3 — Patterns of Australia
This is the third sequence in a learning unit familiarising students with the vocabulary describing a range of geographical locations and the activities associated with them.
Students will be using the questions introduced in Sequence 2 (Who or what is involved?, What is happening? and Are there any other circumstances surrounding the activity?) to further develop their understanding of the elements of a clause.
They will use the text Patterns of Australia by Bronwyn Bancroft as inspiration for their writing. If possible, have multiple copies of Patterns of Australia available.
- Choose one of the landscapes from the text that is similar to a local landscape and prepare A3 photocopies of this page for display on an interactive whiteboard or wall.
- Have copies of some of the images sourced and used in Sequence 1 available.
- Before sharing Patterns of Australia, cover up the written text on each page.
- Organise some green, red and blue cards and textas. These will be used to record students’ responses to the questions: ‘What is happening?’, ‘Who or what is involved?’ and ‘Are there any other circumstances surrounding the activity?’
Activity 1: Conducting a ‘picture walk’ of the book
Before introducing Patterns of Australia, tell the students that as they look through the book they should think about what they are seeing in the illustrations and which landscape the author and illustrator might be showing. Tell them that the text has been covered up so that they can focus on the illustrations. Conduct a ‘picture walk’ of the text. As the illustrations are displayed, ask students to suggest which landscapes they depict and to justify their thinking with evidence from the illustrations. Ask questions such as, ‘What are you seeing in the illustrations that makes you think this?’ ACELA1447, ACELA1453, ACELT1582, ACELY1656, ACHASSK031
Activity 2: Who and what is in the illustration?
Choose one of the landscapes from the book that is similar to your local landscape and show the students the A3 copies or a representation of this page. Ask them:
- Who or what is in the illustration? (List their responses and record them on the red cards.)
- What is happening in the illustration? (List these words on green cards.)
- Are there any other circumstances surrounding the activity? (Record their responses on blue cards.)
Model for the students how we can use this information to help us write a simple sentence such as, ‘The wide river is flowing through the trees’. Get the students to turn to a partner and rehearse constructing a sentence using the information on the cards as a guide. Bring the group back together to share some of the sentences they have constructed in pairs. Provide each pair with a strip of paper for them to record a sentence that they constructed themselves or one that they heard from another group. ACELA1451, ACELY1655
Bring the students back together. Ask some students to share their sentences and display them. Choose a sentence for the group to analyse by locating the constituent parts. For example:
- Who or what is involved? (noun group or participant)
- What is happening? (verb group or process)
- Are there any other circumstances surrounding the activity? (adverbs/prepositional phrases or circumstances)
As a group, identify the parts of the sentence, underlining each section with the appropriate colour. Display the sentences in the display area. Further teacher support on teaching the grammar of sentences is in the Resources.