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ECL310

Multiliterate Learners in Middle


Years Environments
Assessment 2 – Literature Based Plan

Alanah Knight (211396067) & Emma Ruwoldt (214158955)


Seminar: Thursday 10-12
Date due: 2 October 2017

Appendix Contents:

A – Text ‘The Rabbits …….…..p.12


B – Further Explicit Lesson.…p.13
C – Frontloading Activities….p.14
D – Explicit Lessons ……………p.19
E – Response Lessons…….…..p.20

ALANAH KNIGHT
1

Name of Unit: 'Exploring Australia's Indigenous History through The Rabbits by Shaun Tan'
Grade Level: 4
Description of Unit (scope of learning): The diversity of Australian culture and history will
be investigated in this unit as learners explore the stories and histories of Australia's
Indigenous and Torres Strait Islander people. Consideration and analysis of a variety of
elements included within text is prevalent as critical literacies are focused on, to enhance
learner growth and development. Literacy skills such as listening, reading, speaking, writing
and creating are developed through this unit, with learners producing a multimodal
presentation that informs a final summative assessment of the unit.

Synopsis of major text: The Rabbits (1998), written by John Marsden and illustrated by Sean
Tan, depicts the colonisation of Australia in a powerful mode. The images and text reveal an
alarming tale of invasion, cultural domination and the desecration of natural environment.
The European settlers within the text are personified through the ‘Rabbits’, while the
Aboriginal people are personified through native animals. The text recounts the turbulent
history of Australia through the perspective of Australia's Indigenous people.

Links to Australian Curriculum


Cross Curriculum Priority: Aboriginal and Torres Strait Islander histories and cultures

ACELA1487 Understand that Standard Australian English is one of many social dialects used in Australia,
and that while it originated in England it has been influenced by many other languages.
(Cross - Identifying words used in Standard Australian English that are derived from other
curriculum languages, including Aboriginal and Torres Strait Islander languages, and determining if the
Priority) original meaning is reflected in English usage

ACELA1496 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 texts.

ACELT1605 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’
(Literature) interest by using various techniques, for example character development and plot tension

ACELT1602 Make connections between the ways different authors may represent similar storylines, ideas and
(Literature) relationships

ACELT1606 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and
(Literature) other literary texts, for example nonsense words, spoonerisms, neologisms and puns.

ACELT1794 Create literary texts by developing storylines, characters and settings.


(Literature)

ACELT1603 Discuss literary experiences with others, sharing responses and expressing a point of view.

ACELY1697 Use a range of software including word processing programs to construct, edit and publish written
text, and select, edit and place visual, print and audio elements

ACELY1689 Plan, rehearse and deliver presentations incorporating learned content and taking into account the
particular purposes and audiences.
2

Lessons will be Linked to the Victorian Curriculum. Literature

VCELT28 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold
4 readers’ interest by using various techniques.
VCELT28 Describe the effects of ideas, text structures and language features of literary texts.
3
VCELT28 Understand, interpret and experiment with a range of devices and deliberate word play in
5 poetry and other literary texts.
VCELT28 Make connections between the ways different authors may represent similar storylines, ideas
2 and relationships.
VCELT29 Create literary texts that explore students’ own experiences and imagining.
8
VCELT29 Create literary texts by developing storylines, characters and settings.
7
VCELT30 Discuss literary experiences with others, sharing responses and expressing a point of view.
6
VCELY30 Use a range of software including word processing programs to construct, edit and publish
2 written text, and select, edit and place visual, print and audio elements
(literacy)
Critical and Creative thinking

VCCCTM018 Consider concrete and pictorial models to facilitate thinking, including a range of
visualisation strategies.

VCCCTM020 Investigate a range of problem-solving strategies, including brainstorming, identifying,


comparing and selecting options, and developing and testing hypotheses.

History

VCHHC068 Describe perspectives of people from the past.

VCHHC070 Identify and explain the causes and effects of European settlement.

VCHHK075 One significant narrative, myths or celebration from the past.

Personal and Social Capability

VCPSCSO022 Identify the importance of including others in activities, groups and games.

VCPSCSO023 Demonstrate skills for effective participation in group tasks and use criteria provided
to reflect on the effectiveness of the teams in which they participate.

VCPSCSO024 Identify conflicts that may occur in peer groups and suggest possible causes and
resolutions.
3

Front loading sequence (Appendix C)


Strategic Whole class Follow on Assessment Resources
questions activities activities:
partner/group
/independent

1 Ask questions for Read ‘Storm is Individually students Diagnostic Reading:


speaking and Coming’ to class. prepare a persuasive assessment: Imaginative
listening piece that addresses Persuasive Piece: narrative –
component & for key issues about the See (Appendix C, ‘Storm is
critical literacy Discuss student’s text relating to Activity 1). Coming’
enhancement. work at end of relevant aspects of (Tekavek &
lesson. the Victorian Spengler 2002)
Curriculum
Achievement
Standards. (VCAA,
2016).

2 what is the book Reading: The In partners: Formative! Text:


is telling the Rainbow Serpent Look up place names Written evidence of The Rainbow
audience? (Roughsey, 1975). around Australia and research discovering Serpent
Discuss see if they have an place names with an (Roughsey,
Indigenous Remember to read Aboriginal meaning. Aboriginal meaning, 1975)
relationship/con the back-cover https://en.wikipedia student
information about participation in Scaffolded list:
nection to the .org/wiki/List_of_Au
the Rainbow reflective discussion. local place
land. stralian_place_name
Serpent and Dick names.
Roughsey. s_of_Aboriginal_orig (Appendix C)
Discuss fertility, in
peace and unity Class Ipads
and Aboriginal /Computers for
names within research.
the text. (VCELT283)
VCHHC068

3 Evoke student’s Discuss what Formative Rainbow


prior knowledge: students already Choices: Completed list or Serpent video -
‘What do we know about the List 10 things that sequence of https://www.y
remember about Rainbow Serpent. the Rainbow Rainbow Serpent. outube.com/w
the rainbow View the rainbow Serpent did. atch?v=STFd3c
serpent from the serpent animated Or p8B0s
last lesson?’ short on Youtube. VCELT283
Timeline with VCHHC075
What did he do? pictures -
,Then what? sequencing.

4 Youtube- sense Independent Formative


‘what are the 5 poetry, then Present ‘senses https://www.y
senses’ Choose students to students poem’. outube.com/w
read: independently atch?v=oT1my
Has anybody (Eckermann Create a senses discussion: Kx1zBY
heard of a ‘5 2013) poem, about ‘a What did you want
sense poem’ ‘Ochre’ place that’s special the reader to (Eckermann
4

-Display words. to them’, from imagine? Feel? 2013)


_______ scaffolded display Consider?
‘Which of the 5 Think/pair share on computers Scaffolded
senses are being the questions (powerpoint) - Why do you think display/IWB
explored here, about sense Eckermann chose to
and how’ poems. write about her Student writing
< ---- Model particular place? books/pens.
What does this Creating a sense (Appendix-C -
poem make the poem about the Activity-4)
reader think classroom. (does
about? not have to VCELT285
rhyme). VCELY302

5 Discuss aboriginal GROUPS. Success Criteria: Indigenous


First contact language map and Representation of Language Map.
custom of ‘asking Students form both aboriginal and
‘How would you permissions from cooperative learning European Myplace
feel if someone elders before groups. perspectives. http://www.my
came through entering a place.edu.au/h
your house into country’. Timekeeper – Student ome.html
your backyard, Note Taker – presentations. Dan/Wuruwi
without Describe nature of Director – Reflective
knocking on the first contact - clash Researcher – discussion: Drama planning
door and being of two Encourager - formative: sheet
invited in?’ fundamentally viewpoints (Appendix-C-
different cultures Rehearse an -ad represented? Activity-5)
both unaware of libbed (non scripted
each other's ways. but planned) conventions of (VCELT306)
‘first contact scene’ working in groups. VCHHC068
Watch Myplace Showing both What went well? VCHHC070
video’s. perspectives. what didn’t? why?

6 ‘What do you Display images Use word wall words (Appendix C-


think this image from ‘The Rabbits’ within a multimodal Successful creation Activity-6).
represents’? (NOT READING!) narrative (See of a text across
ex: The boat/ Appendix C-Activity multimodal Multimodal
‘how does it writing on the 6). platforms. story scaffold
make you feel’ flags. sheet (Teacher
Discuss: The created
What are the author's intent resource)
different ways using the powerful Word wall
the text is imagery. words
displayed (on the -colour technique (VCELY308)
flags etc) becoming ‘duller’ (VCELT284)
throughout
5

Resources Text - ‘The Rabbits’ (Appendix A).


Introduction activity adapted from - Exley (2006) (See References)
6

Summary of other explicit lessons: (APPENDIX D)


These lessons come after the text is read, in the explicit teaching section.

Strategic Questions Whole class Follow on Assessment Resources


to lead the students Activities to engage activities
toward your focus the students

8 What are some of Watch video. Work presented


the differences Students use their to class. https://www.you
between the Students sketch own sketches to explanation of tube.com/watch?
cultures in the things that remind draw an ‘Early process/ v=c9NCUydoJFk
rabbits? them of Australia and Australia image’. meaning of
Why do you think its colonisation. on A4. imagery. A3, A4 paper
‘The Rabbits’ was (A3 paper)
written? (classroom (Appendix-D-
Draw inspiration display!) Activity-8)
‘What do you think from The Rabbits.
happens after?’ Discuss why we VCELT284
draft first! VCHHC070
‘What can we learn
from this book?’

9 What is up-leveling? https://www.youtub Online thesaurus Discussion: http://www.thesa


e.com/watch?v=Nlae to up-level a piece words can be urus.com/
How do we know V-TH8WE of their writing, ‘powerful’.
we’ve made a good 30 second each: red pencil. computers/
word choice? Write 5 different Unlevelled work, iPad’s.
words for: Discuss how this accompanying
Good, tired, ran. explanation. prior piece of
adds new
writing.
meaning to the
‘Use ‘The Rabbits’
how can use these example ‘They STOLE’ piece. (Appendix-D-
techniques later? our children, replace Activity-9)
and describe the VCELT283
effects the new VCELT284
words provide.

10 Why do we work in Sit in circle,ask ‘what Students form Evidence of Poster Paper.
groups? makes a group work’ groups for the teamwork/
Go around the circle, final task. Each involvement in VCPSCSO022
What can go each student group writes a discussion/ VCPSCSO024
right/wrong? responds to one or ‘conduct’ poster presentation of VCCCTM018
more of the advising poster.
questions, drawing
Advice you’d give to expectations for
on potential
someone future
conflicts/ how to
experiencing issues overcome them. collaboration.
within a group?

11 APPENDIX B further explicit teaching lesson. Preparation for


response!
7

Sequence 3: A Multimodal Response (Appendix E)


lessons for development of presentations:

Whole class Follow on activities Assessment Resources


activities to engage partner/group/indep
students endent

12. Bringing out Groups work Piece ready or Assistance to all


‘How are you materials from together, as students just about for groups.
going to break up prior session, work on either the presentation.
the work’ discussing ‘beginning, middle, (Finishing off Literacy books/
allocation of group end’ of their planned lesson can catch prior work.
‘How can we roles. additional chapter up groups who
make sure we’re using what they may have VCELT297
doing our best brainstormed/ chose unexpected VCELT298
presentation last session. issues/absences.
work?’.

13. Activate prior groups sit together Reflection: A3 Paper.


What went well knowledge sketch ideas on A4, ‘What went well
working together discussing elements each member today’ VCELT306
yesterday? of completed ‘Early contributes to VCELT284
Australia’ images. communal ‘new ‘What sorts of VCCCTM020
What do we cover on A3’. things did we
remember about include?’
illustrations?
14. Model researching Work on individual Completion of Template/Powe
How would i find a similar sections of the powerpoint/ rpoint.
out information question/answer ‘research report information on (Appendix-D-
about a person, if that is on the template’ to be template. Activity-14)
i wanted to? template. jigsawed together. VCELY302
VCCCTM020
What websites Students break into VCPSCSO023
can i visit? groups/decide on
role.
15. ‘Finishing off Divide remaining Teacher checking ‘How I worked
‘What does each lesson’ To prepare tasks/ Finish off. readiness of all in the group’
group still have to to present. -up-level writing. groups. template.
do?
-Short Written VCCCTM020
explanation of how VCPSCSO023
they worked in a VCPSCSO024
group.
16. . Presentations! Students view peer’s Summative All students/all
‘Who would like multi-modal assessment modes present.
to go first!’ presentations and Mark against VCPSCSO02
explanations. rubric.
8

The task: In groups students are required to create a multimodal response to the text ‘The Rabbits’
by John Marsden and Shaun Tan (1998); the texts key themes of colonisation, country and
Indigenous perspectives must be included and explored in this response. The students will include a
sequel to the text, utilising the powerful language techniques they have learned in class, that will be
presented in a class reading. They will research the author and illustrator, presenting their research
in the form of a power-point presentation. A ‘new cover’ must be designed with the text’s themes in
mind. A reflective group discussion with each learner will inform their grasp of the critical literacies
learned within this unit and allow assessment of collaboration and input of each group member.
This will form the major assessment piece for this unit.

(See following page)


9

A Multimodal Response rubric based on the book ‘The Rabbits’.


Student Name: _____________________________________________________ Grade: ________
Teacher Name: __________________________
10

References:

Australian Curriculum and Assessment Reporting Authority 2014, Foundation to Year 10 Curriculum:
Cross Curriculum Priorities, retrieved 16 September 2017,
<https://www.acara.edu.au/curriculum/cross-curriculum-priorities>.

5 Senses Poetry 2014, YouTube, Ntrschool4, 13 January, retrieved 21 September 2017,


<https://www.youtube.com/watch?v=oT1myKx1zBY>.

Baines, E, Blatchford, P, Kutnick, P, Chowne, A, Ota, C & Berdondini, L 2017, Promoting effective
group work in the primary classroom : a handbook for teachers and practitioners, 2nd edn,
Routledge, New York.

Deray, K & Simoff, S 2012, 'Framing Interaction through Engagement in Interactive Open Ended
Environments', in Interactive Open Ended Environments, Proceedings of International Conference on
Information Visualisation (IV), IEEE, Montpellier, France, pp.534-439,
<http://ieeexplore.ieee.org.ezproxy-b.deakin.edu.au/stamp/stamp.jsp?arnumber=6295867>.

Eckermann, A 2013, ‘Ochre’, in L Gorton, (eds), The Best Australian Poems, Black Ink, Collingwood,
VIC, pp.1-240.

Education Services Australia 2011, My Place For Teachers:1788, ACTFESA LTD, Retrieved 25
September 2017, <http://www.myplace.edu.au/teaching_activities/1878_-
_before_time/1788/episode_landing_23.html>.

'Framing Interaction through Engagement in Interactive Open Ended Environments', 2012, 2012
16th International Conference on Information Visualisation, Information Visualisation (IV), 2012 16th
International Conference on, Information Visualisation, International Conference on, p. 534.
Available from: 10.1109/IV.2012.91. [1 October 2017].

Exley, B 2006, ‘Trans-mediation in the Middle Years: Integrating picture books & process drama
activities to enhance students’ engagement with multimodal text’. In J Rennie, (eds), Proceedings
from ALEA National Conference: Voices, Vibes, Visions: Hearing Voices, Feeling Vibes, Capturing
Visions, AATE/ALEA, Darwin, NT, pp. 1-12.

‘List of Place names of Aboriginal Origin’ 2017, Place names in Australia 6 September, retrieved 27
September 2017,
<https://en.wikipedia.org/wiki/List_of_Australian_place_names_of_Aboriginal_origin>.

Marsden, J & Tan, S 1998, The Rabbits, Lothian Books, Port Melbourne, Victoria.

Mura 2014 ,AIATSIS map of Indigenous Australia,Retrieved 25 September 2017, AIATSIS,


<https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia>.

Mrs Hartigs Classroom 2017, ‘The Rabbits Web Quest’, Teachers’ pay teachers resource,
<https://www.teacherspayteachers.com/Product/Lesson-Ideas-and-Resources-to-Teach-The-
Rabbits-by-John-Marsden-and-Shaun-Tan-2719256>.
11

Roughsey, D 1975, The Rainbow Serpent, HarperCollins Australia, Sydney.

Shaun Tan invites you into his studio 2012, YouTube, SOH Competitions, 1 July, retrieved 23
September 2017, <https://www.youtube.com/watch?v=c9NCUydoJFk>.

Smith, K & Geil, A 2016, 'Student Choice in Literature Circles in the Middle-School Classroom', Illonois
Reading Council Journal, Vol. 44, no.3, pp.3-12.

Tekavek, H & Spengler, M 2002, Storm is coming!, 1st edn, Dial Publishing, U.S.A, New York.

The Rainbow Serpent - Animated Short Film 2015, YouTube, Blazin Guns, 31 October, retrieved 22
September 2017, <https://www.youtube.com/watch?v=STFd3cp8B0s>.

Thesaurus.com 2017, Definitions, Dictionary.com LLC, retrieved 25 September 2017,


<http://www.thesaurus.com/>

Victorian Curriculum and Assessment Authority 2016, Foundation to Year 10 Curriculum:Level 4


English, Capabilities & Achievement Standard, Retrieved 7 September 2017,
<http://victoriancurriculum.vcaa.vic.edu.au/level4?layout=1&d=CNC&d=E&d=EU&d=ICU&d=PSC>.

Winch, G, Johnston, R.R, March, P, Ljungdahl, L & Holliday, M 2006, Literacy: Reading and Writing
and Childrens Literature, 5th edn, Oxford University Press, USA.

Word Choice By Shmoop 2014, YouTube, Shmoop, 11 September, retrieved 28 September 2017,
<https://www.youtube.com/watch?v=NlaeV-TH8WE>.
12

Appendix A – ‘The Rabbits’ written by John Marsden and illustrated by Shaun


Tan (1998)

Image 1: Front cover of text.

Image 2: Illustrations from inside the text, pages 7 & 8.


13

Appendix B – A further explicit teaching session.

Explicit Teaching Session 2 (LESSON 11 in SEQUENCE)

Introduction Inform students of lesson goal and task them with writing it down in their
(VCELT297) workbooks -
VCCCTM020 ‘After today’s lesson I will have predicted what might happen after the
ending of The Rabbits by writing and illustrating the next page of the story.’

Explain the importance of lesson to students - students will demonstrate


their critical literacy skills, specifically prediction and summarising, using
prior knowledge of the text.
Elaboration Read the book once through to the whole class, focussing on the narrative
being told rather than the illustrations.
Re-read the final six pages of the text so that the students can remember
the ending of the story - ‘who will save us from the rabbits?’.
Facilitate a class discussion about the ending of the story, asking questions:
- what happens at the end?
- what has happened to each of the characters in the story?
- what are they doing at the end of the story?
- what are the illustrations telling us?

Make a suggestion of your own alternative ending.


ie. The Rabbits left the land and the native animals began rebuilding their
habitat, left wondering if the Rabbits would ever return.

Guide students towards thinking of their own alternative ending by


prompting them:
- What do you think has happened to the characters?
- What do you think the landscape is like?
- What do you think will happen next?
- Will the animals be saved from the rabbits? How? Why? Who by?
Practice Students work individually to predict and determine their own ‘what
happens next’ ending for the text. Students are required to produce a plan
of their work (to span a two-page spread in their workbooks), and show
this to the teacher. Plan to include text and plan for illustration.
Students then form their ‘presentation groups’ and discuss which elements
of each image/writing plan they will use.
Review Teacher checks students work and selects two that are outstanding
examples to share with the class (check with student that they are happy
to share). Ask students to explain what they have created:
- why do you think this might happen? text/image prompts?
- does this fit in with the story? why? how?
Ask class to suggest what they like about the student’s work.
Discuss student’s achievement of learning goal with class.
Extension task: Gallery walk of peers work.
Resources - Enough copies of The Rabbits (1998) for students to share in pairs.
14

- Student’s literacy workbooks, pens and pencils.

Appendix C - Resources for front loading activities


ACTIVITY 1 - Storm is Coming
text (cover image): Tekavek, H & Spengler, M 2002, Storm is coming!, 1st edn, Dial
Publishing, U.S.A, New York.
Used for Diagnostic Assessment
Ask questions to gain additional diagnostic information about students’ learning
strengths and challenges in Unit themes.

Writing assessment: persuasive piece. Look for understanding of text, content,


organisation,
sentence and paragraph structure, vocabulary,
punctuation, spelling.
(Further questioning checking for critical literacy skills.)

ACTIVITY 2 - The Rainbow Serpent


text (cover image): The Rainbow Serpent written by Dick Roughsey (1975).

Scaffolded sheet of local place names


15

ACTIVITY 3

Rainbow Serpent Animated Short:


The Rainbow Serpent - Animated Short Film 2015, YouTube, Blazin Guns, 31 October,
retrieved 22 September 2017, <https://www.youtube.com/watch?v=STFd3cp8B0s>.

ACTIVITY 4
Tuning In Video: 5 Senses Poetry 2014, YouTube, Ntrschool4, 13 January, retrieved 21 September
2017, <https://www.youtube.com/watch?v=oT1myKx1zBY>.

Display Poem by indigenous writer: Ali Cobby Eckermann


Eckermann, A 2013, ‘Ochre’, in L Gorton, (eds), The Best Australian Poems, Black Ink,
Collingwood, VIC, pp.1-240.
16

Scaffolded Display for Sense Poem: self-created.

ACTIVITY 5
,
Interactive Indigenous Language Map.
Mura 2014 ,AIATSIS map of Indigenous Australia, AIATSIS, Retrieved 25 September
2017,<https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia>.
17

Myplace Video’s.
Education Services Australia 2011, My Place For Teachers:1788, ACTFESA LTD, Retrieved 25 September 2017,
<http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1788/episode_landing_23.html>.

Drama Planning Sheet: Teacher Created:


18

ACTIVITY 6
A selection of words from the theme ‘The Rabbits’. If students are unsure they can research and
learn these words! Must use at least 4!

Rabbit Country Fight Stole Aboriginal

Children Land Billabong Migration European

Colony Colonisation Settlement Australia Culture

Within the reflection, hear each of these in a sentence from the students work! :)

Multimodal Narrative sheet: Teacher Created


- Students will have to consider what important text they will put on the flags, and the text messages
between two characters. (On computers, adapted into a powerpoint)
19

Appendix D: Resources for further explicit sessions


ACTIVITY 7 (EXPLICIT IN REPORT)

ACTIVITY 8
Tuning In Video - describing illustration and representative purpose

Shaun Tan invites you into his studio 2012, YouTube, SOH Competitions, 1 July, retrieved 23
September 2017, <https://www.youtube.com/watch?v=c9NCUydoJFk>.

ACTIVITY 9
Thesaurus.com 2017, Definitions, Dictionary.com LLC, retrieved 25 September 2017,
<http://www.thesaurus.com/>

Video explaining word choice and it’s importance: (Upleveling).

Word Choice By Shmoop 2014, YouTube, Shmoop, 11 September, retrieved 28 September 2017,
<https://www.youtube.com/watch?v=NlaeV-TH8WE>.
20

ACTIVITY 10/11
Just poster Paper!/ Student workbooks ect.

Appendix E- Appendices for rubric and accompanying tasks.

ACTIVITY 12/13
No referenced resources.

ACTIVITY 14
(RESEARCH REPORT) Illustrator Shaun Tan and Author John Marsden.
Web-Quests developed by:
Mrs Hartigs Classroom 2017, ‘The Rabbits Web Quest’, Teachers’ pay teachers resource,
<https://www.teacherspayteachers.com/Product/Lesson-Ideas-and-Resources-to-Teach-The-Rabbits-by-John-
Marsden-and-Shaun-Tan-2719256>.
21

Scaffolded Powerpoint for groups to work on.


22

ACTIVITY 15
Teacher Created: Student Self Evaluations: ‘How I worked in a group’ Prompt for students
to address during the finishing off lesson.

ACTIVITY 16
Presentations (yay!)

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