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TEACHING RESOURCE PRICE_S_S251045_ELA200_ASSIGNMENT 2.

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CONTENTS PAGE

Page 3 What is Literacy? Page 4 Unit of work outline Page 5 Pedagogy Page 6 Curriculum Page 7 General capabilities Page 8 Short and long term goals Page 9 Teaching and learning context Page 10 lesson 1 Page 11 lesson 2 Page 12 – 13 lesson 3 Page 14 lesson 4 Page 15 lesson 5 Page 16 Teachers Page Page 17 Rubric Page 18 - 19 References Page 20 - 25 Appendix

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WHAT IS LITERACY?

Literacy is not only reading and writing but also involves listening, viewing, and creating oral print. Incorporating the use of visual and digital texts and modifying language for different purposes. Students become literate with the development of knowledge and skills, using language for learning and communicating effectively in society. Literacy relies on cultural, place and identity factors, language, both verbal and nonverbal, for the development of skills. As outlined by ACARA. (2014). Freedman elaborates, by examining literacy first by doing so with a purpose, making decisions what to report on. Looking at tools that reveal cultures, moods, desires, traditions and patterns with participate in individual experiences. (Freedman, 2004, p. 19). Literacy involves students to interpret the text by making connections between their prior knowledge and the situation within the text, through application of strategies.

In order to make theses connections, the Australian Curriculum (2014), approaches literacy by learning through the development of skills, social and psychological growth, and critical and cultural analysis. The approach involves technical, intellectual and cultural resources relevant to everyday communication purposes associated with living and participating in societies. Literacy tools of communication shows us that when teaching we could reflect on the kinds of tools which the process of communication may involve. This is supported by (Lian, 2015) as she suggests that the concepts (including one's emotional stance), strategies and devices which can assist students in working out how best to design and approach their contexts of communication.

Luke and Freebody’s designed the Four Resource Model to address the multi-literate requirements for reading effectively in a multimodal world. Luke and Freebody suggest that to be literate means “being able to decode written text, understand and compose meaningful texts, use texts functionally and analyse texts critically. “ The four resources are equally important as readers engage in several practices together. (New Literacies, (n.d).

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UNIT OF WORK OUTLINE

The unit of work is designed for year 4 students. The purpose for this unit of work is to create a resource to engage and inform other students of literature in the school library. The unit incorporates a balance of the threes strands, literature, language and literacy in order for students to develop knowledge, in understanding skills, in particularly in reading. Students will listen to, read, view and interpret spoken, written and multimodal text with the primary purpose to inform others, encompassing picture books and simple chapter books. (ACARA, 2014).

Lesson over view: Each lesson has a two hour time slot

Lesson 1: Introduce a purpose; students are provided with a purpose to study a text and explore ways to present their new knowledge.

Lesson 2: Choose a text and explore the characters of a text

Lesson 3: Explore the text; look at strategies used to decode words and meaning and the processes of the text

Lesson 4: Making the iMovie; what is involved

Lesson 5: Plan rehearse and deliver presentations

Assessment:

The formative assessment will be made as students will use a literacy journal to record all of their learning. Two summative assessments will be set one on the book review and the other on the iMovie. The rubric is at the end of this unit. Students will be provided with this at the beginning of the unit and will complete as a self assessment at the end of the unit.

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PEDAGOGICAL APPROACH

The pedagogy applied to this unit, is the learner centered approach as it allows students to create knowledge, as opposed to passively receiving information, and encourages deep learning. “ A student-centred approach focuses primarily on what the student needs to do in order to learn, rather than on the course content or the transmission of information by the teacher.” (UNSW, 2012). The Department of Education NT (2015), agrees with that students learn by obtaining knowledge and suggests, knowledge be taught through progression. An environment needs to be created where the students select their reading, projects and discovery learning. All student need should be met, this can be achieved through Gardiners multiple intelligences and Blooms taxonomy is a suggested progression resource.

Blooms taxonomy revised version, is cognitive process dimension and applied throughout the teaching and learning process starting at lower order thinking through to higher order thinking. There are six dimensions in the process: Remember; retrieve knowledge from the long term memory: Understand; construct meaning from instructional messages: Apply; carry out or use a procedure in a given situation: Analyse; Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose: Evaluate; make judgments based on criteria or standards: Create; Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. (IOWA, 2015)

Ken Robinson (2013) says "Great teachers . . . mentor, stimulate, provoke, engage . . . " Lian, (2015), expands on this quote by stating, that by providing opportunities that provoke students to ask and answer their own questions, engage them in new experiences and stimulate their desire to make meaning, we are equipping them to become literate and engaged with the world. Lian. (2015), suggests that children construct and gain knowledge when they are challenged, engaged, interested, acknowledged and inspired. To get children engaged we need to create opportunities where engagement is personal with individual histories, this is the aim of the lesson sequence.

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AUSTRALIAN CURRICULUMYEAR 4 LITERACY

Language Literature Literacy

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

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

Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

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

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GENERAL CAPABILITIES

Lesson 1: Introduce a Purpose Critical thinking: Identifying a resource, exploring and organising information and ideas Personal and social capability: Emotion's; recognize others and express appropriately; appreciate diverse perspectives and understand relationships.

Lesson 2: Determine the theme and choose a text Critical thinking: Reflect on the process; consider alternatives; seek solutions and put into action. Personal and social capability: Emotion's; recognize others and express appropriately; appreciate diverse perspectives; work collaboratively.

Lesson3: Explore the text; look at strategies used to decode words and meaning and the processes of the text Critical and creative thinking: consider alternatives; Identify and clarify information; organize and process information

Lesson 4: Making the iMovie Critical thinking: Reflect on the process; consider alternatives; seek solutions and put into action; apply logic and reasoning; identify and clarify info and ideas and

organise and process information. Personal and social capability: Develop self discipline and set goals; Express emotions appropriately; appreciate diverse perspectives; work collaboratively and

develop leadership skills

Lesson 5: Plan, rehearse and deliver presentations Critical thinking: Reflect on the process; identify and clarify information and ideas; organise and process information. Personal and social capability: Develop reflective practices; communicate effectively; work independently showing initiative; become confident resilient and adaptable.

.

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GOALS

Short term Goals Long Term Goals

Engage with a text Explore a text Analyse a text Create a text Navigate an iMovie App on the iPad.

Develop critical thinking. Develop self discipline. Develop problem solving skills. Recognise and express emotions

appropriately. Appreciate diverse perspectives. Work collaboratively.

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TEACHING AND LEARNING CONTEXT

The Northern Territory primary school is a large rural school, based 50 kilometers south of Darwin consisting of 350 students, the school is a government school and has strong community support. Where possible teacher support is within the classrooms at particular learning times.

The teacher: Is considered a vessel to deliver valuable information relating to research methods used. When necessary the teacher will demonstrate a task in addition providing opportunities to enhance critical thinking whilst considering all student needs. (The Department of Education NT, 2015)

Behaviour management: The behaviour management implemented in the classroom for teachers and students to follow, is Lindy Petersons ‘Stop-think-do’ program. This program is designed to enhance student’s social, behavioural and problem solving skills. Stop-think-do is based around coloured streetlight, indicating the stages to be taught in the decision making process. Clearly displaying the program will provide a visual for both students and teachers to follow. (Lyons, Ford & Arthur Kelly, 2011) p28

Class Cohort: The classroom consists of 23 year four students, all speak English as a first language. One student is gifted and requires extensions to the class work. One student is an aboriginal and requires monitoring due to his health issues, and now has a hearing impairment. There are 13 boys and 10 girls within the classroom.

The student seating arrangement: is in groups in a rectangle shape with 8 students to each table, social interaction is encouraged during the Literacy lessons. However noise levels can be an issue therefore an effective behaviour management plan is required. (Lyons, Ford & Arthur Kelly, 2011) p126. As Sandy is hearing impaired and Lee is gifted, strategies be applied throughout the lessons. (Appendix 5) 

 Groups: Small groups are determined by the teacher to support all learners, academic and social capabilities. Cultural needs are to be considered when selecting groups. When undergoing group work all students will be provided with a job, scribe, highlighter, reader and speaker. For example to allow for full group participation.

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LESSON 1: INTRODUCE A PURPOSERemember: (2 hours)

In the first lesson students will be visited by the school Liberian Mrs. Pope, who has a dilemma. Mrs. Pope informs the class that she

is going on holidays for 2 months and the school will not be replacing her. The library has a massive arrangement of books and she is

concerned that students will not read as much without her there. She is asking all classes to come up with a

way to inform and motivate students about the books within the library. Each class will pick an area of interest and create a resource to suite the theme.

The teacher will guide a discussion to create a guideline for the task, Providing a description of the task and representing class input in a mind map.

The teacher will provide the class with four ways to promote the books in the library. (1). A book review, which will be placed in a booklet for individuals to review. (2) Posters, to place around the school and the library. (3) IMovie trailer which will be saved onto all computers in the library for review. (4) TV advertisement.

The class will be split into their 4 academic based reading groups, each group will read and review one text and present to the class at the end of the lesson. The review will follow the above mind map as a criteria. In addition students will record how the format made them feel and why they think it made them feel this way. (Appendix 1)

The resources are as follows:

1) Book review: http://createakidsbook.com.au/top-pb/117-glasshouse.html

2) Poster: https://p.gr-assets.com/max_square/fill/books/1300225031/10797145.jpg

3) Movie trailer: Rio 2: https://www.youtube.com/watch?v=5kuw2t2prxo

4) Television advertisement: https://www.youtube.com/watch?v=e5NywTbjULE

Students will then consider the benefits and weaknesses of each format in regard to informing students of the available books and will record in their literacy books for teacher review.

Task

Identify the intended audience

What is the main idea of the task

What do we need to

achieve the task

What are the most important points of the task

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LESSON 2: EXPLORATION OF VALUE

Part A: (5 minutes) Teacher will inform class that the task will be creating a IMovie trailer. They will then show the class the following iMovie trailer

Stacey Price You Tube Creation: https://www.youtube.com/watch?v=PzkgNOL487M&feature=youtu.be

The class will discuss a topic they would like to focus on, the teacher will record all student responses and hold a class vote to determine the desired topic. In this case the students have chosen the topic the environment. Part B: Remember (40 minutes)

The teacher will have preselected the books for each reading group, providing 2 books for each group to choses from accounting for reading ability's. Both picture books and short novels will be incorporated encompassing the environment theme. The student chosen text, will be taken home each night as and must be read for homework. Appendix 6

The teacher will model an activity of exploring the front cover and back cover blurb. Engaging in the semantic information of the their text targeting subject specific vocabulary and reviewing images to assist in understanding of the meaning of the text. (Winch etal, 2013p 32). In addition exploring how the words and images made them feel. Appendix 2. Students will then read and review the cover from their chosen text. Completing the same task independently. Part C: Comprehend (75 minutes)

The class all watch the you tube clip. https://www.pinterest.com/pin/25825397835554226/ The Lorax. Following The teacher will discuss with the class how the author developed the three main characters in the text. Focusing on the characters appearance, speech and make note of the development through speech and changing relationships and reactions of other characters. Recording all responses on the whiteboard in a mind map.

Students will now break into pairs with someone from their reading group that is reading the same text, reading aloud for 20 minutes. They will then discuss with their partner, how their characters are being developed and place in a mind map, in their learning journals. This information will be shared with the class.

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LESSON 3: EXPLORING THE TEXT

Part A: (30 minutes) Apply

The teacher explains that careful readers ask questions when reading a text. Read a page from Dr. Seuss The Lorax and ask students to think of a questions, explain it help them to understand the text and continually think about the text (Reading ECB, n.d). Following the modeling exercise, students will now break into pairs with someone from their reading group that is reading the same text, reading aloud together for 20 minutes. Students will then create and record questions in their learning journal, about their text, as the teacher moves around the room observing the students and their relevant questions. Appendix 3

. Part B: (30 minutes) Analyze

The teacher will write the sentence on the board “I speak for the trees for the trees have no tongues” and pretend not to know how to read the word tongue. The teacher will ask the class if they know any ways that they can work it out. The teacher will then provide a solution and a list of strategies to the class. Following this, students will read their books to a partner for 10 minutes. They will record any words they are not familiar with or unsure of meanings, in their literacy books. They will visit the strategies and try to solve their words and meanings. The class will share their problems and resolutions. (The next slide has an example of these strategies).

Part C: (1 hour) Analyze

The class will explore how each phase of a book is constructed through the procedure for a book report: http://kids.usa.gov/reading-and-writing/book-report/index.shtml

The teacher will guide the class using the Lorax by Dr. Seuss, as an example and model a book report activity.

Using the subheadings students will explore their own chosen text, record in literacy books. If this in not finished in class time students are to complete at home, ready for the following lesson. This will act as a summative assessment.

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LESSON 3 CONTINUEDWord-Attack StrategiesWord-attack strategies help students decode, pronounce, and understand unfamiliar words. They help students attack words piece by piece or from a different angle. Model and instruct students:

Use Picture Clues: Look at the picture. Are there people, objects, or actions in the picture that might make sense in the sentence? Sound Out the Word: Start with the first letter, and say each letter-sound out loud. Blend the sounds together and try to say the word. Does the word make sense in the sentence? Look for Chunks in the Word: Look for familiar letter chunks. They may be sound/symbols, prefixes, suffixes, endings, whole words, or base words. Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence? Connect to a Word You Know: Think of a word that looks like the unfamiliar word. Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word. Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are close enough for understanding. Reread the Sentence: Read the sentence more than once. Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense. Keep Reading: Read past the unfamiliar word and look for clues. If the word is repeated, compare the second sentence to the first. What word might make sense in both? Use Prior Knowledge: Think about what you know about the subject of the book, paragraph, or sentence. Do you know anything that might make sense in the sentence? Read the sentence with the word to see if it makes sense.

(Reading A – Z, 2002)

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LESSON 4: MAKING THE IMOVIE

Part A: (40 minutes)

As a class review the following movie trailers, ask students what examine what attracts them to the trailer. (Think about the visuals, music and text). Students will explore their emotions with a class Y chart, how the text, visuals and music made them feel, how it sounded and what it looked like.

Ice age: https://www.youtube.com/watch?v=cMfeWyVBidk

Monsters inc: https://www.youtube.com/watch?v=8IBNZ6O2kMk

Frozen: https://www.youtube.com/watch?v=TbQm5doF_Uc

Students are now to consider how their text has made them feel, considering the images and text, displaying in literacy journals for teacher review. Inform students that when viewing the trailers they have a beginning middle and end. The teacher will inform the class that the Lorax began with a boy talking with a Once-ler and asking him questions about the Lorax. The middle of the story was about the Lorax warning the Once-ler of the aftermath of his work. The ending was about the boy finding a solution to the problem. Students will work in the literacy groups with others that are reading the same text and read their text for 20 minutes. They must determine what the beginning of the text is, the middle of the text is and the end of the text is. Record this information in their learning journals. The teacher will work with the groups and maintain direction, as an extension asking them was there any thing else they discovered?

Part B: (80 minutes) Create

Using the information from the each lesson the students are able to create their iMovie. Teacher displays information of how to make an IMovie trailer on the whiteboard. How to make an IMovie trailer: http://support.apple.com/kb/PH11995 .The teacher selects students to read each paragraph from the white board.

Students will use this information and begin their iMovie. Students can download pictures from google images, photograph images of the book, or video themselves in order to assist with the visual images. Students can be as creative as the app will allow them.

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LESSON 5: PUBLISH AND PRESENT

Part A: (40 minutes) (Appendix 4)

Students will read for 20 minutes with their peers that are reading the same text.

The teacher will read appendix 4, then select a key event, idea, word, quote, or concept from the text. The teacher will guide the students to connect the text to themselves by their discussing personal experiences.

Students are then required to make connections between the Lorax and their text. How are they similar, how are they different?

Finally students make the connection to a text they may have read previously. Responses will be record this in their literacy journal and shared with the class.

Part B: (20 Minutes)

The teacher will model an evaluation of the Dr. Seuss the Lorax text to the class, What did they think was the most important point in the text; what influences will this text have on my life and how will I use the new information learned from this text? Students will consider the above questions regarding their own text and record their responses in their literacy journals. The questions will be left on the board for reference.

Part C: (1 hour)

Students will practice their presentations for ten minutes. To begin their assessment students will read their book review, to introduce the book, then they will show their iMovie on the white board to the class. Each student must complete a self assessment. The presentation is the final assessment. Students will be given an opportunity to write self reflections in their literacy journals; What worked well and what they would change. The teacher will collate all iMovies into one folder and present to the librarian at the end of the lesson. This is a school based activity and all iMovie's will

be collated and installed onto the library computers for students to view when looking for a book.

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TEACHERS PAGE

Prior to teaching the lesson sequence the following needs to be organized:

Set a time for the librarian to visit

Book in library times to explore the text

Book iPad times for a two hour literacy block for five lessons

Teacher should create their own iMovie representing the class theme

Before each lesson set up links are working on the whiteboard

Teacher must review the literacy books after each lesson providing informative feedback

Provide the class with the required activity resources, butchers paper, colored markers, headsets ect.

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ASSESSMENT RUBRICCriteria Highly Competent Advanced Competent Approaching

Class discussion and participation.

Confidently engages and responds to others whilst reporting to a larger group

Engages and responds to others whilst reporting to a larger group

Engages and responds some ideas to others whilst reporting to a larger group

With assistance, engages and responds to others whilst reporting to a larger group

Understands the topic and links ideas analysing and evaluatingLearning Journal

Confidently uses text processing strategies and comprehension strategies whilst reading different texts.

Uses text processing strategies and comprehension strategies whilst reading different texts.

Can use text processing strategies and comprehension strategies whilst reading different texts.

With assistance, uses text processing strategies and comprehension strategies whilst reading different texts.

Understands what makes a text interesting

Confidently understands how authors and illustrators develop characters and the story.

Understands how authors and illustrators develop characters and the story

Understands how authors and illustrators create characters and the story

Attempting to Understand how authors and illustrators develop characters and the story

Presentation of iMovie Confidently planned, rehearsed and delivered an iMovie based on a text they were reading

Planned, rehearsed and delivered an iMovie based on a text they were reading

With assistance, planned, rehearsed and delivered an iMovie based on a text they were reading

Did not complete the task

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REFERENCES

ACARA, (2010). English year 4. Retrieved from

http://www.australiancurriculum.edu.au/english/curriculum/f-10?y=4&s=LY&c=1&c=4&c=5&c=7&c=6&layout=3

Apple. (2014). How to make a movie trailer. Retrieved from

http://support.apple.com/kb/PH11995

Apple. (2014). IMovie. Retrieved from

https://itunes.apple.com/us/app/imovie/id377298193?mt=8

Aukerman, M. (2006). Who is afraid of the big bad answer. Retrieved from

https://www.learnersedgeinc.com/file/aWho%27s%20Afraid%20of%20the%20Big%20%27Bad%20Answer%27.pdf

Department of Education (2015) SECTION 3-Chapter 5 – REAL and the Art of Teaching. Retrieved from

http://www.education.nt.gov.au/__data/assets/pdf_file/0018/2673/section3.pdf

Gurr, T. (2012). All things learning. Retrieved from

https://allthingslearning.wordpress.com/2012/08/13/10-quotes-some-great-teachers-live-by/art-of-teaching-van-doren-quote-2/

Iowa State University. (2015). Bloom’s Revised Taxonomy cognitive process dimension. Retrieved from

http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/blooms-cognitive-dimension-text/

Kids USA, (2015). Book Report. Retrieved from

http://kids.usa.gov/reading-and-writing/book-report/index.shtml

Lian, A.(2014). Online recordings and collaborative sessions.

Reading A-Z. (2002) Word Attack. Retrieved from

http://www.readinga-z.com/newfiles/strat/read_strat.html#wordattack

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REFERENCES CONTINUED

Lian, A.(2014). Online recordings and collaborative sessions.

Reading A-Z. (2002) Word Attack. Retrieved from

http://www.readinga-z.com/newfiles/strat/read_strat.html#wordattack

Shore, K. (2013). Accommodating a Student with a Hearing Impairment. Retrieved from

http://drkennethshore.nprinc.com/special-education/accommodating-student-hearing-impairment/

Shore, K. (2013). Increasing Classroom Participation. Retrieved from

http://drkennethshore.nprinc.com/for-teachers/increasing-students-classroom-participation/

Shore, K. (2013). Accommodating a Gifted Student. Retrieved from

Lian, A.(2014). Online recordings and collaborative sessions.

Reading A-Z. (2002) Word Attack. Retrieved from

http://www.readinga-z.com/newfiles/strat/read_strat.html#wordattack

UNSW. (2012). Student Centred Teaching. Retrieved from

https://teaching.unsw.edu.au/student-centred-teaching

Wordpress, (2011). Visual Literacy. Retrieved from

https://cdevaus.wordpress.com/tag/visual-literacy/

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APPENDIX 1

Group Worksheet: Lesson 1

1. students will record how the format made them feel and why they think it made them feel this way

2. Complete the following mind map

3. Complete the following table

Strengths of the format Weaknesses of the format

Task

Identify the intended audience

What is the main idea of the task

What do we need to

achieve the task

What are the most important points of the task

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APPENDIX 2: LESSON 2: MODELING SEMANTIC INFORMATION

Examine the blurb

Dr. Seuss The Lorax: “In this haunting fable about the dangers of destroying our forests, the long suffering Lorax tries to save the trees from the wicked Once-ler’s axe.”

1. Explore what the over all tone of this sentence is

2. What are the words you are not familiar with?

3. How does the author emphasize the important information?

Examine the cover

4. Describe another picture that could have been used

5. What is the most important point of the cover.?

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APPENDIX 3

Questions:

What does Once-ler mean by the word of the Lorax?

Why would nothing get better?

Why is the picture so blue?

What does someone like me mean?

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APPENDIX 4:

Text__________________

Key idea, event, word or concept

Connections

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APPENDIX 5

Hearing impaired: Kenneth Shore (2013)

Gifted Kenneth Shore (2013)

Gain attention before speaking After each whole class instruction, ensure student understands what is

expected Provide student with questions before delivery is expected, in order for her

to process and prepare his delivery. Ask student questions he can answer Reinforce students comments with positive statements and encouraging

smile Provide print copies and visual aids where possible Student will have a buddy in the classroom to offer support Position student where they can see the teacher Teacher reflection: Reflect upon teaching practices after each lesson Assign student the leader role when working in groups Allow student to share his work with a partner Provide student with an ongoing ICT job in the classroom

Behaviour: Have a structured routine Provide opportunities for extension Create opportunities for student that assist in his social development Have an activity organised for when Lee finishes his work Provide emotional support Recognise good behaviours Redirect students attention. Tell student clearly and directly what they must do and not do.  

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APPENDIX 6

Depending on availability in the library and reading ability of students in the classroom the following books could be explored by the year 4 students.

A River ran by Lynne Cherry

The magic school bus “ The Climate Change” by Joanna Cole and Bruce Degan

EJ 12 “Time to Share” Susanna Mcfarlane

Olly the Oyster cleans the bay by Elaine Ann Allen

My Place by Nadia Wheatley and Donna Rawlins

Curious George plants a tree by Margaret Rey

The Curious garden by Peter Brown

The Cloud Spinner by Michael Catchpool and Alison Jay

Judy Moody saves the world by Megan Mcdonald

UNO’s Garden by Graeme Base