior knowledge obtained from the initial reading of the text, to contribute to a class discussion about the 5W's and a H of the text. Following, students are to individually collate knowledge in a desired format , eg. concept map, list. Ideas to be consolidated as a class in a brainstorm.
       • Visualise this!- Character Profile: As a class, examine the images within the text in correspondence with the visualisation construed through the wording. Note alterations in dress over time and the correspondence with the time period. The strategic use of colour for symbolism should also be considered. Students are to select a Character to create a "Character profile" for. Basic information divulged through the text, is to be included, as well as the characters story and location.
       • To the future and beyond- Your class has received a letter inviting the students to partake in a competition to complete a new instalment of the book. To enter the competition, students are to create 4 new pages to include the years 1998, 2008, 2018 and 2028. As a condition of entry, students must refer to the fig tree, and depict changes in clothing, environment and landscape over time. Students may use a chosen form of ICT to research the time periods. New pages can be created using desired utensils, eg. paint, collage, ICT. The task is to be completed in groups of 4, with one student allocated to each decade.
   • Expressing and developing ideas
     • Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs ACELA1484
       • KWL Chart- Using students previously created posters about the context of the text, engage in a class discussion about History. Identify- What history is, the key historical events in Australia, the importance of learning history and desirbale knowledge to be acquired. Place student responses in a KWL chart to identify- What we know, what we want to know, and what we need to learn. Use the chart to stimulate discussion about the portrayl of history in the text.
       • Language in narrative related to sequencing of events- Facilitate a class discussion about how the author uses language to appeal to sense and emotions. In pairs, students are to consider words to describe how the characters would think and feel. Relay suggested words back to the class and collate in a list. Use suggested words to aid the proceeding sequencing activity. In groups of 3 or 4, students are to cut out sentences that describe the events in the book. Students are to place the events in the correct sequence, using the previously identified words to contemplate the feelings of characters in each decade.
   • Language variation and change
     • Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning ACELA1475
       • Word wall- As a class, identify words or phrases within the text that are unfamiliar. These words/phrases are to copied down by students into their spelling journals and used as a beneficial addition to the "My-Word-Wall"
       • Vocabulary four square- Students are to fold a piece of paper in four and label with the following headings- word, definition, verbs, adjectives. Words to be used will be selected from the "My-Word-Wall".
       • Crossword- Students are to create an online crossword using words from the "My-Word-Wall" and as explored in the "Vocabulary four square" activity. Appropriate clues are to accompany each selected word. A hand written draft is to be completed prior to the creation of the crossword on "Puzzle Maker". Once completed, Crosswords will be uploaded to the class "Padlet" for peers to complete.

2. English

   • Literature
     • Responding to Literature
       • Draw connections between personal experiences and the worlds of texts, and share responses with others ACELT1596
         • My Place- Community, School and Me: Take students on a tour of the school, ensuring they are engaged with their surroundings and regularly question their sense of belonging. Conclude the tour at the school plaque and discuss the importance of noting the Schools foundation date. Stimulate students thinking to consider the importance of recording history. In the classroom, discuss "belonging", in the community, school and home. Students are to write a paragraph describing "Their place" and where they "belong". Excerpts will be placed under the fig tree on the classroom wall.
     • Examining Literature
       • Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative(ACELT1599)
         • DIRDS- Drawing upon information attained throughout the reading of the text, students are to use the DIRDS method of investigation to analyse how characters are depicted. Students are to select one character from the text and identify the information portrayed within the text and the corresponding inferences that are made - •Described- how characters are described •Illustrated- how have the characters been illustrated? How have colours been used? •Respond- How do the characters interact with their environment? How are they responded to? •Do- What do the character’s do? •Say- What do the characters say? To be displayed in a DIRDS chart provided by the Teacher.
     • Creating Literature
       • Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
         • Decade in review- Students are to fill out a “Decade Report” for their chosen/allocated decade identified within the text. Students are to summarise the happenings of the decade, incorporating new words and phrases that are identified, to describe the goings on of the era. Decade, new vocabulary, events and characters and historical significance within the time period are to be addressed. In groups, students are to discuss the similarities and differences between decades, the progression of time and changes that have occurred. Reports will be hung around the classroom, forming somewhat of an overview of the text.
         • "My Place" story chart- Students are to create a story chart of themselves, depicting their “Own Place”. Consider the decade, family members, clothes, pets and how these would be described. Students are to draw a map of the neighborhood in which they live on a pre-prepared circle piece of paper. On separate, smaller pieces of paper, students are to write a short paragraph describing their family, pet, favourite place and something that is celebrated in their family. Students should carefully consider the placement of their own texts and images and lay out their map in the same fashion utilised by Donna Rawlins. Spaces are to be filled with drawings. Story chart will be used to tells each students story to the class.
           • Example
   • Literacy
     • Interacting with others
       • Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
         • Think, Pair, Share- Students are to place the word “place” in the middle of a page and identify as many synonyms and words related to “place” as they can. In pairs, students are to share ideas. Pairs will share their words with the class, acknowledging that place is not purely about location. Extend students thinking to consider the meaning of “place” to include a sense of belonging, as identified in the text and together define “place”. Discuss this concept and provide time for students to make additions to their previously created concept map.
         • Imagination Station- Read a passage form the text and guide students in their recognition of the visual codes and context to aid their depiction of the information divulged through the text. Whilst the passage is being read, Students are to re-draw the map of the chosen decade. Students should also consider the text conventions employed by both author and illustrator, and contemplate how language forms visualisation in the mind of the reader. Following the re-draw activity, students will share their drawings in groups of 4.
       • Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
         • Role Play- Making reference to the narrative, have students re-enact the timeline that is depicted on the first two pages of the text. Organise students to form the timeline in a “snake” formation around the classroom, similar to how it is represented on the double page spread. Students are to draw on prior knowledge from the reading of the text, and the character profile allocated to them, to explain to the class who they are and the happenings within the decade of their character. Use IPad to film and upload to class Padlet.
     • Creating Texts
       • 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 (ACELY1682)
         • Cover story- As a class, examine the cover of “My Place”. Discuss- •What might be the significance of the title? •How do the title and the front cover compliment each other?• What does the tear at the bottom of the front cover suggest? What do students think will be revealed underneath? •Can the students identify any possible characters on the front cover? Following the discussion, students are to collaborate ideas within a group of 4 and predict what they think the story will be about, based on the front cover. Predictions can be collated in students desired format- concept map, paragraph, list.
     • Interpreting, analysing, evaluating
       • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
         • Read and re-read- Read the text to the class three times. 1. Focus on the narrative. 2. Focus on narrative and images, yet, consciously cover the decade. 3. Read the text, starting from the back. Following, the final reading of the text prompt students to consider the use of text and pictures in aiding comprehension. Further, extend students to contemplate the role of time within the text.
         • Inference Bags- Create a number of paper bags with words and pictures on the front, relating to a character or decade within the text. Words and images should infer something about the character, landscape or economic or social circumstances of a time period. On the opposite side of the paper bag, write the correct answer of what the words and images infer. Discuss with students how the wording, images, visualisation and symbolisation employed within the text, collectively infers meaning. Use 3-5 inference bags as examples. Students are to then create their own inference bag for a character, decade or landscape. In groups of 4, students will share their inference bags and allow opportunities for students to make conjectures about what is being inferred.
       • Texts in context Identify the point of view in a text and suggest alternative points of view (ACELY1675)
         • For or against- As a class: •Recognise the point of view of the text •Discuss the impact of this text organisation •identify any other obscure text conventions employed by the author •Brainstorm the positive and negative aspects of this text arrangement •Suggest alternative ways that the text could be presented. Following, have students stand up and arrange themselves in “for” chronological text organisation and “against”. Standing at opposite ends of the room, students are to share ideas with others within their group and consider reasons for their decision. Following, students are to argue their point of view.

3. HASS

   • History
     • Knowledge and Understanding
       • How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)
         • Concept Map- To establish prior knowledge of the context in which the text is created, Students are to research Australian History using iPads, Computers and Library resources. Students can present findings in a hand drawn or computer generated mind map. Information should include- • The arrival of the First Fleet • Area of settlement • Information on the bicentennial • Reasons for settlement. As a class, formulate a list of inquiry questions which link back to those embedded within the HASS curriculum.
         • Role Play- In groups and drawing on decade reports, students are to simulate a selected era. Costumes, props and adoption of personas to enhance characterisation is encouraged.
     • Analysis
       • The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)
         • Compare the way of life of the Barangaroo’s family with that of Laura’s family. List the things that remain the same, and those that change.
         • Aboriginal ancestry- Using the timeline at the front of the text, discuss the existence of Aboriginal people in Australia. Draw on the concept of the dream time and evidence of existence since creation. Create a visual representation of Aboriginal history on the basketball courts using chalk and a tape measure. Mark off 50 1 metre lengths, representing 50,000 years of Aboriginal people looking after the land. Mark 22cm to represent the presence of Europeans. Discuss the comparison made
         • Students are to select a time period within the book and create a list of: things that were important to people then, things that they would miss if they lived then, things they wouldn’t miss and the hardships experienced by children then. Decide, providing reasoning, which era they would prefer to live in.
   • Geography
     • Knowledge and Understanding
       • The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)
         • Maps- Display a large map of the local area on the smart board. Mark the position of the school, local shops, hospitals etc. Compare and contrast with a map of the same area, 50 years prior. Identify similarities and differences. Use google maps, in pairs, students will select their own neighbourhood and compare and contrast the changes over a period of time.
         • Similarities and differences- Then and now- Examine the changes in the Nakara environment over time, beginning at the back of the book. Use historical and current maps to visualise change. Discuss the changes in water and air quality over time. Provide students with 3 sticky notes. Yellow for the past, blue for the present and green for both. Students are to write a sentence describing the landscape/environment as depicted in a decade within the book, a sentence about the landscape/ environment now and similarities with both, on the corresponding sticky note. At the bottom of each sticky note, students are to write a sentence from the Aboriginal perspective. Sticky notes are to be placed in a similarities and differences chart outlined on the mat using masking tape.

4. Maths

   • Statistics and Probabaility
     • Data Representation and Interpretation
       • Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
         • Timeline- Students are to create a timeline of their own life. Timelines should include the family’s descendants and arrival, culminating at the present day. Significant moments in ones history should be noted. Students can depict the timeline using words, symbols, images or a combination of all.
       • Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
         • Survey and Bar Graph- Conduct a classroom survey of student’s ancestry origins. Students are to collate data and display in desired format eg. Table, bar graph, picture graph. Outliers should be recognized and commonalities addressed. Students are to write a paragraph describing what is displayed in the data collected.
   • Number and Algebra
     • Money and financial Mathematics
       • Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
         • Money cents- Students are to examine Australian coins of today ranging from 5cents to $2. Trace or rub over both sides of the coin. Cut and paste pictures of the respective coins from the 1930s and paste in the second column. Compare and contrast the similarities and differences and discuss as a class.
         • A couple of bob- Students are to use ICT to research the slang terms attributed to money in the 1930s, including “bob” and “shillings”. Students are to list the imperial currency with the associated slang terms and decimal value. Following, students are to equate the value of the everyday commodities in 1938 to that of the present.

5. Science

   • Science as a Human Endeavour
     • Nature and development of science
       • Science involves making predictions and describing patterns and relationships (ACSHE050)
         • Students are to create a T-chart recognising the landscape depicted in each decade within the text and its relationship with the socio-economic circumstances of the time. Students are to describe any patterns evident.
     • Use and influence of science
       • Science knowledge helps people to understand the effect of their actions (ACSHE051)
         • Discuss with students, the changes noted in the T-charts. Brainstorm ways that students can help to achieve a sustainable environment. Using rubbish and recycling as a tangible example, students are to sort recyclables, compostable and waste materials into the correct category. Students are to record items under the corresponding headings, on the sheet provided.

6. Arts

   • Visual Arts
     • Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
       • Examine the illustrations in the book. Discuss the conventions employed by the Illustrator, particularly the use of colour, to depict meaning. Identify similarities and differences in images over the decades. Compare with traditional Aboriginal Art, and the role of Art in Aboriginal history to also tell stories. Students are to draw an image of “their story”, drawing inspiration from the text.
         • 1908 vs 1988
     • Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
       • Students are to create a self portrait, using desired colours and maeterials, drawing inspiration to the symbolic use of both within the text.
         • Diorama- Students are to use materials collected within the sustainability unit to create a shoe box diorama to depict a landscape/decade depicted within the text.

7. Religious Education

   • Speed Dating- Have the students form two concentric circles. Using a timer, students are to share a. the impact on the Aboriginals, b. the impact on the environment over time and c. how text made them feel. Inner circle rotates every 30 seconds.

Images and files in the map