Planning Proforma

New Syllabus ~ Writing/Reading/Speaking & Listening Program

Conceptual Overview ~ Making connections to emotions represented in texts and discussing salience of images. Stage 2 Classes- 3H, 3R and 3W

Approximate Length: 30 minutes per lesson

Concept For The Unit: Understanding and identifying the main ideas in texts- rags to riches Making connections to texts- feelings Similes grateful as a peasant powerful as a dragon. metaphors, Visual literacy- interpersonal features: focus on colour Visual arts creating images of their similes about feelings using similar techniques e.g. capturing light, ink blots,

Assessment: Where are they now:

How will we know when they get there: Students describe compositional features of images by discussing salience, vectors, positioning, size and contrasts in colour. Students make relevant personal connections to emotions represented in the story. Students correctly interpret and create similes.

Strategies used for assessment purposes: Formative assessment tasks. Work samples

Differentiation Streamed groups/mixed ability groups and extension activities.

Lesson Concept Poetic device; similes

Outcome EN2-9B EN2-8B EM2-10C

Syllabus Content Grammar, punctuation and vocabulary Reading and viewing Thinking imaginatively, creatively and interpretatively

Cluster Markers

Making connections

EN2-11D EM2-10C

Expressing Themselves Thinking imaginatively, creatively and interpretatively

Visual grammar: colour

Comprehension: Identifying the main ideas in a text

CONCEPTS: Identifying main ideas in a text Making connections to texts

LESSON CONTENT Whole class: Predicting activity - analysing cover of the book The Peasant Prince by Li Cunxin. 1. What are the dominant colours? 2. What images to you see? 3. What feelings or mood does the image convey? 4. What does it remind you of? (see hand out) : Groups: Discussion triangles What do you think the book is about? How did you get to your answer? Share ideas with class. Whole class: Read the story and discuss how accurate their ideas were. Whole class: Reread story and complete Partner retelling activity (Revisit, Reflect, Retell, p. 84-85) Whole class discussion /reflection of activity _________________________ Whole class: Remind students of story. Introduce the concept of a main idea (the theme/purpose of the text.) Can there be other ideas that are also important? Can you think of any other texts that have similar ideas/themes? Groups: Think/pair/share In groups discuss what the main idea is and any other important ideas with in the story. Give evidence to support the ideas. Whole class: Share and compare ideas as a whole class. -----------------------------------------------------------Whole class: Teacher reads a rags to riches fairy tale/story to the class and draws comparisons to the Peasant Prince. Independent/Group Group 1- Developing understanding: students cut and paste text of the main ideas in known

DIFFERENTIATION Triangle groups are mixed to enable peer learning in discussions.

RESOURCES The Peasant Prince by Li Cunxin. Partner retelling activity (Revisit, Reflect, Retell, p. 8485) Fairy tale stories/DVD Venn diagrams Copies of the Frog in the Well tale from the Peasant Prince Writing books Worksheet of timeline showing key events in the Peasant Prince Tagxedo word cloud: www.tagxedo.com.au Interactive whiteboard

See group activities 1-3

fairy tales to images of those fairy tales, e.g. rags to riches matched with Cinderella. They then decide which main ideas in fairy tales are similar to The Peasant Prince. Group 2: Sound understanding: Students discuss fairy tales with main ideas similar to the Peasant Prince. They complete a Venn diagram to show comparisons. Group 3: Thorough understanding Students independently complete the unfinished tale of the Frog in the Well, ensuring it is written as a rags to riches story. They share stories in small groups. _____________________________________ Students write their own imaginative text using the main idea of rags to riches. Students are given a narrative proforma to use in order to structure their writing. _____________________________________ Groups 1 & 2 work in pairs to discuss the connections between the frog and Li Cunxin, and the frogs father and Li Cunxins father. Together they brainstorm their ideas and record them onto butchers paper. Group 3 make connections between the characters and events in their own frog story and the book. They then All groups then share and compare their ideas as a class. Vary the proformas given to students based on their individual needs.

Groups 1 & 2 work together for peer learning purposes. Group 3 also share their ideas with the class to demonstrate their comprehension skills.

Making connections to a text.

Whole class: Students are given a timeline showing significant events in the Li Conxins life, as outlined in the Peasant Prince. The teacher and students summarise each event briefly. Groups: In mixed ability groups, students record the feelings Li Cunxin may have experienced during each event on the timeline. They record the emotions onto the timeline. Whole class: Groups share ideas about emotions experienced. Teacher puts emotions onto a Tagxedo Word Cloud, displayed on the interactive whiteboard. The teacher models hot seating activity for the class and groups take turns interviewing students pretending to be Li Conxin at different stages of his life identifying the emotions. Independent: Students draw comparisons between Cunxins emotions and their own experiences of similar feelings in a worksheet using connection stems: That reminds me of I remember when I have a connection to An experience I have had like that I felt like that character when If I were that character I would Whole Class: Introduce the concept of similes. Pairs: Search the book for any examples of a simile and record them. Whole Class: students share the similes they found and justify why it is a simile. ____________________________________ Whole Class: read the poem Be Specific from The Red Room Companys website. Discuss clichs and complete simile activity. ___________________________________ Using the pictures in the book, students write their own, imaginative similes about different emotions. Introduction colour in visual texts: Whole What is visual literacy? All pictures have a purpose and a meaning. They can be interpreted in many ways. What re the verbal and visual clues to support the reader to make meaning? Complete proforma/scaffold as a class then break into groups. Colour: How does the colour/s of the picture make you feel? What meaning does it convey? Why has the author/illustrator chosen that colour/s? Jigsaw Groups Each group is allocated a different focus question regarding colour to answer based on the same picture. Feed back to the class. Each group looks at a different picture from the group and answers all questions regarding colour, modelled in the

Similes

Visual literacy: Interpersonal FeaturesColour

Differentiation
Ability grouping. Activities are modified according to ability.

previous activity. Feed back to the class. Ability Groups Colour and emotions Group 1: match colours with given emotions, then explain their answers. Group 2: Are given a list of colours and they write an emotion that represents the colour. Justify answers. Group 3: Are given an emotion and decide on a colour that represents the emotion. Justify their answers. Share and compare ideas. CAPA link: Music activity: students listen to four different compositions and chose one colour that best represents the mood/feeling of each composition. They write a sentence using the colour hey have chosen and explain why they chose that colour for each piece. students create a picture using water colours/oil pastels to represent their simile, taking into consideration colour, structure and size. Students create a musical/drama/dance composition to represent a feeling/simile.

Lower group are given a scaffold to work with.