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Daniel Tomada

S00160985

EDFD 454

Curriculum Re-Design

Description of original unit of work-

The original unit of work were lessons developed to enhance and communicate students’ knowledge and understanding of the novel The Story of

Tom Brennan. The lessons involving the Year 10 English class were based upon activities which included personal reflection, character analysis, grammatical

features and associated themes linked within the text. Activities such as positioning the students in another person’s perspective within the text,

performing as though they are a character within the novel, rewriting chapters and key theme related context allow for creative and interactive ways to

critically engage students. The original outcome of these lessons led to students completing a final text response, choosing to respond to one of three set

questions in class under exam conditions.

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Discussion of opportunities for improvement through new literacies approaches-

The role of the teacher within the English classroom is continuing to evolve in order to best suit the needs of students. It is therefore appropriate to

re-design my unit to incorporate an outcome of multiple means of new media literacies in order to offer students greater skills, guidance, opportunities and

creativity in economic, technological and social practices (Anstey and Bull, 2010). By changing my assessment from a written essay to a video documentary,

a theory that will be included to scaffold multiliteracy skills using multimodal texts is the iPed approach. I will also be using the Genre Pedagogy Cycle and

Grammar of Visual Images to analyse critical and multiliteracies.

The iPed approach is based upon link, challenge, co-create and share. Using this pedagogy, it “will not replace the content” of my lessons, but

“rather provide a way to structure the digitalization the parts” of my unit (Mills & Levido, 2011). The Genre Pedagogy Cycle is linked to deconstruction, joint

construction and independent construction. The emphasis is now on students to “build up content for the genre and learn more about the contexts in

which it is deployed” (Martin & Rose, 2004, p2). The Grammar of Visual Images are drawn upon representational, compositional and interpersonal features.

Kress and van Leeuwen (2002) state that visual images can be “read as a text” and are “a metaphor for grammar”, insinuating how images are socially

constructed resources for the construction of meaning” (Quality Teacher Program, 2002, p3).

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SECONDARY LESSON PLANYEAR LEVEL & SUBJECT: Year 10 English DATE:

Where this lesson fits in the bigger unit: Introduction to text LESSON DURATION: 50 minutes

TOPIC/FOCUS: The Story of Tom Brennan. Intro to textAusVELS STATEMENTS: Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565), Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective): The students will be able to:

- Reflect upon their understanding of the reading and construct a personal response (ACELT1640)

SUMMARY OF RESOURCES REQUIRED: The Story of Tom Brennan eBook, Ipads, Exercise book, UtensilsLESSON PROCEDURE

- Intro to text- Reading of prologue and chapter 1- Prompt questions- Position of another character activity- Set reading for next class

TIMING RESOURCES STEPS OF THE LESSON(key activities and key questions)

GOALS & METHODS OF EVALUATION(including specific informal and/or formal

assessment links to AusVELS)

5 minutes

eBook

Opening (links to previous lesson/s or new topic, purpose of lesson):

- Introduction to novel- Has anyone read this novel before? If so, what did you find interesting about Tom’s story?- Expectations and importance of reading outside of the classroom and keeping up with notes and discussion regarding the reading- Each student must bring their Ipads (copy of eBook) to each class- Students will be assessed at the completion of the eBook responding via video documentary

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

Lesson Development:

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http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1753

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=text




http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=comprehension+strategies

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1640

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1565

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=mode

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=context

20 minutes

20 minutes

Exercise book

Utensils

Projector

- At the beginning of class, the teacher will connect eBook (iPad) to projector and will allocate students to read parts of the text (from own Ipads). Students will follow along, raising their hands if unsure about words, phrases or events occurring

- Prologue and chapter 1 to be read

- Prompt Questions: Class Discussion

- Have images of a car accident, prison bars and wild party scenes in order to engage students awareness of the text on projector when having class discussion

- How is drink driving viewed in society? How would you react if this was your brother? Do you feel sorry for Daniel? What are some strategies that could have been used to avoid this accident?

- Creative writing task:- Students are allocated a character who experienced the accident

(Passenger, Witness, Journalist or Paramedic). You must write about the encounter you had. Outlining specific moments during the event, emphasising your thoughts, feelings and emotions experienced. Write about this in first person, be prepared to share this with the class.

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

5 minutes

Exercise book

Closure (Options include summarising or reflecting on the learning achievements/analysing errors; preparation for future lessons etc):

- Think about the tone and behaviour your character may produce during this time. When sharing your response, act as though you were there

- Selected students will share their experiences and point of views relating to the character they were given

- Teacher then explains the importance and effects of poor judgement and how it hurts the community (In reference to each image- accident, prison and wild party)

- Teacher collects responses

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)

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SECONDARY LESSON PLANYEAR LEVEL & SUBJECT: Year 10 English DATE:Where this lesson fits in the bigger unit: Analysis of characters within the novel LESSON DURATION: 50 minutes

TOPIC/FOCUS: Character AnalysisAusVELS STATEMENTS: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751), Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective): The students will be able to:

- Construct an understanding of characters within the novel- Deliver a presentation/act that represents the character/s within the novel

SUMMARY OF RESOURCES REQUIRED: The Story of Tom Brennan eBook, White board, Marker, Exercise, Utensils, IpadsLESSON PROCEDURE

- Students must have completed reading- Prompt questions - Spilt class into groups of 2-3 and allocated character- Work on character analysis- Present analysis to class as character




15 minutes

Ipads

eBook


- Today various students will be reading sections of chapter 9- Students must follow along as they may be called upon at

anytime- The teacher will decide who is reading and how long he/she

must read for- Once chapter is complete, class will revisit key events that

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)

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occurred throughout the chapter

20 minutes

Ipad

eBook

SimpleMind App

Whiteboard

Projector

Lesson Development:- Prompt questions: - Who died in the accident? How would you have coped hearing

about the news if you caused the accident? And what would you have done different to Daniel’s response? Why does Tom’s mood change within this chapter?

- Class Activity: Character Analysis- Teacher to write the names of 10 characters within the novel

on the board- Students will be allocated into groups of 2-3- Teacher will allocate groups with a character - Groups will then proceed in creating an analysis of the

character given- Analysis must include characters purpose within the novel, the

challenges they have faced personally and how the character will combat/address the challenges he/she faces (Questions will be written on board)

- The analysis must be completed within the app SimpleMind on students Ipads

- The group must now choose one member to “act out” as though they are the character they had analysed.

- Teacher to emphasise that “acts” must take on the persona of the character, the behaviour, emotions, thoughts and tone.

- Teacher to perform an example. Act as The Godfather, take on expression, language, context, and identity. Allow students to critique performance, explain how and why I did it according to above.

- Performance is crucial, will be a great practice for your final assessment

- Opportunities for feedback from peers at conclusion of performance




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15 minutes

Ipad

SimpleMind app

- Teacher will then read off each character from the board, as groups prepare to present their character analysis

- One by one, each group member will present- Students to jot down notes relating to purpose of the character,

their personality, what was effective about the performance, how it was achieved, key events that they experienced, body language and characters tone, the challenges they face and how they believe will address them via SimpleMind app

- Students will now have a greater understanding of the key characters and characteristics of how the act/be perceived

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

SECONDARY LESSON PLANYEAR LEVEL & SUBJECT: Year 10 English DATE:

Where this lesson fits in the bigger unit: Gestures and Body language LESSON DURATION: 50 minutes

TOPIC/FOCUS: Gesture/body language

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AusVELS STATEMENTS: Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565), Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective): The students will be able to:

- Demonstrate gestures that communicate meaningSUMMARY OF RESOURCES REQUIRED: Ipads, Utensils, worksheet (1.1)LESSON PROCEDURE

- Introduction of gestures/body language- Importance- Examples - Charades activity

TIMING RESOURCES STEPS OF THE LESSON(key activities and key questions) Links to Theories

5 minutes

Opening

Stand at front of room looking and my wrist in silence as though I am a statue. (wait for students to be quite and be responsive)

Why did you guys become silent then?

Today I will be introducing the art of body language and gestures. Can someone explain why the class became silent then without me saying or communication a word?

Body language and gestures are a way of communicating and interpreting feelings, attitudes and moods through body posture and physical movement/positioning.

How was my body positioned at the beginning of class that initiated silence? Why did you get this impression?

Gestures and body language communicate much more than words

Link- Connections to self, culture and world. Observation and experiences from own lives. Reflection

Grammar of Visual images- making meaning, conceptualising, intentions, response, engages with viewer, relationship with image

Deconstruction- Breaking down

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can, for example, I could communicate with someone who speaks a foreign language by insisting they come closer to me, take a seat and whether they would like a drink without even saying a word (Act this out, whilst explaining this example for students to understand).

Gestures are communicated so often that we become unconsciously aware of them. Can I hear some examples of how you may have communicated to someone this morning using gesture/s? What was the gesture? How did you position your body to communicate this message? Did the person you were trying to communicate to understand this message? What was there response?

grammatical structures/language, guided responses

Link- Connections to self, culture and world. Observation and experiences from own lives. Reflection

25 minutes

Projector

Lesson Development:

We are going to go through a few examples of gestures/body language that relate to specific parts of the body, we are beginning with the head.

What are the most common gestures around the world that are represented by moving and nodding our head? What are some examples that you can recall of positioning or angling the head that communicates meaning? (must stand up and demonstrate to class). Facial expressions are effective when it comes to communicating meaning, can I get 10 examples? When examples are demonstrated I will ask class if gesture was effectively communicated. Could these offer further or multiple meanings? Eyes and mouth are useful when communicating, how could I demonstrate happy? Sad? Surprised? Fear?

https://www.youtube.com/watch?v=-PXnCiMinoc(.24, 1.19, 1.23, 1.57)Watch clips of old music videos and break down (as a class)

Link- Experiences/connections of self, culture and world. Reflection. Observation. Everyday living

Grammar of Visual Image- Meaning making, intentions, responses, elements, motions, sensations

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https://www.youtube.com/watch?v=-PXnCiMinoc

Activity prompts

head/facial features of communications. How? Why? What? Are they using to convey the message?

Arms- culturally accepted (using arms to convey message). Instigate and navigate messages, but how? What techniques are used? How do we position our bodies to represent this? Why do we use our arms specifically? Instead of other limbs? How do I act like a chicken? What are some examples of meaning you use when moving your arms?

https://www.youtube.com/watch?v=MgTBvp-4FfoWatch clip and ask how moving of the arms conveys a message? How? What? Why?

Hands- used for simplicity, in order to convey meaning. The use of fingers, position of hand, palm of hand can all contribute to different meanings. Using hands at the same time, using multiple/s of fingers and a variety of movement represents diverse meaning. Can someone give me gestures of brushing teeth? Ordering someone to come close to you? Saying good job? Call me? Threatening someone? Stop? Peace? That we are close friends? By raising your hand, you are gesturing to me a message (that you know the answer).

Legs and feet- the way we position these (demonstrate some examples) sitting on a chair one leg crossed, on top of the other… what does this mean? Kids chucking a tantrum, what do they do with their legs/feet? Wanting to trip someone over, how would I position my leg and foot? Being polite on a train, how would I position my legs? If I was selfish and wanted space on a train, how would I position my legs and feet? Why do you wiggle toes in the sand? What are some other examples? All these gesture communicate meaning

Joint construction- breaking down grammatical features/language previously learnt (via teacher and class discussion) and strengthening ideas with new material

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https://www.youtube.com/watch?v=MgTBvp-4Ffo

20 minutes

Closure

Activity:Charades- in groups of 4 find a private space in the classroom and collect the prompts.

Worksheet 1.1

You are to compete against one another and make meaning through your gestures, you must act out and perform your prompt (via lucky dip) in 30 seconds, getting a point each time the rest of your group guess correctly

Independent construction- using new knowledge to create new experiences

Challenge- Social knowledge which is socially related, can be interpreted/selected/evaluated, purpose for an audience, judgment, social messages

Grammar of Visual Image- Meaning making, engage with viewer, intention, response

SECONDARY LESSON PLANYEAR LEVEL & SUBJECT: Year 10 English DATE:Where this lesson fits in the bigger unit: Rewriting previous chapters and predicting next chapter via word scramble (grammatical features) LESSON DURATION: 50 minutes

TOPIC/FOCUS: Grammatical features, structure, and predicting what will occur nextAusVELS STATEMENTS: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640), Evaluate the social, moral and ethical positions represented in texts (ACELT1812) Use comprehension strategies to compare and contrast information within and between texts, identifying and

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analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective): The students will be able to:

- Reflect on set reading and rewrite two chapters using key words/events - Predict what will happen in the next chapter- Implement grammatical structure within content and context

SUMMARY OF RESOURCES REQUIRED: The story of Tom Brennan eBook, Exercise books, Utensils, Whiteboard, Marker, IpadsLESSON PROCEDURE

- Have read set chapters- Use key words to rewrite chapters - Predict what will happen in the next chapter- Set reading for next class




3 minutes

eBook


- You must have read the set reading (Homework) to complete today’s writing task

- It will be evident within your response if you have read those chapters so I hope you have come prepared

5 minutes Exercise book

Utensils

Lesson Development:

- Please take out a single sheet of exercise paper and a pen, separate your tables as this will be completed individually

- Teacher will begin writing to write 7 words upon the board, these words are: Wasted/ Accident/ Life changing/ choices/ Regret/ Family/ Responsibility

- Teacher explains that students will rewrite an overview of the two chapters that were read for homework and what they believe will occur in the next chapter. Students must include each of these words at least twice within their response

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)


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40 minutes

- Cannot use ebook- Due before the end of this period- Ask students if there are any questions or concerns?

- Students will then begin writing their overview of the two chapters they have read including each word at least twice and predict what will occur in the next chapter


2 minutes

Exercise book

Closure

- Collection of responses- Set reading for next class

SECONDARY LESSON PLANYEAR LEVEL & SUBJECT: Year 10 English DATE:Where this lesson fits in the bigger unit: Identifying key themes within the novel LESSON DURATION: 100 minutes

TOPIC/FOCUS: The story of Tom Brennan. Identifying themes within the novelAusVELS STATEMENTS: Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641), 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), Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

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http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=create

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=language+features



http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=audience


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=visual+features





GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective): The students will be able to:

- Analyse and explain the importance of specific themes throughout the novel- Demonstrate understanding of themes through set questions- Present findings to class

SUMMARY OF RESOURCES REQUIRED: The story of Tom Brennan Novel, Whiteboard, Utensils, Exercise book, MarkerLESSON PROCEDURE

- Class discussion- Name and discuss themes- Split class into groups and allocate theme to each group- Present findings to class- Create mind map of themes




10 minutes

eBook

Opening

- Today we will be discussing key themes within the novel- Prompt questions: Class Discussion- What do you think are some underlying themes in the text?

How do they come about? Explain and discuss.- The themes we will be focusing on today are Family,

Friendship, Hardship and Fear- Prompt question: Class discussion- Can you identify an example of each of these themes? - Go through very briefly one by one- Where were they evident? How? Who was involved?

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)

Whiteboard

Lesson Development:

- The class will be spilt into four groups: Family, Friendship, Hardship and Fear

- Within these groups, class mates will work together to provide an in-depth analysis of their set theme.

- You will present your findings in the last portion of the class,

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)

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http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=audience


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=visual+features








60 minutes

eBook

Ipads

SimpleMind app

offering colleagues an explanation of evidence, examples and clarification of events within your set theme

- Work together to provide a greater understanding of themes that occur in the novel, as this may benefit you for your final assessment

- Each Student must create a mind map in the app SimpleMind (Intuitive Mind Mapping) upon Ipads

- You must include: (written on whiteboard)- Evidence throughout the novel including passages/ quotes/

metaphors/ quotes relating to your theme- Characters who are included heavily within this theme- How this theme changes from the beginning to the end within

the novel- Importance of theme in this novel- Remember to address presentation formally, focusing on tone,

clear voice, body and gestural positioning.- Teacher to provide class with poor examples (see above) in

order to emphasise to students what not to do

- Students are then divided into groups and begin working on themes together in their groups

- Person/s from each group will present their mind map in the last portion of this class

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)

30 minutes

Ipads

SimpleMind App


- Presentation of themes (connect ipad to projector and individual/and group to go through and discuss presentation)

- Prompt questions that may initiate further understanding of themes (critically specific questions accustomed to set themes)

- Ask other groups at the end of each presentation to critique (Body language/position, clear voice, purpose, content and offer questions for further clarification)

- Students are to jot down notes via SimpleMind app (creating a


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mindmap for each theme) during presentations, as key examples, evidence and clarification will be important for you and your last assessment

- Upload group mind map (choose one from group and make sure name of members are evident) to class portal at the end of class for feedback

SECONDARY LESSON PLANYEAR LEVEL & SUBJECT: Year 10 English DATE:Where this lesson fits in the bigger unit: Introduction and use of camera angles in order to scaffold students for assessment LESSON DURATION: 100 minutes

TOPIC/FOCUS: Camera anglesAusVELS STATEMENTS: Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

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- Demonstrate the differences between camera angles- Use camera angles to construct meaningful context

SUMMARY OF RESOURCES REQUIRED: Ipads, Utensils, Projector, Laptop, Worksheet (1.2)LESSON PROCEDURE

- Introduction of camera angles- Examples - Activity worksheet- Activity (taking shots of camera angles)


Links to theories

5 minutes

Projector

Opening

Introduction to camera angles

Brief prompt questions:Why do you believe camera angles are essential in watching film? What are some camera angles that you have seen recently? How do they make you feel? How do they affect your perception of different characters?

Camera angles are used to:- Create a sequence of images, just as words, word order and

punctuation to produce and shape meaning- Guide judgement about character/objects- to position viewer so that they can understand relationships

between characters/objects/subjects- produce emotional information to audience

Link- connections between knowledge previously experienced, via self and culture. Upon reflection, observation.

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70 minutes Projector

Ipads

Lesson Development:

The 5 examples of camera angles will be shown one by one on the projector.

High angle- Can students explain what this angle demonstrates to the viewer? How does this position represent this? Why? What does this say about the character? Can you provide me with an example you have seen recently where this has been effective?

The high angle is used to look down upon a character/object. It is used to make the object look small and vulnerable. It can scale down the characters/objects

Eye level angle- Why do you think this is the most common angle to use? What is the angle suggesting? What is an Australian soap opera that uses these angles constantly?

The eye level angle puts the audience on an equal level with the characters and allows them to feel comfortable as it is the closest angle that suggests reality.

Birds eye angle- what does this angle suggest? Why can this angle be effective? Can someone please give me an example of this angle with a movie they have seen? What did the scene accomplish?

The birds eye angle looks down upon the subject/objects. It is used to establish a setting, and can show a large scale location and relationships involved within the context.

Low angle- What does this angle represent? How could this example be used effectively in a Simpson’s episode? Are there any other examples you have witnessed recently that you would like to share that incorporated this angle?

Deconstruction- Prompt questions breaking down questions, focusing on grammar, scaffold language, guided response

Grammar of Visual Images- meaning making, intentions, promote response, elements, motion, sensations, conceptual

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Worksheet

The low angle is the complete opposite to the high angle. It is used to make characters/objects more powerful and position the viewer to feel vulnerable and small by looking up at the subjects. Scales image as though they are bigger than what they are.

Dutch tilt- Why would this angle be beneficial in scary movies? How would this angle represent instability? How does this angle position the viewer?

The Dutch tilt is used for dramatic effects and suggests imbalances and instability. It can position viewers as though they are witnessing the action first hand. The camera is tilted and the horizon and subject of the image are on different plains/angles

Activity:You will now complete this worksheet with examples of these camera angles (you may work with the person next to you) WORKSHEET 1.2

Upon completion, as a class go through and have students explain answers

Co-create- Working collaboratively (group and class), support of peers/teacher, demonstration to application

Grammar of Visual Images- Making meaning through images, via angles, intentions, motion

Joint construction- activity, new ideas to strengthen values, drawing on their new knowledge to build upon new materials

25 minutes

Ipads

Closure

Activity:Within this classroom, take a minimum of 3 shots (photos) of each camera angle on your Ipad. No selfies allowed, be creative (you may use objects and different characters/peers to represent your angles) and put yourself in the position of a director.

Independent construction- completing by themselves, build-up of knowledge and accomplishments

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When complete (or for homework), upload these images upon the class portal

Remember to hand in consent form within next two weeks prior to final assessment (legality purposes)

Grammar of Visual Images- engages with viewer, relationship with image, making meaning, intentions, motion, engages with viewer

Share- Class portal, locally, judged informally by teacher, feedback and recognition. Consent form- legality for permission to upload work globally

SECONDARY LESSON PLANYEAR LEVEL & SUBJECT: Year 10 English DATE:Where this lesson fits in the bigger unit: Guidance and Introduction of Assessment application LESSON DURATION: 100 minutes

TOPIC/FOCUS: Assessment

AusVELS STATEMENTS:


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- Reflect upon their understanding of the reading and construct a personal response (ACELT1640)- Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

(ACELA1565)- Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives,

and evaluating supporting evidence (ACELY1754)

SUMMARY OF RESOURCES REQUIRED: The Story of Tom Brennan eBook, Exercise book, Utensils, IpadsLESSON PROCEDURE

- Introduction of My:24 App- Clip - Worksheet with basic functions of app- Prompt questions aligned with specific functions/purpose of app- Watch a real My:24- Relate to your life (an event that has changed you)- How would you create one for yourself?




10 minutes

Ipads

My:24 App

Opening

*Students were expected to download the My:24 app on their school Ipads prior to class*

Introduce students to My:24

Enables anyone to create a video documentary of how an event can change someone for better or worse

Real life scenarios, these are real people with life changing events

Shows the impacts of events, relationships and individuals

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Has anyone seen or heard of this app before? Has anyone already had a play with it?

Play introduction clip/s of the app on the projector

What are your initial thoughts of the app? Do you think it can be purposeful? Why/Why not?

Teacher hands out worksheet with functions and note taking template

60

Projector

My:24

Lesson Development:

Play a My:24 clip (Mikey)

Please take some notes under each section (function/icon) relevant. We will discuss after the segment is completed

Individually go through each function (icon). Asking students prompt questions which are up for class discussion.

Write down key information you think may help you in your assessment

(use myself as an example- the birth of my first child)

ICONS on app:

(related to the birth of my first child as an example to explain in this circumstance)



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minutes

SimpleMind app

Class discussion:About You- What may be asked within this icon? Can someone provide an example? Why may this be important?

My Life before- What would be relevant within this icon? What story is being told? Why? There must be a purpose for creating a My:24, what is mine? How would you explain my event? Eg: Using myself as an example, the things I did before I was dad (basketball, wakeboarding, bike riding, holidays, running and gym) How would you capture these moments?

My:24- What do you think would be relevant in this icon for my situation? How may it be included? What images would you use? How would you use them? What setting? How else could you represent this? What would you say? The build up… the event that changes everything. This is my story, my life changing event. Make it personal, make it memorable.

What others noticed- If you were in my situation, who would you ask to interview? What questions would you ask? What is the difference between their position and mine? Are we so different (position/relationship wise? In what setting would you ask them? What other things do you think may be relevant here when interviewing someone else? Why is this segment important?

My life after- What images would you use in this scenario? How would you use them? How would the setting change? What is most important (me or my event)? What has changed? How has it changed? What I am like after the event? How would this be best represented?

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People who have helped- Who was included? What have they done? How were they included? And why? Basically credits of the masterpiece

What did we notice about the production view of Mikeys story? How was background setting relevant? Was the picture too dark or light? Was Mikeys voice too loud? How was his body position? How was the audio? Were the songs and sounds in the background relevant? Was he always facing the camera? Show and identitfy the different uses of camera angles. Do this whilst showing effective and supportive snippets of key examples within Mikeys story to scaffold the class. YOU ARE THE DIRECTOR, THIS IS YOUR PRODUCTION

Students to fill in SimpleMind (mind map) throughout discussion

30 minutes

SimpleMind App

M:24

Closure

Please complete a SimpleMind (mind map) and fill in information of how you would create a My:24 for your own life changing event

Teacher to demonstrate example of mind map using example of child being born as life changing event.

Each icon/function must have notes of what you would include, how you would include it, why, who else is involved. Just like our discussion, you must include details and representations of how you were before and after your event. You are the director, make decisions of what you would include in your life changing event, with reasoning and justification behind it. Remember it is your story, you need to be yourself, and show why YOU have changed due this this specific event.


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Upload mind map to class portal at the end of class for feedback

Redesigned Assessment-

Students are to use the App My:24 and choose one set character from the text The Story of Tom Brennan and create a video documentary of how their characters life has been changed forever.

The video must go for 4-6 minutes and incorporate key events, themes and relationships that have impacted your characters story. Remember to take on the persona of your character, acting and facilitating what has occurred throughout your journey. Link (connection of text to self, culture and world, Obervation) Challenge (social knowledge, purpose for audience, judgement and authority of web content), co-create (working collaboratively, learning off teachers and peers, demonstration/use of app)/Independent construction (new knowledge/skills to create new media, consolidate learning)/Grammar of Visual Images (to make meaning, intentions, elements, engage viewer, motion, sensation)

Upon completion, your video will be shared onto the schools public YouTube channel. Feedback from students, teachers and the public will aid in further learning and recognition of digital content and context. Share (publishing online for local and global audiences in order of regognition/feedback)

Justification-

To develop and enhance learning perspective of new media literacies, I have incorporated theories within my unit to “validate students existing

knowledge and skills, then move them forward to mature forms of textual practice” (Mills & Levido, 2011). The three lessons that have been redesigned

and included in this unit now provide necessary skills, guidance and opportunity for students to complete their assessment task. Due to a lack of

multiliterate and multimodal needs of my original unit, the final assessment was based upon the app My:24 (Australian Children’s Television Foundation,

2014), as students are able to obtain literacy skills through the use of the iPed approach. Multimedia and social media are forever growing and becoming

more prevalent within the workplace, therefore using this app allows for exploration of web-based content, meta-languages and technological proficiencies

(Mills & Levido 2011). Students are able to link the texts and explore this upon themselves, their culture and the world. They are able to demonstrate

understanding of the text through challenging themselves, producing judgement, purpose and assumptions on social and cultural aspects. They are able to

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co-create and reproduce through multiple means, through learning and gaining knowledge collaboratively. They will share their documentary upon

YouTube, for local and international feedback and recognition. Using this approach allows skills for “creative producers and critical consumers of user

generated web content” (Mills & Levido, 2011, p89). The use of Grammar of Visual Images (Quality Teacher Program, 2002) in the redesigned lessons

enables students with multimedia skills and techniques in order to complete their assessment. These skills and techniques are essential in the production

world, and effectively enhance and affect means of communication (Quality Teacher Program, 2002). Models such as the Genre Pedagogy provide “an

understanding of a text having its function in the context, explicit teaching of textual features, the importance of having students analyse model texts to

gain control of genre and the provision of teacher and peer support” (Chaisari, 2010, p194). These theories offer students life related and digital skills to

better equip them for today’s day and age, as well as the future.

References

Anstey, M., & Bull, G. (2010). Using the principles of Multiliteracies to inform Pedagogical Change. Multiliteracies in Motion: Current theory and practice . Edited by David Cole and David Pullen, Routledge, pp 141-159. Retrieved at http://www.ansteybull.com.au/media/2194/pccolemerged.pdf

Australian Children’s Television Foundation. (2014). My: 24 Application. Retrieved at http://actf.com.au/education-programs/my24

Australian Curriculum. (2015). English Year 10 Curriculum. Retrieved at http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level10

Chaisiri, T. (2010). Implementing a Genre Pedagogy of Teaching of Writing in a University Context in Thailand. Language Education in Asia. Volume 1. University of South Australia. Retrieved at http://www.camtesol.org/Download/LEiA_Vol1_2010/LEiA_V1_16_Chaisiri_Implementing_a_Genre_Pedagogy_to_the_Teaching_of_Writing.pdf

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http://www.camtesol.org/Download/LEiA_Vol1_2010/LEiA_V1_16_Chaisiri_Implementing_a_Genre_Pedagogy_to_the_Teaching_of_Writing.pdf

http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level10

http://actf.com.au/education-programs/my24

http://www.ansteybull.com.au/media/2194/pccolemerged.pdf

Martin, JR. Rose, (). Designing Literacy Pedagogy: Scaffolding democracy in the classroom. Continuing Discourse on Language. London Continuum. In press in J Webster, C Matthiessen & R Hasan (eds.) p1-25. Retrieved at http://www.aall.org.au/sites/default/files/DesignLiteracyPedagogy.pdf

Mills, K. (2006). Critical Framing in a Pedagogy of Multiliteracies. In Proceedings Australian Literacy Educators Association/ Australian Association of the Teaching of English National Conference 2006: Voices, Vibes, Visions. Darwin. Retrieved at http://eprints.qut.edu.au/4844/1/4844_1.pdf

Mills, K. A., & Levido, A. (2011). iPed: Pedagogy for Digital Text Production. The Reading Teacher: A Journal of Research-Based Classroom Practice , 65(1), 80-91. Retrieved at http://eprints.qut.edu.au/38998/48/iPed_eprint.pdf

Quality Teacher Program. (2002). An Introduction to the Grammar of Visual Design. Retrieved at http://www.curriculumsupport.education.nsw.gov.au/secondary/english/assets/pdf/grammar.pdf

Appendix 1.1

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http://www.curriculumsupport.education.nsw.gov.au/secondary/english/assets/pdf/grammar.pdf

http://eprints.qut.edu.au/38998/48/iPed_eprint.pdf

http://eprints.qut.edu.au/4844/1/4844_1.pdf

http://www.aall.org.au/sites/default/files/DesignLiteracyPedagogy.pdf

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Camera angle: ________________________

Why? ___________________________________________

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Why? ___________________________________________

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How? ___________________ ________________________

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Why? ___________________________________________

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Camera angle: ________________________

Why? ___________________________________________

Camera angle: ________________________

Why? ___________________________________________

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Why? ___________________________________________

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Why? ___________________________________________

How? ___________________ ________________________

Camera angle: ________________________

Why? ___________________________________________

How? ___________________ ________________________

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Why? ___________________________________________

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Camera angle: ________________________

Why? ___________________________________________

How? ___________________ ________________________

Camera angle: ________________________

Why? ___________________________________________

How? ___________________ ________________________

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Camera angle: ________________________

Why? ___________________________________________

How? ___________________ ________________________

Camera angle: ________________________

Why? ___________________________________________

How? ___________________ ________________________

Camera angle: ________________________

Why? ___________________________________________

How? ___________________ ________________________

Appendix 1.2

Walking tight rope Rain Skateboard Wink

Bicycle Nap Stairs Tree

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Charades List(Cut out)

Ping Pong Slam Dunk Trumpet Lawnmower

Piano Seesaw Money Softball

Lipstick Cheerleader Mop iPad

Hula Hoop Shopping trolley Shovel Nightmare

Whisper Michael Jackson Spider Man Wax

Yo-yo Cow Soap Taxi

Eating with chopsticks Robot Hair Dryer Sunburn

Torch Matrix Limbo Gun shoot out

Swimming Worm Reading newspaper Arnold Schwarzenegger

Eating ice cream Kangaroo Camp Fire Ten pin bowling

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