2/19/2023 0 Comments Cockatoo drawing![]() What do your results tell you about the character? ACELY1694 Choose a character and categorise their dialogue under the headings of commands, questions or statements.Examine each of the words, in the context of the text, and decide if there were enough contextual clues to work out meaning. A glossary is included, translating Aboriginal and Kriol words to English.Identify the main event that happens in each chapter and discuss its relationship to one of the key themes. ![]() The text is made up of eleven short chapters.ACELY1704īack to top of page Examining Examining text structure and organisation Create a narrative plan for a fictional short story set in a familiar time and place. The narrative can be described as contemporary realism, as it is set in today’s times, has realistic characters and situations, and presents emotional conflict for some of the characters.Re-read this chapter and discuss how this dream relates to the ending of the story. Mia feels closely liked to her home and Country, yet in the final chapter she dreams of flying away.Share your thoughts and feelings about this. Find evidence of power relationships and categorise these under age, gender, status, or experience.Discuss how Mia’s, Grandfather’s and Jy’s attitude and actions towards animals differ and compare these to your thinking.Consider if these could impact upon how he thinks, feels and behaves today. Draw a map of life events in Jy’s life.Identify the factors that caused tension and share ideas about what each character would have to do to have them resolved. Find examples of tension between characters, such as Grandfather and Jy and Mia and Jy.Use quotes from the text to support your thinking. Make an emotions and character trait chart for Mia and Jy. ![]() Discuss what she means by this and what evidence there is in the text of cultural conflict. Write a descriptive paragraph about the area and compare it with the descriptions provided in the text. Use a geo tool to investigate the area and develop an understanding of the setting of Country, as described by Mia. Use an Indigenous language map, to find Jaru Country.ACHASSK108īack to top of page Responding and exploring Responding to the text Invite students to respond through artwork, prose or poetry and share their responses with classmates. Use a documentary, online information and a range of children’s literature to explore this part of Australia’s history - S tolen Girl, Sister Heart, Pilawuk: When I was young and Down the Hole. Chapter 9 references the Stolen Generation.Draw a family tree for Mia’s family, indicating the important extended family relationships.Identify the cultural aspects, passed on through generations that are important to Mia’s family.Discuss the benefits and challenges of teaching Aboriginal languages in schools. Investigate Aboriginal English or Kriol and the teaching of it in schools.Use the glossary from the text to pronounce Aboriginal words.Prepare a list of questions and invite an Aboriginal elder from the local area to speak to the students about the totems and customs of the local Indigenous people.Listen to information about Aboriginal kinship.Students map out the reading pathway and critique the site according to the content and ease of access to information about the cockatoos’ needs, the threats they faced and measures put in place to prevent their extinction, by commenting on the website’s use of colour, framing, layout, headings and hyperlinks. Divide students into groups, to explore one online site that provides information about the black cockatoo species.Consider appropriate ways to make the data readable to others. Participate in the Aussie Backyard Bird Count or create your own roster to collect data on birds in the school yard. ![]() Field and context Building field knowledge
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