Me Early Stage 1
Connected Outcomes Group (B)
/Planning page
Student work: / Resources needed: / Literacy links include: / Numeracy links include:Written work and artefacts will be used to compile a ‘This is me’ folder for presentation at the end of the unit. / • Literary texts referred to in the unit including:
Ernie dances to the didgeridoo, Tessa snaps snakes and Rosie sips spiders by Alison Lester
• Vocal-Ease modules 1 and 2 (DET) (currently out of print; teachers’ book is available as a pdf on arts action CD-ROM [DET]#
• Enter Art image kit (DET) (currently out of print: information on images is available as a pdf on arts action# CD-ROM)
• Beyond the Frame image kit (DET)#
• Big mob books for little fullas (BOS) (currently out of print)
• Teaching measurement Early Stage 1 and Stage 1 (DET)#
Collaborate with your teacher-librarian for teaching and resource support.
#Additional copies of these DET resources are available from DET sales at: https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm / • understands and follows oral instructions
• talks about naming words and describing words in descriptive texts
• joint construction of written factual accounts
• creates a story board to represent a narrative
• describes familiar objects. / • uses everyday language to describe position when exploring movement
• sequences events and uses everyday language to describe events in a day
• interprets data made from objects e.g. comparing height, eye colour, length of hair
• describes three-dimensional objects using everyday language.
Term planner (this example shows how this unit can be planned over the term)
Week
/Creative Arts
/HSIE
/PDHPE
/SciTech
1 / Dance - Exploring ways we can moveMusic - Exploring me through music
Visual Arts - Modelling me / Our names – sharing names and cultural background / Our names – expressing feelings, needs and wants
Dance - Exploring ways we can move
2 / Dance - (cont.)
Music - (cont.)
Visual Arts - Self-portrait (1) different media
Visual Arts - Talking about self-portraits / Our birthdays
Personal characteristics – similarities and differences / Personal characteristics – physical similarities and differences
Dance - Exploring ways we can move
3 / Dance - (cont.)
Music - (cont.)
Visual Arts - Self-portrait drawing (2) / Dance - Exploring ways we can move
4 / Dance - (cont.)
Music - (cont.)
Visual Arts - Comparing self-portraits
Drama - Non verbal communication / Dance - Exploring ways we can move / Sensory games
How do we communicate?
Investigation task: use senses to investigate our school environment.
5 / Dance - (cont.)
Music - (cont.)
Drama - Feelings
Drama - Non verbal communication / Feelings
Different languages / Dance - Exploring ways we can move
Communicating feelings / Why do we communicate?
6 / Dance - (cont.)
Music - (cont.) / Dreaming stories / Individual differences
Dance - Exploring ways we can move / Design task: My story (Weeks 6–8)
7 / Dance - (cont.)
Music - (cont.) / Me as part of my family
Family roles / Dance - Exploring ways we can move
8 / Dance - (cont.)
Music - (cont.)
Visual Arts - Modelling me 2 / Me as part of Australia
‘This is me’ folder / Dance - Exploring ways we can move / ‘This is me’ folder
Unit of work
Outcomes / Learning experience / Planned assessment /Creative Arts: Music
MUES1.1 Participates in simple speech, singing, playing and moving activities demonstrating an awareness of musical concepts• maintains a steady beat
• accurately performs a chant.
MUES1.2 Creates own rhymes, games, songs and simple compositions
• varies text of a known chant.
MUES1.4 Listens to and responds to music
• moves in response to music
• imitates rhythm and speech patterns. /
Exploring me through music and movement
• Students develop an awareness of their own body through movement, focusing on body parts through songs and games e.g. Head, shoulders, knees and toes, Body talk and Simon says.• Use a chant, e.g. ‘When I get mad I beat my drum’ from Vocal-Ease modules 1 & 2 to:
- experiment with making drumming sounds and echoing drum patterns
- tap the beat while listening to the chant
- teach the chant by imitation
- experiment with chanting in different ways (softly, loudly, in a squeaky voice and so on)
• Each student creates their own version of the chant by varying the text and inventing actions.
Weeks 1–4 Focus on body parts through songs and games
Weeks 5–6 Using a chant
Weeks 7–8 Using a chant - varying text, inventing actions
NB shaded text is background information for teachers. /
Assessment strategy
The teacher:• observes students in class activities.
Assessment criteria
The student:• maintains a steady beat while listening and chanting.
• imitates rhythm, pitch and dynamics of chanted patterns
• varies the text and actions in the chant.
These criteria relate to outcomes MUES1.1, MUES1.4, MUES1.2
Creative Arts: Dance
DAES1.1 Participates in dance activities and demonstrates awareness of body parts, control over movement and expressive qualities• travel around the space in a variety of ways without contacting others
• perform a sequence of movement using different parts of the body.
DAES1.2 Explores movement in response to a stimulus to express ideas, feelings or moods
• make and explore body shapes to express an idea
• develop a sequence of actions that begin to tell a story.
DAES1.3 Responds to and communicates about the dances they view and/or experience
• show movements to others in the class and talk about the dancing they have done
• discuss why some shapes are more difficult to make than others.
English
TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable attentiveness.PDHPE
DAES1.7 Moves in response to various stimuli• varies locomotor movements through space, such as high and low direction.
Mathematics
SGES1.3 Uses everyday language to describe position and give and follow simple directions. /Exploring ways we can move (Can be used as lesson breaks.)
• Plan the following dance activities once or twice a week over the course of the unit. Each activity needs to:- observe safe dance practice, including warm-ups, to allow students to participate without risk of injury
- provide students with an opportunity to watch others dancing and to talk about their experiences.
• Students:
- warm-up by bending and stretching different body parts
- explore the use of personal space in the room e.g. students develop an understanding of instructions such as ‘find a space of your own’, ‘spin around in your space’ and ‘make a big shape in your space’
- develop understanding about the use of space as they move about the room e.g. ‘walk anywhere in the room without touching anyone’
- explore locomotor movements such as walking, running, hopping, stamping, creeping, galloping and skipping to different tempos (moving fast, slow and to a set beat)
• Ask: which movements did you enjoy performing?
Dancing about things I see and do
• Students:
- use visual imagery to explore movement and improvise, e.g. imagine you are kites lifting, flying and landing; waves building, curling and crashing; the sun rising and setting
- decide on one image to make a short dance, e.g. kites lifting in flight and landing
- work in pairs to perform a short dance.
• Ask students to talk about the dances they liked most and why.
(Literacy link: understands and follows a short sequence of instructions; describes their movements)
(Numeracy link: uses everyday language to describe position)
• Read a story based on activities at school e.g. The first day at school – Yvonne Jagtenberg, Our school fete – Louise Pfanner, I am too absolutely small for school – Lauren Child.
• Students mime activities inspired by the story while classmates try to guess what they are doing.
• Each student creates a movement sequence based on their mime. Develop the mime further by varying the tempo and size of the movements.
• View and discuss students’ responses.
• Create a painting dance. Have each student create a movement sequence based on painting a picture (painting, washing the brush, using different colours, hanging the painting).
• View and discuss students’ responses.
• Refine sequences from previous activities to create a dance which students can rehearse and perform for others.
• Work on tempo of movements e.g. fast, slow, use of stillness, and varying dynamics e.g. strong, gentle, slashing, flicking movements.
• Focus on communicating an idea of size and space e.g. how big is your painting? Are you using a paintbrush or a roller?
• View and discuss the performances.
• Additional dance lessons may include:
- body parts e.g. performing a sequence of movements using different parts of the body
- body shapes e.g. investigating the use of personal space by using their bodies and parts of their bodies
- performing e.g. practising and performing an individual sequence.
Weeks 1–3 explore actions in space with different body parts
Week 4 dancing about things I see and do
Week 5 explore actions in space with different body parts
Week 6 everyday dance
Week 7 painting dance
Week 8 practising and performing an individual sequence. /
Assessment strategy
The teacher:• observes students’ movement and performance in dance sequences which explore the use of body parts
• interviews individual students about their use of body shapes and space.
Assessment criteria
The student:• explores ways the body can move
• displays competence in non-locomotor and locomotor movements
• creates a sequence of actions to express an idea
• discusses the shapes and movements that they have made
• understands and follows a short sequence of instructions.
These criteria relate to outcomes DAES1.1, DAES1.2, DAES1.3 (Creative Arts)
DAES1.7 (PDHPE), TES1.2 (English)
HSIE
CUES1 Communicates some common characteristics that all people share, as well as some of the differences• recalls names of class member
• participates in sharing some of own cultural characteristics.
PDHPE
GDES1.9 Identifies how people grow and change• describes things they like to do.
COES1.1 Expresses feelings, needs and wants in appropriate ways
• plays simple response games. /
Our names: getting to know all class members
• Students sit in a circle and take turns to say their name (first name, family name and the name they may be known as). Ask students to think about what their preferred name is and why they prefer it. Take turns to say their name and something about themselves, e.g. I have 3 brothers and sisters; I like playing ... ; I am proud of …• Continue with questions to encourage students to share some of their cultural background, their special abilities and desires.
• Model a memory game with 5–6 students at a time. Taking turns around the circle, add each student’s name and something special about them e.g. Monica has a lovely smile, Jack helps people. Provide assistance where necessary.
• Divide students into small groups to continue the game by themselves.
Can be undertaken a number of times with different criteria.
Literacy link: responds to and interacts with spoken classroom communications using agreeed conventions) /
Creative Arts
VAES1.2 Experiments with a range of media in selected forms• explores the qualities of modelling clay to model themselves.
Mathematics
SGES1.1 Manipulates, sorts and represents three-dimensional objects and describes them using everyday language. /Modelling me
• Students model themselves using modelling clay. These models will provide an initial assessment of students’ current understanding of themselves.• Teachers can keep the models or take a photo for future reference. They will be used to compare with a model the students make at the end of the unit.
(Numeracy link: uses everyday language such as ‘round’ and ‘curved’ when describing models) /
HSIE
CUES1 Communicates some common characteristics that all people share, as well as some of the differences• gathers and organises information about birthday celebrations
• identifies some of the traditions and cultural practices of birthday celebrations
• describes similarities and differences between celebrations.
Mathematics
MES1.5 Sequences events and uses everyday language to describe the duration of activities.DES1.1 Represents and interprets data displays made from objects and pictures.
NES1.1 Counts to 30, and orders, reads and represents numbers in the range 0 to 20.
English
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. /Our birthdays
Prepare an outline of a birthday graph. Give each student a card with their name.• Display a poster or read a story about a birthday or name day. Discuss:
- what is a birthday? What is a name day?
- why, how and when is it acknowledged?
• Identify students’ birthdays and list on a calendar. Students sit in birthday month lines to model a graph.
• The teacher:
asks students born in each month to stand up
the students are counted
• The students:
- place their name card on the graph to represent their birthday month
- count to find the total for each month
- discuss the month with the most birthdays, how many more for one month than another month etc. If there is a month without any birthdays, introduce the concept of zero. (Numeracy link)
• Students use the calendar to identify the day of the week on which their birthday occurs this year. (Numeracy link)
• Students draw a picture of themselves to show how they celebrate a birthday in their family. Ask:
- do you go out to a restaurant to celebrate?
- do you celebrate with grandparents, aunts and uncles?
- do you have a cake?
- do you get presents?
- do you have a party?
- do you go out somewhere special?
• Discuss special customs or traditions associated with a birthday.
• Students present and briefly explain their drawing to the class. Note any particular cultural differences brought up during the students‘ presentations. Include birthday cards, gifts/presents, special meals, traditional foods, cake, candles, clothing, games and other culturally specific examples. Share information, drawing attention to similarities and differences.
• Share some oral stories of special birthdays that you, or your students, have attended e.g. a great grandparent turning 80/90/100. What was special about this celebration?
• Ask: what other special events do you celebrate? Discuss other celebrations inclusive of Christmas, Easter and other events with specific cultural or religious significance to students.
(Literacy link: gives brief explanations for their drawings)
(Numeracy link: names days of the week; creates a data display; counts with one-to-one correspondence) /
HSIE