Académique Documents
Professionnel Documents
Culture Documents
TERM/WEEKS: 1,
week 5
YEAR LEVEL: 6
LEARNING AREA/TOPIC:
and viewing
ENGLISH Reading
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy
Numeracy
ICT
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander
histories and Cultures
WEE
K/
LESS
ON
Week
5,
lesso
n1
AUSTRALIAN
CURRICULUM
LINKS
Literacy
Compare texts including
media texts that
represent ideas and
events in different ways,
explaining the effects of
the different approaches
(ACELY1708)
Examine different
viewpoints on actions,
events, issues and
phenomena in the past
and present
(ACHASSI127)
Critical and
creative thinking
SPECIFIC
LESSON
OBJECTIVE
1. Recognise
differences
between
mediums
where the
same story is
portrayed in a
different way.
2. Present
findings in
collaborative
SpiderScribe
mind map.
Ethical Behaviour
Personal and
social
Competence
Intercultural
Understanding
Sustainability
ASSESSMENT
(what & how)
KEY
QUESTIONS
1. Use
students
responses in
SpiderScrib
e and
revision
questions to
assess if
students
were able to
recognise
differences
between
articles and
how authors
were able to
entice
different
opinions on
the same
story.
Questions for
SpiderScribe
What is the
author's
bias?
How does
each
medium
used make
you feel or
think?
What
common
facts did you
find between
mediums?
Revision
Questions
What did you
find when
comparing
the images
and texts?
What else
2. Students to
write name
RESOURCES
The Daily
Telegraph
Headline
The Courier
Headline
The
Orstrahyun
The Sydney
Morning
Herald
SpiderScribe
in bubbles
on
SpiderScrib
e to assess
students
ability to
use the ICT
tool
effectively.
WEE
K/
LESS
ON
Week
6,
lesso
n2
AUSTRALIAN
CURRICULUM
LINKS
Literacy
Compare texts including
media texts that
represent ideas and
events in different ways,
explaining the effects of
the different approaches
(ACELY1708)
SPECIFIC
LESSON
OBJECTIVE
ASSESSMENT
(what & how)
KEY
QUESTIONS
1. Identify
persuasive film
making
techniques
used in
Climate
Change video
clip
1. Assess
students
knowledge of
persuasive film
making
techniques
through
answers on
Google Docs
page
What
techniques
do the
filmmakers
utilise to
persuade us?
Think about
how they
attempt to
influence
viewers
through
image,
sound, point
of view, text,
persuasive
dialogue and
whom they
interview.
What did you
find
interesting
about the
video?
2. Present answer
in small groups
of 3-4 using
Google
Documents.
2. Students to
write name
next to answers
to assess
students ability
to use ICT tool
effectively.
RESOURCES
Climate
change
YouTube clip
Google
documents
page
WEE
K/
LESS
ON
Week
7,
lesso
n3
AUSTRALIAN
CURRICULUM
LINKS
Literacy
Compare texts including
media texts that
represent ideas and
events in different ways,
explaining the effects of
the different approaches
(ACELY1708)
SPECIFIC
LESSON
OBJECTIVE
ASSESSMENT
(what & how)
2. Use knowledge
of advertising
techniques to find
contrasting
adverts (for and
against the same
product/topic) on
Pinterest and pin
to class board.
2. Students to
caption pins
with their
names to
identify
students ability
to use the ICT
tool effectively.
KEY
QUESTIONS
Revision
Questions
How do
advertisers
combine
images and
words for
deliberate
effect?/What
do
advertisers
include to
persuade us?
RESOURCES
Advertising
images
Pinterest login
and board
WEE
K/
LESS
ON
Week
8,
lesso
n4
AUSTRALIAN
CURRICULUM
LINKS
Literacy
Compare texts including
media texts that
represent ideas and
events in different ways,
explaining the effects of
the different approaches
(ACELY1708)
Examine different
viewpoints on actions,
events, issues and
phenomena in the past
and present
(ACHASSI127)
SPECIFIC
LESSON
OBJECTIVE
ASSESSMENT
(what & how)
KEY
QUESTIONS
1. Analyse images
and articles to find
out what the
author/creator
used to persuade
the audiences
opinion on Ned
Kelly.
1. Use postlesson
discussion and
answers on
Padlet (with
students
names attached
to each post) to
assess
students
knowledge of
persuasive
language.
How was
each
medium able
to make you
feel a certain
way?
Why did it
make you
feel that
way?
What sort of
language
was used?
What
information
was included
or omitted to
encourage
that
response?
Why do you
think Ned
Kelly is
portrayed
differently
long after his
death,
compared to
when he was
still alive?
2. Identify why
Ned Kelly was
portrayed
differently before
and after his
death.
3. Use Padlet to
present answers
individually to be
discussed as a
class.
2. Use postlesson
discussion and
answers on
Padlet (with
students
names attached
to each post) to
assess
students
knowledge of
omitting/includi
ng selected
information to
persuade
audience
reactions.
3. Students to
use their name
as heading on
each of their
posts on Padlet
to assess
students ability
to use the ICT
tool effectively.
RESOURCES
Synopsis of
Ned Kelly
Biography
Australian Folk
Hero story
The Ned Kelly
Story
The Siege of
Glenrowan
Centenary
image
Ned Kelly
WANTED
poster
Padlet