Amanda Selmes

Assignment One: Discussion/lesson plans A) Justification for choice of text:

EML322 Assignment One

11450578

Literature is a device to help build community and shared imaginations (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 460), it allows us to look at our lives and the world from a new perspective while also being able to close the social and cultural gaps between us, all through our imaginations (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 460). It is believed, that children should be immersed in a wide variety of high-quality literature that focuses on familiar themes as well as, rhythm, structures and linguistic patterns that can be identified by students (Bower, 2011, p. 94). Peter Pan and Wendy, a novel by J.M Barrie is a novel that successfully achieves this through an imaginative story, relevant themes, literary techniques and word choice. For this reason it is a perfect piece of literature to read to a diverse group of students. Peter Pan and Wendy by J.M Barrie is a story about a boy named Peter who does not want to grow up and his adventures with Wendy, John and Michael Darling. The novel was first published in 1911, and has since been reimagined in many different forms, capturing the imaginations of children from all around the world. It has become a traditional piece of literature that many, if not all, children will have come across at some point in their lives. It is through these traditional tales that children are able to gain an insight into human behaviour, the dilemmas of growing up while also playing a significant role in the emotional development of children (Bower, 2011, p. 14). The story that J.M Barrie has written is highly imaginative, intriguing and adventurous. Which allows students to think about ideas such as, What if this was me? What if this was you? This is described by Winch et al, (2011, p. 468) as the power of imaginative literature, and should be something that all children are exposed to. They should be exposed to this kind of literature as it is also a powerful resource for opening up discussions and ideas about themes and perspectives that children deal with in their lives (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 471). Peter Pan is a piece of literature that deals with numerous themes that students can relate to and is therefore a great novel to read to a diverse group of students. The novel focuses on many themes which children of upper primary can relate to and are relevant for them, which as Hill (2010, p. 198) states the themes in a piece of literature, should be relevant and relate to students interests and needs. Hill (2010, p. 198), also goes on to state that some of the key themes to explore with students are; accepting yourself as a unique person, growing up and accepting responsibility, overcoming fear and dealing with conflict. All of these themes are dealt with in some way during the book, as well as the themes of; courage, fantasy/reality, happiness/sadness, strength/weakness, dark/light. All of these themes will have a specific meaning to students as they connect what they are reading to their previous knowledge and experience. The main theme in the book and the one that all children in the class will connect to is the theme of growing up.

Amanda Selmes

EML322 Assignment One

11450578

J.M Barrie throughout the novel romanticises the world of childhood, by depicting the lost boys as playful, free, adventurous and happy. They are free. Not taking part in mature responsibilities and just live in the moment, which most children during Primary school can relate to. Once they leave Primary school, as the students in upper Primary will soon be doing, they are increasingly faced with the responsibilities of the grown up world, and must come to the realisation that, all children must grow up (Barrie, 1988, p. 156). Peter Pan is a metaphor for what children cannot be; eternally young, nave and ignorant. More than anything this idea encourages children to appreciate their childhood and even though we all get older and gain responsibilities, we must not give up on the beauty of being young and most importantly our childhood imaginations. The theme of growing up is a theme that can be seen in any culture, as everything ages and grows up, and thus makes the novel a perfect choice for an upper primary class with differing backgrounds, knowledge and ability levels (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 471). Along with themes that will relate and are relevant to students in an upper Primary class, there are also many literature techniques to be explored. Some of the techniques used by Barrie are; symbolism (the use of Peters shadow as a symbol for childhood which Peter is trying desperately to hang on to), metaphors (the ticking crocodile a metaphor for time catching up on all of us, we cant run forever), rhetorical questions *Such is the terrible man against whom Peter Pan is pitted. Which will win? (Barrie, 1988, p. 54)]. All of these techniques can be explored with each group of students in the class to differing degrees of difficulty. J.M Barrie (1988), also uses effective characterisation, with his characters having many different sides to their personality, which Hill (2010, p.98), suggests is essential for effective characterisation. This characterisation can be explored by all students in the class. They will each be able to bring their own interpretation to the characters and the themes in the novel. For this reason it is a piece of literature that is suitable for a diverse ability class. J.M Barrie (1988) also writes as if he is talking to the audience, as if he is passing the story down orally to the next generation of children so they themselves do not forget Peter Pan. This use of narration makes the audience feel more connected to the story and will engage students as they feel they are being spoken to directly. The oral nature of this story means that the novel is more likely to be memorable, and it has a strong story and language structure that will engage and teach students (Bower, 2011, p. 14). This method of storytelling is also a common way that traditional Indigenous people passed on stories and lessons to their children (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 461), which will in turn engage the Indigenous students in the class. Another way that this story will engage a diverse group of students is through Barries (1998), word choice. Childrens literature contains almost twice as many rare and infrequently used words as adult conversation (Hill, 2010, p. 91). Hill (2010, p.91), believes that students need exposure to rare words so they are better able to comprehend books when they read independently. During the novel there is a chance for all students to add to their vocabulary as Barrie (1988), uses interesting and rare word choices that will allow students to build upon their vocabulary. Barries (1988), word choices also allows for expressive reading, which is something that is needed when reading aloud to a class (Bower, 2011, p. 14).

Amanda Selmes

EML322 Assignment One

11450578

The story of Peter Pan and Wendy by J.M Barrie (1988), is a story which is able to engage all students as it deals with common themes that all children no matter what their ability level, background, culture, can relate to and gain something from. It also uses a number of literary techniques that can be explored to differing degrees be all students, to allow them to comprehend and analyse the book to a high standard. It will give students the opportunity to; expand their thoughts and thinking, stretch their imaginations and inspire dreams through an engaging narrative. This makes it a great novel to read aloud to a diverse ability group of students, as each student will take away something from the novel. B) Justification Reading Aloud Students need good role models when it comes to reading just like they do in every other aspect of their lives (Haga, 2011). A valuable way for students of all ages to be introduced to good reading role models, is for them to have stories read aloud to them (Haga, 2011). Teachers read aloud to students for the same reason that they talk with students; to entertain, to inform or explain, to provoke curiosity and to inspire (Qunell, n.d). Reading aloud also helps students associate reading with pleasure, create background knowledge and build upon their vocabulary (Qunell, n.d). As stated in Hill (2010, p.91), reading aloud can substantially improve students reading and comprehension skills, as well as their vocabulary, pronunciation, written and auditory skills. This demonstrates how reading aloud to students fits into a balanced approach to teaching literacy, as it helps students develop in all literacy areas. Reading aloud also allows the teacher to work with the whole group as, participation and enjoyment does not depend on each students individual reading abilities when the book is being read aloud (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 227). It also allows students to be exposed to a greater number and wider variety of reading material during these group read aloud experiences, because children listen at a higher reading level then they do when reading a book to themselves (Qunell, n.d). This allows students to hear and understand stories that are often more complicated and more interesting than anything that they would be able to read on their own (Qunell, n.d). By reading stories that are a bit more complicated than the students reading ability also gives them an insight into what reading material they could be reading next (Qunell, n.d). For some children this could be used as motivation for them to work on their reading so that they can read these books themselves (Qunell, n.d). Through reading aloud students are exposed to a variety of problem solving skills which they can then use in their own reading (Hill, 2010, p. 91). When teachers read books aloud to their students, they are allowing students the opportunity to hear the rhythm and sound of language (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 214). It allows them to hear the phrasing, modulations and expressions that a good reader uses, while also developing their listening skills (Haga, 2011). By being read to students learn to actively listen and may be more likely to share their own stories orally (Hill,

Amanda Selmes

EML322 Assignment One

11450578

2010, p. 91). Reading aloud also allows teachers to discuss the meaning of language with their students, and how authors construct texts using characters, plots, settings and themes (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, p. 214). When teachers read aloud to their students each day, it generates good discussions while also working on skills such as prediction, character analysis and the authors use of literacy devices (Haga, 2011). This discussion can lead to students using techniques that they have discussed during the read aloud session in their own writing (Bower, 2011, p. 6). Stories that are read aloud can also be a way of opening up discussion about ethics, morality, justice and oppression, since no text is neutral; they all carry moral and political positions that can be explored with students (Hill, 2010, p. 95). Teachers who read aloud to their students are demonstrating the fun that people can have by reading and hearing a variety of words, sounds rhythms and rhymes that are able to take students to brand new worlds to hear about imaginative characters and discover the different ways people live their lives (Hill, 2010, p. 90). Students that hear stories read aloud to them, also have an increased positive attitude towards reading, which will encourage students to further develop their reading skills and become avid readers as they continue throughout not only their schooling, but also their lives (Qunell, n.d). C) Identify and discuss the issues associated with teaching literacy to students are reading 3 years above their chronological age Australia is a country that is linguistically diverse (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, pp. 227-228). Due to this, schools must cater for students who come from varied backgrounds with different prior learning experiences, as well as different abilities and learning and intellectual prospective (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, pp. 227-228). This diversity puts increasing demand on teachers to set up literacy programs that meet the needs of every student in the class, so all can succeed (Winch, Johnston, March, Ljungdahl, & Holliday, 2011, pp. 227-228). For teachers to cater for gifted and talented students they need to know how best to plan for students and also the issues associated with planning for this diversity. Gifted and talented students are found in all communities irrespective of the cultural or economic background of the student, and each should be given the appropriate opportunities and experiences to reach their learning potential (NSW Government: Education and Communities, 2010). There has been a broader view of the characteristics of gifted and talented students over the years, which has led to schools focusing on outstanding performances in a variety of fields which means that approximately 10 % of students will be identified as gifted and talented (WA Department of Education, 2012). It is usually in classroom environments that encourage creative, innovative, high-order and open ended thinking that gifted and talented students will begin to emerge (WA Department of Education, 2012). Gifted students are students who display exceptional abilities in areas where they have not been explicitly taught, while talented students display exceptional creative ability in areas where they have been explicitly taught (Munro, 2012). The term gifted and talented incorporate students who are exceptionally able in all areas of the curriculum or in more specific areas (National Council for Curriculum and Assessment, 2012). These students are

Amanda Selmes

EML322 Assignment One

11450578

achieving or have the potential to achieve at a significantly higher level than students in the same year at their particular school (National Council for Curriculum and Assessment, 2012). Gifted and talented students do not always develop consistently across all ability areas, so when recognising gifted and talented students their needs to be an exploration of the educational, emotional and psychological profile of these students, so that a full profile of the students can be made and effective planning can take place (National Council for Curriculum and Assessment, 2012). There are many issues that need to be addressed when planning for gifted and talented students. Gifted and talented students have problems just like any other student (National Council for Curriculum and Assessment, 2012). There is a typical view of gifted and talented students that sees them as hardworking and diligent, but this is not always the case (National Council for Curriculum and Assessment, 2012). There are some students who even though they are gifted and talented they continuously underachieve because they are bored, lack interest or are not pleased with themselves unless everything is perfect (National Council for Curriculum and Assessment, 2012). Gifted and talented students may also have special needs in some areas of their development and experience stresses and difficulties, which may include; enhanced pressure from parents and teachers for them to be continuously successful, they may be expected to spend great amounts of time practicing their special talent that does not leave time for normal recreational and relaxation time, they may also have high demands and expectations of others, they may become frustrated if they have advanced cognitive skills but they only have, for example, normal for their age handwriting skills, they may find it difficult to find a level of education that meets their needs, they may also find it difficult to relate to students their own age (Government of South Australia, 2011). These stresses may lead to a number of problems including; deliberately not doing as well as they can to try and hide their differences from others, they may experience emotional difficulties such as depression, stress, anxiety, gifted and talented students could have increased emotional intensity and sensitivity and limited social interaction and social development (Government of South Australia, 2011). Gifted and talented students may feel isolated and misunderstood because they do not have the same interests as their peers and these differences may cause them to be teased by other students (National Council for Curriculum and Assessment, 2012). These students may also be cognitively developed but are not as socially and emotionally developed enough to cope with the extended work or to deal with their older peers whose work they will be doing (National Council for Curriculum and Assessment, 2012). To help provide gifted and talented students with great opportunities and experiences, teachers need to look at how best to plan for gifted and talented students. Classroom teachers need to know about; how gifted and talented students learn, how to best teach these students, how to provide feedback, how to advice parents and students to help them understand, encourage and use their exceptional abilities to their advantage, how to see their gifted learning capabilities in a social and cultural context to; understand peer interactions and influences, help them learn in groups and recognise consequences

Amanda Selmes

EML322 Assignment One

11450578

and repercussions (Munro, 2012). Gifted and talented programs should broaden individual students knowledge and skills (WA Department of Education, 2012). Some options for teachers to cater for gifted and talented students are; moving higher ability students into another class of older pupils for all or some of their work if their needs cannot be met in their normal class or to set homework that is challenging for gifted and talented students (National Council for Curriculum and Assessment, 2012). In most cases teachers will cater for gifted and talented students through a differentiated classroom curriculum, which is the provision of different learning activities for the different abilities in a class (National Council for Curriculum and Assessment, 2012). One of the key responsibilities of teachers is to match the level of curriculum to the ability level of each student in the class (Osborn, n.d). It includes, differentiating by task which sees a variety of tasks being set where the higher ability students begin at higher levels, miss the first activities or move through the task at an accelerated pace (National Council for Curriculum and Assessment, 2012). It can be differentiated by outcome which means that students are taught the same content and the same material, stimulus or task is used for all pupils in the class but the expected outcome is different for the diverse abilities (National Council for Curriculum and Assessment, 2012). Teachers can also differentiate by resource by giving students different resources to answer the same question (National Council for Curriculum and Assessment, 2012). Differentiation can also be by pace, as some gifted and talented students thrive when they are asked to work at a fast pace (National Council for Curriculum and Assessment, 2012). This is only some ideas that teachers could use to cater for gifted and talented students, it is most important that teachers are flexible and plan according to the individual students needs (Osborn, n.d). In effective classroom environments, gifted and talented students are able to succeed in normal class activities that are based on their natural abilities (WA Department of Education, 2012). Planning an individual set of activities that are at an advanced level will allow gifted and talented students to work on the same content with their peers but at a different intellectual level, these task should get them to apply, analyse, synthesise, evaluate and solve problems form the topic being studied (WA Department of Education, 2012). This is benefiting gifted and talented students not only cognitively but also socially, as they are able to form friendships when they are grouped with students with the similar ability levels to themselves while also participating with the rest of the class, enabling variety of friendships to form (Osborn, n.d). It is important that diversity is catered for in all school environments, as this will allow students to reach their full potential (Munro, 2012). There are a number of difficulties that diverse groups of students, such as the gifted and talented students, face and teachers need to look at ways to cater for these difficulties using a variety of techniques that will best suit the individual students (National Council for Curriculum and Assessment, 2012). Regardless of the
challenges that gifted and talented students face, being gifted and talented provides students with great opportunities and experiences when catered for adequately, and research has indicated that most gifted and talented children are socially and emotionally well developed (Government of South Australia, 2011).

Amanda Selmes

EML322 Assignment One

LESSON PLAN 1

11450578

Unit/Lesson Title Peter Pan Comprehension

Lesson duration:

45

minutes

Stage 3 year 5& 6

Class/Group - Gifted and talented

Rationale Syllabus Outcomes Students have been listening to the story of Peter Pan and RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read Wendy by J.M Barrie being read aloud by the teacher. Students have also been working on comprehension strategies. This lesson is aimed at the gifted and talented students who are reading at a level three years above their age. The lesson aims to teach students some strategies that will be useful for them, as they begin to read more difficult texts, while also encouraging them to look more deeply at texts to gain meaning and to bring their own interpretations to the text so that they become critical and (Board of Studies NSW, 2007) well informed readers. Prior Knowledge Risk Assessment Resources Students will have knowledge of There is a very low risk of injury during this Peter Pan and Wendy J.M Barrie comprehension strategies and will have lesson. Chapter Five extract- pages 50-54 (Appendix 1) developed their own strategies. This lesson Things to watch out for: Paragraph for interactive whiteboard aims to use these strategies while also Teacher to set up a safe learning (Appendix 2) introducing new strategies so students can use environment i.e. check for hazards. Blooms Box (Appendix 3) them to look more deeply at texts. Encourage positive behaviour. Post it notes Note and take into account any special Highlighters

Amanda Selmes

EML322 Assignment One

needs of students. Students sitting on chairs correctly. Students moving around the classroom watch where they are walking.

11450578

Pens Paper (cut up into smaller squares for puzzle cards) Dice Word definition worksheet (Appendix 4) Specific Teaching Target: During this lesson the aim is to see the comprehension strategies used by students and see how they use these strategies to look deeply at the text to gain meaning. Syllabus Indicators Time Content/Learning Experience Teaching Class Organisation Integrated Strategies Assessment attempts several strategies when reading difficult texts, eg rereading or reviewing parts of the text, making notes about key features uses knowledge about texts to predict the kinds of words likely to be included draws on knowledge of word origins and wordbuilding strategies to work out new words summarises key information. Introduction: Let students know what they will be doing in todays lesson. The teacher will reread chapter 5 of Peter Pan by J.M Barrie to students, while listening students will be asked to write or draw anything that comes to mind as they are listening to the chapter. Get students to explain their writing or drawing to the group and ask them why they interpreted the chapter in this way. Explain to students that our interpretation of the chapter has to do with how well we comprehend. Tell the students that there are a number of strategies that we can use to comprehend a text and get to its meaning. Brainstorm with the group ideas about how they comprehend a text. Explain to students that one strategy that can be used when comprehending a piece of writing to understand its meaning is to underline the parts in the story that you think are important to its meaning. Explain that you

10min

Expressive reading

Questioning students- getting them to articulate their reasons for their interpretations as this is a part of comprehension. Make sure students ideas are encouraged and that they are able to explain why they would use a particular strategy. Model

This lesson is aimed at the gifted and talented students and they will be working as a whole group as well as in pairs and individually in this lesson. Whole group

The teacher is to take observations of students participation and their understandings of comprehension strategies.

Amanda Selmes

EML322 Assignment One

11450578

can also use post it notes to mark important parts or to write down interpretations or analysis that you have made from the piece of writing. Teacher and students will now work together to demonstrate some comprehension strategies on the interactive white board with a paragraph from the novel Peter Pan by J.M Barrie (Appendix 2). Teacher is to look for and model; Underlining of important words or key sentences Interpretations (written off to the side or using post it notes) Underlining of words that students may not know the meaning of, do the other words in the sentence help with understanding of the meaning? Observations of literacy techniques that may help with the students understanding of the writing Any other important parts of the paragraph that students think are essential to the meaning Ask students to explain in their own words what they think the meaning of this paragraph is. Body Practice: Students will now be given a copy of pages from chapter five of Peter Pan and Wendy and will be asked to read the pages and apply

comprehension strategies to students; explicitly explain why we use each strategy. Encourage students to give their own reasoning for using these strategies.

Use this as a stage to check for clarification and make sure that students have understood. Help students where needed and ask questions to Individually at tables Work sample as well as a checklist of comprehension strategies that

5min

Amanda Selmes

EML322 Assignment One

11450578
students have used.

some comprehension strategies.

clarify why they are using a particular strategy. Listen to students In pairs, quiet area retelling of the so they can hear story ask questions each other to determine why students have interpreted the pages the way they have. Encourage students to look at the context of the word they dont understand to discover meaning as this is an important strategy for comprehending texts. When students are undertaking the blooms box activity the questions will incorporate questions that are Literal, deductive Individually or in pairs depending on the learning preference of the students

3 min

Read and Retell: After reading the selected pages and practicing their comprehension strategies, students will get into pairs and be asked to retell their interpretation of the story to their partners.

5 min

Word list: Students will be asked to write down any words they have highlighted that they are not sure of the meaning of and then write down what they think the meaning could be based on other parts of the sentence and they will then look the word up in the dictionary to clarify meaning (Appendix 4)

Anecdotal records go around to each group as they retell their story and write down observations about their understanding of the paragraph. Teachers can also use traffic lights to record understanding. Work samples looking for students ability to use the context of words to discover meaning.

10 min

Blooms Box: Students will work as a group to answer questions on the blooms box (Appendix 3). Students will be given a number from 1-6, they will then role a die and the blooms box. If their number comes up then they must answer the question on the box.

Whole group at tables or an area on the floor

Observations of students responses. Noting level of understanding.

Amanda Selmes

EML322 Assignment One

11450578

or inferential, evaluative or response questions. Students should be encouraged to think deeply about the questions to give substantial responses. Puzzle Cards: The pages that students have been given to work on their comprehension give character descriptions. To show students understanding about the different characters they will be asked to create puzzle cards about the characters using their understanding of the character. Students will describe aspects of the character and write them down on cards, they can then test each other to see if they know which character is which. Conclusion Students will now be asked to; Write a set of three questions based on todays lesson and then use them to interview their partner. Get students to present back their responses to the questions. The teacher is to go over what was covered in the lesson and let students know what they will be doing next. When creating their puzzle cards the teacher should encourage students to think about some of the not so obvious character traits that can be inferred from the text. When students are writing their questions the teacher should make it clear that the questions are not directly about the text but rather about the strategies that Individually then in pairs once the questions have been written Work samples to check for understanding.

7min

In pairs then as a whole group

5 min

Observations about students understanding of the learning that has taken place in the lesson. *Note* - The assessment should

Amanda Selmes

EML322 Assignment One

11450578
focus on the indicators for this lesson. When observing the teacher can use some form of note taking for easier recall. The teacher should reflect on this lesson, its implementation and assessment to see what worked and what didnt as well as where students are up to so that this can guide further planning.

have been taught and practiced in the lesson.

8 Aboriginal ways of learning

Reference: http://8ways.wikispaces.com/

Quality Teaching/Quality Learning Framework

Intellectual Quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantative communication Quality Learning Environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Amanda Selmes

EML322 Assignment One

11450578

LESSON PLAN 2 Unit/Lesson Title Peter Pan Persuasion Rationale Students have been listening to the story of Peter Pan and Wendy by J.M Barrie being read aloud by the teacher. In the novel, J.M Barrie has used persuasive language for effect to try and get children to think about what it would be like if they were a child forever. Because of this, this lesson is exposing students to persuasive text types. This lesson is aimed at the gifted and talented students who are reading at a level three years above their age and should be able to read deeply into persuasive texts to discover the techniques and skills needed to successfully write a persuasive text. The lesson aims to connect students previous Lesson duration: 45 minutes Stage 3 Year 5 & 6 Class/Group - Gifted and talented

Syllabus Outcomes RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers and viewers understanding of texts. WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.

Amanda Selmes

EML322 Assignment One

11450578

knowledge and understandings about their world while introducing a (Board of Studies NSW, 2007) new text type. Prior Knowledge Risk Assessment Resources Students will have been exposed to There is a very low risk of Proactive advertisement persuasive texts throughout their lives injury during this lesson. http://www.youtube.com/watch?v=FlPvfXNR1j4&feature=player_embedd and even used persuasion a number of Things to watch out for: ed#! times themselves. Teacher to set up a Students also know that there are safe learning Mobile Phones are a Public Hazard text (Appendix 5) different texts types and know that environment i.e. writers use techniques specific to their check for hazards. text type to convey meaning. Pens Encourage positive behaviour. Note and take into Paper account any special needs of students. Students sitting on Exercise books chairs correctly. Students moving around the classroom watch where they are walking. Specific Teaching Target Students knowledge of persuasive texts and ability to create a persuasive text. Syllabus Indicators Time Content/Learning Experience Teaching Strategies Class Organisation Integrated Assessment Explicit instruction is used identifies Introduction: throughout the entire the structure of a 15 mins Say to the students: lesson. The lesson is aimed Take observations of persuasive text and I would really like you all to come over at the gifted and students features such as here and listen. Do you know why I Modelling what it is students talented students participation and modal words and would like you all to come over here and will be doing in the lesson. and they will be their understanding connectives listen? Because we are going to have working as a whole of persuasive texts, such a great literacy lesson this morning. group as well as note and try to

Amanda Selmes
rereads work during writing to maintain sequence and check meaning, changing words and phrases or checking for errors plans writing through discussion with others and by making notes, lists or drawing diagrams writes paragraphs that contain a main idea and elaboration of the main idea writes more involved literary texts

EML322 Assignment One

11450578
individually in this lesson. Whole group explain any misconceptions or questions.

We are going to learn how to construct a text type that we all use in our everyday lives. We see these text types all the time on television and in print form. For this reason I believe it is extremely important that you all listen, because this lesson is going to benefit you throughout your lives to be able to identify the key features of this text type and be able to use these features in your own writing. Ask the students what they think you were trying to do. Explain to students that you were trying to persuade them that this lesson is going to be relevant and important to them, so they need to pay close attention. Get students to then write down a time in their lives where they have been persuaded by someone or tried to persuade someone. Get students to present this information to the rest of the group. Ask students to think about some of the techniques people use to persuade others. Start a class brainstorm. Ask students about the circumstances that you may try and persuade someone. Watch the proactive advertisement with the class and get students to take note of how the advertiser is trying to persuade people to buy the product. Get students to come up to the board one at a time and write down their ideas.

Questioning students to gain an understanding of what they know and to get them thinking deeply about they techniques and strategies that are needed to be a good persuader.

Modelling to students what is needed in a persuasive text.

Amanda Selmes

EML322 Assignment One

11450578

Explain to students that these techniques can be remembered by using the letters in persuader; Personal Pronouns Emotive language Rhetorical Questions Statistics and Facts Use of an authority figure Alliteration and Anecdotes Description and Imagery Exaggeration Repetition Show students the Mobile Phones are a Public Hazard persuasive text and get them to talk about the structure of the text. Point out that in the introduction the author is stating their purpose and then goes on to state each of their reasons for their beliefs, by using the above persuader techniques. Note the use of first, second and third and discuss how this affects the piece of writing. Get students to think back to the story that has been read aloud to them in class - Peter Pan and Wendy by J.M Barrie. In the novel are there any characters that try and persuade Getting students to connect previous knowledge to todays lesson connecting ideas.

Amanda Selmes

EML322 Assignment One

11450578

another character? Get students to talk about how and why the characters in the novel try and persuade others. Tell the students that todays task is for them to write their own persuasive text. Explain to students that before we can persuade others, we first need to know the reasons why it is a good idea for someone else to do as we are suggesting. Body: Reasoning: Get students to think back to the novel and explain that the main debate in the novel is to stay in Neverland or to return home. Students will complete a table with reasons to stay in Neverland and reasons to return home. Encourage students to think about the advantages and disadvantages of staying a child and the advantages and disadvantages of becoming an adult. Planning: The teacher is to explain to students that they will now be writing a letter from Mrs Darling to her children, where she is trying to persuade them to return home from Neverland, or a letter from Peters perspective trying to persuade the children to stay in Neverland. They are first to plan their writing starting

5 mins

Help students with their reasoning and encourage them to think outside the box.

Individual work at tables

5 mins

Help students with their planning and check that it is completed before they are able to move on to their writing. Explain the importance of planning.

Individual work at tables

Work samples at both the planning and writing stage to see students ability, and how they are transferring their understanding from the modelling stage to the independent stage. How much have they gained?

Amanda Selmes

EML322 Assignment One

11450578

15 mins

with the introduction, the key points and a conclusion to sum up their ideas. Writing: Once the teacher has seen the students plans they will be given time to write their persuasive text. Conclusion: Students can now read aloud their persuasive texts to their peers. Students will now give an oral report persuading their peers as to why, what they have learnt in todays lesson is important. Teacher is to go over what they have learnt and tell students what they will be doing next lesson.

The teacher is to be there as support if students need help, but this should be an independent task undertaken by students. Ask students questions about why they have included specific features in their writing; get students to think about their purpose for writing. Group and individual work Annotated group list noting down students ability to use the techniques taught in this lesson in their writing and being able to verbalise to others why we use these techniques. *Note* - The assessment should focus on the indicators for this lesson. When observing the teacher can use some form of note taking for easier recall. The teacher should reflect on this lesson, its implementation and assessment to see what worked and

5 mins

Amanda Selmes

EML322 Assignment One

11450578
what didnt as well as where students are up to so that this can guide further planning.

8 Aboriginal ways of learning

Reference: http://8ways.wikispaces.com/

Quality Teaching/Quality Learning Framework

Intellectual Quality Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantiative communication Quality Learning Environment Explicit quality criteria Engagement High expectations Social support Students self-regulation Student direction Significance Background knowledge Cultural knowledge Knowledge integration Inclusivity Connectedness Narrative

Amanda Selmes
Appendix 1)

EML322 Assignment One

11450578

Amanda Selmes

EML322 Assignment One

11450578

Amanda Selmes

EML322 Assignment One

11450578

Amanda Selmes

EML322 Assignment One

11450578

Amanda Selmes

EML322 Assignment One

11450578

Amanda Selmes

EML322 Assignment One

11450578

Amanda Selmes
Appendix 2)

EML322 Assignment One

11450578

Amanda Selmes
Appendix 3)

EML322 Assignment One

11450578

Knowledge: Name one of the characters from the extract. How were they described in the novel?

How effective do you think J.M Barries characterisation is? Give reasons for your answer.

Evaluation:

What would happen if the lost boys and the pirates were not going round and round the island at the same rate?

Synthesis:

Are there any common characteristics between the lost boys and the pirates that you can classify?

Application:

Analysis: Explain what you think the reasons were for J.M Barrie to include the sentence Poor kind Tootles, there is danger in the air for you tonight, in this extract?

In your own words, what do you think was the main ideas from the extract?

Comprehension:

Amanda Selmes
Appendix 4) Word

EML322 Assignment One

11450578

My definition

Dictionary definition

Amanda Selmes
Appendix 5) Mobile phones are a public hazard

EML322 Assignment One

11450578

Ladies and gentlemen, good evening. I am pleased to be here in person, and not on the end of a digital phone link. I believe that mobile phones are a hazard to the public, and I have three very good reasons to support my view. First, and most important, is the danger of mobile phones to road users. How many times have you seen a driver speeding along with only one eye on the road, one hand on the wheel and all his attention on the phone? Police forces across the country have recorded a 50% increase in accidents in which drivers were using mobile phones. All of us are at risk from these mobile madmen. We must act together to keep our roads safe and ban the use of mobile phones in cars. Just as important as Dont drink and drive should be Dont talk and travel. The second danger associated with mobile phones is related to our health. A worrying number of medical reports have linked the use of mobile phones with tumours on the brain. Professor John Smith from Oxford University said People who think this risk is unimportant should ask themselves why the phone companies now recommend that people use special protective cases for their phones, which are designed to block harmful radio waves. Why are these needed if mobile phones are safe?. When cigarettes were first sold, no-one realised how harmful they would be, but look at the damage they have caused to the nations health. Until mobile phones are proved to be safe, they should carry the same health warnings as cigarettes. The third reason for my opposition to mobile phones concerns crime. Our streets are already so dangerous that people are afraid to go out after dark. Mobile phones simply add to the problem. Carrying an expensive mobile phone makes you a walking target for the mugger who is looking for something valuable and easy to steal. Its like leaving a key in the ignition of an unlocked Porsche. It is ironic that many parents have provided their children with mobile phones for safety, little realising that by doing so they have increased by 40% their childrens chances of being mugged. If you are one of these parents, I hope that you dont find out the hard way what an expensive mistake you have made. Mobile phones appear to be fashionable, high-tech and desirable, but when you next see an advertisement for Orange or Vodafone please think about what it doesnt mention: the hazard of mobile phones on our roads, to our health and on our streets. Together we can oppose the spread of these digital disasters and promote the message that it can be dangerous to dial. Article taken from: http://www.tes.co.uk/teaching-resource/Persuasive-writing-6010291/

Amanda Selmes
References:

EML322 Assignment One

11450578

Barrie, J. M. (1988). Peter Pan & Wendy. London: Pavilion Books Limited. Board of Studies NSW. (2007). English syllabus K-6. Sydney: Board of Studies NSW. Bower, V. (2011). Creative Ways to teach Literacy. Christchurch: SAGE Publications Ltd . Government of South Australia. (2011). Gifted and Talented Children. Retrieved 08 16, 2012, from Womens and Childrens Health Network: http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=122&id=2253 Haga, M. (2011). Reading Aloud to Children. Retrieved 07 24, 2012, from The Best of Teachers' Mentor: http://teachersmentor.com/readingk3/read_aloud.html Hill, S. (2010). Developing early literacy: assessment and teaching. Victoria: Eleanor curtain publishing. Munro, J. (2012). Defining Gifted and Talented Students. Retrieved 08 16, 2012, from Melbourne Graduate Shcool of Education : http://www.edfac.unimelb.edu.au/eldi/selage/documents/GLT-Defininggiftedness.pdf National Council for Curriculum and Assessment. (2012). Gifted and Talented Pupils: Guidlines for Teachers. Retrieved 08 16, 2012, from Northern Ireland Curriculum : http://www.nicurriculum.org.uk/docs/inclusion_and_sen/gifted/Gifted_and_Talented.pdf NSW Government: Education and Communities. (2010). Gifted and Talented Education. Retrieved 08 16, 2012, from NSW Public Schools: http://www.schools.nsw.edu.au/learning/yrk12focusareas/gifteded/index.php Osborn, J. (n.d). Gifted Children: Are Their Gifts Being Identified, Encouraged, or Ignored? Retrieved 08 16, 2012, from NYU Child Study Centre: http://www.aboutourkids.org/articles/gifted_children_are_their_gifts_being_identified_encouraged_or_ignored Qunell, E. (n.d). Read Aloud Research. Retrieved 07 24, 2012, from University of South Carolina: http://www.libsci.sc.edu/ccbl/abworkshops/ReadAloudResearch.pdf WA Department of Education. (2012). Developing the talents of gifted people. Retrieved 08 16, 2012, from Gifted and Talented: http://det.wa.edu.au/curriculumsupport/giftedandtalented/detcms/navigation/for-teachers/identification/?oid=MultiPartArticle-id-1891842 Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2011). Literacy: reading, Writing and Childrens Literature. Melbourne: Oxford University Press.

Amanda Selmes

EML322 Assignment One

11450578