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5 — Mapping our walk

This is the fifth sequence in a learning unit familiarising students with how to create a sentence by exploring their local geographical landscapes and those further afield. During this sequence, students will create a map of the landscape walk that they went on in Sequence 4. If this sequence is being taught as a stand-alone lesson, you can assist the students to create a map of any part of their local environment that they are familiar with.

You will need to have access to Why I Love Australia by Bronwyn Bancroft and have green, red and blue cards made. Strips of paper for sentence writing will also be needed.

Activity 1: Filling in the Data chart worksheet

In a modelled or shared reading session, read the text Why I Love Australia by Bronwyn Bancroft. As you read, support the students to make connections between the written and visual texts. Draw their attention to the verbal text and ask them what information the words in the text gave us. Record some responses on the Data chart worksheet. Now ask them what information the illustrations gave us and record some responses. Briefly discuss the complementary nature of the different sources of information. Ask the students to consider what they found interesting about the particular landscapes, and finally whether they had any ‘Wonders’ (things they want to know more about, or that they are wondering about). They should record their responses on the Data chart worksheet.

Select a landscape and its associated verbal text that particularly appeals to the class. Ask the students:

These questions will help the students identify the verb groups, noun groups and the circumstances surrounding the activity. Refer to the cards made in Sequence 3 on the ‘Landscape language’ display and the way in which coloured cards were used to show different parts of sentences. Add any new responses to the display.  ACELA1450ACELA1453,  ACELA1451ACELT1582

Activity 2: Mapping the landscape walk and describing the map

Show the students the photos that were taken during the landscape walk they went on. Encourage them to bring along any photos they have of their favourite landscapes that can be displayed in the classroom. Show the walk using Google Maps. Draw their attention to the symbols used on the maps that give readers extra information. The students may also have another look at the items they collected.

Next, give the students a blank A3 sheet of paper and ask them to draw a section of the landscape walk that they went on. Before they start to draw, ask them to visualise the walk. This is most effective if the students close their eyes and you talk them through the walk. Encourage them to think about what they saw first, what they saw next, and so on. Ask the students who or what they saw on the walk and record their responses on the board or interactive whiteboard. Tell them that rather than drawing the entire route taken on the walk, they should concentrate on providing a detailed drawing of one part. They can then draw their selected part of their landscape walk.

Get the students to sit in a circle with their drawings. Ask them who or what they have drawn and record their responses on red cards. Then ask them what is happening in their drawings and record their responses on green cards. Finally, ask them where or how these things were happening and record these responses on blue cards.

Demonstrate how to use the cards to construct a sentence or clause (for example, ‘The prickly bush was growing in the garden’ and ‘A tiny bird flew into the tree’). Write each sentence on a strip of paper. Allow the students to turn to a partner and orally construct a sentence. Choose some pairs to share either their own sentence or their partner’s. Get the students to return to their desks and then give each student a strip of paper and red, green and blue pencils to write their sentences. Students may use the coloured cards to assist them.  ACELY1656ACELT1586

Reflection

Gather the students together and get them to leave their drawings and sentence strips on their desks. The students then participate in a ghost walk around the room, looking for any interesting elements on other students’ drawings, or any interesting sentences. Regroup the students on the floor and ask them to share their observations.

Display their drawings and sentence strips in the classroom at the end of the session.