Reading with Expression: Lockie Leonard Human Torpedo
QUESTION: How can I read with more expression?
Class brainstorm: Discuss several techniques that are used to create interest and drama when reading.
Students might consider the speed, tone of voice, characterisation, emotion, voices, accents, loud or soft voices and being guided by the ‘voice’ of the character based on the varying scenarios or emotions being expressed.
Students read the worksheet ‘How do expressive readers read?’ using tone, pitch, rhythm and volume (attached).
Watch this: British Voice Talent: Expressive Reading Examples
https://www.youtube.com/watch?v=DBjI3F_ldvk
As a class, choose a scene from Lockie Leonard, Human Torpedo. Students volunteer to read a section using different (silly) examples of expression. For instance, Vikki in an American accent, Lockie as a stereotypical surfer dude, Sarge as an elderly man, Phillip as a very slow talker, Mum as a very fast talker or a teacher in an overly expressive, excited voice. Students should also consider gesturing as they read.
Group Practice: Read your own performance, The Life I Live, with more expression.
Students continue to develop the lines, scene directions and storyline more thoroughly. Students should also consider their body language and movement around the ‘stage’.
QUESTION: How can I read with more expression?
Class brainstorm: Discuss several techniques that are used to create interest and drama when reading.
Students might consider the speed, tone of voice, characterisation, emotion, voices, accents, loud or soft voices and being guided by the ‘voice’ of the character based on the varying scenarios or emotions being expressed.
Students read the worksheet ‘How do expressive readers read?’ using tone, pitch, rhythm and volume (attached).
Watch this: British Voice Talent: Expressive Reading Examples
https://www.youtube.com/watch?v=DBjI3F_ldvk
As a class, choose a scene from Lockie Leonard, Human Torpedo. Students volunteer to read a section using different (silly) examples of expression. For instance, Vikki in an American accent, Lockie as a stereotypical surfer dude, Sarge as an elderly man, Phillip as a very slow talker, Mum as a very fast talker or a teacher in an overly expressive, excited voice. Students should also consider gesturing as they read.
Group Practice: Read your own performance, The Life I Live, with more expression.
Students continue to develop the lines, scene directions and storyline more thoroughly. Students should also consider their body language and movement around the ‘stage’.
Group Planning: Drama Performance
- Meeting up over the weekend?
- Creating a meeting time during lunch time 2 times next week?
- Plot planning (target audience is Year 5 and 6 students)
- Character creation
- Creating a meeting time during lunch time 2 times next week?
- Plot planning (target audience is Year 5 and 6 students)
- Character creation
L418: Period 3 lesson
Law, culture, language of ATSI Peoples.
Answer the following questions in your exercise book
Begin research here: What we are called http://lryb.aiatsis.gov.au/what-were-called.html
Relationship to land: How does ATSI law, culture and language value landscapes and landforms?
Read pages 50 and 51 of Geoactive 1 (Attached).
Question: Why do Aboriginal and Torres Strait Islander people believe they are related to the land?
Research task: Discuss the deep spiritual connection that Indigenous Australians have with Country.
“For Aboriginal peoples, country is much more than a place. Rock, tree, river, hill, animal, human – all were formed of the same substance by the Ancestors who continue to live in land, water, sky. Country is filled with relations speaking language and following Law, no matter whether the shape of that relation is human, rock, crow, wattle. Country is loved, needed, and cared for, and country loves, needs, and cares for her peoples in turn. Country is family, culture, identity. Country is self.”
Source: https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-aboriginal-people#ixzz4ws1titjj
Answer the following questions in your exercise book
- What does ATSI stand for?
- Locate the Torres Strait on a map and illustrate it into your exercise book.
- How does the culture of the Torres Strait Islanders compare to mainland Aboriginals? In what ways are they similar and different? Create a table in your exercise book to compare and contrast the two cultures.
Begin research here: What we are called http://lryb.aiatsis.gov.au/what-were-called.html
Relationship to land: How does ATSI law, culture and language value landscapes and landforms?
Read pages 50 and 51 of Geoactive 1 (Attached).
Question: Why do Aboriginal and Torres Strait Islander people believe they are related to the land?
Research task: Discuss the deep spiritual connection that Indigenous Australians have with Country.
“For Aboriginal peoples, country is much more than a place. Rock, tree, river, hill, animal, human – all were formed of the same substance by the Ancestors who continue to live in land, water, sky. Country is filled with relations speaking language and following Law, no matter whether the shape of that relation is human, rock, crow, wattle. Country is loved, needed, and cared for, and country loves, needs, and cares for her peoples in turn. Country is family, culture, identity. Country is self.”
Source: https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-aboriginal-people#ixzz4ws1titjj
Poetry
Re-cap questioning/ discussion:
What techniques do writers use?
How is poetry different from a novel or play?
Visit: The Australian Poetry Library
Read Minnamurra Forest, by Mark O’Connor
https://www.poetrylibrary.edu.au/poets/o-connor-mark/minnamurra-forest-0528030#
Jigsaw activity: Divide students into 4-6 groups. Each group will be allocated one task such as identifying metaphors, personification or researching unfamiliar words. Students then meet with another student to complete the worksheet and discuss their findings.
What techniques do writers use?
How is poetry different from a novel or play?
Visit: The Australian Poetry Library
Read Minnamurra Forest, by Mark O’Connor
https://www.poetrylibrary.edu.au/poets/o-connor-mark/minnamurra-forest-0528030#
Jigsaw activity: Divide students into 4-6 groups. Each group will be allocated one task such as identifying metaphors, personification or researching unfamiliar words. Students then meet with another student to complete the worksheet and discuss their findings.
KAKADU
Jeffrey Lee and Koongarra - the man who could have been a millionaire
Jeffrey Lee is the only member left of the Djok clan and the custodian of a parcel of land called Koongarra, surrounded by Kakadu National Park. Koongarra sits on top of a uranium deposit worth more than $5 billion.
Jeffrey was approached by a French company to buy the land multiple times over many years and each time, he said no. In order to protect his country, Jeffrey went to a meeting with the United Nations in Paris in order to have his country made part of the National Park so that it will be protected forever. He still works as a ranger in the National Park looking after his land to this day.
We will watch this video twice. On the second viewing aim to write at least three dot points to help writing your persuasive piece.
More information: https://www.smh.com.au/national/sole-survivor-sitting-on-a-5b-fortune-20070714-gdqm7s.html
Jeffrey Lee is the only member left of the Djok clan and the custodian of a parcel of land called Koongarra, surrounded by Kakadu National Park. Koongarra sits on top of a uranium deposit worth more than $5 billion.
Jeffrey was approached by a French company to buy the land multiple times over many years and each time, he said no. In order to protect his country, Jeffrey went to a meeting with the United Nations in Paris in order to have his country made part of the National Park so that it will be protected forever. He still works as a ranger in the National Park looking after his land to this day.
We will watch this video twice. On the second viewing aim to write at least three dot points to help writing your persuasive piece.
More information: https://www.smh.com.au/national/sole-survivor-sitting-on-a-5b-fortune-20070714-gdqm7s.html
Extension Activity
Interested in the dreaming stories and rock art? Conduct more research into your favourite stories and artworks.
Mimi Spirits - said to have taught the first peoples all the skills of survival. They are long and skinny and could be blown away in strong winds so they hide in rock crevices. They like keeping the native animals as their pets.
Read more here https://www.aboriginal-art-australia.com/aboriginal-art-library/mimi-spirits/
Australian megafauna https://theconversation.com/aboriginal-australians-co-existed-with-the-megafauna-for-at-least-17-000-years-70589
Dreaming Stories https://dreamtime.net.au/dreaming/story-list/
Ubirr Rock Art
Interested in the dreaming stories and rock art? Conduct more research into your favourite stories and artworks.
Mimi Spirits - said to have taught the first peoples all the skills of survival. They are long and skinny and could be blown away in strong winds so they hide in rock crevices. They like keeping the native animals as their pets.
Read more here https://www.aboriginal-art-australia.com/aboriginal-art-library/mimi-spirits/
Australian megafauna https://theconversation.com/aboriginal-australians-co-existed-with-the-megafauna-for-at-least-17-000-years-70589
Dreaming Stories https://dreamtime.net.au/dreaming/story-list/
Ubirr Rock Art