Predicting 1
WALT: Use evidence to make predictions about a text.
WILF: You justify your reasons with things you see, hear and read from the text.
Social Goal: Possibilities - we actively listen
Materials: downloaded version of 'The Little Wooden Horse' and something for students to write with.
WILF: You justify your reasons with things you see, hear and read from the text.
Social Goal: Possibilities - we actively listen
Materials: downloaded version of 'The Little Wooden Horse' and something for students to write with.
Warming Up:
1. Look at extract illustrations from the text, 'The Little Wooden Horse' above, answer the two predicting questions in a pair share.
2. The video below is an instrumental version of the song verse written out on the blue background page. Complete the two prediction questions again after listening to it.
2. The video below is an instrumental version of the song verse written out on the blue background page. Complete the two prediction questions again after listening to it.
Body:
Read the first chapter of the text entitled "The Cotton Mill"
the_little_wooden_horse.pdf.pdf | |
File Size: | 7395 kb |
File Type: |
Conclusion:
Write down what you think will happen next? What makes you think that? Be specific e.g. the illustrations, the dialogue of characters, the personality and characteristics of the characters, the mood and tone of the illustrations, the mood of the song, the use of language etc.
Predicting 2
WALT: Use evidence to make predictions about a text.
WILF: You justify your reasons with things you see, hear and read from the text.
Social Goal: Possibilities - we wait for, listen to and follow instructions
Materials: downloaded version of 'The Little Wooden Horse' and something for students to write with.
WILF: You justify your reasons with things you see, hear and read from the text.
Social Goal: Possibilities - we wait for, listen to and follow instructions
Materials: downloaded version of 'The Little Wooden Horse' and something for students to write with.
Warm Up:
Image 1 and 3 are an artists impression of a hulk ship, drawn at the time the story takes place, in the late 1700s. This makes it a primary source, evidence from the time that it occurred.
Image 2 is Mark Wilson's impression of a hulk ship from the 1700s. This makes it a secondary source, created from evidence after it occurred. Task: 1: Rally Robin what you see in the three images above. 2. Rally Robin to predict how you think these images related to the text. |
Body:
Read the next chapter of the text, 'The Dunkirk Hulk' and 'South to Rio'
Task:
2) All write round robin words to describe the weather, ocean and predicted mood of convicts on the hulk in this image.
Prediction 3
WALT: Use evidence to make predictions about a text.
WILF: You justify your reasons with things you see, hear and read from the text.
Social Goal: Possibilities - we keep transition times short
Materials: downloaded version of 'The Little Wooden Horse' and something for students to write with.
WILF: You justify your reasons with things you see, hear and read from the text.
Social Goal: Possibilities - we keep transition times short
Materials: downloaded version of 'The Little Wooden Horse' and something for students to write with.
Warm Up:
Body:
Finish reading the text
Task:
Divide your page into two sections and label them
a) validate my predictions
b) challenge my predictions
List in dot points, what things happened in the text that were the same as your original predictions (validate them) and what challenged your predictions (challenge).
a) validate my predictions
b) challenge my predictions
List in dot points, what things happened in the text that were the same as your original predictions (validate them) and what challenged your predictions (challenge).
Word Wizard:
Images - Visualising 1
CM: Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
CM: A strategy of emphasis, highlighting what is important in a text. In images, salience is created through strategies like placement of an item in the foreground, size and contrast in tone or colour
CM: A strategy of emphasis, highlighting what is important in a text. In images, salience is created through strategies like placement of an item in the foreground, size and contrast in tone or colour
WALT: Understand how an author uses pictures, illustrations, colour and texture to communicate a message:
WILF: Explain what a picture communicates to the reader that the author doesn't write in the text.
WILF: Explain what a picture communicates to the reader that the author doesn't write in the text.
Tuning in:
Body:
Colours are amazing for our brains! They can evoke positive and negative emotions. Illustrators use this to help us visualise a section in a text, in particular, the emotions and mood of the setting, characters and events. Look at these colour charts below:
Independant:
Task: Look at the following two images and read the text accompanying, complete the following questions.
A) What emotions does the picture convey that the text doesn't say?
B) What information can you get about the setting and conditions from the image that the text doesn't say?
C) Does this image help you you understand the text more? Why or why not?
Extension:
Complete the questions above for a image of your choosing.
A) What emotions does the picture convey that the text doesn't say?
B) What information can you get about the setting and conditions from the image that the text doesn't say?
C) Does this image help you you understand the text more? Why or why not?
Extension:
Complete the questions above for a image of your choosing.
Visualising 2
WALT: Explore our senses through the words of the author.
WILF: Choose specific vocabulary to describe the sensations experienced by the character in the book.
WILF: Choose specific vocabulary to describe the sensations experienced by the character in the book.
Task:
Preparation: Divide your page into four sections, quarters, with hear, touch, smell and sight as each heading.
Task:
What do you imagine when you read this sentence? Write key vocabulary for each category, you may include other relevant words that are not on this list.
- Tom used to sit on the floor next to him (his father who was a blacksmith) as he worked and carve little animals
Task:
What do you imagine when you read this sentence? Write key vocabulary for each category, you may include other relevant words that are not on this list.
- Tom used to sit on the floor next to him (his father who was a blacksmith) as he worked and carve little animals
Conclusion:
Complete this word wizard as a class.
History Inquiry Journal
Read the Following inquiry questions:
Download this file to use as a keynote presentation. This is your History Inquiry Journal
history_year_4_inquiry_journal_by.pptx | |
File Size: | 1118 kb |
File Type: | pptx |
Before Watching:
Can you answer any of the questions above in your History Inquiry Journal. You may answer in dot points.
Then, watch the following two links. Update your inquiry journals as you finish watching each video.
Can you answer any of the questions above in your History Inquiry Journal. You may answer in dot points.
Then, watch the following two links. Update your inquiry journals as you finish watching each video.
Extension: (If you wish)
Writing a Historical Narrative:
In a historical narrative, you tell about a historical event, blending facts with imagined characters and situations. When you write a historical narrative, you combine fiction with nonfiction. Like nonfiction, a historical narrative describes people who actually lived and events that actually happened. However, a historical narrative also includes fictional people and details imagined by the writer. A historical narrative should have the following characteristics:
• accurate historic events and details of actual places
• one person’s point of view
• some characters and circumstances invented by the writer
• chronological organization
Task:
To create a Historical Narrative, inspired by the text, The Little Wooden Horse and the videos you have watched above. Will will use this narrative as a voice over to accompany your convict art piece. We will record your voice overs in iMovie and a QR code will be added to your display.
• accurate historic events and details of actual places
• one person’s point of view
• some characters and circumstances invented by the writer
• chronological organization
Task:
To create a Historical Narrative, inspired by the text, The Little Wooden Horse and the videos you have watched above. Will will use this narrative as a voice over to accompany your convict art piece. We will record your voice overs in iMovie and a QR code will be added to your display.
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Example Paragraphs: Initiating Event
Vocabulary:
Actions: (creep out in the night, wait until no one is around, telling myself be strong, show no fear, floorboards creaking, warm breath fogging in the air, grip hand tightly)
T2: (heart racing, nervous, worried about getting caught, fearful of being caught)
The sound of her creaking door finally closing for the night gave me my cue. I had been laying in bed for hours, pretending to be asleep. My heart was pumping, my stomach churning and my plan racing through my mind over and over again. I lay still though as not to give me away. Tom's life depended on it. I slowly sit up, wrap my torn jacket around me and look around to see if there is any movement. Silence. One foot at a time I cautiously stand, trying to stop the floorboards from creaking. My eyes once again dart around the room. Silence. It's now or never. I've got to be strong I tell myself. I grab my blanket from my bed and stuff it into a satchel I found in the linen cupboard in the orphanage laundry. The moonlight barely lights the room but I cannot risk lighting a candle to see, I'll be caught for sure. Swiftly and without a sound, I make my way over to Tom's bunk. He's expecting me. Wrapping my hand around his, I gently squeeze, he opens his eyes. Startled at first, but smiling to see my face. He reaches under the bed to grab his jacket and I roll up and stuff his blanket into the satchel. We check together for any movement from the room. Silence. This is our chance.
We make our way down the hall, a small door at the end is our gateway to freedom. Tom is so young, like a brother to me, if I let him stay here, to be sent away to work in the cotton mills, he'll never survive. I was lucky enough to survive myself, once getting my hair caught in the rollers and almost being pulled down into the machine. Tom might not be so lucky and that wasn't a risk I was willing to take. As we race towards the door I feel my heart beating out of my chest, I wonder if it's so loud that it may wake the others. Scared, innocent eyes look up at me, Tom feels it too. I give his hand a gentle squeeze and force a reassuring smile. He's so young and I must show no fear if I'm to save him. At we reach the door I take one last look back, all clear, and slowly open the door. A loud creaking sound echos through the hall and I frantically pull Tom's hand to run. There is no time to close the door behind us, I'm sure the headmaster is running after us now, there will be lashings for sure. Hearing the noise, the dogs were now up and altert, they see our shadows running across the garden and start to bark and howl. Claws scratching at the wooden doors. Pulling even harder, I almost drag Tom over towards the wall. Panting, warm air forms a trail as we race to our escape. I swing the satchel over the wall and in lands in the mud with a thud on the other side. Lacing my hands together I give Tom a boost into the tree. A tiny light from the wooden doorway now appears and I know this is now or never. Pushing his muddy shoes up I whisper "Hurry, they're coming" with haste. Tom starts to climb the tree, stretching for the branches finally reaching the top of the wall. I jump to reach the branch and start to pull myself up. Chains clanking and a lock unlocking echos through the garden. The dogs. Swinging my legs up onto the tree as three shadows start racing towards me. Eyes focus, snouts snarling and barking in aggression. Tom calls out "Hurry!" as he reaches his arm down to me. I grip on tightly and he heaves me up onto the top of the wall. There is only only way down, as I hold him tight and feel the wet thud as we land into the mud. Satchel in one hand, holding Tom with the other, we race off into the darkness. Running until we can't run no more, I can still hear the dogs barks in the distance but we are out of their reach now. Tom is shaking now. Perhaps it's the cold, perhaps it the fear, so I hold him in tightly. This plan is crazy, two orphans now two street kids. How will we survive? The outlook was grim, but a tough life is one that we can handle, but a life of danger in the cotton mill, well, I couldn't do that. What if Tom was hurt, what if he was too tired one day and they gave him lashes on his back, what if he fell and... No. I've made the right choice. This was the way to keep Tom safe and I will do what ever it takes. I'm not a thief nor a criminal, but a life on the street leaves us with no other choice. We will only take what we need and most importantly, not get caught. Eyes are always watching and the hulks of prisoners on the river were filling daily.
Vocabulary:
Actions: (creep out in the night, wait until no one is around, telling myself be strong, show no fear, floorboards creaking, warm breath fogging in the air, grip hand tightly)
T2: (heart racing, nervous, worried about getting caught, fearful of being caught)
The sound of her creaking door finally closing for the night gave me my cue. I had been laying in bed for hours, pretending to be asleep. My heart was pumping, my stomach churning and my plan racing through my mind over and over again. I lay still though as not to give me away. Tom's life depended on it. I slowly sit up, wrap my torn jacket around me and look around to see if there is any movement. Silence. One foot at a time I cautiously stand, trying to stop the floorboards from creaking. My eyes once again dart around the room. Silence. It's now or never. I've got to be strong I tell myself. I grab my blanket from my bed and stuff it into a satchel I found in the linen cupboard in the orphanage laundry. The moonlight barely lights the room but I cannot risk lighting a candle to see, I'll be caught for sure. Swiftly and without a sound, I make my way over to Tom's bunk. He's expecting me. Wrapping my hand around his, I gently squeeze, he opens his eyes. Startled at first, but smiling to see my face. He reaches under the bed to grab his jacket and I roll up and stuff his blanket into the satchel. We check together for any movement from the room. Silence. This is our chance.
We make our way down the hall, a small door at the end is our gateway to freedom. Tom is so young, like a brother to me, if I let him stay here, to be sent away to work in the cotton mills, he'll never survive. I was lucky enough to survive myself, once getting my hair caught in the rollers and almost being pulled down into the machine. Tom might not be so lucky and that wasn't a risk I was willing to take. As we race towards the door I feel my heart beating out of my chest, I wonder if it's so loud that it may wake the others. Scared, innocent eyes look up at me, Tom feels it too. I give his hand a gentle squeeze and force a reassuring smile. He's so young and I must show no fear if I'm to save him. At we reach the door I take one last look back, all clear, and slowly open the door. A loud creaking sound echos through the hall and I frantically pull Tom's hand to run. There is no time to close the door behind us, I'm sure the headmaster is running after us now, there will be lashings for sure. Hearing the noise, the dogs were now up and altert, they see our shadows running across the garden and start to bark and howl. Claws scratching at the wooden doors. Pulling even harder, I almost drag Tom over towards the wall. Panting, warm air forms a trail as we race to our escape. I swing the satchel over the wall and in lands in the mud with a thud on the other side. Lacing my hands together I give Tom a boost into the tree. A tiny light from the wooden doorway now appears and I know this is now or never. Pushing his muddy shoes up I whisper "Hurry, they're coming" with haste. Tom starts to climb the tree, stretching for the branches finally reaching the top of the wall. I jump to reach the branch and start to pull myself up. Chains clanking and a lock unlocking echos through the garden. The dogs. Swinging my legs up onto the tree as three shadows start racing towards me. Eyes focus, snouts snarling and barking in aggression. Tom calls out "Hurry!" as he reaches his arm down to me. I grip on tightly and he heaves me up onto the top of the wall. There is only only way down, as I hold him tight and feel the wet thud as we land into the mud. Satchel in one hand, holding Tom with the other, we race off into the darkness. Running until we can't run no more, I can still hear the dogs barks in the distance but we are out of their reach now. Tom is shaking now. Perhaps it's the cold, perhaps it the fear, so I hold him in tightly. This plan is crazy, two orphans now two street kids. How will we survive? The outlook was grim, but a tough life is one that we can handle, but a life of danger in the cotton mill, well, I couldn't do that. What if Tom was hurt, what if he was too tired one day and they gave him lashes on his back, what if he fell and... No. I've made the right choice. This was the way to keep Tom safe and I will do what ever it takes. I'm not a thief nor a criminal, but a life on the street leaves us with no other choice. We will only take what we need and most importantly, not get caught. Eyes are always watching and the hulks of prisoners on the river were filling daily.
Tier 2 Words - Fix My Sentences:
a) I woke up and the hulk was smelly.
b) The food was yuck.
c) I am sad because Tom is getting sick.
Our improved sentences:
a)
- The revolting smell of the hulk hits me as my eyes slowly open. Drips of water, seeping through the floorboards, land onto my head. I'm surrounded by cold, wet and miserable people.
- A little gap of light shone in my face as I slowly opened my eyes. I started to smell something revolting, a harsh reminder that this wasn't a dream.
- I felt a wet, furry, wriggling rodent against my ear, waking me back into reality.
a) I woke up and the hulk was smelly.
b) The food was yuck.
c) I am sad because Tom is getting sick.
Our improved sentences:
a)
- The revolting smell of the hulk hits me as my eyes slowly open. Drips of water, seeping through the floorboards, land onto my head. I'm surrounded by cold, wet and miserable people.
- A little gap of light shone in my face as I slowly opened my eyes. I started to smell something revolting, a harsh reminder that this wasn't a dream.
- I felt a wet, furry, wriggling rodent against my ear, waking me back into reality.
Questioning 1
- "Don't worry, we're at the hospital" whispered the mother to her child in her arms.
- I whispered to my brother about the secret game we had planned.
- "shh the baby is sleeping" whispered Mum.
- I whispered to my brother about the secret game we had planned.
- "shh the baby is sleeping" whispered Mum.
Character Profile
narrative_planning.docx | |
File Size: | 66 kb |
File Type: | docx |
When did the First Fleet leave England?
When did they arrive in Botany Bay?
Why did the First Fleet travel to Australia?
Who was transported?
What were the conditions like on the ships?
When did they arrive in Botany Bay?
Why did the First Fleet travel to Australia?
Who was transported?
What were the conditions like on the ships?
Comprehension Questions:
printable_reading_comprehension_posters_simple_version.pdf | |
File Size: | 1139 kb |
File Type: |
Inferring:
The images help me to understand ... which is not written in the text
The images help me to understand ... which is not written in the text
Summarising:
- Can you retell the main ideas of the text in three (3) sentences.
Synthesising:
- I used to think a convict was.... but now I think...
Questioning:
- How did the author of the text expect you to feel at the end of the story?
- Can you retell the main ideas of the text in three (3) sentences.
Synthesising:
- I used to think a convict was.... but now I think...
Questioning:
- How did the author of the text expect you to feel at the end of the story?
Key Questions
- Why did the great journeys of exploration occur?
- What was life like for Aboriginal and Torres Strait Islander Peoples before the arrival of the Europeans?
- Why did the Europeans settle in Australia?
- What was the nature and consequence of contact between Aboriginal and Torres Strait Islander Peoples and early traders, explorers and settlers?
Why did the Europeans settle in Australia?
Traditional Way of Life for the
Aboriginal and Torres Strait Islander Peoples
Open up your Inquiry Questions keynote and open to the page - What was life like for Aboriginal and Torres Strait Islander Peoples before the arrival of the Europeans?
Before starting task 1 and opening the link below answer the following questions with a partner.
1) How long have the Aboriginal and Torres Strait Islander Peoples been in Australia for? 2) What do you know about Aboriginal, or in particular Noongar, culture? 3) Why is it important to learn about Aboriginal and Torres Strait Islander culture? |
Task 1: Link to website (right). This is an interactive timeline. Students will need to add information to their inquiry questions based on this information. Don't forget to identify "How do you know" in reference to Primary and Secondary sources.
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Before starting task 2 and opening the link below answer the following questions with a partner:
a) Was the first fleet in 1788 the first time the Aboriginal Peoples saw people from other countries? b) Imagine you were one of the captains of the ships that sailed to Australia, what would be the first things you would do when meeting the Aboriginal people? Remember, the language you speak is not the same. |
Task 2: Link the to website (left) is a video about the Noongar perspective of when the ships first arrived in WA. Watch the video and add to your inquiry journal. Don't forget to identify "How do you know" in reference to Primary and Secondary sources.
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Task 3: Link to the website (right) has many many small links focused on country, stories and family. Add this information to your Inquiry Journal. Don't forget to identify "How do you know" in reference to Primary and Secondary sources.
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Extension Tasks: