11 — Patterns in illustrations: Indigenous art – Part 2
Sequence focus points
- Literature: focus text – What We Count, Then and Now published by Indij Readers; class library suggestions – imaginative and informative texts with the themes of animals and Indigenous Australians.
- Patterns: patterns in sentence writing – words that tell us ‘what is happening’, ‘who or what is involved’ and ‘other information’; patterns in words – words ending in ‘ing’; patterns in counting; patterns in Indigenous art.
- Reading and viewing: modelled reading using initial sound and picture to predict unfamiliar words; recalling events from the story; reading sentences; finding patterns in illustrations.
- Writing: modelled, joint construction and independent writing of sentences about patterns; sentence punctuation; using onset and rime as a spelling strategy.
Display the cover of the book What We Count, Then and Now. Discuss with the class who the ‘we’ from the title may be, referring to the illustrations and the book read during the last sequence. Brainstorm some ideas from the books read during independent reading time to make a list of the things that may be in the book What We Count, Then and Now. The list may include tools, food, celebrations, clothing and language. Use this discussion to draw out the idea of Indigenous ways of life in the past and how they may differ from the ways of life of Indigenous Australians today. ACELA1426, ACELY1646
Activity 1: Shared reading
Read the text What We Count, Then and Now with the students, then ask them to join in with the reading. Model predicting the text on each page, based on the illustrations. Ask the students to make similar predictions on other pages. ACELY1650, ACELA1786
Activity 2: Pre-writing
Display some examples of local modern and historical Indigenous art via print-based texts, online texts or posters. Include the names of the artists and their communities in the display. Use the students’ drawings of patterns from the previous sequence or create some teacher-made cards with examples of patterns on them. Ask the students to talk about the artworks and the way the patterns have been made, using the pattern examples as stimulus.
Activity 3: Modelled and jointly constructed writing
Write the students’ comments on the interactive whiteboard or a large sheet of paper. Students who are able to do so may write their own sentences (for example, ‘The pattern has small circles inside big circles’). Support other students as they write their sentences. Reinforce the use of capital letters and full stops. ACELA1432, ACELA1435, ACELA1440, ACELY1651
Share the sentences you and the students have written and display them along with the artworks they describe, either on a wall or in a class-made book for reading during independent reading time. ACELY1650