CONTENTS |
By Dillon, Simone, Nicole, Zac, Kelly, Dannielle, Latoyah, Oceania And Katelyn
2 EMILY GAP
By Zac, Nicole, Simone.
3 THE CATERPILLAR'S STORY
By Kelly, Katelyn
4 THE STORY OF TODD RIVER TREES
By Nicole, Latoyah, Kelly And Oceania
5 ABOUT EMILY GAP
By Simone
6 ANTHWERRKE (EMILY GAP)
By Dillon, Zac
7 STINKY BEETLES AT EMILY GAP
By Oceania
8 YEPERENYE FEDERATION FESTIVAL
By Kelly
9 TWO SISTERS
By Dannielle And Kelly
10 THE EMU BUSH GRUB (UTNERRENGATYE)
By Simone
11 UTNERRENGATYE, EMU BUSH GRUB
By Latoyah
12 TYAPE NTYARLKE (THE ELEPHANT GRUB)
By Nicole
13 TYAPE NTYARLKE (THE ELEPHANT GRUB)
By Kelly
14 AYEPE-ARENYE (TAR VINE CATERPILLAR)
By Zac
15 THE TAR VINE CATERPILLAR
By Dillon
16 GLOSSARY
By Oceania, Zac, Latoyah
17 TEACHER'S NOTES
TEACHER'S NOTES |
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A summary, for teachers, of the Mparntwe Project. Left: Hawk moth...from the Yeperenye caterpillar; photo by Mike Gillam |
Larapinta Primary School, Alice Springs
Major Outcome:
To produce a website dealing with the traditional Arrernte view of the creation of the Alice Springs landscape, in the lead up to the Yeperenye Festival in September 2001.
Indicators:
All students will:
* record and transcribe oral information
* write a complete 'overview' version of the creation story for Alice Springs
* write 3 texts describing a specific element of a landscape story
* use a wordprocessor to produce written texts
* use a digital camera to create images
* use a web application to combine texts and images and create web pages
Links to NT Curriculum Framework:
ESL Levels:
Students will generally be working at Levels 3 or 4 of the NT Curriculum Framework for ESL, depending on the individual student in each case. The focus is on outcomes in the Reading and Writing strands (ie, literacy), though extensive use will be made of various types of formal and informal spoken language throughout the course of the project.
Essential Learnings:
Uses imagination , vision and a variety of resources for self-expression, enjoyment and interpretation of concepts, ideas and strategies.
Listens attentively and considers the contributions and viewpoints of others when sharing own ideas and opinions.
Uses constructive strategies to resolve conflicts.
Fulfills their responsibilities as a group member and actively supports other members.
Uses appropriate language, seeks out and is sensitive to audience and culture within a range of contexts.
Accesses information and tools from appropriate sources, analyses these and applies the most relevant aspects to optimise results.
Uses a variety of methods to plan, organise and complete tasks, and continually reflects when evaluating the quality of their work.
Week One:
Learning Activities:
Initial session to meet students and teachers, and discuss project.
Teacher modelled story telling about elements of landscape in own childhood experience.
Reading 'My Place' by Nadia Wheatley as a possible model of recording stories of place and change over time.
Brainstorming and listing students' existing knowledge, as initial pieces of the 'jigsaw' of the creation stories for Alice Springs.
Students retell and predict elements of modelled stories.
Students contribute to braimstorming session and develop written list of creation story locations that they already know.
Week two:
Review project to date and preview coming week.
Examine 'The Arrernte Landscape' text by reading selected passages (by teacher if necessary).
Develop key words list.
Familiarise students with illustrations.
Identification and listing of further elements of the Mparntwe story
Whole group discussion to begin first draft of 'overview text'.
Select key words from text
Link illustrations with text read by teacher
Begin first draft of their 'overview text'.
Contribute to discussion.
Use maps to identify features of the landscape.
Use digital camera to record landscape.
Take notes from existing information.
Bus Trip: Information gathering at Anzac Hill.
Week three:
Review project to date and preview coming week.
Whole group discussion to extend first draft of 'overview text'.
Add to key words list.
Students work in pairs to identify any location they wish to research and begin note taking.
(Girls - Yeperenye: Boys - Akngwelye)
Introduce word processing.
Model use of digital camera, note taking and illustrating site. Collect further details to add to overall story.
Write at least three sentences for overview text.
read key words from text
Begin first draft of own text (handwritten and then word processed).
Use digital camera to record landscape.
Take notes from existing information.
Develop illustration of site.
Bus Trip: Information gathering at Araluen Arts Centre.
Week four:
Review project to date and preview coming week.
Whole group discussion to complete first draft of 'overview text'.
Add to key words list.
Begin to develop glossary of Arrernte terms (word process)
Students work in pairs to develop/complete draft of site story.
(Girls - Yeperenye: Boys - Akngwelye)
Use information gathered at Araluen Centre to develop first element of web site.
IAD staff to assist with place name pronunciation, reviewing structure and content of the 'overview text' and perhaps adding more pieces to the jigsaw.
Spell key words from text.
Begin developing general web site about Araluen story.
Complete first draft of own text (handwritten and then word processed).
Use digital camera to record landscape.
Take notes from existing information.
Develop illustration of site.
Bus Trip: Emily Gap to investigate the caterpillar story.
Week five:
Review project to date and preview coming week.
Whole group discussion to complete 'overview text'.
Add to key words list.
Continue to develop glossary of Arrernte terms(word process)
Students work in pairs to develop/complete draft of a site story.
Complete information gathered at Araluen Centre and/or Emily Gap to develop first element of web site.
Bus Trip: Annie Meyer Hill to identify town-based Yeperenye sites (east side).
Week seven:
Review project to date and preview coming week.
Identify group to continue Yeperenye texts. Utilise information gathered from excursions and Arrernte consultants.
Continue to develop glossary of Arrernte terms.
Bus Trip: Town based Yeperenye sites, including Todd River.
Week eight:
Review project to date and preview coming week.
Group to continue Yeperenye texts.
Utilise information gathered from excursions and Arrernte consultants.
Continue to develop glossary of Arrernte terms.
Bus Trip: Various parts of Alice Springs including Todd River, Barrett Dve, Education Dept. and The Gap.
Week nine:
Review project to date and preview coming week.
Group to continue Yeperenye texts.
Utilise information gathered from excursions and Arrernte consultants.
Publish glossary of Arrernte terms.
Meet with Parks and Wildlife Commission ranger to explore the life cycle of the hawkmoth. (Yeperenye caterpillars)
Week ten:
Review project to date and preview coming week.
Complete Yeperenye text web pages
Complete Caterpillar Lyfe Cycles.