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My Place

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


Learning Sequence

Outcomes addressed in Learning Sequence 2:

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., RS1.5 - Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts., RS1.7 - Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter., 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.
SCIENCE & TECH: ESS1.6 - Identifies and describes ways in which people and other living things depend upon the Earth and its environments.
PDHPE: IRS1.11 - Identifies the ways in which they communicate, cooperate and care for others., GDS1.9 - Describes the characteristics that make them both similar to others and unique.
CREATIVE ARTS: VAS1.1 - Makes artworks in a particular way about experiences of real and imaginary things.

Who do I share my place with?

Read Going for Oysters by Jeanie Adams (see Resource List).

Possible discussion points

Identify the family members who were mentioned in the story.

  • What is meant by 'cousin-sister'?

  • Give the other name for Love River.

  • Why was the author sent to ask Grandad for permission to go to Thukkal?

  • Can you name some special places where your family get together?

  • Why and where do your family gather?

  • Why did the family in Going for Oysters go off together?

  • What types of food do you like to eat when the family get together?

  • Do all families eat these foods? Give some reasons why or why not.

In small groups, students use the matching cards to identify the roles of the characters in Going for Oysters.

Link to the Worksheets

Discuss the variety of roles each person has in the family group. Talk about how some of the roles are traditional, some are contemporary and a few are both.

Pose the question: Why do you think some of the activities in the book are both traditional and contemporary?

Possible discussion points

• Do you follow traditions that are passed from your parents or grandparents?
• What are they?
• Why are they important?

Tell students that we all value traditions in our families.

Some people choose to live a more contemporary lifestyle.

Discuss living in the city and compare it with living in the country.

Aboriginal people have the same choices we do.

Some live in the country, others in the city.

Brainstorm a list of famous Aboriginal Australians, traditional and contemporary. Include local Aboriginal identities.

Invite students to look at various websites about Aboriginal people (see website links).

Possible discussion questions

• Where is their mob?
• Why or how may this differ to where they live?

Students report to class about their findings.

Make an Aboriginal Hall of Fame and display in an appropriate place. See Websites and Further Suggested Reading (see Resource List).

Look at the picture accompanying the first page of text in Going for Oysters.

Brainstorm words to describe the scene.

Class constructs a description of 'my place' from the author's point of view.

Guide students through the text of Going for Oysters and discuss the use of descriptive language, such as 'the water was calm', 'the sky was still pale pink' and 'smoky smell drifting'.

Using descriptive language, students write about a place, which might not be their home, that is special to them.

Students paint a scene to assist in their description about their special place. Remind students about the importance of colour, texture and detail in painting.

Paintings and published descriptions to form a part of the student's 'My Place' folder or book.

 

  
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