Home Literature Unit Stage 1, Term 3 Focus: Language and Communication Explanation of unit/overview:

In this unit students will learn about Homes both in a physical and non physical sense. The concept of homes is explored through a range of spoken, print and digital texts about Shelters and Australian Animals, documentaries, media clips and literature studies. The unit does not attempt to cover all aspects of literacy learning, and should be supplemented with teaching and learning experiences that further develop skills and strategies in viewing and responding to texts.

2013 English Unit: Home Duration: 10 weeks Links to other KLAs

HSIE-students will consider the different shelters both animals and human shelters. Science-children will incorporate their knowledge of Australian animals and include this in creating written texts. Creative Arts-students will be provided with the opportunities to engage in role-play and dramatic representation.

Outcomes

EN1-1A, EN1-2A, EN1-4A, EN1-7B, EN1-8B, EN1-10C, EN1-11D Teaching, Learning and Assessment

INTRODUCTION TO UNIT Resources: Y Chart (or Bubble Map) Lesson Sequence 1: Our Homes Resources:
Harrys Home/ Window/ National Anthem/ Local History (Canada Bay Council)

Create a Y Chart about what their home looks like, feels like, smells of home. Include items that they associate with
home. This is to be revisited at the end of the unit.

Teaching, Learning and Assessment

Read and Review Harrys Home Through discussion create a comparison between city and country. Explore the following aspects: Environments, similarities/differences, shelters (buildings, animals, homes, space) Read and review Windows by Jeannie Baker. What is depicted in the story. BRAINSTORM: As a class, discuss how humans can directly impact the environment. How does human shelter change over time and the animals in the story. (Windows) Think Pair Share-what could be done to prevent more damage in the future? What will happen if we dont start taking responsibility for our environment? Report their findings back to the class. Construct a description and drawing outside your window at home. What might this look like in 20 years time

Kellie Douglas 2013

explain why you think these changes will occur. Create a Domain Advertisement to sell a home. What would the persuasive language include. Year 2 can explore the idea of selling a home in another country and the aim is to use persuasive language to highlight their positive features of these homes. For e.g. A long house in Borneo.

Lesson Sequence 2: Homes Around the World Resources:

Mirror, Digital Images, Google Earth,

Teaching, Learning and Assessment

View digital images of different types of homes. Discuss the differences and the need for different homes in different countries. Develop a comparison of similarities of needs and wants for the people who occupy these residences. Compare how these would be different to our own. UNICEF Wants and Needs Cards

Lesson Sequence 3: Aboriginal Homes Resources:

Dust Echoes, Australian Museum, Sams Bush Journey, You Tube, Nyuntu Ninti

Teaching, Learning and Assessment

When viewing each story devise a retrieval chart to assist students in their understanding of the storys message. There is an outline provided about what each chart can be based on. After viewing 4 or 5 stories students conduct a Round Robin to list the lessons learnt from the dreamtime stores. Align these with the school values. Students create their own dreamtime story. Create a Digital Narrative using computers/ipads

Lesson Sequence 4: Animal Homes Resources:

MacMillan Library Resource M:Drive, Save the Bilby Website (Save the Bilby Day 6 Sept), Introduction and Extinction

Teaching, Learning and Assessment

Create a Cause and Effect Map (p. 121 teachers diary) on how introduced species have affected our native animals and what impact this has had on the environment. Jointly read and deconstruct factual descriptions on Australian animals. Children then independently construct their own factual description of Australian Animals. As a talking task students participate in a Hot Seating activity where they take the perspective of the animals through discussion and discuss the impact that change over time, human impact and introduced species have had on them.

Lesson Sequence 5: No Home Resources:

Nobody Owns the Moon, Storyline (Online Resource): The Tooth, Little Refugee, Stolen Girl

Teaching, Learning and Assessment

Reflect on all the aspects that have been explored in all the lesson sequence above. Discuss and Reflect with the class about other peoples situations their homes, circumstances, needs and wants. Explore the idea of refugees and stolen generation. Create poetry about feelings. Create lists of words that relate to their homes. Has their understanding of genuine needs and wants changed throughout the unit of work. Reflect on the Y chart from the beginning of the lesson. Have the childrens ideas and feelings changed throughout the term.

Kellie Douglas 2013

Kellie Douglas 2013