Vous êtes sur la page 1sur 6

Appendix 1


Year Level: 9


Date: 03/02/2015

Students Prior Knowledge:

- Students understand how the selection
of text structures is influenced by the selection of
language mode and how this varies for different

Learning Area: English

Strand/Topic from the Australian Curriculum:

Understand how punctuation is used along with layout and

font variations in constructing texts for different audiences
and purposes (ACELA1556)

General Capabilities (that may potentially be covered in the lesson)

Critical and


purposes and audiences.

Students can explain how language features,
images and vocabulary are used to represent
different ideas and issues in texts.
Students can interpret texts, questioning the
reliability of sources of ideas and information.
Students understand how the selection
of language features can be used for particular
purposes and effects.


creative thinking

Personal and


Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia


Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Identify, and correctly label the various key elements of a news article.
Successfully navigate and use various ICT resources, including a class webpage, various news websites and
Teachers Prior Preparation/Organisation:
30 computers (for a class of 30).
Make sure each computer has Google Chrome
Teacher computer or laptop connected with a VGA
cable to a larger screen. This will be used to show
students the Prezi at the start of the class.
Ensure Prezi is working before class.
Ensure Weebly website runs properly before class
Teacher should make sure that the YouTube video
plays and is ready to watch.

Provision for students at educational risk:

Students with vision impairment are catered
for through getting their own computer. This
way, if they struggle to see the Prezi presented
by the teacher at the front of the classroom,
they can follow along on their own computer,
watching the Prezi on the Weebly website. The
URL of the Weebly website will be provided by
the teacher.

Group work allows students of lower

educational abilities to work with students who
are more advanced. This also aids the
students who are less comfortable using ICT

methods, as they can learn from their peers.

(Students work in pairs for the group activity).

Gifted and talented students will be asked to

additionally annotate examples of formal and
persuasive language, and comment on the
effectiveness of their use in the article they are
examining. These students may also look at
longer and more complex news stories.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
Were students able to answer the question, what is News?
Could students identify the different elements of a news article? (Headline, byline, lead, body, facts,
Were students able to work together in a group situation?
What will the students need to work on in the next lesson?
Will any parts of this lesson need to be thoroughly revised in order to create understanding among students?
Was the group activity helpful and/or useful?
Did the use of ICT aid students in their learning?
Teacher self-reflection and self-evaluation:
Notes will be taken on the following points:
Were the students engaged in the lesson that was presented to them?
Did the students complete the group activity?
Was ICT effectively utilised in the class?
Did all students participate?
Were all objectives met?
Were the students at educational risk catered for? Why/why not?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


Motivation and Introduction:


Welcome students as they come in and ask them to sit down at a



1. Introduce topic:
In todays class well be looking at news media and the elements
of journalism and to put theory into practice well be having a
competition of News Bingo and there will be chocolate prizes!



2. Open up Weebly:
Before we play Bingo were going to open up our Weebly page
and look at News Media and its elements
Can everyone use Google Chrome and head to Blackboard > ICT


unit > Jos Folder > Jos Wikis > Weebly Sites > Jess, Cassie &
Our activity wont work properly if we dont use Google Chrome so
please make sure you are using it
Once you have the Weebly up, head to lesson 1 and press play
on the prezi


Has everyone got the prezi up?


3. Teacher to read the lesson outline:

1. What is news discussion, 2. Prezi presentation, 3. Group activity
news bingo and 4. Lesson evaluation and discussion


4. Class discussion: Lets get started! So who can tell me what

news media is? See what the classs knowledge of news media
Lesson Steps (Lesson content, structure, strategies & Key

5. Prezi:


- Chloe talks about the different elements of News Stories with the
Prezi playing in the background students can read a long as
Chloe speaks

6. News Bingo Preparation:

Now that weve had a look at what News Media is and the
different elements were going to get started on our game of News


The rules are all on the Weebly page for you to follow along and
the game will not begin until everyone is ready and I say that the
game has started!
So pair up with the person next to you and work on one persons
Has everyone got a partner? Scan room to make sure everyone
does. If not, create a group of three

7. News Bingo Steps: (Listed on Weebly)

Weebly instructions

- Students look at the News Bingo sheet see what they have to

News Bingo PDF

- One person in each group creates an account with Marqueed so

they can annotate, circle and comment on a news article. Students
will need to click the back button after creating an account and
then log in again for it to work properly


- Students Enter a Collection Name and click create on Marqueed

to get started located on the left of the Marqueed website
- Students then search for a news article from a Kids News Media
site or if they want more of a challenge they can go to the West
Australian site students can choose which option they take


- Once students have found an article (any will do) they will need to
copy the URL link into the import a URL screenshot button on
Marqueed- this looks like a yellow chain and is located on the right
next to a pink cloud and blue box


- When the article has finished importing, click on it to open it

- In the top left hand corner of your screen, ensure annotations are
on and click full size button to make the article bigger
- The little pencil icon in the top right hand corner of the screen
allows you to draw on the article but keep the Freehand
comments box unchecked
- Make sure all students are up to this spot by walking around the
room and seeing how the class is progressing with the steps - also
ask the class if theyre all up to step 6 on the Weebly.

8. Begin Playing!
- Now that we know how to use Marqueed and have all got a news
article, were almost ready to begin playing!
- Your job is to annotate, circle and comment elements of their
article and check it off on the Bingo sheet as you go
- Once youve completed everything, put your hand up and call
Bingo so we can check your work
- So on the count of three, you may start.. 1 2. 3
- Check work of the winners give them a chocolate prize and
congratulate them on winning


Lesson Closure:(Review lesson objectives with students)


9. Lesson Feedback
- Gather classs attention to the front of the room Now that we
have our winners, were going to quickly go through the news
elements and Im going to ask you guys to give me an example
from the article you used in todays class
So can somebody tell me:
1. The headline from their story
2. The byline from their story
3. A quote from their story
4. A fact from their story

5. The multimedia of their story and did this add anything to

the story?
- To get a bit more insight into how everyone went with the task
we have a quick survey wed like you to fill out. We want your
feedback on the task and whether you had any difficulties with it,
along with what you thought about the ICT used. The Survey is
completely anonymous so we wont know who said what. It should
only take a couple of minutes

Survey Monkey Lesson Feedback

Thanks everybody for filling that out, before we go were just going
to quickly ask you a couple of questions
1. Were you able to follow along with the Weebly easily?
2. Did you find Marqueed to be a valuable resource and better than
pen and paper?
- Thank everybody for their contribution to todays lesson and
dismiss class
Transition: (What needs to happen prior to the next lesson?)
- Review the Survey Monkey and determine whether students
understood how to find the news elements and whether they found
the ICT resources useful?

Survey Monkey Lesson Feedback

- If students struggled to identify the news elements we may need

to spend more time on this next week which means altering next
weeks lesson on Social Media
- If students were struggling to follow the Weebly and kept asking
questions about what to do or were falling behind, we will need to
alter our Weebly format for our next lesson and make it more
straight forward
- If there was a particular aspect of the ICT that was difficult to use,
we will need to make sure we dont use the same or another ICT
that may have the same difficulties in another lesson
Assessment: (Were the lesson objectives met? How will these be
Informal assessments:
- Teacher to walk around room while students are completing the
task and see how students are progressing see which groups are
identifying the news elements easily and which groups may need
- We will know if students identified the elements by having a quick
class discussion where Jess asks the class to quickly list an
example of each element from the Bingo sheet
- We will judge how students went with the task, whether they had
any difficulties and what they thought of the ICT resources with an
anonymous survey from Survey Monkey