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TERM/WEEKS: YEAR LEVEL: 10 LEARNING AREA/TOPIC: ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

Lang
1111111 111

AUSTRALIAN CURRICULUM LINKS Literacy Literature

Creating texts Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776) Examining literature Identify, explain and discuss how narrative viewpoint, structure, characterisat ion and devices including analogy and satire shape different interpretatio n and responses to a text (ACELT1642)

SPECIFIC LESSON OBJECTIVE

Students can describe the project that will be taking place over the next three lessons. Students can state the different components of the project (deconstruction of content, research and creation of a picture book) Students dissect and explore elements of lyrics that can be interpreted visually using Windows Journal

ASSESSMENT (what & how)

Picture book Project: Assessment project at the end of the week Weighted 10% of term marks Assessment elements include: mind map and completed picture book

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Topic: Deconstruction of lyrics and reinterpreted into a picture book format for 6 year olds (Year One) using Simon and Garfunkels Punkys Dilemma Introduction: Introduce project for the week in detail and explain objectives of the project as a whole and the objectives for this lesson. Body: Show the class an example of a finished picture book to give an understanding of project. Explain background context of the song. Watch YouTube clip of the song to be used. Class demonstration on using Windows Journal. Students access Windows Journal document containing song lyrics. Class discussion: dissect and explore elements of lyrics that can be interpreted visually. The students highlight and annotate lyrics using Windows Journal. Conclusion: Reflect on lesson. Homework further develop ideas from class discussion Briefly discuss next lesson and the tasks that the students will undertake.

KEY QUESTIONS
Class discussion: Explain the context in your own words. Identify the different metaphors used in this song. Chose sections of the song that appeal to you and highlight them.

RESOURCES

Text structure and organisation Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

Windows Journal YouTube: Punkys Dilemma Simon & Garfunkel http://www.youtu be.com/watch?v= IsnlMqraDvQ

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

AUSTRALIAN CURRICULUM LINKS Lang Literacy Literature

Text structure and organisation Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) Creating texts Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristi cs of the user (ACELY1776) Examining literature Identify, explain and discuss how narrative viewpoint, structure, characterisat ion and devices including analogy and satire shape different interpretation and responses to a text (ACELT1642)

SPECIFIC LESSON OBJECTIVE

Students explain concepts/context of song lyrics Students utilise Spider Scribe to effectively formulate these ideas in a mind map Students can state the different components of the research element of project

ASSESSMENT (what & how)

Picture book project: Work on Project Mind map Class completes a survey on Survey Monkey as part as an informal assessment

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Introduction: Introduce lesson by recapping on project. Recall ideas from previous lesson and investigate new ideas students had from previous homework Body: Class demonstration on how to use ICT Spider Scribe Each student uses Spider Scribe to create a mind map correlating ideas from last lesson with homework Spider Scribe will clearly illustrate the connection between ideas Explain research element of project to the class Class utilises Google to research two further examples of where lyrics have been interpreted through picture books Conclusion: Briefly reflect on class Explain further the research element of the project which commences in the next lesson

KEY QUESTIONS
Explain the context of lyrics in your own words. How does your mind map portray your ideas that relate to the lyrics? Describe one image you hope to find in the research element to correlate with your idea on the mind map

RESOURCES

Spider Scribe Google Survey Monkey

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TERM/WEEKS: YEAR LEVEL: 10 LEARNING AREA/TOPIC: ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

AUSTRALIAN CURRICULUM LINKS Lang Literacy Literature

Text structure and organisation Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) Creating texts Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776) Examining literature Identify, explain and discuss how narrative viewpoint, structure, characterisat ion and devices including analogy and satire shape different interpretatio n and responses to a text (ACELT1642)

SPECIFIC LESSON OBJECTIVE

Research element: Students utilise different ICTs to locate appropriate images for their picture books Students can state what they have learned about usage rights on Google search after watching the tutorial video on YouTube.

ASSESSMENT (what & how)

Picture book project: Work on project Walk around the classroom to ensure that all students are on task

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Introduction: Introduce lesson with focus on research element of project. Brief recap on previous lesson. Body: Instruct the class to watch a YouTube video on Google search: using advanced search with a focus on usage rights. Brief discussion on usage rights. Class demonstration on using Microsoft Word clipart. Students create a folder to store located images. Students spend the majority of the class searching for images for their pictures books, using Google and clipart. Visit each student and examine their research, assist when required. Walk around the classroom to ensure that all students are on task. Students who complete the task early may search for extra images to include in their picture book. Conclusion: Reflect on lesson Assign homework- if you have access to a computer finish searching for images if not completed in class. Explain final part of the project

KEY QUESTIONS
List the different usage options we have when searching for images that are sourced from Google. Are students choosing images that are suitable and related to the content?

RESOURCES

YouTube: https://www.youtu be.com/watch?v= ozkaFKz5EJw Google Microsoft Word Clipart

FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 10 LEARNING AREA/TOPIC: ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

AUSTRALIAN CURRICULUM LINKS Lang Literacy Literature

Text structure and organisation Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) Creating texts Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776) Examining literature Identify, explain and discuss how narrative viewpoint, structure, characterisat ion and devices including analogy and satire shape different interpretatio n and responses to a text (ACELT1642)

SPECIFIC LESSON OBJECTIVE

Students effectively utilise Photo Story in order to create a picture book Class discuss the outcomes at the end of the project, looking at aspects that went well and aspects that may have been improved upon.

ASSESSMENT (what & how)

Picture book project Completion of project, to be marked after the lesson Walk around the classroom to ensure that all students are on task Weighted 10% of term marks

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Introduction: Introduce lesson with a focus on the creation aspect of the project. Brief recap on the previous lesson. Body: Class demonstration on how to use photo story. Reassure the class that you will be there to guide them throughout the class also. Students work on compiling images using Photo Story software. Students who finish early may explore some of the additional features on photo story including special effects and music. With assistance from teacher class completes the picture book. Project submission-save all picture books on USB from marking. Conclusion: Class discussion on the project. Recall objectives and reflect on the project, looking at aspects that went well and aspects that may have been improved upon. Praise students for their efforts.

KEY QUESTIONS
Does your picture book relate the song lyrics in an appropriate way for 6 year olds?

RESOURCES

Photo Story 3 for Windows