Growing Up Aboriginal

Overview

This is lesson 10 of 24 in Representations of Australian Youth. Students read two short, teacher-selected extracts by Aboriginal authors from Growing Up Aboriginal in Australia, identifying themes, perspectives and language choices that shape representations of Aboriginal youth. The lesson builds on earlier work distinguishing representation from personal experience and opinion.

Learning intentions

• WALT analyse literary representations of Aboriginal youth.
• WALT identify themes and perspectives in selected extracts.
• WALT explain how language features and literary devices shape meaning.
• WALT discuss interpretations respectfully, recognising that Aboriginal experiences are diverse.

Success criteria

• I can identify a theme and a perspective in each extract.
• I can select relevant evidence from the text.
• I can explain how a language choice creates meaning.
• I can compare my interpretation with another reader’s view respectfully.

Curriculum links

• Literature — identify and explore ideas, points of view, characters, events and issues in literary texts from social and cultural contexts.
• Literature — identify and explain how literary devices create layers of meaning.
• Literature — analyse how language features shape meaning according to audience and purpose.
• Literature — form and justify opinions about characters, settings and events, identifying agreement and difference.

Lesson structure (60 minutes)

1. 0–7 min · Hook and cultural framing. Teacher opens the hook and learning intention slides with the question, “Who gets to tell the story of growing up in Australia?” and explains that Aboriginal writers represent varied experiences rather than one shared story. Students complete a silent quick-write, then share one idea with a partner; establish discussion expectations: listen carefully, avoid generalisations and refer to the text.

2. 7–15 min · Vocabulary and modelled reading. Teacher introduces the vocabulary on the vocabulary and reading strategy slides: representation, perspective, identity, belonging, culture, resilience, stereotype and voice; briefly models annotating a short passage for a repeated image, emotive word or first-person perspective. Students predict which words may help reveal a writer’s viewpoint and record definitions on the vocabulary and extract analysis worksheet.

3. 15–28 min · Paired close reading. Teacher distributes two accessible extracts, one by each selected Aboriginal author, in dyslexia-friendly formatting and reads the opening aloud before inviting paired reading. Students annotate one extract for a significant idea, a line that reveals perspective, and a language feature such as imagery, repetition, contrast or inclusive language; students may listen while a partner reads.

4. 28–40 min · Evidence and meaning. Teacher directs students to complete the first analysis table on the vocabulary and extract analysis worksheet and circulates, asking, “What does this word suggest?” and “Whose perspective is centred?” Students identify a theme, copy a brief evidence phrase, name a language feature and explain its effect using the frame: “The writer represents ___ as ___ through ___, which suggests ___.”

5. 40–52 min · Collaborative interpretation. Teacher displays the comparison prompts in the paired discussion and comparison slides and organises pairs into groups of four. Students compare interpretations: What is similar or different about the perspectives? How do setting, events or relationships influence the representation of youth? Each student contributes one evidence-based idea and records a point of agreement or difference on the worksheet.

6. 52–60 min · Share and exit reflection. Teacher invites several groups to share, clarifying that disagreement is valuable when justified by evidence, then displays the exit questions in the plenary and exit-question slides. Students complete the final worksheet response: “One theme is ___; the author’s perspective is ___; the evidence ___ shows this because ___.” Collect responses to identify who can move from naming a feature to explaining its meaning.

Resources

• the complete lesson slide deck
• the vocabulary and extract analysis worksheet
• Two short, age-appropriate extracts by Aboriginal authors from the class anthology or approved school collection
• Dyslexia-friendly versions of both extracts
• Highlighters or coloured pencils
• Board or interactive display
• Optional audio recordings of the extracts
• Class discussion norms displayed in the room

Assessment

• Listen during paired reading and discussion for accurate use of theme, perspective, evidence and language feature.
• Check worksheet annotations and analysis tables for a clear link between textual evidence and interpretation; conference with students who only identify features without explaining their effects.
• Use the exit response to assess whether students can identify a theme and perspective and justify both with evidence.

Differentiation

• Provide dyslexia-friendly extracts using a clear sans-serif font, generous spacing, short line lengths, left alignment and a cream or pale background; offer audio support and allow students to follow while listening.
• Pair students deliberately, provide a smaller extract or pre-highlight one possible starting point, and use the sentence frame and vocabulary bank for students needing language support, including EAL/D learners.
• Read passages aloud, pause to paraphrase complex sentences, and invite students to draw or orally explain an interpretation before writing it.
• Extend confident readers by asking them to compare how first-person voice, imagery or structure positions the audience, and to explain how a different language choice might alter the representation.