Académique Documents
Professionnel Documents
Culture Documents
Murrawee
You and Me
Australian Curriculum
Year 3 English
You and Me Murrawee by Kerri Hashmi
Activities
LANGUAGE
Language variation and change
Understand that languages have different written and visual
communication systems, different oral traditions and different ways
of constructing meaning (ACELA1475)
English 2: Assessment 2
Murrawee
You and Me
Understand that successful cooperation with others depends on shared In pairs, students will participate in an activity using picture cards.
use of social conventions, including turn-taking patterns, and forms of The picture cards will represent 1 aspect of a lifestyle choice in
address that vary according to the degree of formality in social
either Aboriginal culture or European culture based upon the
situations (ACELA1476)
images in the book. The students will match the cards up to their
opposites for example, in the book, the Aboriginal family cooked
their own eggs, fish and roots on the campfire and the European
family cooked sausages and onions on a small portable fry pan. The
students would need to identify that these aspects of the familys
lifestyles match up as that is the way each family cooks their
dinner. Once the students have successfully matched up all of the
cards, the teacher would ask them to choose one pair of cards and
discuss them in a think-pair-share activity, 1 similarity and 1
difference between the lifestyle choices in the two cards. Students
will then link up with another pair and the group of 4 would share
their ideas.
Text and structure organisation
Students will classify this text as a narrative and list it under
Understand how different types of texts vary in use of language
choices, depending on their function and purpose, for example tense, narratives on the class word wall where each text that is read
mood, and types of sentences (ACELA1478)
during class is categorised by its text type.
English 2: Assessment 2
Murrawee
You and Me
written incorrectly before correcting it. Contractions in the text
include youve, hes, and shell. The text also includes the
words someones and its, which would test the students
knowledge of possession apostrophe use.
The teacher will have made word cards of all the different verbs in
the story. On whiteboard, the teacher will draw 3 columns and
explain how different suffixes can dictate what tense the verb is in.
the teacher will label the columns past, present and future. An
example of this may include the verb walk the past tense being
walked, the present tense being walking and the future tense
being will walk. As a whole class, the students will determine
where all of the different verbs in the texts will go. The teacher will
give 1 verb card to each student and ask them to place it under the
column where they think it belongs in this activity, they may ask
their peers for help if they would like to. The teacher will then
separate the students into small groups of 2-3. Each group will be
assigned to one of the verbs. They must determine whether it is
written in past, present or future tense. Each group must come up
with a skit for their verb and also a sentence that includes the word.
For example, students may act out the verb walking while a
spokesperson for the group will say the sentence that the group
prepared. Each group will present their verbs to the class.
The teacher will draw the students attention to the images in the
book. The teacher will go through each image in the book with the
class and ask the students the following questions.
Discussion Questions:
- What do you notice about the 2 girls in this image?
- Are they close together or far apart?
- What else is going on in this scene on this page?
The teacher will then emphasise pages 11 and 12. It seems that on
every other page the girls are far apart to almost be telling 2
English 2: Assessment 2
Murrawee
You and Me
different stories which is the understanding that the teacher would
try to get across to the students. However, on these specific pages
the girls are closer than on any other page. The teacher will ask the
students:
- Why do you think that is?
- Why do you think this page is different?
- Are the girls doing the same things throughout the book?
- Does it really seem like they lived 200 years apart when we
look at this picture?
The teacher will aim for students to grasp the concept that both
girls are very similar and although the pictures may seem to tell
different stories, the words and this image on 11 and 12 seems to
put them in the same story.
Students will write a letter to their Murrawee assuming the same
character from the book, asking her questions about her culture and
what it was like to live in Australia 200 years ago.
Students would already have a list of spelling words with the dge
sound as well as words that carry less common letter patterns such
as str. After reading through the story once, the teacher will ask
the students to help identify any words that are either in their
spelling list or perhaps could be added due to their letter
combinations.
The words that the teacher will be looking for students to identify
are stride, squeal, upstream, edge, squidgy, scratch,
splashes.
Once these words have been identified while reading the book, the
teacher will write each one on the board. The class will help the
teacher to determine the different digraphs, blends and syllables in
each word. The teacher will then ask the class to stand up in 5
single file lines and complete their spelling practice activity.
English 2: Assessment 2
Murrawee
You and Me
Students will already be familiar with this practice as they do it
with their other spelling words, it involves them writing out each
word with their finger on the back of the person in front of them,
while saying each letter aloud. For example, the students would say
stride, s-t-r-i-d-e stride, as they write out the word on the back
of the student in front of them. This activity aids in remembering
the spelling of the words because the students are using physical
touch as well as verbal memory to spell out the words.
Fruit Salad Activity: the teacher will hand out small image cards
with pictures of different fruits on them apples, watermelon and
grapes. All of the grapes will form one group, all of the
watermelons will form another group and all of the apples will
form the last group. Each group will be assigned a suffix es, s
or ies. The groups will identify words in the book that use or
could use the given suffix if made a plural. For example, the ies
suffix there is families and stories. These words will be written
on their worksheets, which will have 3 fruit bowl images with
separate fruit pieces attached to be cut out and stuck onto the fruit
bowl. Students will note all of the words in the book and then try to
brainstorm a few more of their own words to add to their collection.
Students should end up with a minimum of 5 words in their fruit
bowl. Once this has been completed, students will make fruit
salad by changing into groups of 3 with 1 watermelon, 1 apple and
1 grape card in each group. Now each group will have a member
from the previous es, s and ies groups. Students are asked to
share their information together and come up with any additional
words as an extension.
LITERACY
Texts in context
Identify the point of view in a text and suggest alternative points
of view (ACELY1675)
English 2: Assessment 2
Murrawee
You and Me
LITERATURE
Literature and context
Discuss texts in which characters, events and settings are
portrayed in different ways, and speculate on the authors reasons
(ACELT1594)
English 2: Assessment 2
Murrawee
You and Me
similarities, discussing how and why they are the same. Students
will complete this as an individual activity writing their thoughts
into their reading journals.
Responding to literature
Draw connections between personal experiences and the worlds of
texts, and share responses with others (ACELT1596)
Examining literature
Discuss how language is used to describe the settings in texts, and
explore how the settings shape the events and influence the mood
of the narrative (ACELT1599)
Students will identify the adjectives in the book with regards to the
setting and the characters. Once identified, the teacher will write
them on the whiteboard or perhaps ask different students to write
them up. Students will then be asked to write a few sentences using
the same adjectives from the story but they must relate to their
school (setting) and themselves and their friends (characters).
Examples of adjectives from the book include: ancient, bare, cold,
clear, squidgy, old, cool
English 2: Assessment 2
Murrawee
Creating literature
Create imaginative texts based on characters, settings and events
from a students own and other cultures using visual features, for
example perspective, distance and angle (ACELT1601)
You and Me
Note: the highlighted activities are related to writing modes rather than reading modes.