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Learning Through Story: Growing Up Aboriginal in Australia

Stages

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1. Thinking Critically About Texts: positioning and points of view

Suggested Learning Intentions

To understand that ideas and viewpoints in literary texts can reflect or challenge individual or group values
To explore the way in which words and images are combined to represent groups and to position readers in relation to those groups
To explore the interconnectedness of Country and Place, People, Identity and Culture in texts by Aboriginal and Torres Strait Islander authors

Sample Success Criteria

I can identify some of the ways in which texts reflect and challenge individual and group values
I can explain how the combination of words and images in a text can encourage readers to take a position on an issue
I can reflect on the way that place, country, people, identity and culture are represented by Aboriginal and Torres Strait Islander authors

2. Exploring Literary Representation of Culture

Suggested Learning Intentions

To build understanding of the interconnectedness of Country and Place, People, Identity and Culture in texts by Aboriginal and Torres Strait Islander authors
To explore representations of culture in literary texts
To examine how personal values and beliefs might differ between individuals and communities

Sample Success Criteria

I can reflect on the way that place, Country, people, identity and culture are represented by Aboriginal and Torres Strait Islander authors
I can discuss the purpose and effect of different representations of cultural groups
I can compare my views with those of my classmates and identify differences in values and beliefs

3. Identifying Themes in a Text

Suggested Learning Intentions

To explore the concept of theme
To consider how language choices can affect the meaning and effect of a text
To explore how vocabulary choice contributes to the style and specificity of texts

Sample Success Criteria

I can identify a theme in a text and provide evidence to support my views
I can identify how authors use language for effect
I can experiment with vocabulary choices and assess their potential effects

4. Modelling and Co-Constructing Poetry

Suggested Learning Intentions

To recognise that vocabulary choices contribute to the specificity, abstraction and style of texts
To build understanding of vocabulary, text structures and language features to aid in the comprehension of texts

Sample Success Criteria

I can identity the effect of vocabulary choices in a text
I can select vocabulary with the intention of creating a particular effect
I can explain how language features can be used for different purposes and effects

5. Modelling and Co-Constructing: U.N Address

Suggested Learning Intentions

To plan, rehearse and deliver a presentation that raises issues and advances an opinion
To interpret the stated and implied meanings in spoken texts
To explore and share opinions and arguments about literary texts

Sample Success Criteria

I can plan, refine and deliver an effective presentation
I can explain the difference between stated and implied meaning
I can develop, revise and share my opinions about a text

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