The Burnt Stick
By Anthony Hill
Illustrated by Mark Sofilas
2-3 week
Stage 3 unit of
work
1
› Key Concept:
› Exploring ethical and social dilemmas in texts - story telling
through texts
› Justifying opinions and evaluating ideas with evidence from the
text: Justice
› Texts:
› Focus:
› Acceptable Evidence:
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FOCUS TEXT:
The Burnt Stick by Anthony Hill Mark Sofilas
SUPPORTING TEXTS:
Through my eyes by Ruby Bridges
A is for Aunty Elaine Russell
Nyuntu Ninti Bob Randall
Kanyini (film) Bob Randall
Integrating English
Stage 3 content descriptors
› S & L - Speaking & Listening
› R & V - Reading & Viewing
› R & C - Responding and Composing
› W & R - Writing & Representing
› Spelling
› G, P & V - Grammar, Punctuation and Vocabulary
› T I & C -Thinking Imaginatively and Creatively
› E T - Expressing Themselves
› R on L - Reflecting on Learning
› Plotting students on the Literacy Continuum › To develop students’ comprehension, grammar and vocabulary.
› Critical aspects:
› Comprehension, Grammar, Vocabulary, Reading texts, Writing
› Learning across the › Literacy, creative and critical thinking, difference and
curriculum:
› Learning outcomes
diversity
› EN3-1A
communicates effectively for variety of audiences
and purposes using increasingly challenging topics, ideas, issues
and language forms and features
› EN3-3A
uses an integrated range of skills, strategies and
knowledge to read, view and comprehend a wide range of texts
in different media and technologies
2
› EN3-5B
Discusses how language is used to achieve a widening
range of purposes for a widening range of audiences and
contexts
› EN3-2A composes, edits and presents well-structured and
coherent texts
› EN3-6B
uses knowledge of sentence structure, grammar,
punctuation and vocabulary to respond to and compose clear and
cohesive texts in different media and technologies
› EN3-4A draws on appropriate strategies to accurately spell
familiar and unfamiliar words when composing texts
› EN3-7C thinks imaginatively, creatively, interpretively and
critically about information and identifies connections between
texts when responding to and composing texts
› EN3-8D identifies and considers how different viewpoints of
their world, including aspects of culture, are represented in
texts
› EN3-9E recognises, reflects on and assesses their strength as
a learner
›
› Assessment
opportunities
› Research task – students’ interpretation of an explanation of
‘Stolen Generation’
› Formative assessment - Sketching or labelling (how students
acting on description)
› Summative assessment – at the end of the unit. This
assessment task will carry more weight
3
Notes on recording work for this unit.
Students’ workbooks may be set up as follows:
Vocabulary page - for all vocabulary listed. As each set of pages are read, the words can be
listed in the vocabulary page. Students can then find definitions for words as directed.
Character web page- characters can be added to the page in attachment. This web can then
be labelled with how each character is related to John.
Dreaming page - All thoughts and words associated with the student’s understanding of the
dream can be added here.
Activities/exercises
 Prediction bingo can be played at anytime during the reading as a prediction strategy.
 Synonym game can be played at any stage through the unit.
The teacher keeps the first card and remaining cards are handed out to the students. The
teacher starts and children listen for the synonym.

Language and vocabulary exercises are stated for each lesson. Variations on these such
as find 10 emotive verbs on page xx…, find 5 nouns on page xx are recommended.
4
Lesson 1
Vocabulary
Aboriginal,
Discussion
Aborigines
Discuss the term aboriginal. Who are Australian Aborigines? How long have
aborigines been in Australia?
Stolen Generations,
What do we know of the Australian Aborigines?
mission
How were they treated when the British settled Australia?
What does Stolen Generations mean? Where were children sent to when they were
taken from their families?
Activity – Missions
Activity with iPads group students into ten groups and give them a specific website
and ask them to summarise what the website defines or describes as a mission. Note
that the websites have different definitions and descriptions.
Regroup as a class discuss different meanings of the word mission.
Websites
http://www.yarrahealing.catholic.edu.au/teaching-learning/index.cfm?loadref=119
(First six points)
http://www.environment.nsw.gov.au/nswcultureheritage/Missions.htm (first four
paragraphs)
http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australiasstolenOR
View the Yarra Healing website and discuss as a class. Read the Stolen Generations
website and discuss as a class. Read the Envirnoment.nsw.gov website and discuss as
a class.
Which website uses the word stolen. Which website uses the word remove?
Which website used the word move?
Why do these different websites describe how Aboriginal people went to the missions
in different ways?
5
Lesson 2
Vocabulary
Discussion
Read the book A is for Aunty. Discuss the pictures colour and content and describe
how the book makes you feel. Do you think Elaine Russell has pleasant feelings about
the mission?
Activity
Discuss how Elaine Russell drew and coloured her stories. Have students draw their
own stories (playing, their homes) and colour them using the style of Elaine Russell.
Lesson 3
Vocabulary
Pre- reading activity
Latin Mass,
corrugated,
machinery, orchard,
recite, catechism,
thresh, harvest, kiln,
plane wood
Pre reading is a prediction activity.
Looking at the cover and the blurb- What do you think the story is about?
Students write their predictions in their workbooks and then discuss their predictions
as a class.
Activity
Teacher reads first page.
Students read next two pages
Teacher reads the first page. Students read the next page.
Discussion
Discuss vocabulary
What words are religious words?
What words set the scene?
6
Lesson 4
Vocabulary
Students read pages 4-5.
Ancestor
Discussion
Dreaming
Discuss the phrase, “it was not like home “ and how is has been repeated a number of
times. Why has the author done this? Discuss this technique used by the author.
campfires
permitted
welfare
overseers
Discuss what did the fathers do and what did they not do? Could we create different
headings for our T chart looking at the lists?
Discuss the word welfare- what’s its definition in the dictionary. Does this make sense
in the story?
Activity
1. Draw up or T chart in workbooks or create a worksheet. (see appendix 1)
Headings are The fathers did not do did not do
Students list the things under the correct headings.
2. Explain compound words. Students are to find as many compound words on pages
4 and 5 as they can.
7
Lesson 5
Vocabulary
Students read Pages 9-13
difference,
Discussion
scrub,
Where was John born?
embracing
What did John remember of his mother?
desert
Why do you think he remembered his mother at night?
horizon
Language features
sunning
Activity
bough
“It was then he could feel the cool night embracing him… was the cool night really
embracing him
mustering
presence
Discuss personification. Could the cold night embrace him?
Brainstorm other examples of personification.
•
•
•
•
•
•
Lightning danced across the sky.
The wind howled in the night.
My alarm clock yells at me every morning.
Traffic slowed to a crawl.
The door protested as it opened slowly.
My house is a friend who protects me.
Students write a poem about an object in the classroom using personification.
List ten verbs that people do. Use them in a sentence.
Pang tiptoed to the door.
Shirley whispered to her friends.
Choose an object inside or outside the room and use those verbs to describe the
objects actions.
8
Lesson 6
Vocabulary
Watch Australians Together Sharing/ Discover Stories / Separation Ruth story.
Discussion
Discuss the difference between Ruth’s story and Elaine Russell’s book A is for Aunty
(Lesson 2). Ruth’s story is painful and sad, Elaine’s book is colourful and depicts good
times. What is the difference between the two stories? (family)
Activity
Brainstorm words that arise from the discussion of Ruth’s Story.
Students write a story on being separated from their family.
9
Lesson 7
Vocabulary
Start with synonym game to review vocabulary - Attachment 1.
traveller
Read pages 14-16
membership
Discussion
ties
Why did Aborigines live on farming stations?- teacher lead discussion
initiated
Activity
complain
Barramundi ancestor spirit
sensible
The following extract of an explanation of The Dreaming by Mussolini Harvey was
written to help non-Aboriginal Australians have some understanding of the Aboriginal
Dreaming
"...The Dreamings made our Law. This Law is the way we live, our rules. This Law is
our ceremonies, our songs, our stories; all of these things came from the Dreaming ...
our Law cannot change, we did not make it. ... The Dreamings named all of the
country and the sea they travelled; they named everything that they saw. The
Dreamings gave us our songs. These songs are sacred ... are like maps, they tell us
about the country, they are maps we carry in our heads. ...
In our ceremonies we wear marks on our bodies; they come from the Dreaming too.
We carry the design that the Dreamings gave to us. When we wear that Dreaming
mark we are carrying the country, we are keeping the Dreaming held up, we are
keeping the country and the Dreaming alive. That is the most important thing; we
have to keep up the country, the Dreamings, our Law, our people. It can't change. Our
Law has been handed on from generation to generation and it is our job to keep it
going, to keep it safe." (http://www.bri.net.au/livingbysandra.html)
Read the story of the Barramundi Ancestor
http://www.japingka.com.au/articles/daiwul-barramundi-dreaming/
What does this Dreaming story tell us about the land and the fish, the barramundi?
AND/OR
Write down all the key words in a brainstorm activity on words associated with the
dreaming.
Activity- View the barramundi painting. Use the cross hatch techniques in the picture,
draw your own barramundi or fish picture.
10
Lesson 8
Vocabulary
Pages 17-19
clapping sticks
Discussion
horse-breaking
Name 3 dreaming ancestors mentioned on these pages.
strangely
Activity
creator
Dreaming discovery
handsome
http://www.thedreamingstories.com.au/ (Series 5, Episode 5: Kannenner the Brave
(6mins))
creature
pleasure
View the film as per website above.
Discuss
What does this animation tell us about the Aboriginal Dreaming?
Activity
Find as many compound words on pages 17, 18 and 19 as you can.
Lesson 9
Vocabulary
Read pages 20-23
stockman
Discussion
light-skinned
Discussion of the Stolen Generation
understand
See creative spirit website for explanation of Stolen Generation
wordless
http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australiasstolen-generations#toc0
grief
Prediction - Guess what Linyan’s idea is?
11
Lesson 10
Vocabulary
campfire
Pages 24-33
Discussion
cinders
Discuss the Term Big Man Welfare
charcoal
There was Big Man Welfare, 2 policeman and Mrs
powder
Grainger on the truck, how would John have felt with
these people looking for him?
acacia
Draw and label the truck given the description on page
homestead
29
Pidgin
How do you think John’s mother felt when Big Man
mocked
Welfare walked away without her son.
Activity
What do you think the next paragraph will be about?
Write the beginning sentence of the next paragraph.
Lesson 11
Vocabulary
Have students quickly look at the picture on pages 34 and 35 then shut their books.
cunning
Students are to predict the words they think these pages will have.
success
Draw up a grid as below and students write the words they think will be read in the
spaces on the grid. Play prediction bingo as the teacher reads the pages. Students
mark off their words as and if they are read.
waterhole
doubtful
government
warning
Read pages 34-36
cautious
Discussion
unnecessary
Who warned Liyan that the Big Man Welfare would be back?
Why they do you think they warned her.
12
Lesson 12
Vocabulary
Pages 38-41
embers
Discussion
stern
What is meant the term self parody?
important
Using like me and not like me students write down the similarities and differences
with John.
pale
suspicion
admired
Why do you think Big Man Welfare was tricked a second time?
Activity
On page 40 it states that everyone laughed as the Government men were once again
fooled. Imagine what the people were saying to one another.
Write this as directed speech- modelled by the teacher then written by the students.
Students act out the scene using their direct speech remarks.
Lesson 13
Vocabulary
Pages 42-43
eagle
Discussion
deceive
What comparison did Jabal make between the Crow and the ‘Big Man from Welfare’?
half-satisfied
Prediction- do you think Big Man Welfare will be back a third time? Why?
scorched
13
Lesson 14
Vocabulary
Pages 44- 51
watching
Discussion
soundly
What do you think the ‘watching eye of the King Brown Snake’ actually is?
engine
What time of day did the Big Man Welfare return? How do you know?
clasped
snatched
screamed
dismay
Why did he return at this time?
List the reasons that Liyan said John should stay.
List the reasons that Big Man Welfare said John should go.
What is your opinion? Should John Stay or go? Why?
Discuss the statement “They are not like us. They soon forget.” What does this
statement suggest about the Aborigines? Is this true?
Lesson 15
Vocabulary
Pages 52-53
remember
Discussion
meanings
Why did John Jagamarra go back?
belonged
What does rubbing the charcoal and ash into his and his son’s skin symbolise?
abandoned
drought
deserted
Activity
* Using the visual wheel, draw different parts of the story in each segment of the
wheel.
* Think of another name for the book. Draw a cover for the story to match the new
name.
14
Character Web
John Jagamarra
15
What the Fathers did do
What the Fathers didn’t do
16
DaiwulNgarranggarni – Barramundi Dreaming story (Gidja
language)
A barramundi is being chased by a group of ancestral women
and swims into a cave near the area now known as
Barramundi Gap. As she enters the cave the women prepare
to catch her with nets made from rolled Spinifex grass (a
traditional fishing method known as Kilkayi).
The barramundi realises she is trapped in the shallow, muddy
water of the cave entrance and tries to escape by swimming
to the other end, toward Nunbung (Wesley Springs).
But she cannot find a way out and returns to the entrance of
the cave, where the women are waiting with their nets. She
swims toward the women and jumps over them, shedding
her scales as she jumps and leaving them behind in the
shallow water. The scales become the diamonds of all colours
that are found there today.
The barramundi then jumps through a gap in the rocks,
landing in the deep, clean water of Kowinji (also spelled
Gawinyin), or Cattle Creek rockhole on the Bow River. As the
barramundi dives she turns into a white stone. Three of the
old women who have chased the fish to Cattle Creek peer
into the water to look for her and they too turn to stone,
forever becoming a part of the landscape. Today there are
three stone formations overlooking the creek.
According to the Gidja people, barramundi are not found in
the area today because of the presence of the Ngarranggarni
barramundi in this place.
17
18
Red Barramundi Dreaming
Artist:
Darlene Devery
19
Dreaming words
20
21
22
First card.
Who has the synonym for commence?
I have begin.
Who has the synonym for prejudice?
23
I have racism.
Who has the synonym for family?
I have blood relations.
Who has the synonym for remember?
I have recall.
24
Who has the synonym for annoy?
I have irritate.
Who has the synonym for important?
I have significant.
Who has the synonym for gather?
25
I have muster.
Who has the synonym for ashes?
I have cinders.
Who has the synonym for stolen?
I have taken without consent.
Who has the synonym for hug?
26
I have embrace.
Who has the synonym for thought?
I have idea.
Who has the synonym for stories?
I have narratives.
27
Who has the synonym for teach?
I have I have educate.
Who has the synonym for sorrow?
I have grief.
Who has the synonym for Journey?
I have trip.
28
Who has the synonym for assist?
I have help.
Who has the synonym for struggle?
I have wrestle.
Who has the synonym for mistake?
I have error.
29
Who has the synonym for heavy.
I have massive.
Who has the synonym for anger?
I have rage.
Who has the synonym for wept?
I have cried.
30
Who has the synonym for terrified?
I have frightened.
Who has the synonym for spirits?
I have ghosts.
Who has the synonym for hushed?
I have silent.
31
Who has the synonym for homeland?
I have birthplace.
Who has the synonym for pretend?
I have fake.
Who has the synonym for change?
32
I have alter.
Who has the synonym for speak?
I have talk.
Who has the synonym for finish?
I have complete.
33
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