Part%A:%Rationale

The! following! two! lessons! centre! around! world! explorer,! James! Cook.! ! Over! the! two!
lessons,! students! examine! his! journey! and! the! impact! he! had! on! the! Maori! people! of!
New!Zealand.!The!text!used!in!lesson!one,!Meet$Captain$Cook,!was!chosen!because!it!is!
an! informative! narrative! (Flint,! Kitson,! Lowe! &! Shaw,! 2013).! This! genre! follows! a!
familiar! structure! for! students,! but! is! also! information! rich,! making! it! perfect! for!
practicing! extracting! and! organising! information.! Additionally,! as! it! is! a! picture!
storybook,!students!are!able!to!engage!in!the!text!using!multiple!senses,!which!aids!in!
sustaining!their!interest.!The!animated!texts!in!lesson!two,!from!Captain$Cook:$Obsession$
and$Discovery,!were!chosen!as!they!show!the!differing!perspectives!of!the!English!and!
Maori! people,! which! can! be! directly! compared! by! focusing! on! how! specific! semiotic!
systems! influence! the! viewers! understanding.! Furthermore,! the! excerpts! chosen! not!
only! activate! prior! knowledge! but! also! dig! deeper! into! James! Cooks! story,! presenting!
the!information!in!an!interesting!documentary!style.!!
!
The! first! lesson! aims! to! develop! students! ability! to! extract$ and$ organise$ information!
from! the! text.! This! comprehension! focus! is! appropriate! for! the! YearRFour! class! as! it!
caters! directly! to! the! majority! of! students,! who! are! operating! at! the! linking! and!
combining!information!into!paragraphs!stage!(ACU!LEO,!2015).!Additionally,!this!focus!
accommodates!those!students!at!phrase!and!sentence!level,!by!developing!their!ability!
to!organise!information!sequentially$(ACU!LEO,!2015).!Furthermore,!the!comprehension!
focus! provides! students! operating! at! a! higher! level! according! to! the! Progression! of!
Reading! Development,! with! the! opportunity! to! practise,! strengthen! and! extend! their!
reading!comprehension!skills!as!a!part!of!the!teacher!focus!group.!
!
The! students! ability! to! extract! information! is! made! visible! through! the! use! of! the!
thinking! routine,! The! 5! VIPs! (Salmon,! 2011).! This! thinking! routine! is! highly!
appropriate!for!the!comprehension!focus,!as!it!supports!students!ability!to!locate!and!
select! facts! from! the! text.! The! use! of! thinking! routines! gives! students! a! sense! of!
security! and! confidence! (Salmon,! 2011,! page! 22)! to! practise! their! comprehension!
skills.!Additionally,!the!extensive!discussion,!scaffolding,!modelling!and!encouragement!
of! student! participation! before,! during! and! after! the! read! aloud! of! this! text,! assists! in!

developing!students!language!(Morrow!1992,!citied!in!Beck!&!McKeown,!2001).!This!is!
essential! for! reading! comprehension! when! introducing! students! to! a! new! and!
unfamiliar!topic.!By!choosing!to!use!the!read!aloud!instructional!strategy!the!teacher!is!
able!to!model!the!thinking!strategy,!as!well!as!appropriate!reading!behaviours!in!order!
to!set!the!children!up!for!success!when!practising!the!skills!themselves!(Miller,!2012).!
Effective!read!alouds!involve!active!student!participation!in!discussion!and!questioning,!
a! core! aspect! of! lesson! one,! rather! than! passive! listening! (Dickinson! 2001,! cited! in!
McGee!&!Schickedanz,!2007).!The!follow!up!activity!requiring!students!to!organise!their!
VIPs! onto! a! timeline,! supports! the! ideology! of! both! Salmon! (2011)! and! Wing! Jan!
(2009).!Salmon!(2011)!emphasises!the!importance!of!documenting!students!thinking!in!
a!visible,!natural!and!manageable!way!in!the!classroom!while!Wing!Jan!(2009)!believes!
that!opportunities!to!link!reading!and!writing!should!be!regularly!provided.!Creating!a!
timeline! using! the! information! from! The! 5! VIPs! further! assists! in! making! students!
thinking! apparent! while! giving! them! a! meaningful! context! to! practise! their! writing!
skills.!!%
!
The! second! lesson! aims! to! develop! students! ability! to! compare$information$and$make$
inferences.!This!comprehension!focus!is!once!again!appropriate!for!the!Year!Four!class!
as! it! caters! to! and! challenges! those! students! operating! at! and! beyond! the! linking! and!
combining! information! into! paragraphs! stage! (ACU! LEO,! 2015).! Furthermore,! the!
comprehension!focus!provides!students!operating!below!this!level!with!the!opportunity!
to!extend!their!comprehension!capabilities!with!the!close!guidance!of!the!teacher!as!a!
part!of!the!focus!group.!!
!
This! lesson! encourages! students! to! make! comparisons! and! inferences! about! the! two!
animated! texts.! This! lesson! combines! the! TugRofRWar! and! What! Makes! You! Say! That!
(WMYST)! thinking! routines! (Ritchhart,! Church! &! Morrison,! 2011).! TugRofRWar! is!
adapted! to! make! visible! students! understanding! of! the! two! opposing! viewpoints!
presented!in!the!clips,!while!WMYST!is!used!in!conjunction!with!other!questioning!to!
encourage!students!to!make!inferences!that!can!be!supported!with!evidence.!The!lesson!
contains!discussion!and!questioning!to!scaffold!students!ability!to!make!inferences!and!
set! them! up! for! success! (Axford,! Harders! &! Wise,! 2009).! Students! use! the! semiotic!
systems! as! evidence! for! the! inferences! they! are! making! about! the! clips,! specifically!

focusing! on! the! gestural! (facial! expressions! and! body! language)! and! audio! (music! and!
sound!effects)!features!(Anstey!&!Bull,!2010;!Scott,!2015).!!The!analytical!talk!that!takes!
place! before,! during! and! after! reading,! informs! students! understanding! of! how! the!
semiotic! systems! create! meaning! (Dickinson! &! Smith,! 1994,! cited! in! McGee! &!
Schickedanz,! 2007).! The! initial! stages! of! the! pedagogical! approach! are! used! in! this!
lesson!where!students!view!and!deconstruct!the!clips!they!are!watching!with!the!hope!
that!once!these!are!mastered!they!will!go!on!to!create!their!own!animated!texts!using!
their!understanding!of!the!semiotic!systems!in!the!future!(Scott,!2015).!
!
The! focus! groups! for! both! lessons! consisted! of! students! who! were! operating! at! the!
highest!and!lowest!levels!within!the!class.!As!both!focus!groups!were!needs!based,!there!
was!opportunity!to!challenge!and!extend!students!by! giving!them!more!independence!
or!provide!additional!instruction!and!modelling!through!guided!reading!(Miller,!2012).!
The! thinking! routines! and! activities! completed! remained! the! same! to! promote!
inclusivity,!while!the!success!criteria!and!expectations!were!adapted!to!suit!the!ability!
of!the!individuals!in!each!group.!!
!
Overall,!the!manner!in!which!the!students!respond!to!the!texts!in!both!lessons!focuses!
on! what! the! students! are! thinking! and! learning,! ensuring! the! comprehension! foci! are!
both!relevant!and!appropriate!for!the!needs!of!the!Year!Four!students.!!!
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References!
!
ABC!TV.![Sigo!Andando].!(2014,!May!23).!Captain$Cook:$Obsession$and$Discovery$ATaking$
Command![Video!file].!Retrieved!from!https://www.youtube.com/watch?v=_y9R
5NZ2AfY!!
!
ACU!LEO.!(2015).!Progression$of$Reading$Development$(PRD).!Retrieved!from!
http://leo.acu.edu.au/pluginfile.php/1302913/mod_folder/content/0/Practice%20Clas
s%20Data%20EDLA309_369.pdf?forcedownload=1!
!
Albright,!L.!K.,!&!Ariail,!M.!(2005).!Tapping!the!Potential!of!Teacher!ReadRAlouds!!
in!Middle!Schools.!Journal$of$Adolescent$&$Adult$Literacy,$48(7).!582!R591.!
Doi:10.1598/JAAL.48.7.4.!!!
!
Anstey,!M.,!&!Bull,!G.!(2010).!Helping!Teachers!to!Explore!Multimodal!Texts.!Curriculum$&$
Leadership$Journal:$An$Electronic$Journal$for$Leaders$in$Education,$8(16).!Retrieved!from!
http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,3
1522.html?issueID=12141!
!
Axford,!B.,!Harders,!P.,!&!Wise,!F.!(2009).!Scaffolding$Literacy:$An$Integrated$and$Sequential$
Approach$to$Teaching$Reading,$Spelling$and$Writing.!Retrieved!from!
http://www.eblib.com!!
!
Beck,!I.!L.,!&!McKeown,!M.!G.!(2001).!Text!talk:!Capturing!the!benefits!of!readRaloud!experiences!
for!young!children.!The$Reading$Teacher,$55(1),!1020.!Retrieved!from!
http://teacher.scholastic.com/products/texttalk/pdfs/Capturing_the_benefits.pdf!
!
Behind!The!News.!(2012).!Transit$of$Venus![Video!file].!Retrieved!from!
http://www.abc.net.au/btn/story/s3521274.htm!!
!
Flint,!A.!S.,!Kitson,!L.,!Lowe,!K.,!&!Shaw,!K.!(2013).!Literacy$in$Australia:$Pedagogies$for$
Engagement.!Retrieved!from!
http://online.vitalsource.com/books/9781118400937/epubcfi/6/40!
!
Lanely,!J.!(2011).!Timeline$Note$Booking$Pages.!Retrieved!from!
http://notebookingfairy.com/2011/08/timelineRnotebookingRpages/!
!

McGee,!L.!M.,!&!Schickedanz,!J.!A.!(2007).!Repeated!Interactive!ReadRAlouds!in!Preschool!and!
Kindergarten.!The$Reading$Teacher,$60(8),!742R751.!Retrieved!from!
http://www.readingrockets.org/article/repeatedRinteractiveRreadRaloudsRpreschoolR
andRkindergarten!
!
Miller,!Debbie!(2012).!Reading$with$Meaning:$Teaching$Comprehension$in$the$Primary$Grades.!
Retrieved!from!http://www.eblib.com!
!
Murdie,!R.!&!Nixon,!C.!(2013).!Meet$Captain$Cook.!North!Sydney:!Random!House.!
!
Ritchhart,!R.,!Church,!M.,!&!Morrison,!K.!(2011).!Making$Thinking$Visible:$How$to$Promote$
Engagement,$Understanding,$and$Independence$for$All$Learners.$Retrieved!from!
http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?p=
706891!!
!
Salmon,!A.!K.!(2011).!Thinking!Routines.!Teaching$Young$Children,!5(1),!18R22.!Retrieved!from!
https://webRaRebscohostR
com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=5e3e2c8cR5452R4660Rbce1R
dc8468a446e3%40sessionmgr4001&vid=1&hid=4204!
!
Scholastic.!(n.d.).!What!Is!Guided!Reading?!Retrieved!from!
http://www.scholastic.ca/clubs/images/whatisgrl.pdf!
!!
Scott,!A.!(2015).!Lecture$3:$Multimodality![PowerPoint!slides].!Retrieved!from!
http://leo.acu.edu.au/pluginfile.php/1345210/mod_resource/content/1/Lecture3_15.p
df!
!
Wing!Jan,!L.!(2009).!Write$ways:$Modelling$writing$forms$(3rd!ed.).!South!Melbourne,!Vic.:!Oxford!
University!Press.!!
!
!
!

PART%B:%Lesson%Plans%
Lesson%1:%
TOPIC:%History((World(Explorers:(Captain(James(Cook% %

Year%Level:%4%%

Time:(60(minutes(approximately%

%
Curriculum%Links:!
AC#English:!Literacy!Sub!Strand:!Interpreting,!analysing,!and!evaluating.%%
%
Use( comprehension( strategies( to( build( literal( and( inferred( meaning( to(
%expand( content(knowledge,(integrating(and(linking(ideas(and(analysing(
%and(evaluating(texts((ACELY1692).(((

AC%History:%%
The(journey(s)(of(AT(LEAST(ONE(world(navigator,(explorer(or(trader(
up( to(the( late(eighteenth( century,(including(their(contacts( with(other(
societies(and(any(impacts.((ACHHK078)(

%Relevant%Elaborations:%%

Relevant%Elaborations:%%

%<(Finding(specific(literal(information%

I% Identifying( key( individuals( and( groups( who( established( contacts(

with( Africa,( the( Americas,( Asia( and( Oceania( during( the( age( of(
discovery;( examining( the( journey( of( one( or( more( of( these( explorers(
(for( example( Christopher( Columbus,( Vasco( de( Gama,( Ferdinand(
Magellan)( using( internet( mapping( tools,( and( examining( their( impact(
on(one(society(

%
%
%

Resources:%%
< Sticky(notes(

<

Murdie,(R.(&(Nixon,(C.((2013).(Meet!Captain!Cook.(North(Sydney:(Random(House.(

<

Blank(timeline((See(Appendix(6)(

During%this%lesson%students%will:%%
-

Students(will(learn(about(Captain%James%Cook(and(his(first(voyage.(They(will(identify(and(extract(the(key(events(from(the(text(and(organise(
them(sequentially.(Specifically,(students(will(each(extract(5(VIPs(from(the(text(and(together(with(a(partner,(place(their(combined(VIPs(on(a(
timeline(in(chronological(order.((
(

(
LESSON%INTRODUCTION:((8mins)(
Sticky(note(brainstorm.(Explorer.((See(Appendix(1(for(elaborations)( ((
(%
Literacy(learning(intention((
%
We!are!learning!to!...( find(important(information(in(a(text(and(orgainse(it(
chronologically.((((
%
A!Does!anyone!know!what!the!word!chronologically!means?!According(
to(when(the(events(occur(in(time.(Putting(them(in(order.(
%
Success(criteria(for(whole(class((
I!am!doing!well!if!I!...!
%
A!Listen!carefully!to!the!story!and!contribute!at!least!one!thing!to!the!group!
%
discussion.!
A!Can!individually!find!5!VIPs!in!the!text!(Students!are!already!familiar!with!
%
this!strategy.!Ask!what!are!the!5!VIPs?)!!
A!My!partner!and!I!can!put!our!combined!VIPs!on!the!blank!timeline!in!
%
chronological!order.!
(
%
Shared(Text(for(whole(class:(Meet!Captain!Cook((See(Appendix(2)((
(%
Consider(your(role(for(whole(class(and(focus(group(instruction:((
Whole%Class(Instruction((Read!Aloud(and(Paired!Reading.((
%
Focus%Group(Instruction((Guided!Reading.((
(See(Appendix(3(for(explanations).(
%
(
%
BEFORE%READING:%(5mins)%
Whole(class(instruction/strategy(preparing(for(reading(the(text.((
%
Examine(book(covers(to(activate(prior(knowledge(and(make(predictions.(
(See(Appendix(4)(
(%
Remind(students(of(literacy(learning(intention(before(reading.((
%
%
DURING:((15mins)(
%
<(Demonstrate(how(to(identify(important(information/key(events(<(place(a(
sticky(note(next(to(them.((See(Appendix(5(for(identified(key(events)(
%
<(Question(students(and(encourage(participation(in(this(process(and(
discussion.((
%
(

AFTER:((20mins)(
(
1.(Whole(class(activity/thinking(routine(to(explore(the(text(using(the(
reading(comprehension(strategy:((20mins)((
<(As(a(class,(record(5(VIPs.(
<(Show(the(A3(blank(timeline.(Fill(in(the(first(and(last(box.((See(Appendix(6(
for(blank(timeline)(
<(Explain(activity.(
(((1.Read(the(book(in(pairs,(putting(notes(on(any(important(points(you(find.((
(((2.(Individually(write(down(5(VIPs(you(found.((
(((3.(Combine(your(VIPs(with(your(partner(and(fill(in(the(timeline.(
<(Set(students(to(work.((
(
2.(Focussed(teaching(group:(
Students:%17028542,(17643042,(25717812,(28299644,(48723660,(
82392273.(
(
Success(criteria(for(focus(teaching(group(
I!am!doing!well!if!I!...!
A!Can!identify!5!VIPs!in!the!text.!
A!Can!put!the!VIPs!in!chronological!order.!
A!Can!use!my!research!skills!to!locate!the!year!the!VIPs!occurred!in!history.!
(
The(comprehension(strategy(is(being(extended(for(the(focus(group(in(two(
ways.((
1.(Re<read(the(text(independently.((
2.(Use(research(skills(to(look(beyond(the(text(to(locate(the(year(the(VIPs(
occurred(in(history.((
(
Questions(and(anticipated(responses:((See(Appendix(7)(
(
Assessment((Observation%and%anecdotal%notes.(((See(Appendix(8(for(
elaborations)(
(
LESSON%CONCLUSION:%(10mins)((
Share(timelines(<(revise(James(Cooks(journey.(
Look(at(the(timeline(in(the(back(of(Meet!Captain!Cook.(

Lesson%2:%
TOPIC:%History((World(Explorers:(Captain(James(Cook% %

Year%Level:%4%%

Time:(60(minutes(approximately%

Curriculum%Links:!
AC!English:!Literacy!SubStrand:!Interpreting,!analyzing,!and!evaluating.%%
%
Use( comprehension( strategies( to( build( literal( and( inferred( meaning( to(
%expand( content(knowledge,(integrating(and(linking(ideas(and(analysing(
%and(evaluating(texts((ACELY1692).(((

AC(History:((
The(journey(s)(of(AT(LEAST(ONE(world(navigator,(explorer(or(trader(
up( to(the( late(eighteenth( century,(including(their(contacts( with(other(
societies(and(any(impacts.((ACHHK078)(

%Relevant%Elaborations:%%

Relevant%Elaborations:%%

%<(Inferring(meaning(from(the(ways(communication(occurs(in(digital(
environments(including(the(interplay(between(words,(images,(and(
%sounds%

I% Identifying( key( individuals( and( groups( who( established( contacts(

with( Africa,( the( Americas,( Asia( and( Oceania( during( the( age( of(
discovery;( examining( the( journey( of( one( or( more( of( these( explorers(
(for( example( Christopher( Columbus,( Vasco( de( Gama,( Ferdinand(
Magellan)( using( internet( mapping( tools,( and( examining( their( impact(
on(one(society(

%(
%
Resources%I%%%
-

Behind(The(News.((2012).(Transit(of(Venus([Video(file].(Retrieved(from(http://www.abc.net.au/btn/story/s3521274.htm(
ABC(TV.([Sigo(Andando].((2014,(May(23).(Captain(Cook:(Obsession(and(Discovery(<Taking(Command([Video(file].(Retrieved(from(
https://www.youtube.com/watch?v=_y9<5NZ2AfY((
Tug<of<War/What(Makes(You(Say(That(activity(sheet.((See(Apendix(15)(
Ipads(

During%this%lesson%students%will:%%
-

(
(

Students( will( watch( and( compare( two( clips( about( Captain( Cooks( arrival( in( New( Zealand.( Specifically,( they( will( consider( how( the( semiotic(
systems(are(used(to(influence(their(thoughts,(focusing(on(the(audio(and(gestural(aspects(of(each(clip(and(questioning(the(two(view(points(with(
an(emphasis(on(thinking(about(What(makes(you(say(that?.(

LESSON%INTRODUCTION:%(8mins)%
!
<(Watch(Transit(of(Venus.(((See(Appendix(9(for(reference)((
<(Discuss(knowledge(of(James(Cook.(
!
(
Literacy(learning(intention((
!
We!are!learning!to!...( compare(information(and(make(inferences.(
A!What!does!it!mean!to!make!inferences?!To(read(between(the(lines.(To(use(
!
the(text(to(help(form(our(opinions.(!
Success(criteria(for(whole(class((
!
I!am!doing!well!if!I!...!
!
A!Carefully!watch!the!video!clips!and!participate!in!the!class!discussion.!
A!Can!compare!the!music/sound!effects,!facial!expressions!and!body!language!
!
in!the!two!clips.!
A!Can!use!these!semiotic!systems!to!identify!how!each!group!of!people!might!
!
have!been!feeling!and!why.!
(
!
Shared(Text(for(whole(class:(Captain!Cook:!Obsession!and!Discovery(
Clip(1((English(perspective:(18:37<19:30(
!
Clip(2((Maori(perspective:(20:40<24:13((
(See(Appendix(10(for(reference)((
!
(
Consider(your(role(for(whole(class(and(focus(group(instruction:((
!
Whole(Class(&(Focus(group:(Shared(Reading/Pedagogical(Approach.(
(See(Appendix(11(for(elaborations)(
!
(
BEFORE%READING%(5mins)%
!
Whole(class(instruction/strategy(preparing(for(reading(the(text.((
<(Discuss(the(role(semiotic(systems(play(in(persuading/positioning(viewers.(
!
<(Highlight(the(techniques(used(in(Transit(of(Venus(to(show(history.(
(See(Appendix(12(for(elaborations)((
((
!
<(Discuss(the(audio(and(gestural(semiotic(systems.((
!
<(Lesson(overview.(
o We(will(be(watching(and(comparing(two(clips(focusing(on(the(facial(
!
expressions/body(language/sound(effects/background(music(and(
how(they(influence(us.(
!
<(Remind(students(of(literacy(learning(intention(before(reading.(!
!!
!
!
!

DURING:((15mins)(
Watch(Clip(1(<(18:37<19:30((See(Appendix(10)(
Ask(prompoting(questions(to(facilitate(discussion.((See(Appendix(13)(
Watch(Clip(2(<(20:40<24:13((See(Appendix(10)((
Ask(prompoting(questions(to(facilitate(discussion.((See(Appendix(14)(
%
AFTER:%(20mins)%
1.(Whole(class(activity/thinking(routine(to(explore(the(text(using(the(reading(
comprehension(strategy.((
<(Discuss:(
Who(are(the(two(groups(of(people(in(these(videos?(English(and(Maori(people.(
What(were(each(groups(feelings(about(the(Captain(Cooks(ship(coming(to(New(
Zealand?((
<(Explain(Tug<of<War/What(Makes(You(Say(That.(
show(them(the(activity(sheet.(((See(Apenndix(15)(
Fill(in(the(names(of(each(group(together.(
Go(through(the(expectations(for(each(question.(
<(Explain(Activity(
1.(Re<watch(the(videos(on(iPads(in(small(groups.((
2.(Discuss(the(background(music,(sound(effects,(facial(expressions(and(body(
language((
3.(Complete(the(activity(sheet((
<(Group(students((approx.(three(per(group)(and(set(them(to(work.(
2.(Focussed(teaching(group:(
Students:%10906789,%31249379,%50582413,%61100916%&%64139216.%
Success(criteria(for(focus(teaching(group(
I!am!doing!well!if!I!...!
A!Can!compare!the!facial!expressions!and!body!language!in!the!two!clips.!
A!Can!use!my!understanding!of!this!semiotic!system!to!identify!how!the!people!might!
have!felt!and!why.!
The(comprehension(strategy(is(being(supported/scaffolded(for(the(focus(group(in(
two(ways:(
1.(The(activity(will(be(conducted(collaboratively,(with(teacher(guidance(and(
discussion.(
2.(The(students(are(only(focusing(on(the(gestural(semiotic(system.(((((
Questions!and!anticipated!responses:!
(See(Appendix(16)(
Assessment((Observation%and%checklist.(((See(Appendix(17)(
%
LESSON%CONCLUSION:%(10mins)((
Choose(3<5(capable(students(to(share.(
Class(discussion((See(Appendix(18)(

Appendix(1:(Sticky(note(Brainstorm(
1.(Write(Explorer(on(the(whiteboard.(
3.(Stick(them(on(the(whiteboard.((
2.(Give(each(student(two(sticky(notes(to(write(a(word/draw(a(picture(
4.(Discuss(what(the(students(have(drawn(or(written,(highlighting(
that(comes(to(mind(when(they(see,(hear(or(think(about(the(word(
common(themes.((
explorer.((
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Appendix(2:(Lesson(1(Text(
Murdie,(R.(&(Nixon,(C.((2013).(Meet$Captain$Cook.(North(Sydney:(Random(House.(
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Appendix(3:(Lesson(1(Instructional(Strategy(Choices(
Whole(Class(Instruction((Read%Aloud(and(Paired%Reading.((
An(effective(read(aloud(not(only(provides(the(teacher(with(the(opportunity(to(model(reading,(highlight(comprehension(strategies(and(demonstrate(
fluent(and(effective(reading(behaviours,(but(also(allows(for(students(to(actively(participate(in(discussion,(questioning(and(analytical(talk((Dickinson(&(
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a(new(genre(and(topic(is(being(introduced(to(students(for(the(first(time.(Additionally,(according(to(Albright(&(Ariail((2005)(research(indicates(that(
motivation(and(engagement(increase(when(teachers(read(aloud(to(students.(((
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 The Notebooking Fairy http://notebookingfairy.com

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Appendix(7:(Focus(Group(1(Prompting(and(Anticipated(Questions(
Possible(promoting(questions(Z((
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Z(When(was(James(Cook(born?(
Z(Where(can(I(find(the(information?(
Z(When(did(he(the(transit(of(Venus(occur?(
Use(Google(as(a(starting(point.(
Z(When(did(he(find(Australia?(
Use(other(books(in(the(classroom.(
Z(How(long(did(he(take(to(map(the(east(coast(of(Australia?(
Think(about(some(key(words(to(search.(
Z(When(did(he(return(to(England?(
Provide(some(links(for(students(experiencing(difficulty(
Z(How(long(was(his(entire(journey(from(start(to(finish?(
http://www.captcookZne.co.uk/ccne/index.htm(
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http://www.abc.net.au/tv/captaincook/(
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Appendix(8((Lesson(1(Assessment(Strategies(
Assessment((Observation%and%anecdotal%notes.(((
As(the(teacher(is(only(working(with(six(students(direct(observations(can(be(made(about(students(reading(capability,(text(understanding(and(ability(to(
extend(their(knowledge.(As(the(group(is(capable(of(working(independently(with(support(from(the(teacher(there(is(time(to(write(down(anecdotal(notes(
about(each(student(in(regards(to(their(achievement(of(the(success(criteria.(It(would(be(expected(that(the(teacher(could(observe(and(write(2Z3(notes(
about(each(students(reading(and(comprehension(level.(After(the(session(the(teacher(could(write(down(one(thing(each(student(needs(in(order(to(
progress.(((
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Appendix(9((Transit(of(Venus(
Behind(The(News.((2012).(Transit$of$Venus([Video(file].(Retrieved(from(http://www.abc.net.au/btn/story/s3521274.htm((
Appendix(10((Captain(Cook:(Obsession(and(Discovery(
ABC(TV.([Sigo(Andando].((2014,(May(23).(Captain$Cook:$Obsession$and$Discovery$ATaking$Command([Video(file].(Retrieved(from(
https://www.youtube.com/watch?v=_y9Z5NZ2AfY((
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Appendix(11((Instructional(Strategy(Choices(
Shared%reading(is(implemented(during(this(lesson(as(the(viewing(of(the(animated(texts(aims(to(be(an(interactive(experience(where(the(teacher(and(
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own(animated(texts(in(the(future,(using(their(understanding(of(the(semiotic(systems.((
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Appendix(13:(Clip(1(discussion(
Z(How(might(the(people(on(Cooks(ship(been(
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Z(The(lady(is(smiling(and(clearly(
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Z(Captain(Cook(looks(like(he(is(in(
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Appendix(14:(Clip(2(discussion(
Z(How(might(the(Maori(people(have(been(
feeling(when(they(saw(Captain(Cooks(ship(
and(the(English(people?(
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anything(in(the(video(that(made(you(feel(this(
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dance:(facial(expressions(and(body(
language.(

Appendix(15:(TugZofZWar/WMYST(activity(sheet(
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How!did!they!feel?!
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What!makes!you!say!that?!
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How!would!you!have!felt?!
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How!did!they!feel?!
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What!makes!you!say!that?!
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How!would!you!have!felt?!
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Appendix(16:(Focus(Group(2(Prompting(and(Anticipated(Questions(
Prompting$questions$A$$
How(did(they(feel?(Would(they(have(been(excited,(angry,(concerned,(worried,(relieved(etc.((
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who(spoke(a(different(language(moved(into(your(house/street?((
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Appendix(17:(Lesson(2(Assessment(Strategies(
Observation%and%checklist(Z(The(small(group(setting(means(direct(observations(can(be(made(about(students(understanding(of(the(gestural(semiotic(
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Appendix(18:(Lesson(2(conclusion(discussion(
Where(did(captain(Cook(go(after(New(Zealand?(
How(do(you(think(the(Aboriginal(people(would(have(reacted?(Z(This(will(set(students(up(for(progression(in(the(history(unit(where(they(will(be(learning(
about(the(first(Australians(and(the(First(Fleet.(
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