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students draw and paint their home

students draw and paint their home

 
students draw and paint their home

 

students draw and paint their home

students draw and paint their home


My Place

Introduction and Outcomes
Initiating Activity - audio icon audio files
Learning Sequence:
Concluding Activity
Resource List

 

Learning Sequence

Outcomes addressed in Learning Sequence 1:

HSIE: ENS1.6 - Demonstrates an understanding of the relationship between environments and people., SSS1.8 - Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others.
ENGLISH: TS1.1 - Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities., TS1.3 - Recognises a range of purposes and audiences for spoken language and considers how own talking and listening are adjusted in different situations., WS1.9 - Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers., WS1.10 - Produces texts using the basic grammatical features and punctuation conventions of the text type., WS1.14 - Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language.
CREATIVE ARTS: VAS1.1 - Makes artworks in a particular way about experiences of real and imaginary things., VAS1.4 - Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.

Where is my place?

Brainstorm the question: 'Where is my place?'

Construct a mindmap.

Note that Australia did not have an Aboriginal name, neither did the States or Territories. The Aboriginal and Torres Strait Islander peoples had names for their language areas or local groups.

Discuss why places have many different names.

Distribute a map of NSW to the class.

Students locate and label their local area in NSW.

(Teacher collects and collates pages to create a student folder or book called 'My Place'.)

Invite a representative from the local Aboriginal community to speak about the local area, to develop an awareness of the sites important to the community. This would be a good opportunity to map and label the local area using Aboriginal language as well as English.

Look at 'M is for Mission' in Elaine Russell's A is for Aunty - see Resource List.

Possible discussion prompts

  • What is this painting M is for Mission about?
  • How has the artist shown her place?
  • Are the houses the same or different?
  • Would this be good or bad? Why?
  • Are the houses like yours?

Students draw and paint their home.

Class members construct a street scene, placing their home on the display.

Model the scene from M is for Mission, using dots to represent grass, shrubs, trees and fences.

Students write a description of 'My Place'.
(Refer NSW Department of Education English Modules pages 163 to 170.)

Publish and include in student's 'My Place' folder or book.

continue on to learning sequence 2

 

  
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