Kennedy Cassandra 1052257 Task2 Edu342

Cassandra Kennedy
Page 1 of 19

SOSE, HPE and The Arts
Aboriginal Dreamtime Unit
Year 3

Cassandra Kennedy
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Contents

Lesson one Recreating Dreamtime stories into scripts..........................p 3 - 6

Lesson Two Aboriginal Artwork.................................................................p 7 - 10

Lesson Two Task Sheet............................................................................... p 11

Lesson Two Rubric....................................................................................... p 12

Lesson Three - Creating a play Aboriginal Dreamtime stories.................p 13 - 17

Lesson Three Task Sheet.............................................................................p 18

Lesson Three Rubric.................................................................................... p 19
Cassandra Kennedy
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Lesson Planning Framework Lesson One
Date: Lesson Title:
Creating Dream time
stories into scripts
KLA(s)/Subjects
SOSE, The Arts.
Year level(s):
3
Duration of lesson:

Identify classroom context
Rationale and Purpose Catering for diversity
The purpose of this lesson is to give students an understanding of traditional
aboriginal dreamtime stories. This lesson will give students the opportunity to
recreate an aboriginal dreamtime story into their own words in the form of a script.
The students are working on an integrated unit in relation to Aboriginal Dreamtime
Stories which eventually requires the students to create and perform an Aboriginal
Dreamtime story in a group.
Three of the students within the class have learning difficulties and as such they will be
sitting at a group of desks with a teacher aid. These students will be required to
complete the same activity as the other students; however, they will be able to do it in a
group with the teacher aid giving assistance.

Learning Statements/Essential Learnings/ Cross Curricular Priorities
The Arts
WOW
select ideas for arts works, considering particular audiences and particular
purposes, using arts elements and languages
practise arts works, using interpretive and technical skills
Reflect on learning to identify new understandings.

Knowledge and understanding
Drama
Role can be established using movement, voice, performance space, cues
and turn-taking
Purpose and context are used to shape roles, language, place and space to
express ideas

SOSE
WOW
identify and collect information and evidence from narratives and familiar
Students main focus will be on SOSE and The arts; however, other KLAs will be utilised
within this lesson.
HPE
WOW
draw conclusions and make decisions
reflect on learning to identify new understandings

Knowledge and Understanding
Identity is shaped by personal characteristics and experiences
Establishing and maintaining relationships involves effective communication,
being considerate of others and respecting differences

ICT
Creating with ICT
This will allow students to
Cassandra Kennedy
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Learning Sequence
Engaging Learners Safe and Supportive Learning Environment
sources
communicate social and environmental ideas, using texts and terminology to
match audience and purpose

Time, Continuity and Change
Aboriginal peoples and Torres Strait Islander peoples continuous
association with the land and the sea can be seen in stories and events that
pre-date European colonisation
Contributions of individuals and groups to communities can be identified by
symbols and stories

Culture and identity
Aboriginal peoples and Torres Strait Islander peoples are Australias
Indigenous peoples and their influences are evident and valued in
Australian communities
Stories about significant events and individuals reflect cultural diversity in
local and other Australian communities
represent ideas, information and thinking
develop imaginative responses
record evidence of their learning

Operating ICT
follow guidelines to use ICTs and associated processes
explore ways to work with and manage personal ICT resources and files
apply basic formatting features when using ICTs

Lesson Focus
Lesson Objectives How will they be assessed
During this lesson students will have the opportunity to demonstrate their ability
to:
1. Understanding of how to make a script
2. Understanding of Aboriginal dreamtime stories
3. Basic computer knowledge

Students will be assessed using observations, this will include during discussions and
brainstorming. Their stories will also be collected at the end of the lesson to be marked and
assessed by the teacher. This assessment will be formative, students will receive their books
back after they have been marked and they will receive feedback.
Students will be given a number of opportunities to show their capabilities in regards to
creating a script and their understanding of aboriginal dreamtime stories, this is the first
lesson of a sequence. This assessment will be individual; however, specific students will be
marked as a group(refer to catering for diversity) in this particular case the teacher aide will
be key in deciding how each of the individual students achieved in this task.
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Students will be engaged using a dreamtime animation. The animation is aimed at their
age group and is in easy to understand language.
Students will then be told that they will need to write their own script for this particular
dreamtime story.
The students are aware of the 3 school rules
Be safe
Be respectful
Be a learner
These rules are always around the room for the students to see.

When students are to go back to their desks the teacher will first ask the girls to go to their
desks nice and quietly, one the girls are at their desks the boys will be asked to make their
way quietly to their desks, thus reducing the traffic between the floor and desks.
Lesson Structure
Time Lesson Organisation Resources and Transitions

Time 10 mins
Introduction:
This lesson will be conducted in the computer lab.
Students will make their way to the computer labs in 2 lines as per usual.
Students will be reminded of the safety rules before they enter the room and will be asked to
make their way to the floor once they have been allowed in.
Students will then make their way inside and onto the floor.
The teacher will show the students an aboriginal dreamtime animation using the smartboard.
The teacher will then lead a discussion about aboriginal dreamtime stories and the aboriginal
culture around the dreamtime stories.
The students will then be told that their final piece of assessment for this unit will be to perform an
aboriginal dreamtime story that they have created within a group of 4.

Dreamtime animation will be viewed on the smartboard
situated in front of a piece of carpet where the students will
sit. This will be setup prior to the students entering the room.

Cassandra Kennedy
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Time

Lesson Procedure

The students will be directed when they go onto the computer they are to rewrite the
dreamtime story they just saw, focusing on making it into a script for a play.
The teacher will then read out the same dreamtime story..
Before the teacher asks students to go to a computer the whole class will complete a
brainstorming activity on creating a script (this is something they have already looked at).
Students will be asked to focus on building the characters within their dreamtime stories.
The class will look at how they will be able to do this, through the use of props, dialogue,
expression etc.
Students will then be asked to make their way to a computer.
The students will then individually write their version of the dreamtime story.
Students will be directed to raise their hand when they have finished and wait for the teacher
to come around.
The dreamtime story book will be readily waiting for the
teacher to use next to the teachers chair in the carpeted
area.

When students are to go back to their desks the teacher
will first ask the girls to go to their desks nice and quietly,
one the girls are at their desks the boys will be asked to
make their way quietly to their desks, thus reducing the
traffic between the floor and desks.

Brainstorming activity will require whiteboard and
whiteboard markers.

Students will require their short story books (in their
desks) a pencil and eraser.

Time

Students will be asked if they would like to share their stories, the class will listen to 4 of the
students stories.
The teacher will again discuss how they will be required to make up their own dreamtime
story within a group of 4 and perform it.

Students who would like to volunteer to read their scripts
will be asked to put their hands up, they will then stand in
their place and the rest of the class will be asked to turn
and face them.

Time
Extended activities for students who finish early
Resources and Transitions

Students who finish early will be asked to find pictures using either the internet or clipart
(safe sights will be provided) that could go with their story.
Students will be directed to an area on the carpet away
from the other students so as not to disturb them.

Cassandra Kennedy
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Lesson Planning Framework Lesson Two
Date: Lesson Title:
Aboriginal artwork
KLA(s)/Subjects
SOSE, The Arts.
Year level(s):
3
Duration of lesson:

The purpose of this lesson is to look at how aboriginal artwork interrelates with that
of the dreamtime story, how aboriginal people were able to tell stories using their
artwork. This lesson will gives students an opportunity to create their own piece of
aboriginal artwork which will coincide with the dreamtime story they previously
rewrote into a script.
Three of the students within the class have learning difficulties and as such they will
be sitting at a group of desks with a teacher aid. These students will be required to
complete the same activity as the other students; however, they will be able to do it
with the assistance of a teacher aid. These three students will be situated at a table
together with the teacher aide.

The Arts
WOW
create and shape arts works by combining arts elements to express
personal ideas, feelings and experiences

Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes,
and mixed and complementary colours, are used to create tone and
variation.
Line is used to suggest movement and direction

SOSE
WOW
Reflect on learning to identify new understandings.
HPE
WOW
follow guidelines to apply safe practices
apply fundamental movement skills when participating in physical activities

Health
Individual behaviour and actions, including adopting safe strategies at home, on
and near roads, near water, and in relation to the sun, can promote health and
wellbeing and safety.

Personal Development
being considerate of others and respecting differences.
Everyday experiences and relationships give rise to different emotions in self
and others

Cassandra Kennedy
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Learning Sequence
Reflect on and identify values associated with fairness, protecting the
environment and behaving peacefully.

Aboriginal peoples and Torres Strait Islander peoples continuous
association with the land and the sea can be seen in stories and events that
pre-date European colonisation
symbols and stories

Aboriginal peoples and Torres Strait Islander peoples are Australias
Indigenous peoples and their influences are evident and valued in
Australian communities
Stories about significant events and individuals reflect cultural diversity in
local and other Australian communities

Place and Space
Resources and environments can be used, conserved and protected by
valuing and applying sustainable practices
Maps have symbols to represent places and identify the relative position of
features including landmarks and locations
Lesson Focus
During this lesson students will have the opportunity to demonstrate their ability
to:
1. Students are able to relate their artwork back to the aboriginal dreamtime story.
2. Students understand how aboriginal artworks are able to tell a story.
Students will be assessed using observation, this will include their techniques used,
their understanding of how their artwork relates back to the aboriginal dreamtime story.
Observations will be conducted while students are creating their artworks and during
class discussion.
Students will be given more opportunity to show their capabilities as this is the first of a
sequence of lesson plans.
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While students are at lunch the teacher will decorate the room with various aboriginal
artworks.
Once students have come in from lunch they will be given an opportunity to look at
these before they will be required to come to the floor.
Students will then look at a particular piece of aboriginal artwork with the guidance of the
teacher and be told the story behind this piece.

Students will be told they are to complete a piece of art like this, which will tell the
dreamtime story they rewrote.

Be safe
Be respectful
Be a learner

When students are to go back to their desks the teacher will first ask the boys to go
to their desks nice and quietly, one the boys are at their desks the girls will be
asked to make their way quietly to their desks, thus reducing the traffic between the
floor and desks.
Lesson Structure

Time
25 mins
Introduction:
As students are lined up at the door the teacher will say that there are some pieces of art
around the room, the students will be told they are going to be given 10 minutes to look at
them before they will be asked to come to the carpet.
After 10 minutes the teacher will clap their hands and ask the students to make their way to
the carpet. There will be an aboriginal piece of art on the smartboard. The teacher will then
tell the story behind this piece of artwork to the students.
The teacher will then explain to the students how each of the different symbols in the artwork
represents a piece of the story, just as within a map each of the symbols on the map
represents something. They will then look at what these symbols mean. The teacher will then
re read the story telling the students to follow the story using the artwork by looking at the
symbols.

Aboriginal pieces of artwork will be displayed around the
room prior to the students coming into class.
The smart board will be set up before the students enter
the room.
Story behind the artwork will be used.

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Time

Lesson Procedure
The teacher will ask the students to think back to the scripts they wrote yesterday.
With the help of the students the teacher will then recall what happened in the story.
The teacher will explain to the students that when they go back to their desks they are to
take out their visual art diaries and they will be required to make a piece of aboriginal artwork
which follows the story from yesterday. Students will be told they are able to get out their
scripts to help them.
The teacher will ask the students to make their way back to their desks.
The students will be asked to get out their visual art diaries in which they will complete their
drawings.
The teacher will display some of the symbols the students will need on the smartboard.
The teacher will make it clear that the students that they are allowed to make up their own
symbols if they would like to.

When students are to go back to their desks the teacher
will first ask the boys to go to their desks nice and quietly,
one the boys are at their desks the girls will be asked to
make their way quietly to their desks, thus reducing the
traffic between the floor and desks.

Students will require their visual art diaries, their short
story books, a pencil and eraser.

Time

Drawing Conclusions
Students will be asked to return their books to their desks and if they have begun work on
their good copies they are also to be returned where they were collected.
The teacher will show some pieces of art that have followed the instructions and praise the
students.
The teacher will then talk about how the students will be transferring their artwork a good
piece of paper using paint. (this will be done in another lesson)
They will then talk about how this could be used as props in their final assessment the
dreamtime story play.

Students will be able to quietly return their books to their
desks.
Students with their good copies will be able to return them
all at once as there will only be a few students working on
them.

Time

Once students have finished they will be given the opportunity to begin copying their artwork
onto a good sheet of paper this will be provided. (The other students will be able to do this
during another lesson).
These students will take their work to their desks where they will first sketch it on using
pencil. This will be as far as they get with this part of the activity.
The students are to use the resources they have brought
in from home which will have been previously stored
within the classroom.
The students will first have to show the teacher their
artwork before they are to collect their material and take it
back to their desk.

Cassandra Kennedy
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Dreamtime Artwork
You have already created a script using a dreamtime story. For this task you
are required to use this story to create an aboriginal painting.
You will be given a lesson to complete a rough draft where you will be
shown symbols and examples.
The following lesson you will be transferring your picture onto an A3 sized
piece of card which you will then paint using traditional aboriginal colours.

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Creating a Painting : Aboriginal Dreamtime Artwork
Student Name: ________________________________________

CATEGORY 4 3 2 1
Time/Effort
Class time was used wisely. Much
time and effort went into the
planning and design of the mask. It
is clear the student worked at
home as well as at school.
Class time was used wisely.
Student could have put in more time
and effort at home.
Class time was not always used
wisely, but student did do some
additional work at home.
Class time was not used wisely
and the student put in no
additional effort.
Planning and
Explanation
Student can describe in detail at
any point during the painting
process how s/he envisions the
final product and how they intend
to reach their goal. Very focused
and goal-oriented.
Student can somewhat describe
how s/he envisions the final product
and can describe some of the steps
s/he will use to reach the goal.
Focused with some planning.
Student can describe how s/he
envisions the final product but
finds it difficult to describe how
s/he will reach that goal. Has set
a goal, but let\'s things evolve in
somewhat random manner.
Student has thought very little
about the project. Is present but is
not invested in the product.
Capturing A
Style/Artist
Paint is applied in a manner very
consistent with the technique
required to portray the desired
story.
Paint is applied in a manner that is
reasonably consistent with the
technique required to portray the
desired story.
An attempt has been made to
apply paint in a manner that is
consistent with the the
technique required to portray the
desired story, but it is not
effective.
No attempt has been made to
apply paint in a manner that is
consistent with the technique
required to portray the desired
story.

Teacher Feedback_______________________________________________________________________________
______________________________________________________________________________________________
Cassandra Kennedy
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Lesson Planning Framework Lesson Three
Date: Lesson Title:
Creating a play
Aboriginal Dreamtime
stories
KLA(s)/Subjects
HPE, SOSE, The Arts
Year level(s):
3
Duration of lesson:
40 minutes

The purpose of this lesson is to look at students ability to effectively work within a
team setting through the use of creating a play.
This lesson will give students an opportunity to begin work on this performance.

Three of the students in this class have learning difficulties and as such they have been
placed within groups that include students they are known to work well with. These
three have been split up into three different groups and the teacher aide will rotate
between these three groups depending on where she is needed. Going off previous
experience these three students will not have too many difficulties completing this task.

The Arts
WOW
present arts works to familiar audiences, using arts techniques, skills and
processes

Drama
Role can be established using movement, voice, performance space, cues and
turn-taking
SOSE
WOW
communicate social and environmental ideas, using texts and terminology to
match audience and purpose
share ideas, and plan and enact responses to group or community issues
participate in group decision making to achieve goals

Aboriginal peoples and Torres Strait Islander peoples continuous association
with the land and the sea can be seen in stories and events that pre-date
European colonisation
symbols and stories

Cassandra Kennedy
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Purpose and context are used to shape roles, language, place and space to
express ideas
Dramatic action is structured by being in role and building storydramas
HPE
WOW
apply fundamental movement skills when participating in physical activities
apply personal development skills when interacting with others

Physical Activity
Development of body and spatial awareness improves movement and
confidence in a variety of physical activities
Development of locomotor and non-locomotor movements and manipulative
skills can improve the quality of physical performance and support
participation in physical activities

Personal Development
being considerate of others and respecting differences
Everyday experiences and relationships give rise to different emotions in self
and others

Aboriginal peoples and Torres Strait Islander peoples are Australias Indigenous
peoples and their influences are evident and valued in Australian communities
Stories about significant events and individuals reflect cultural diversity in local
and other Australian communities

Lesson Focus
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Learning Sequence
Students will be given a setting - an aboriginal tribe wants to pass on their
dreamtime stories to the local children; however, kids these days get bored sitting
and listening to people tell stories.
Their task will be to take a traditional aboriginal dreamtime story and turn it into a
performance.
Be safe
Be respectful
Be a learner

Teacher will discuss these rules before sending students off into their groups. The teacher
will make clear that any inappropriate behaviour will have consequences.
Lesson Structure

Time
Introduction:
Include some consideration for motivating the students
The teacher will set the scene for the students - an aboriginal tribe wants to pass on their
dreamtime stories to the local children; however, kids these days get bored sitting and
listening to people tell stories.
Their task will be to take a traditional aboriginal dreamtime story and turn it into a
performance. This will be done in groups of 4.
The task sheet will of been put on the students desks while the students were at lunch and
as such the students will be able to follow along.
The teacher will ask specific students (ones who are comfortable with reading in front of the
class) to read out the task sheet while other students follow along.
Students will then be asked to put their task sheets into their folders in their desks.
The teacher will divide the groups up based on who works well together, who gets on well,
Task sheets will of been put onto students desks whilst at
lunch.

Students will be called four at a time and at that point will
make their way to the carpet where they will sit in their
groups.

During this lesson students will have the opportunity to demonstrate their
ability to:
1. Students ability to work cooperatively within a group
2. Students ability to compromise and solve problems
Students will be assessed through observations, these observations will be used to
complete the students rubric at the completion of this task; however, as there will be
many lessons in which the students will be completing this task, they will have ample
opportunity to demonstrate these abilities.
This rubric will not be completed until students have had an opportunity to do their
performance.

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capabilities etc. Boys and girls will be mixed in together. These groups will have already
been decided on.
The teacher will then go on to talk to the students about what they will be expected to do in
this lesson.
Each group will be given a dreamtime story which they are to work on. The students will be
required to create a script from their dreamtime story, working together, which they will
eventually perform for the class.
The teacher will name four students and ask them to move to the floor and sit together in a
group, this process will continue until all students are situated on the floor.

Time

Lesson Procedure
This needs to be detailed and follow a step by step list of what it is you and your
students are going to be doing.
The teacher will go over the class rules as students will be working without a teacher Be
safe, Be respectful and Be a learner.
One by one the teacher will assign each group with a dreamtime story, give them the books
of this story, a large piece of butchers paper to use as a rough draft and assign them a place
within the classroom to work.
This will continue until each group has been assigned a story.
Students are then expected to go to their specified area and begin working on their
dreamtime stories.
The teacher will circulate the class, helping students where needed.

Students will be moving from the carpet to their designated
area of the room (this will of been previously picked out
dependent on who is in each group).

The dreamtime story books and butchers paper will be
already organised with each groups name on top. Stories
will be previously picked by the teacher dependant on the
difficulty level, characters, etc.

Students will be walking around the room freely and as such
it is important that the classroom rules are refreshed before
students commence the activity.

Time

Drawing Conclusions

Teacher will clap to get the classes attention.
Students will then be asked for one person in their group to return their books to a
designated area at the back of the room. Another person in the group is to take their
butchers paper and place it on the teachers desk. All students are then to return to their
desks.
The teacher will then go through some of the problems the students were faced with,
discussing with the students how they were going with this task.
Students will be encouraged to ask any questions they have.
The teacher will then remind the students what the eventual task is going to be.

Students will be directed that one group member is to take
the books to a designated area, one is to put the butchers
paper on the teachers desk and all other students are to
return to their desks.
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Time

If students finish with their rough draft of their script they will be given the opportunity to begin practicing
their performance. Students will be asked just to practice their lines within their group so as not to
disturb the other groups too much.
Students practicing their performance will be asked to do so
within their groups, students are to stay in their designated
area

Cassandra Kennedy
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Dreamtime Performance
An Aboriginal Tribe needs your help! They would like to pass on their
traditional dreamtime stories to the local children. But children get bored sitting
and listening to a person speak.
The Elders would like you to take a dreamtime story and create it into a
performance that children will find entertaining. However, you need to make
sure that you follow the traditional story line of the dreamtime story.
You will perform and plan this performance within a group of 4 and you will be
given plenty of class time to work on this.

Cassandra Kennedy
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Story Telling : Dreamtime Performance

Student Name: ________________________________________

CATEGORY 4 3 2 1
Accuracy of
Retelling A
Story
The performance includes all major
points and several details of the
story the group is performing.
points and 1-2 details of the story the
group is performing.
points of the story the group is
performing.
The performance forgets major
points of the story the group is
performing.
Characters
The main characters are named and
clearly described (through words
and/or actions). The audience knows
and can describe what the
characters look like and how they
typically behave.
The main characters are named and
described (through words and/or
actions). The audience has a fairly
good idea of what the characters look
like.
The main characters are named. The
audience knows very little about the
main characters.
It is hard to tell who the main
characters are.
Knows the
Story
The performer knows the story well
and has obviously practiced. There
is no need for notes and the
performer speaks with confidence.
The performer knows the story pretty
well and has practiced telling once or
twice. May need notes once or twice,
but the performer is relatively
confident.
The performer knows some of the
story, but did not appear to have
practiced. May need notes 3-4 times,
and the performer appears ill-at-ease.
The performer could not tell the
story without using notes.
Working within
a group
Almost always listens to, shares
with, and supports the efforts of
others. Tries to keep people working
well together.
Usually listens to, shares, with, and
supports the efforts of others. Does
not cause "waves" in the group.
Often listens to, shares with, and
supports the efforts of others, but
sometimes is not a good team
member.
Rarely listens to, shares with, and
supports the efforts of others.
Often is not a good team player.

Teacher Feedback_______________________________________________________________________________
______________________________________________________________________________________________

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