Engassignment 2resourcefolio 1

Tutor: Sarah McDonald
Assignment 2: Resource Folio Task

30 annotated English sources.
EDUC_0016
Senior English Curriculum and Methodology A
Simela Petridis | 1666 864

Due Date: 24th March 2017
Simela Petridis The University Adelaide Page 1

1. Crash Course YouTube Videos
Crash Course. Shakespeares Sonnets. YouTube. July 27, 2016. Web.
<https://www.youtube.com/watch?v=bDpW1sHrBaU>/
Class Group: Years 10-12
Subject Matter: Crash Course in an educational YouTube channel

established by the Green brothers dedicated to summarizing the complexity of
texts in a way that is humorous and simple to understand. Crash Course aids
students doing the Australian Curriculum year 10 and SACE Stage 1 and 2
English specifically when studying a variety of texts such as Shakespeare.
Crash Course videos can be a precursor for literary analysiss, essay writing
and assisting in class discussion.
Learning Needs: This resource attempts to cater for students with mixed
abilities, particularly those that are visual and auditory learners. Crash Course
videos are extremely useful when either introducing a new text or
summarizing a text. It helps with differentiating students learning needs as it is
easy to understand and essentially gives a recap of the most important
aspects within the text they are studying.
2. Thug Notes YouTube Videos

Thug Notes. To Kill a Mockingbird - Thug Notes Summary and Analysis.
YouTube. June 18, 2013. Web.
<https://www.youtube.com/watch?v=IntI62LWSJA> .
Subject Matter: Similar to Crash Course, Thug Notes is also an educational

web series on YouTube, which analyses a variety of literary works in a
comedic manner. The videos are presented by Sparky Sweets (comedian/
actor Greg Edwards) in a gangster style using gangster terminology. The
idea is that analyzing texts can be fun. Thug Notes would be useful in Stage 1
and 2 English, however teachers must be mindful of the use of cussing. Thug

Notes would assist in understanding the complexity of texts such as To Kill a
Mocking Bird and would help analyse and evaluate what is happening through
a realistic analysis of the text. Thug Notes similar to Crash Course can be
used as a gateway for critical reading assessments and directing class
discussion.
Learning Needs:
This resource also attempts to cater for students with mixed abilities,
particularly those that are auditory and visual learners. For those learners that
are challenged and find it difficult to understand literary texts, Thug Notes
provides explanations that are modernized and extremely engaging which
encourages students to remember the important aspects of the text.
3. Teachit.co.uk
Teachit. "Characterising Gatsby. Feburary 20, 2019. Web.
<http://www.teachit.co.uk/resources/ks5/the-great-gatsby-by-f-scott-
fitzgerald/prose/characterising-gatsby/11903> .
Subject Matter: Teachit is a UK based website with a broad spectrum of

English resources, lesson plans and activities. The website caters for all year
levels however has an exceptional amount of senior English sources.
Specifically Teachit provides free downloadable teaching packs on poetry,
essay writing and specific text activities. Its task sheets can be used when
introducing how to write poetry analyses and essay writing as well as specific
text activities. Teachit is useful for Australian Curriculum year 10 and for
SACE Stages 1 and 2 English specifically when studying texts such as
Macbeth, Shakespeare and The Great Gatsby. The benefits of Teachit are
that the lesson plans and tasks sheets are versatile and can be adapted to the
learning requirements of the designated class.
Learning Needs: Teachit is extremely adaptable when catering for different

learning needs. Many of the lesson plans provide step-by-step lessons plans

and give alternative methods for students that may be struggling. The
activities are interactive and informative and meet the learning outcomes of
both stage 1 and 2 English.
4. Scootle
Scootle. 2017. Web. <http://www.scootle.edu.au/ec/p/home>.
Subject Matter: Scootle is an Australian based website that provides

Australian teachers with access to an enormous amount of digital resources
aligned with the Australian Curriculum. It caters for the Australian Curriculum
year 10 and SACE stages 1 and 2 English. It is a coherent platform that
engages student learning. Scootle provides teaching strategies and activities
aligned with the Australian Curriculum. It can help when writing essays on
specific texts, analyzing poetry and directing class activities for an array of
texts.
Learning Needs: Scootle resources are extremely versatile and can be

adapted to the learning requirements of each student. Depending on the
direction of the lesson, Scootle activities and lesson plans can be interactive
or individualized. For example in a class of Kinesthetic/visual learners using
the Dramatising Macbeth activity/paired with a task sheet would work
incredibly well.
5. Kahoot
Kahoot. 2017. Web. <https://kahoot.it/#/>.
Subject Matter: Kahoot is a free-gamed based learning platform that can be

used by teachers to quiz students on the content learnt in the class or the
content about to be learnt. It is a fun, interactive and a competitive platform
that encourages students engagement and for students to be actively

involved. Kahoot can be used as an introductory, summarizing or precursor
activity.
Learning Needs: Kahoot is for all students of mixed ability, particularly those
that are visual/kinesthetic learners. As teacher creates the game and game
content it is their job to control/monitor the level of difficulty depending on the
learning requirements of the students.
6. Splash ABC
Splash ABC. Macbeth: are you a man or a mouse? 2010. Web.
<http://splash.abc.net.au/home#!/media/1801446/null>.
Subject Matter: Splash ABC is an online platform that provides an array of

videos which explain literature in a variety of styles, through
drama/talks/movie snippets etc. The benefits of Splash ABC are that it
provides teachers with descriptions on how the videos can be used and what
areas align with the Australian Curriculum and SACE Stages 1 and 2. Many
of their videos can be used as precursors for lesson direction, writing essays
or comparative studies. For example the 3-minuet video Macbeth: Are you a
man or a mouse? can be used in a year 10-11 class specifically when
examining literature, responding to literature and understanding literature and
context. Under each video Splash ABC provides reflective activities or
questions which can be completed after watching the film, exemplified under
the Macbeth video, suggesting to: Identify, explain and discuss how narrative
viewpoint, structure, characterisation and devices including analogy and satire
shape different interpretations and responses to a text (Splash ABC).
Learning Needs: Splash ABC caters for students with mixed learning
abilities, as it is visually engaging. Specifically for those that are
kinesthetic/visual learners having to watch and engage for 3 minuets is
beneficial in understanding the context being explained.

7. Blooms Taxonomy
Blooms Taxonomy. Web.
<http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf>.
Blooms Taxonomy. 14 Brilliant Blooms Taxonomy Posters for Teachers.

April 7, 2013. Web. <http://www.teachthought.com/critical-thinking/blooms-
taxonomy/14-brilliant-blooms-taxonomy-posters-for-teachers/>.
Subject Matter: Blooms Taxonomy is a framework that can be applied when

teaching any form of literature. It allows both teachers and students to
experience high order thinking by establishing an array of questions towards
specific texts. The following sources can be used for Australia Curriculum
year 10 and SACE stages 1 and 2 English. Blooms taxonomy assists students
to relate to literature, encouraging an in-depth process of thinking, which they
establish themselves when analyzing literature.
Learning Needs: Blooms Taxonomy is for students with mixed abilities as it

can be tailored to the individual learning requirements of the student. This
activity can be the foundation of what the students aim to learn from each
form of literature presented to them throughout the year.
8. Active and Passive Voice

Syllabus Bites. Active and Passive Voice. NWS Education and
Communities. Web. <https://schoolsequella.det.nsw.edu.au/file/312ee40e-
a9ce-4aca-97b1-18748c92d286/1/14284.zip/index.htm>.
Class Group: Year 10
Subject Matter: This source requires the use of ICT. This source would be
used for Australian Curriculum year 10 as a tool when expressing and
developing ideas (ACELY1813). Knowing the difference between passive and

active voices, the difference between the object, the verb and the subject, can
help when students write essays and analyse comparative texts. This activity
could be used as a precursor for an assignment or as a recap activity
ensuring students understand the literary differences.
Learning Needs: This source is for students with differentiated learning

abilities. Students are to complete this task at their own pace and can
essentially control their own learning and level of understanding.
9. The Learning Federation Writing Narratives: Characters

Scootle. The Learning Federation Writing Narratives: Characters. Web.
<http://www.scootle.edu.au/ec/viewing/L8144/index.html>.
Subject Matter: The following source meets Australia Curriculum year 10

learning standard (ACELY1649). This source is an interactive task that
requires ICT skills. The purpose of this source is to learn how to write a
narrative focused on the character. The students would use this task as a
precursor activity to writing a narrative.
Learning Needs: This source is for students with mixed abilities. It is not a
difficult task but more so used as a learning device for how students should
expose their character in their narrations.

10. The Learning Federation Writing Narratives: Narrative Flow
Scootle. The Learning Federation Writing Narratives: Narrative Flow. Web.
<http://www.scootle.edu.au/ec/viewing/L7946/index.html>.
Subject Matter: The following source also meets Australia Curriculum year
10 learning standard (ACELY1649). Following on from the previous source,
this source focuses on the narrative flow of writing a narrative. The purpose of
integrating this source through ICT is that students can be engaged in
learning how to write through multimedia platforms. This source can also be
used as a tool when writing a narrative. The skills students learn in year 10
will become highly useful for the remainder of their academic life.
Learning Needs: This source is for students with mixed abilities. This source
is particularly useful for those who are kinesthetic/visual learners.
11. William Shakespeare or Taylor Swift?

William Shakespeare or Taylor Swift?. Web.
<http://kbarsaleau.weebly.com/uploads/8/8/4/1/88415438/freeandfunshakesp
earesupplementwilliamshakespeareortaylorswift.pdf>.
Class Group: Year 11-12

Subject Matter: The following source meets SACE Stage 1 and 2 English
Literature requirements (KU1, KU2, AN2). It is an interactive activity that
compares Shakespeare literature to Taylor Swift Lyrics. The purpose of this
activity is to be able to determine whose words are whose. The fun approach
to this activity essentially makes learning Shakespearian literature easier than
it may seem and relating it to modernist lyrics makes it seem modern when
attempting to analyse it. This activity can serve two purposes, to help students
understand Shakespearean works and also be a precursor to a comparative
study or essay.
Learning Needs: This activity would aid students with differentiated learning
abilities. Those who are visual learners could potentially find the video clip on
the Taylor Swift songs to help with the activity.
12. Imagery: The Key to an Effective Poem
Splash ABC. Imagery: the key to an effective poem. 2014. 20 March. 2017.
Web. <http://splash.abc.net.au/home#!/media/1422835/>.
Class Group: 10-12
Subject Matter: This source is useful for Australian Curriculum year 10

(ACELA1566) and SACE Stages 1 and 2 English (KU2, KU3), particularly
when covering the area of poetry. This source could be used as an
introductory lesson on poetry, focusing on imagery as one of the major
components within poetry. This source could be used to assist students in
knowing how to analyse and deconstruct a poem leading in to their individual
poetry analysis assignments, or oral presentations.
Learning Needs: This source is appropriate for students with mixed abilities
but particularly beneficial for visual learners. The content within the video is
not complex and its duration is short, meaning the essence of the video

captures students attention quickly allowing them to retain and use that
information for the next task.
13. Teens Talk Money (Extended Annotation) *select Year 10 English

Document
ASCI. Teens Talk Money March 3, 2017. Web.

<https://www.moneysmart.gov.au/teaching/teaching-resources/teaching-
resources-for-secondary-schools>.
Subject Matter: This source would be appropriate for Australian Curriculum

year 10 English. It is an interactive activity to teach students about the use of
money and being money smart. The activity consists of students researching
and investigating consumer and financial literacy topics. Through their
research students are encouraged to show how the selection of language
features can achieve precision and stylistic effect. The purpose of this activity
is for students to explain different viewpoints, attitudes and perspectives
through the development of cohesive and logical arguments. Students are to
develop their own style by experimenting with language features, text
structure and images. They will then present their results in small groups by
producing a simulation of a TV talk show for teenagers Teen Talk Money.
Within their small groups they are to choose a relevant research topic suited
to them for example: employment, saving, online shopping. The purpose of
the talk show is for teenagers to educate other teenagers on the use of money
in an informative, entertaining manner. They are to adopt roles and make the
talk show as realistic to those on TV as possible (include quizzes, interviews,
discussion etc.). Through this source and the activity provided students cover
various Australian curriculum learning outcomes, to create imaginative texts
that make relevant thematic and intertextual connections with other texts
(ACELT1644), identify and explore the purposes and effects of different text
structures and language features of spoken texts, and use this knowledge to

create purposeful texts that inform, persuade and engage (ACELY1750),
plan, rehearse and deliver presentations, selecting and sequencing
appropriate content and multimodal elements to influence a course of action
(ACELY1751) and create sustained texts, including texts that combine
specific digital or media content, for imaginative, informative, or persuasive
purposes that reflect upon challenging and complex issues (ACELY1756).
The source integrates the use of ICT and would be a summative assessment
task used over the duration of a term.
Learning Needs:
The following activity would be beneficial for students with mixed learning
abilities. For those that are visual/kinesthetic learners the use of acting in the
TV show would be extremely beneficial. For students that are read-write
learners, the gathering of information component of this activity would be
useful to them. The idea that all types of learners are involved at one time
creates fluency in the classroom and encourages the direction of learning.
14. Shakespeare Unbound

Splash ABC. Shakespeare Unbound 2014. 20 March. 2017. Web.
<http://splash.abc.net.au/home#!/digibook/1403896/shakespeare-
unbound>.
Subject Matter: This following source is extremely useful for SACE Stages 1
and 2 English/English Literature (KU1-3, An1-3). This source could be used
as an introductory lesson to Shakespearean literature as it provides Australian
performances of Shakespearean works in partnership with the Australian
national Shakespearean theatre company. The series is made up of 12 short
scenes of Shakespeares most famous plays: Macbeth, Othello, Hamlet,
Romeo and Juliet, Julius Caesar and The Tempest. Whilst students watch the
videos, commentary from the director and cast reveal the meaning of the
works in a way that students are able to understand. This source could be

used as an introductory lesson into Shakespearean literature and it could also
be paired with an assessment task for a comparative study.
Learning Needs: This source aids differentiated learning abilities. For those
who are visual learners the use of videos is extremely beneficial, as well as
for those who are auditory learners. For those that are read-write learners,
they should be encouraged to write down the key elements of the videos that
way they can retain the information better.
15. A Streetcar Named Desire - Reading Comprehension

Assessment
English for Everyone. 2012. Web.
<http://www.englishforeveryone.org/PDFs/12_A_Streetcar_Named_Desire_Fr
ee_Sample.pdf>.
Subject Matter: The following source is for SACE Stage 2 English/English

Literature. The source could be used as a reading comprehension
assessment task and for exam preparation.
Learning Needs: The following source is for students with high literacy
abilities that are confident already with reading comprehensions.
16. Concluding To Kill A Mockingbird: 12 Themes and 12 Angry Men
Concluding To Kill A Mockingbird: 12 Themes and 12 Angry Men. Web.
https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ve
d=0ahUKEwjl8JLvhOTSAhWBmpQKHaiKAxIQFggZMAA&url=http%3A%2F%
2Famartinezenglish.wikispaces.com%2Ffile%2Fview%2FTKAM%2B12%2BA
ngry%2BMen.doc&usg=AFQjCNEblIjvMVCcL6n6xJ0GYEtOxJzGlw&sig2=wP
eyuHmm4zvJLRwuHDe04g&bvm=bv.150120842,d.dGo.

Subject Matter: This source is useful for SACE Stage 2 English (An1-3, Ap1-
3). This source would be best used at the end of the topic as a comparative
essay task. This source could also be used as a portion of an exam or for
exam preparation.
Learning Needs: The following task is for the students with mixed abilities.
This task is particularly useful for those that are read-write learners.
17. Shared Study - Study of Single Text (Extended Annotation)
Stage 2 English Studies Assessment Type 1: Shared Study of Single Text.

Web.
https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ve
d=0ahUKEwj98r7vkOnSAhUHFZQKHe9IDBkQFggfMAE&url=https%3A%2F
%2Fwww.sace.sa.edu.au%2Fdocuments%2F652891%2F736861%2FTask%
2B2.doc&usg=AFQjCNH3KqaThbi6-sAsINNkh7pLgo6fng&sig2=U60BiIZ0Vot-
Xc8qG_MM9g&bvm=bv.150120842,bs.1,d.dGc
Subject Matter: The following source would be used for Stage 2 English,
specifically as an assessment task for a study of a single text, King Lear by
William Shakespeare. Students are to write a maximum of 1000 word essay
on the assigned question using knowledge gained from both the close reading
of the text and the classroom discussion on literary techniques and stylistic
features: What stylistic features and language techniques used by
Shakespeare did you find particularly effective in shaping your understanding
of the ideas in King Lear? The purpose of this assessment task is to consider
the ways in which the creator of the text uses language techniques and
stylistic feature to influence opinions as well as for students to demonstrate an

in-depth understanding of structural conventions used by the author. Students
are encouraged to respond to the above questions considering the use of
symbolism/imagery, ensuring they understand the themes and issues, are
making good use of appropriate textual references and can construct a
critical, fluent piece of work. This following source activity would be used to
conclude the component of Shakespearian literature. The assessment covers
a vast array of learning components (KU1-2, An3, Ap3-4 & C1-2) given the
extent to which students are expected to deliver their understanding.
Learning Needs: This source is useful for students with mixed learning
abilities however may be challenging for some that are not confident writers. If
given enough context and visual information prior to this assessment, those
who are kinesthetic/visual learners should be able to adapt and complete the
task. Alternatively, giving students an option to either deliver the information
as a written piece or as an oral (6min long) could be more beneficial to those
that are not confident writers.
18. The Battle of Chancellorsville - Reading Comprehension

Assessment *Select year 11
English for Everyone. The Battle of Chancellorsville - Reading

Comprehension Assessment. 2012. Web.
<http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm>.
Subject Matter: The following source would be used for SACE Stage 1
English (KU1-3). The task would be used as a reading comprehension
assessment (formative or summative) and could also be used for students to
practice comprehension leading up to an exam or summative assignment.
Learning Needs: The following source is for students that are high achievers
as the context is heavy. The source would be successful knowing the

students in the class are capable of completing it. If the class is a mixed ability
class this source could be used as an entire class activity, where everyone is
encouraged to complete it together.
19. Studying the Australian Novel in Senior English Courses

(Extended Annotation)
English Teachers Association NSW. Studying the Australian Novel in Senior

English Courses. Web.
<http://www.englishteacher.com.au/Portals/EnglishTeachers/PublicDocs/Free
%20Resources/MilesFranklin%20resource.pdf>.
Subject Matter: The following source would be used for SACE Stage 2
English. The source would be used ever an extensive period focusing on
helping students understand the nature and elements of realist novels. The
source may be used as a close study of The White Earth, exploring each
element of the novel, reinforced with a comparative text to highlight the
difference between novel types. The source also provides many core
questions for students to address such as: what is a novel? and what is
Australian literature?. The use of core questions encourages students to think
beyond the normal conventions of novels and focus on the new elements,
which operate in realist novels. This source is particularly useful in how it
delivers its content in the form of a reading component, discussion ideas,
activity tasks and assessment ideas, allowing teachers to deliver the
information in ways that is suitable for their class. The source could be use
sporadically over the duration of a term, given the amount of task ideas and
information within it. The source breaks down the conventions of the realist
novel into plot, character, setting and elements of style with given tasks
reinforcing the information.

Learning Needs: The assessments are based on the context covered
however the source gives alternative tasks for students with differentiated
learning abilities. The source suggests that if one task is not suitable alternate
it using multimodal methods, such as orals or creating a poster etc. This
source is extremely useful and the options it suggests, tasks it suggests can
be useful for other components that are taught throughout the year.
20. A Tale of a Few Text Messages: A Character Study of A Tale of

Two Cities (Extended Annotation)
Read Write Think. A Tale of a Few Text Messages: A Character Study of A
Tale of Two Cities. November 2017. Web.
<http://www.readwritethink.org/classroom-resources/lesson-plans/tale-text-
messages-character-30837.html>.
Subject Matter: The following source would be used for Australian

Curriculum year 10 (ACELT1578) and SACE stage 1 English (KU1). This
source would be used for a lesson on how to study a character. Although the
source is specified to a novel, any novel can be adapted to the given task.
Students are encouraged to engage in a character study of the numerous
figures created by Charles Dickens in A Tale of Two Cities. The activity has a
modern day spin on understanding how characters are. Students are to
complete a character study chart that breaks down the physical, social and
unanswered traits of the character they choice. Next students will create text
messages between the other character that demonstrate their relationships,
their backgrounds, their plot points etc. The lesson concludes with students
sharing the texts to the entire class, which then directs class discussion. The
class could be a precursor to a summative assignment task, where students
are to complete an in-depth character study. This activity allows students to
use 21st century tools to communicate their character understandings. This
cleverly encourages students to retain their newly learnt information and
communicate and share it with their peers.

Learning Needs: This source caters for students with mixed abilities. For
those that are kinesthetic/visual learners the use of the character chart paired
with the activity will help keep them engaged as well as interested. For those
that are read-write learners, writing on the chart and writing the texts would be
beneficial also.
21. Become a Character: Adjectives, Character Traits, and

Perspective (Extended Annotation)
Read Write Think. Become a Character: Adjectives, Character Traits, and
Perspective. 2010. Web. <http://www.readwritethink.org/classroom-
resources/lesson-plans/become-character-adjectives-character-168.html>
Subject Matter: This source would be used for Australian Curriculum year 10
(ACELA1817, ACELT1783). The source would be used as an introductory
lesson prior to students writing an individual creative-writing story. The use of
this source is for students to understand the use of a character within a story.
Students will work in pairs to complete this task and to become one of the
major characters in the book (the book will be chosen from the appropriate
Australia Curriculum year 10 sources list) for example the Great Gatsby.
Students are to describe themselves and other characters using ICT skills to
compile lists of accurate, powerful adjectives supported with details from the
assigned reading. Without disclosing who they are, students read each others
list of adjectives and attempt to identify which character is being described.
The benefits of this type of activity is that its interactive, requires an in-depth
understanding of the character and encourages the use of research. As a
foundation lesson, a task like this can be adapted to any novel over the entire
course and would be great to reinforce it at the beginning of a new topic,
encouraging familiarity and structure within the class.
Learning Needs: This source aids differentiated learning. It does this through
various components where all types of learners are involved. It also
encourages interaction between the different types of learners, this way they

are stimulated by each others learning and essentially establish the
foundations to complete a more complex task later on.
22. Approaches to Senior English Alison Jane Hunter

Hunter, Alison J. 2013. Approaches to Senior English. South Australian
English Teachers Association: South Australia.

Curriculum year 10 and SACE stages 1 and 2 English. The source is
incredibly valuable to any senior English teacher as it provides foundation
activities for essay writing as well as specific literature assigned tasks. Aligned
with SACE and The Australian Curriculum, this source is incredible.
Specifically, it provides student work packs based on units of work and does it
sequentially. The work packs can be adapted to any novel, poem, text that is
being taught. The source also provides specific tasks on texts covered in the
specified SACE text list. The complexity of the tasks can also be adapted by
the teacher depending on the ability of the class.
Learning Needs: This source is suitable for students with mixed abilities.
Again the source can be adapted to be more or less difficult dependent on the
teacher.
23. And in Conclusion: Inquiring into Strategies for Writing Effective

Conclusions
Read Write Think. And in Conclusion: Inquiring into Strategies for Writing
Effective Conclusions. 2016. Web. <http://www.readwritethink.org/classroom-
resources/lesson-plans/conclusion-inquiring-into-strategies-31168.html>.
Subject Matter: The following source could be used for Australian Curriculum
year 10. The source would be used in an essay writing foundation lesson,

focusing on how the write an effective conclusion. This would be used in
preparation for an essay assignment or comparative assignment.
Learning Needs: This source is for mixed ability students. Although it may
not be stimulating for kinesthetic/visual learners, the teacher could adapt the
concept and make it more creative and integrate student involvement.
24. Connotation, Character, and Color Imagery in The Great Gatsby

Read Write Think. Connotation, Character, and Color Imagery in The Great
Gatsby. Web.
<http://www.readwritethink.org/classroom-resources/lesson-
plans/connotation-character-color-imagery-831.html>.

Curriculum year 10 (ACELA1433). The source would be used as a lesson
exploring the Great Gatsby further. The lesson focuses on the allusion to art
and visual imagery throughout the novel. The task would be for students to
design their own cover of the novel, which would be displayed in the class
room. The purpose of this task is for students to understand the power of
imargery and to demonstrate their understanding visually.
Learning Needs: The source aids differentiated learning and would be

beneficial to all students when expressing their understanding of imagery.
25. Constructing New Understanding Through Choral Readings of

Shakespeare
Read Write Think. Constructing New Understanding Through Choral

Readings of Shakespeare. Web. < http://www.readwritethink.org/classroom-
resources/lesson-plans/constructing-understanding-through-choral-
1121.html>.

Subject Matter: The following source could be used for Australian Curriculum
year 10 (ACELY1647) and SACE stage 1 English (An1-3, Ap1-2). The activity
explores how to interpret Shakespearian literature through Choral Readings.
The students are to pick a Shakespearian play (that they have been learning
about) and in small groups compose a 50 line choral reading made by
rearranging lines from the play. They then choreograph, rehearse, and
perform the choral reading for the class. The purpose of this activity is to
engage students to think about the relationships among language, characters,
and themes whilst interacting with one another in a creative atmosphere.
Learning Needs: The following source aids differentiated learning, as it is a

creative and engaging activity, which allows students to work together in order
to get the task done.
26. Creating Psychological Profiles of Characters in To Kill a

Mockingbird
Read Write Think. Creating Psychological Profiles of Characters in To Kill a
Mockingbird. Web. <http://www.readwritethink.org/classroom-
resources/lesson-plans/creating-psychological-profiles-characters-
1184.html>.
Subject Matter: This source would be used for SACE Stage 1 and 2 English.
The source focuses on characters in To Kill a Mockingbird where students
explore the motivations of the characters. The students are to research their
characters (teachers may assign them with one or they choose themselves)
and they are given time to present a psychological profile on them. This task
encourages in-depth character analysis and could be useful before writing an
essay.

Learning Needs: This activity aids students with mixed abilities.
27. Class Journals

Teaching English. Class Journals. 2013. Web.
<https://www.teachingenglish.org.uk/article/class-journals-0>.

Curriculum year 10 (ACELT1644). The activity would be used as a transition
lesson between topics. Students are encouraged to learn the technique of
free writing, with emphasis on fluency. The idea is to create a class journal
where they will write 2 entries per class and read each others entries. The
focus is not on correct punctuality or grammar but recognising the difference
between individualised writing styles. This is a good task to build on individual
writing habits and encourage the habits when writing academic essays.
Learning Needs: This activity aids differentiated learning abilities.
28. ESL Printables

ESL Printables. Web.
http://www.eslprintables.com/reading_worksheets/classical_literature/wi
lliam_shakespeare/
Subject Matter: The following source is for Australian Curriculum year 10 and
SACE stage 1 and 2. The purpose of this source it to provide teachers with
literary task sheets for a variety of literature, both simple and complex.
Learning Needs: This source is for mixed ability students and can be
adapted depending on learning abilities within the class.

29. No Sweat Shakespeare
No Sweat Shakespeare. Sonnet 18: Shall I Compare Thee To A Summers
Day?. 2004-2016. Web.
<http://www.nosweatshakespeare.com/sonnets/18/>.
Subject Matter: This source is for Australian Curriculum year 10 and SACE
stage 1 and 2. The source can be used to help students translate
Shakespearian literature as it provides a modern English translation of
Shakespeares sonnets. The benefits of this website is that it can be
integrated in the lesson as a link to an ICT activity.
Learning Needs: The following source is for students with mixed ability. The
teacher may allocate specific sonnets to students that may find understanding
more difficult than others.
30. Simelas Personification activity
Subject Matter: The following source I made for a year 10s. I made it as a
precursor lesson leading to an advertisement assignment. The lesson
template was written on the board (used as a tool to complete the task sheet)
and the task sheet was to be completed in pairs. The purpose of this activity
was for students to become familiar with using persuasive writing techniques
when trying to sell something. The techniques that they learn in this lesson
will also apply when completing their advertising assignment.
Learning Needs: The following source is for students with mixed abilities. I
paired students together in order for them to interact and learn from each
others ideas.

Task sheet: Whiteboard:
Name: Date:
CAN YOU CONVICE ME?
Persuasive writing activity sheet
Activity: In pairs, write an advert to persuade your audience to buy your

product below using the persuasive techniques learnt in todays class (refer
to the four techniques on the board). Be creative when persuading your
audience. Stray from the normal function of the products, for example: the egg
slicer is not stock standard, it also has blades to cut an orange etc.
Product Name:
___________________________
What is your product?

____________________________
____________________________
ADVERT
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Engassignment 2resourcefolio 1

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Engassignment 2resourcefolio 1

Transféré par

Droits d'auteur :

Formats disponibles

Tutor: Sarah McDonald

Assignment 2: Resource Folio Task

Simela Petridis | 1666 864

Simela Petridis The University Adelaide Page 1

Class Group: Years 10-12

Subject Matter: Crash Course in an educational YouTube channel

2. Thug Notes YouTube Videos

Class Group: Years 11-12

Subject Matter: Similar to Crash Course, Thug Notes is also an educational

Simela Petridis The University Adelaide Page 2

Class Group: Years 10-12

Subject Matter: Teachit is a UK based website with a broad spectrum of

Learning Needs: Teachit is extremely adaptable when catering for different

Simela Petridis The University Adelaide Page 3

Class Group: Years 10-12

Subject Matter: Scootle is an Australian based website that provides

Learning Needs: Scootle resources are extremely versatile and can be

Class Group: Years 10-12

Subject Matter: Kahoot is a free-gamed based learning platform that can be

Simela Petridis The University Adelaide Page 4

Class Group: Years 10-11

Subject Matter: Splash ABC is an online platform that provides an array of

Simela Petridis The University Adelaide Page 5

Blooms Taxonomy. 14 Brilliant Blooms Taxonomy Posters for Teachers.

Class Group: Years 10-12

Subject Matter: Blooms Taxonomy is a framework that can be applied when

Learning Needs: Blooms Taxonomy is for students with mixed abilities as it

8. Active and Passive Voice

Class Group: Year 10

Simela Petridis The University Adelaide Page 6

Learning Needs: This source is for students with differentiated learning

9. The Learning Federation Writing Narratives: Characters

Class Group: Year 10

Subject Matter: The following source meets Australia Curriculum year 10

Simela Petridis The University Adelaide Page 7

Class Group: Year 10

11. William Shakespeare or Taylor Swift?

Class Group: Year 11-12

Simela Petridis The University Adelaide Page 8

12. Imagery: The Key to an Effective Poem

Class Group: 10-12

Subject Matter: This source is useful for Australian Curriculum year 10

Simela Petridis The University Adelaide Page 9

13. Teens Talk Money (Extended Annotation) *select Year 10 English

ASCI. Teens Talk Money March 3, 2017. Web.

Class Group: Year 10

Subject Matter: This source would be appropriate for Australian Curriculum

Simela Petridis The University Adelaide Page 10

14. Shakespeare Unbound

Class Group: Years 11-12

Simela Petridis The University Adelaide Page 11

15. A Streetcar Named Desire - Reading Comprehension

Class Group: Year 12

Subject Matter: The following source is for SACE Stage 2 English/English

16. Concluding To Kill A Mockingbird: 12 Themes and 12 Angry Men

Concluding To Kill A Mockingbird: 12 Themes and 12 Angry Men. Web.

Simela Petridis The University Adelaide Page 12

17. Shared Study - Study of Single Text (Extended Annotation)

Stage 2 English Studies Assessment Type 1: Shared Study of Single Text.

Class Group: Year 12

Simela Petridis The University Adelaide Page 13

18. The Battle of Chancellorsville - Reading Comprehension

English for Everyone. The Battle of Chancellorsville - Reading