Section B: How can I put into practice what I have learned ?

KLA- English (Reading and Viewing)

Outcome 1- EN3-1A
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
IndicatorsStudents will:
Develop and apply contextual knowledge
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
Understand and apply knowledge of language forms and features
Use appropriate metalanguage to identify and describe relationships between and among texts
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality
and emphasis (ACELY1700, ACELY1710)
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
(ACELY1796)
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
(ACELY1709)
Outcome 2- EN3-3A
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
IndicatorsStudents will respond to, read and view texts
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming
Monitoring meaning, skimming and scanning (ACELY1702)
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703,
ACELY1713)
Recognise how aspects of personal perspective influence responses to text
Summarise a text and evaluate the intended message or theme
Analyse and evaluate the way that inference is used in a text to build understanding in imaginative, informative and persuasive text

Grace Leva 25/9/2015 5:31 PM

Comment [1]: Please note this is a series of
components within a much bigger assessment.
To see the remainder of this assessment please
see standard 1, focus area 1.3.

Grace Leva 25/9/2015 5:32 PM

Comment [2]: This section of the
assessment outlines the KLA and Outcomes
which can be met through the implementation
of the activities which follow.

The eight
Intelligences

WORD

REMEMBER

UNDERSTAND

Read Piggy Book By Anthony

Browne. Identify what its like in
the Piggott home before Mrs.
Piggott leaves and then identify the
changes that happen when she
returns from her trip away.

Prepare a 3-minute book

review on the story
highlighting the
importance of the
changes, which occur
throughout the story.

LOGIC &
MATHS

APPLY

ANALYSE

EVALUATE

Make a table, which

identifies the roles of
each member of the
Piggott household.

SPACE &
VISION

Looking at the pictures

how are they conveying
the change which
happens in the home ?
Annotate the picture.

BODY

MUSIC

NATURALIST

In groups of 4, create a
drama performance, which
tells the audience how the
story would have ended if
Mrs. Piggott had never left.
Listen and then learn a song about
the importance of change. Time to
Change
https://www.youtube.com/watch?v
=YEd2BDP6LoU

Create a sound wave to

depict the emotions felt
throughout the story
capturing the change in
emotions.
In a Venn diagram
determine the changes in
environmental
conservation that occur
when Mrs. Piggott returns
home.

PEOPLE

SELF

CREATE

Choose a character from the

story and create 2 T charts.
One must be before the
change occurs and the other
afterwards.

In groups, discuss the

changes, which each
character undergoes.
Together create a show bag
of items, which represents
your character. Swap your
show bag and determine the
character of another groups
show bag.
Compare and contrast the
changes which happened
in the Piggott family to the
changes which have
happened in your own
family.

Grace Leva 25/9/2015 5:37 PM

Comment [3]: This Matrix outlines a series
of tasks which can be adapted to support a
range of student abilities within the content,
process and product. There is a minimum of 1
task per intelligence as well as per level of
thinking. Tasks such as these encourage
students to build on their understandings as
they take ownership for their learning.

Section C- . How will I differentiate a lesson for my whole class with adaptations and assessments for my case study student?
Lesson 1- Remember (Word): Changes in The Piggybook
Lesson steps

SMART outcome

Adaptations

Assessment

IntroductionShow Students a series of short video clips

which depict various transformations
including

Mugabo will write down and

then draw in detail with some
scaffolding what life was like
prior to Mrs Piggott leaving
and the changes that
occurred in her family when
she returned, by the end of
the lesson.

IntroductionMugabo will watch the short videos along

with the whole class. Although Mugabo
will be encouraged to contribute to the
class discussion he will not be obliged.
Prior to the commencement of this
lesson Mugabo will undertake preteaching, to ensure that he understands
the concept of Transformation/Change

Mugabos understandings will be recorded

through observations and his completed student
work. Through these mediums Mugabos
strengths will be further highlighted and areas,
which present challenges noted for further
attention. Mugabos learning will be assessed
through the use of a rubric. Through this rubric
Mugabos achievement of the SMART outcome
will be made evident.

Mias Thermopolis transformation

https://www.youtube.com/watch
?v=nUjlBP5gUrQ
Violas Transformation

https://www.youtube.com/watch
?v=_DlfD2Ob5Gc
Annabelles transformation.

https://www.youtube.com/watch
?v=jriOGgYZ3jI
The teacher will ask Students to consider
the transformations which have taken place
and construct a tagxedo of the various
forms of transformations which they have
seen, been apart of or know of.
DevelopmentThe teacher will read the Piggybook by
Anthony Browne to students asking them to
consider any changes that occur. At the
conclusion of the book students will be
asked to individually identify in their books
what it was like in the Piggott home before
Mrs. Piggott leaves and the changes which
occurred when she returned.

ConclusionThe students will be asked to work In pairs

to create a scenario depicting a change.

DevelopmentDuring the lesson activity Mugabo will

have his work scaffolded. The teacher
will support him to express his thoughts.
Mugabos strength in art will be
encouraged to further his thoughts by
taking his written work one step further
through detailed drawings. Mugabo will
be able to work in a pair to complete the
task.
ConclusionMugabo will be asked to break down this
task in his pair by firstly drawing the
scenario and then transferring the
drawing to words. This will ensure that
he understands his work in its entirety.

Grace Leva 25/9/2015 5:39 PM

Comment [8]: This is the break down of
one of the determined tasks above, for
differentiation to occur there are various steps
which should be taken to support this focus
child as well as each individual child with
varying learning needs in the classroom.
Grace Leva 25/9/2015 5:41 PM
Comment [4]: Lesson Steps: To
adequately support students there are a series
of steps which can be taken in order to
gradually build on understandings and provide
the necessary scaffolding throughout the tasks.
Grace Leva 25/9/2015 5:43 PM
Comment [5]: SMART Outcome: This
very specific outcome ensures that the teacher
is able to assess this students learning based on
his identified needs and learning abilities so
that regardless of where he may be at he is still
able to be challenged and individually grow as
a learner.
Grace Leva 25/9/2015 5:43 PM
Comment [6]: Adaptations: In order to
successfully achieve the individual SMART
outcome set out for this student there are
various levels of support to be offered so that
he may make the most of this learning
opportunity.
Grace Leva 25/9/2015 5:44 PM
Comment [7]: Assessment: Given that
there was a specific outcome identified to be
achieved for this lesson, assessing the learning
is important and a crucial component of
successfully differentiating student learning,

Rubric:
Lesson 1- Remember (Word): Changes in The Piggybook
Grace Leva 25/9/2015 5:45 PM

Category

Excellent

Fantastic

Good Effort

Working on it
The changes
identified prior or
afterwards were
limited in their
accuracy and
irrelevant.
The students work
contains some
appropriate language
conventions. It is set
out and articulated
with some
confusion. Student
work is completed
relatively on time.

Content: Student
demonstrates
evidence of the
meaning being
conveyed.

The changes
identified both prior
and afterwards are
accurate and
relevant.

The changes
identified prior and
afterwards contain
some accuracy and
relevance.

The changes
identified prior and
afterwards contain
limited accuracy and
relevance.

Organisation reflects
clarity and neatness.
Student
understandings are
clearly articulated.

All of the students

work contains the
appropriate language
conventions. It is
neatly set out and
clearly articulated.
Student work is
completed on time.

Some of the students

work contains the
appropriate language
conventions. It is
neatly set out and
clearly articulated.
Student work is
completed on time.

Spelling/Punctuation/
Grammar: Students
apply their
understandings
appropriately.
Creativity: Student
uses their creativity
to further
demonstrate their
understandings.

The students work

is structured
accurately with no
grammatical or
spelling errors.
The students final
work is executed
perfectly
demonstrating a
clear depiction of
the students
understandings.

The students work

is structured well
with a few spelling
errors and no
grammatical errors.
The students final
work is well
achieved
demonstrating the
students
understandings.

Most of the
students work
contains the
appropriate language
conventions. It
contains some neat
structure and is
clearly articulated.
Student work is
completed on time
The students work
contains some
structure with
limited spelling and
grammatical errors.
The students final
work is completed
demonstrating some
of the students
understandings.

The students work

contains thought on
its structure with
both spelling and
grammatical errors.
The students final
work is unfinished
and demonstrates
aspects of the
students
understandings.

Comment [9]: This rubeic is an example of

the way in which this specific students
learning can be assessed, It is an opportunity
to showcase their learning and celebrate their
achievements.

Benefits of a differentiated unit of work for your case study student.

A differentiated curriculum involves the teacher tailoring the lesson to each students needs. (Bryant, Smith & Bryant, 2008). Through the inclusion of a differentiated unit of work with various
appropriate modifications each student is able to further their own individual learning through the parameters of their zone of proximal development (Berk, 2012). Its well documented that each
individual child will bring with them a vast array of experience, readiness, interests, intelligence, language, culture, gender and mode of learning thus students already come to us differentiated
(Tomlinson, 1999). Whilst its recognised that the individual student needs are met through differentiation, there are various other students who will benefit from the engagement of team work and
learning social skills. Thus, it is through differentiation that students such as Mugabo are provided with an opportunity to develop individual strengths (Tomlinson, 1999).
In addition, having recognized that not all students learn in the same way through such a unit of work the teacher is able to extend on students prior knowledge by reflecting on their individual needs
(Holli. 2008). From such adaptations students become further intrinsically motivated (Wall, K. 2006). Mugabo is known to thrive in art and as a result there are various activities, which provide the
necessary platform for him to continue to grow and strengthen his understandings. There are various opportunities for Mugabo to further areas, which present challenges in terms of his English
understandings, the inclusion of group work and discussion provides opportunities for him to practice and apply his understandings. The theme of change can be linked to what Mugabo is
experiencing and the students in the class who are furthering their own understandings to support Mugabo. Through focusing specifically on this students are able to make meaning from the unit and
apply this to their own practices both within the classroom and the wider community.
Thus, through this differentiated unit of work, Mugabo is able to further his understandings and face challenges with interests supporting his learning. The unit achieves this holistically by ensuring that
a cultural mosaic and embedding social justice are used in order to both design and adapt the curriculum to suit the needs of all students in the class (Ashman, 2012).

Grace Leva 25/9/2015 5:49 PM

Comment [10]: Through research I have
been able to identify that differentiation is
much more than adding to the workload of
students, it is providing the opportunity to
extend themselves instead of doing more of an
already known task.
Grace Leva 25/9/2015 5:50 PM
Comment [11]: This statement
encompasses the importance of differentiation
in a much broader sense identifying the need
for a holistic approach.
Grace Leva 25/9/2015 5:52 PM
Comment [12]: The differentiation evident
within the tasks identified in the blooms
matrix above provide the opportunity to extend
all students, motivate students, thrive in their
interests and be supported through challenges
despite the range of abilities, interests,
strengths, challenges, cultural, linguistic and
socio economic backgrounds.