Read All About It!

Stage 2 | Library Program Term 3 2015

Summary

Duration

Focus: Visual literacy

Term 3 2015

In 2016, The School Magazine celebrates its Centenary. As part of the Worlds Biggest Classroom, Schools are
invited to created projects based on the School Magazine. Students in Stage 2 will be working towards

7 weeks

Create a poster using words and pictures detailing your classs reading adventures to celebrate next years
centenary of the School Magazine.
Poster can be maximum A1 size (841 x 594mm)
Entries close for exhibition spaces Friday 28th August (End of Week 7)

Unit overview

Links to other KLAs

In this unit students will develop their understanding of how stories can be
communicated using images
- Through an in-depth study of graphic posters and images in School Magazines they will
explore how visual narratives are constructed. They will engage in interpretation of the
purpose, audience and themes expressed in these texts. They will also learn some of the
visual codes and conventions used by graphic artists to communicate
their stories and engage with their audience.

Creative Arts

Integration of design and technology, digital technologies and visual arts offers a range
of creative possibilities to support students deep engagement with the texts. There is
also a strong emphasis on students experimenting with digital tools and processes to
compose their own multimodal texts and express their own unique interpretations.

Visual Arts - students view and create

artistic images through looking at

posters.
Science and Technology
Information technology - students learn

about and use digital technology to

represent and manipulate images, ideas
and messages.
Working technologically through

research, idea development, critical

analysis, refinement and production.

Outcomes

Assessment overview

English K-10

Students will complete a simple

what I know activity at the start
of the unit to determine preunderstanding.

EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of

EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts

EN2-12E recognises and uses an increasing range of strategies to reflect on their own and

topic, audience and language

when responding to and composing texts
others learning
EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an

understanding of purpose, audience and subject matter

Students produce a completed

poster which will be evaluated to
determine students level of
achievement and understanding.
Students engage in peer
assessment, based on rubric for
activity completion.

Content
Week 1

Define
Open
Invitation to
inquiry
Open Minds
Stimulate
Curiosity

Week 2
Define
Identify

Stage 2 - Reading
and viewing 2
identify the audience

and purpose of
imaginative,
informative and
persuasive texts
(ACELY1678)

identify and interpret

the different forms of

visual information,
including maps,
tables, charts,
diagrams, animations
and images
Stage 2 - Reading and
viewing 2
identify and interpret

the different forms of

visual information,
including maps,
tables, charts,
diagrams, animations
and images
explore the effect of

choices when framing

an image, placement
of elements in the
image, and salience
on composition of still
and moving images in
a range of types of

Teaching, learning
and assessment
Look at task- discuss what
school magazines are.
Look at Worlds Biggest
classroom project.
Ask 6 Ws (what, when, where,
which, who, why)- Into books to
help define

Resources

Evaluation
http://theschoolmagazi
ne.com.au/
Poll Everywhere
http://www.polleverywher
e.com/k

Complete Poll.
Introduce to rubric

Construct timeline for project.

Look at use of elements of
posters (criteria for project
completion) in real posters.
Brainstorm elements and
aspects their group may
include.

Comments/

Popplet on iPad for

brainstorming.
School Magazines.

Content
texts

(ACELA1483,
ACELA1496)

interpret how

imaginative,
informative and
persuasive texts vary
in purpose, structure
and topic

Teaching, learning
and assessment

Resources

Comments/
Evaluation

Content
Week 3
Locate
Gather

Week 4
Select/O
rganise

Week 5
Organis
e

Week 6

Stage 2 - Thinking
imaginatively, creatively
and interpretively
use visual

representations,
including those
digitally produced, to
represent ideas,
experience and
information for
different purposes and
audiences
use visual

representations,
including those
digitally produced, to
represent ideas,
experience and
information for
different purposes and
audiences
create imaginative texts
based on characters,
settings and events from
students' own and other
cultures using visual
features, for example
perspective, distance and
angle (ACELT1601,
ACELT1794)
share responses to a

Teaching, learning
and assessment

Resources

Evaluation

Discuss fonts- what they are.

Serif/ sans serif.

Artists ideas book with

colours and words.

Look at simple thumbnail

sketches to plan ideas.

iPads for researching.

Write list of features and ideas.

Create draft outline of poster.

Library books.

Narrow down elements, fonts,

information etc.
Have peers critique designdiscuss further developments.

Working on projects.
Look at fine detailing eg
glueing paper down, erasing
unnecessary information,
neatness of presentation.
Reminders in regards to layout
etc.
Project needs to be complete

Comments/

iPads for fast finishers-

Content
Present
/ Assess

range of texts and

identify features which
increase reader
enjoyment

Teaching, learning
and assessment
by this week to be considered
for WBC.

Resources

Comments/
Evaluation

creating Phoster using

elements theyve learnt.

If time- use rubric to assess

own learning. If not- do so in
Week 8. Present to class
discussing features.

Week 7

Book week- browsing book fair.

Week 8

Entering books into Premiers reading challenge. Fast Finishers assisting with
Kindergarten entries. Those that need extra time completing posters.
Some taking pictures of posters and putting onto Blog.

Week 9

Visiting town library. Construct scavenger hunt of items they need to look for and find
out.

Week 10

Group poster using Comic Maker App on the ipad. iPad Safety in the school.

Evaluation
At the conclusion of the unit, teachers should reflect on student learning and engagement in activities, and use this to inform
planning for subsequent learning experiences.
Questions to guide reflection
1.

To what level did students achieve the learning outcomes?

2.

How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?

3.

Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?

4.

How could the unit be improved to enhance student engagement and learning?

Assessment for Read All About It Stage 2 Term 3 2015

Name: ___________________________________________

CATEGORY
Draft Poster
Completed

Required
Elements
(Purpose,
Audience and
Subject Matter)

4
A clear draft is
evident in
Library book
and the draft
clearly relates
to finished
product.
The poster
includes all
required
elements as
well as
additional
information.

3
A clear draft is
evident in
Library book
and the draft
partly relates
to finished
product.
All required
elements are
included on the
poster.

2
Very rough
draft with
limited
planning and
scarcely relates
to finished
product.
All but 1 of the
required
elements are
included on the
poster.

1
No draft.

Several
required
elements were
missing.

Attractiveness
and Creativity

Grammar

Mechanics

The poster is
exceptionally
attractive in
terms of
design, layout,
and neatness.
There are no
grammatical
mistakes on
the poster.

The poster is
attractive in
terms of
design, layout
and neatness.

The poster is
acceptably
attractive
though it may
be a bit messy.

There is 1
grammatical
mistake on the
poster.

There are 2
grammatical
mistakes on
the poster.

Capitalisation
and
punctuation
are correct
throughout the
poster.

There is 1 error
in capitalisation
or punctuation.

There are 2
errors in
capitalisation
or punctuation.

The poster is
distractingly
messy or very
poorly
designed. It is
not attractive.
There are more
than 2
grammatical
mistakes on
the poster.
There are more
than 2 errors in
capitalisation
or punctuation.