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Merryn Whitfield @BFPS 2014

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Outcomes and Content


Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-1A interact effectively in groups or pairs, adopting a range of roles retell or perform part of a story from a character's point of view respond appropriately to the reading of texts to demonstrate enjoyment and pleasure use information to support and elaborate on a point of view Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-2A identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, plan, compose and review imaginative and persuasive texts discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language features create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue experiment with visual, multimodal and digital processes to represent ideas encountered in texts identify elements of their writing that need improvement and review using feedback from teacher and peers reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features EN2-6B understand the use of vocabulary in discussing and presenting spoken texts in familiar and unfamiliar contexts discuss how writers and composers of texts engage the interest of the reader or viewer listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts EN2-7B

identify and analyse the purpose and audience of imaginative, informative and persuasive texts understand how characters, actions and events in imaginative texts can engage the reader or viewer

describe how audience and purpose impact on language forms and features in imaginative, informative and persuasive texts examine how evaluative language can be varied to be more or less forceful
discuss how texts, including their own, are adjusted to appeal to different audiences, how texts develop the subject matter and how they serve a wide variety of purposes express a point of view for a particular purpose in writing, with supporting arguments make constructive statements that agree/disagree with an issue

Merryn Whitfield @BFPS 2014

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Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2-4A use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts recognise how aspects of personal perspective influence responses to texts

Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-8B understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts recognise the use of figurative language in texts, eg similes, metaphors, idioms and personification, and discuss their effects recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative respond to a wide range of literature and analyse purpose and audience discuss the nature and effects of some language devices used to enhance meaning and shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images

interpret text by discussing the differences between literal and inferred meanings justify interpretations of a text, including responses to characters, information and ideas

Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts EN2-9B

understand that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning understand that choice of vocabulary impacts on the effectiveness of texts understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases identify and use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information experiment with punctuation to engage the reader and achieve purpose identify a variety of connectives in texts to indicate time, to add information and to clarify understanding

learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs experiment with vocabulary choices to engage the listener or reader compose a range of effective imaginative, informative and persuasive texts using language appropriate to purpose and audience use grammatical features to create complex sentences when composing texts experiment with figurative language when composing texts to engage an audience, eg similes, metaphors, idioms and personification incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research

Merryn Whitfield @BFPS 2014

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Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-10C

share responses to a range of texts and identify features which increase reader enjoyment respond to texts by identifying and discussing aspects of texts that relate to their own experience
identify creative language features in imaginative, informative and persuasive texts that contribute to engagement identify and discuss how vocabulary establishes setting and atmosphere

justify interpretations of a text, including responses to characters, information and ideas, eg 'The main character is selfish because ' make connections between the ways different authors may represent similar storylines, ideas and relationships

Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own EN2-11D

recognise how texts draw on a reader's or viewer's experience and knowledge to make meaning and enhance enjoyment recognise how aspects of personal perspective influence responses to texts draw connections between personal experiences and the worlds of texts, and share responses with others understand differences between the language of opinion and feeling and the language of factual reporting or recording make connections between students' own experiences and those of characters and events represented in texts discuss literary experiences with others, sharing responses and expressing a point of view describe and discuss ethical issues encountered in texts justify personal opinions by citing evidence, negotiating with others and recognising opinions presented

Recognises and uses an increasing range of strategies to reflect on their own and others learning EN2-12E

develop criteria for the successful completion of tasks appreciate how the reader or viewer can enjoy a range of literary experiences through texts jointly develop and use criteria for assessing their own and others' presentations reflect on own reading and identify the qualities of texts that have contributed to enjoyment of the text

Uses effective handwriting and publishes texts using digital technologies EN2-3A

use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Merryn Whitfield @BFPS 2014

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Key Concept 1: What is it like to travel or go on a long journey? General Capabilities: * Literacy * Critical and Creative Thinking
Learning Focus Building background knowledge and awareness of the topic. Whole Class Learning Discuss places the students have travelled to How did they get there? How was it similar / different to home? What was involved in preparing for the journey? What did they experience while travelling? Did they learn something new whilst travelling? Create a thinglink with a world map. Students record a short audio description of a place they have travelled to. Add the audio recordings with images to the thinglink and publish on the class blog.

* ICT capability

* Personal and Social Capability


Assessment Do the mind maps cover a range of topic areas? Have the students used appropriate vocabulary (proper nouns for places, verbs for movement, adjectives to describe feelings, events and places)? Are the written / recorded texts well sequenced? Do they have clear and relevant details of the event? Resources Students own experiences iPads (popplet, kidspiration apps) computers thinglink account

Small Group / Independent Learning In pairs, students create a mind map around the topic of travel, using their own experiences and the previous whole class discussion. These can be completed on iPads using Popplet app, or kidspiration app, on computer using www.popplet.com or using coloured pencils and paper. Share and discuss the completed mind maps.

- How are they similar/different to each other? - Why would we expect to see differences between the mind maps? Does everyone always have the same experiences when travelling? Do we all travel for the same reason? Individually students write a short paragraph describing one travel event they were involved in. (It may be recent or some time ago). Students need to follow the types of details they provided in their mind map, but can extend their ideas. Once the texts are edited and reviewed, students publish by recording them onto the iPads, or using easi-speak microphones to be incorporated into a class thinglink. Extension In groups students create a vocabulary map to examine synonyms and antonyms for travel and their grammatical variations (eg: travel, travelled, travelling)

Support Place students in mixed ability groups. Provide a scaffold with idea starters Teacher with guided group

Merryn Whitfield @BFPS 2014

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Key Concept 2: Use of humour Focus Text: Mulga Bills Bicycle * Personal and social capability

General Capabilities: * literacy


Learning Focus Poetic structure and features Making connections with the text

* critical and creative thinking

* ICT capability
Assessment Did students appropriately identify things that they wanted to know about the text? Did students participate in the class discussions? Were the students able to make connections between their own experiences and those from the text? Were the students able to identify figurative language in the text? How imaginative and original were the similes created by the students? Did they show a depth and range of vocabulary? How creative and imaginative was the innovated text? Did it maintain the rhyme and rhythm of the poem? Were the images use appropriate to the text? Resources Mulga Bills Bicycle by Banjo Patterson I wonder activity page Stanzas of the poem for group work Ipads Book creator app

Whole Class Learning Discuss with the students, who has a bike? What is it like? How is it similar/different to Bills? How is Bill dressed? What might this tell you about the story? (when it was written and the types of words it might use) Read the book to the class. Stop at least twice during the reading for the students to generate more I wonder questions. Try pages 9 and 21 and then at the end of the text. Discuss the use of rhyme and rhythm in the poem. How does it impact on the reader? Examine the text for examples of figurative language (you may like to put up one or two stanzas on the board for the students to read and highlight) For example: similes, metaphors and onomatopoeia As a whole class, innovate the text (see activity page attached) to have a new character experience a different form of transport for the first time eg) skateboard. Students then photograph different scenes and create their own eBook using Book Creator app on the ipads. (It may be helpful to bring in some props if available)

Small Group / Independent Learning Prior to reading, students individually complete the first part of the I wonder activity. (see attachment) Share the students thoughts before reading (repeat this activity during AND after the reading, sharing individual responses each time)

In small groups students think of 3 interesting verbs and 3 interesting adjectives. Then they discuss how to create a simile to effectively portray those words to a reader. They can jot down ideas on a note pad, and write their final choices on the activity sheet provided to share with the class and discuss their choices. Depending on the class, the whole class innovation could also be completed in small groups and shared

Support

Extension

Work with smaller sections of text such as a rhyming couplet instead of a whole stanza. Work with more capable peers or with the teacher.

Students create their own innovation using the scaffold

Merryn Whitfield @BFPS 2014

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Key Concept 3: Wordless picture books tell stories too Focus Text: Journey * Personal and social capability * critical and creative thinking * ICT capability
Assessment Resources Book trailer for Journey Picture book Journey by Aaron Becker Picture book where the wild things are by Marurice Sendak Alpha Boxes activity worksheet Video of Making Journey Students own writing books Lists for ideas and word banks

General Capabilities: * literacy


Learning Focus How does the reader read a wordless picture book?

Whole Class Learning Without any preliminary discussion, show the students the book trailer for Journey http://www.storybreathing.com/journey -trailer/ The first viewing should be without sound. The later viewing should include the sound. Discuss the trailer with the students. What are their initial impressions? What did they notice about the illustrations and the use of colour? What do they notice about the main character? Write down these responses so students can compare them after viewing the book. Replay the trailer, this time with sound. How does the background noise and music change your impression of the story/characters? With the whole class, read the text. Dont take comments at this point, simply pause for a time on each double page spread to allow students to absorb the images and the story behind them. After reading, students think,pair,share Bring the class back together and students report back on what their partner had to say about the book.

Small Group / Independent Learning

Inference and making connections

Did the students participate in the discussion? Were their responses thoughtful, creative, based on the text?

In small groups, or individually, students complete the alpha boxes activity. Share

Did students cooperate? Did they use appropriate vocabulary and metalanguage to discuss the text?

Merryn Whitfield @BFPS 2014

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Creative and imaginative thinking

Delve into the key points, comments, questions of students more deeply. Eg) the use of colour and the absence of colour, the sections of story told in small picture sequences, the purple bird, the emperor pirate, the ending where do you think they are going? circular nature of the text the importance of friendship If you were to have a magic crayon, what would you draw (types of transport)/where would you go? List these are they will be useful story starters for students own narratives.

Students draft their own narratives based on their ideas for a magic crayon. These will be written over a number of sessions to allow for sharing, revision and editing.

Were the students ideas innovative and creative? Did they show an understanding that the purpose of a narrative is to entertain?

Structure and features of an imaginative narrative

Watch the first part of the video https://vimeo.com/48536711 where Aaron Becker talks about the making of Journey. What is important about creating a narrative or a story? Make a list based on class discussion about what students need to remember when they are writing their own narratives (importance of setting and characters, developing and describing them, the need to have the events move on within the complication and the resolution) OTHER POSSIBLE ACTIVITIES Read where the wild things are. How are these two books similar? Aaron Becker spent some of his childhood growing up in Japan. Can you find examples of Japanese influence in this story?

Are the students aware of the structure and features of a narrative? Do they need extra assistance in developing setting, characters or plot? Support Use a scaffold for narrative writing Joint construct their narrative with a peer or the teacher Write an introduction to set the scene and introduce the characters Extension Add illustrations to their narrative and publish as an eBook Create a character profile for one of the Journey characters or one from their own writing. Research Aaron Beckers life and find influences from other cultures from within the text Were the students able to write a simple narrative with orientation, complication and resolution? Did they use appropriate vocabulary, grammar and punctuation?

Merryn Whitfield @BFPS 2014

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Key Concept 4: Making Connections with ideas in stories Focus Text: Refugees * Personal and social capability * Sustainability
Whole Class Learning Small Group / Independent Learning Assessment Resources

General Capabilities: * literacy Cross Curriculum Priorities:


Learning Focus

* critical and creative thinking

* ICT capability

* Ethical understanding

Predicting Making connections between our own experiences and the experiences in texts Writing persuasively

Prior to reading Discuss what is a refugee? Why do people become refugees? How does the blurb on the back inform the reader? What is the effect of the illustrations on the front and back covers? During Reading Discuss which parts of the story are not told by the words? How do the ducks circumstances change throughout the book? Are there parts of the book where the words dont match the picture? What is this second meaning? How does it impact on the reader? Why did the author choose to do this? After reading Discuss what responsibilities do you think the rescuer would have? What do you think is the authors view on the environment? What clues tell you that? How does the ducks story relate the human refugees and their experiences? If students do not have much prior knowledge of the issues, then watch this BTN episode http://www.abc.net.au/btn/story/s3895053.htm

Students complete fake twitter template for one of the ducks. Share and discuss the types of experiences the duck may want to share with friends. Students can complete this using a printed version or directly onto the powerpoint document.

Did the students use experiences from the text?

Refugees by David Miller BTN refugee episode Fake twitter template (adapted from one by Stephanie Westwood) Something to discuss activity worksheet Students own writing books Persuasive text assessment rubric

Were the students able to identify the authors purpose and possible motives?

Merryn Whitfield @BFPS 2014

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Writing task Ask the students, what does it mean to be a lucky duck? Discuss. On the board, write the statement, It is not always good to be a lucky duck Discuss this with the class in relationship to the text. Why IS it good to be those ducks? Why ISNT it good to be the ducks? After discussion, students complete the individual task and share with a friend. After sharing the worksheets with the whole class, discuss what it means to write persuasively. What do they need to include in a text to be persuasive? How do they structure the text with arguments and evidence and persuasive vocabulary? Model how to introduce a persuasive text (you may show several different types of introductions). Follow this by joint constructing the first paragraph, focussing on the use of argument and evidence and the need for cohesive and persuasive language. Use these discussions to create useful word charts to put up in the class.

Students complete something to discuss activity worksheet as preparation for writing a persuasive text. Share with a friend to refine ideas and evidence.

Did students participate in the discussions?

Students complete a persuasive text on the topic It is not always good to be a lucky duck. Using the modelled introductions and joint constructed first paragraph as a guide It is expected that the teacher work with individuals and small groups as required. In pairs or small groups students review and edit their work before conferencing with the teacher Share the completed texts with the class and evaluate how persuasive they were. Use the rubric to assess. Students can publish their texts using ICT

Were they able to come up with ideas based on the book? Did they use real life examples and make connections beyond the text into their own experiences? Could students identify the structure and features of a simple persuasive text? Did the students write a simple persuasive text based on the book?

Merryn Whitfield @BFPS 2014

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Key Concept 5: Making Connections with experiences in stories Focus Text: The Little Refugee * Personal and social capability * critical and creative thinking * ICT capability * Ethical understanding

General Capabilities: * literacy Cross Curriculum Priorities:


Learning Focus

* Asia and Australias Engagement with Asia


Small Group / Independent Learning Assessment Resources

Whole Class Learning

Recount texts Identifying the Main idea Use of colour in illustrations

Merryn Whitfield @BFPS 2014

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