Sawah Pak Yono
(Indonesian)
Band of development: Later childhood
Curriculum organiser: Languages
Year level(s): 5
Proposed duration: 15 lessons
Essential Learning 15 The student communicates with intercultural understanding
Achievements
1. The student uses a range of strategies to think and learn
5. The student contributes to group effectiveness
ACKNOWLEDGEMENT:
Thank you to the Curriculum Support section for developing and sharing this unit.
This is a sample unit of work. Teachers need to consider its usefulness within the Posted:
context of their own students’ needs and school’s curriculum plan and adapt it December
accordingly. 2008
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(School)
INDONESIAN - LATER CHILDHOOD
(Year 5)
15 LESSONS (Teacher) 40 MIN / WEEK
SAWAH PAK YONO
PAK YONO’S PADDY FIELD
UNIT DESCRIPTION
In this unit students explore the lives of Pak Yono, who grows rice in the family paddy
fields, and his extended family. Through examination of a big book text, Pak Yono’s
Paddy Field, students are able to access cultural information and are given
opportunities to discover the relationship between language and culture.
OUTCOMES
At the end of this unit students will be able to:
use appropriate language to describe family relationships
use correct word order for nouns and adjectives
improve the complexity of their written sentences by incorporating conjunctions
ATTITUDES AND VALUES
In this unit students have opportunities to:
develop and demonstrate respect for different cultures, beliefs and value systems
value cultural and linguistic diversity in society
enjoy learning about and understanding other cultures and languages
appreciate the ability of people to communicate in more than one language or language
variant.
ENDURING INTERCULTURAL UNDERSTANDINGS
The language used to describe family structure and membership is dependent upon the
relevant culture. Indonesia is no different. Respect for age and the importance of the extended
family in Indonesian culture can be compared with the nuclear family and the emphasis on
individualism found in Australian culture.
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ESSENTIAL LEARNING ACHIEVEMENTS and ESSENTIAL CONTENT
ELA 15: The student communicates with intercultural understanding
In the later childhood band of development, students have opportunities to understand and
learn about:
1. diverse cultural practices and lifestyles and how they compare with their own culture (e.g.
language, religion, food, dress, celebrations, rituals, traditions, family relationships, work,
leisure, education) through a range of experiences and media (e.g. stories,
documentaries, visual art, songs, dance, music, games, drama performances, language
study)
In the later childhood band of development, students have opportunities to learn to:
6. locate points of similarity as a first step to entering into another's frame of reference
7. identify factors that have shaped other cultures and make simple cause and effect
statements (e.g. usually about environmental factors)
9. recognise and use words and phrases in different languages for familiar people and
things relating to students’ interests and experiences (e.g. family members, animals, days
of the week, months of the year, colours, common objects)
RELATED ELAs
ELA 1: The student uses a range of strategies to think and learn
In the later childhood band of development, students have opportunities to:
7. practise and rehearse their learning
ELA 5: The student contributes to group effectiveness
In the later childhood band of development, students have opportunities to:
2. participate in a range of groups to complete specified tasks within a given timeframe
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SAWAH PAK YONO - PAK YONO’S PADDY FIELD
INFORMED
ELA LEARNING SEQUENCE (STUDENTS, TEACHER) RESOURCES
PEDAGOGY
15.1 Tuning In General class discussion of whether the same words are needed to talk about farming in
15.7 Indonesia as in Australia? Why/ why not?
Noticing Students are to keep in mind Indonesia’s geography, climate, population density, and economy.
Previous knowledge gained from TV, videos, etc.
Brainstorm words thought to be necessary to learn about farming in Indonesia. Laptop/Projector
List in Word document as students give suggestions.
15.9 Comparing Compare provided vocabulary list with that produced by the class. Students to look for Vocabulary lists
Reflecting words that they didn’t expect or they wonder why they are necessary in Indonesian.
For example, there are four words in Indonesian for rice, no exact equivalent for farm and some
words the same in English and Indonesian
Practice pronunciation by repeating each word.
Finding Out, Categorise the vocabulary words.
Sorting Out Encourage students to think of different ways to do this and to justify their reasoning.
Noticing Name the groups that the words belong to, using Indonesian. Colour code the words on Laptop/Projector
their own vocab lists. Grouped vocab
Have Word pages prepared that place the vocabulary in relevant groups.
15.1 Noticing Listen to Pak Yono’s Paddy Field. Discuss each photo. Pak Yono’s
15.6 Comparing Who is in the photo, how are they working, what are they doing, what else can be seen? Paddy Field
Reflecting Compare these ‘farms’ with Australian farms. Do the students now see the reasons for the choice
of vocabulary words?
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INFORMED
ELA LEARNING SEQUENCE (STUDENTS, TEACHER) RESOURCES
PEDAGOGY
15.7 Noticing Recall family words and any information they know about these words. Holmes,
Comparing Family in Indonesia is not just a nuclear one, but also involves close and more distant relatives, Margaret and
Reflecting that some other people are often addressed using family terms if they are close to the family, that O’Keefe, Julie,
siblings are divided into those older and those younger, not brothers and sisters as in English and Pak Yono’s
that the gender of one’s children is not given unless necessary. Why is this the case? Paddy Field:
Growing Rice in
Identify and name each person in the book’s photos, giving their relationship to others in Indonesia
the family. Department of
Siapa ini? Dia Fela, adik Fani. Education and
Who is this? She is Fela, Fani’s younger sibling. Training, NSW,
Ask the class as a group, and have the necessary Indonesian words on card to cover the Sydney, 2003
English text. Vocab on cards
15.9 Write sentences identifying and naming the people in the photos.
Assessment sheet has 4 reduced photos from the book for students to write about. Focus on Worksheets
including the correct family relationship words. (Assessment)
Label with verbs the activity in certain photographs. Laptop /
Have some relevant photos and vocabulary in a Smartboard programme so that at the students’ Projector
suggestion they can be arranged and matched.
15.9 Noticing Read modelled sentences and then form own sentences to describe the activity in each of
Comparing the photos. Give English meaning.
Include who is performing the action, what the action is, and what the object of that action is.
The photos will include one for each of the Indonesian words for rice, so students should use the
appropriate word.
Photos will be on a Word page so that suggested words, and then sentences, can be recorded.
Worksheets
15.9 Reflecting Write simple sentences in Indonesian describing four illustrations of the rice cycle. Also
include English meaning. Give reasons why Indonesian has four words for rice.
Students can use their term’s work for help with relevant nouns and verbs. They should include
relevant reasons for the variety of words for rice and reflect on the differences between
Indonesian and English in this case.
(Assessment)
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INFORMED
ELA LEARNING SEQUENCE (STUDENTS, TEACHER) RESOURCES
PEDAGOGY
Class gives more information about each photo. Suggests words that can be added. Laptop/Projector
Arranges into sentences.
Have one or two of the same photos on laptop page, record students suggested words.
Encourage use of adjectives of colour, number and size.
5.2 In pairs, cut out, arrange and paste words into simple sentences to describe the photo. Worksheets
Read sentence/s to the class.
Each pair is given a page consisting of a photo, a word bank and space to paste the sentence/s
beneath the photo. Because adjectives are also given students may or may not include them, and
have to remember correct word order (noun + adjective, except for number).
15.9 Noticing Read a short text based on Pak Yono and identify nouns, verbs, adjectives and Laptop/Projector
Comparing conjunctions. Comment on use of –nya (his/her).
Reflecting Have the text on laptop. Students read the text aloud. Remind students how a more interesting
description is possible when using more complex sentences. As they identify each part of speech,
highlight it by changing the text colour. Ask students to comment on any differences they see
between the construction of Indonesian and English. Why do they think -nya is non-gender
specific?
Create more complex sentences by using conjunctions.
Comparing Use conjunctions such as dan, tetapi, pada waktu, karena (and, but, while, because) to link Smartboard
Reflecting beginning and endings of sentences. Do this as a class using Smartboard program. Since more program
than one conjunction could possibly be used, students should consider the changes in meaning.
Would the sentences be split into the same beginnings and endings if they were in English?
1.7 Use conjunctions to improve the complexity of the simple sentences created previously. Previous
5.2 After discussion in the same pairs as before, students individually rewrite the simple sentences worksheets
15.9 they wrote earlier, joining only the sentences that would benefit from such linking; making sure
that meaning isn’t compromised. (Assessment)
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INFORMED
ELA LEARNING SEQUENCE (STUDENTS, TEACHER) RESOURCES
PEDAGOGY
Class describes in Indonesian one of the photographs in as much detail as possible. Laptop/Projector
Put photo in a Word document, record sentences as students suggest them.
15.6 Reflecting Decide if all the sentences are necessary, could be altered, or the sequence rearranged.
Record students’ suggestions, following on from their initial sentences.
Discuss whether the resulting paragraph acceptable as the text for the photograph if it
were to be published in Indonesian.
Some students might not think it is of equal complexity to the original English text and so not
acceptable. Ask them to explain why they think this. Lead students to accept that the complexity
of the paragraph they have produced is satisfactory for the standard of Indonesian they have
reached after two years exposure.
15.9 Making Write the text for two of the photos from Pak Yono’s Paddy Field, using all the term’s Worksheets
Conclusions worksheets and the vocabulary list for information and guidance.
Describe who is in the photo and what they are doing, giving as much detail as possible, including
Reflecting their names, their relationship to others in the family, the correct word for the rice in the photo.
Use adjectives and conjunctions. (Final Assessment)
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