Documente Academic
Documente Profesional
Documente Cultură
Bresnehan
ECL310
Predicting what the text is about and the themes through the use of the front, back and blurb of the text.
Students will determine their prior knowledge of the migrants and refugees in Australia.
Alanah Bresnehan
ECL310
Combining
text-to-self
and
text-to-world
inference
based
on
the
front,
back,
blurb
and
also
pages
within
the
book,
without
having
read
it
first.
Students to explain the point of view of the book and the reasons of why it may be in a diary form
Lesson
Number:
or
independent
1. Inferences
about
images from
students have discussed and have Resources to see the images). Students
AusVELS links:
ACELY1713
teacher will split the students into state what they know about these
(Appendix 8)
equal groups.
2. To predict ideas,
themes and
large brainstorm with the teacher map on iPads, with the topic being the
characters that
maybe evident
can include:
Alanah Bresnehan
o Coggle
through cover
o Popplet
features using
chart.
prior knowledge
and knowledge
learnt from
previous lesson.
ECL310
AusVELS
links:
ACELT1613
(Appendix
8)
3. Looking
at
the
media that
YouTube Video:
(Appendix 7)
refugees and
https://www.youtube.com/watch?v=gYXR4dZkb5
looking at their
feelings and
their
experiences.
AusVELS
links:
Alanah Bresnehan
ECL310
ACELY1708
(Appendix
8)
Assessment:
K-W-L charts
Sequence
2:
Explicit
Instruction
1.
Literacy
Skill:
Constructing
meaning
from
text.
Introduction
Read
the
book
Home
and
Away
by
John
Marsden
and
Matt
Ottley,
examining
the
images
and
colours
that
reflect
the
writing
in
the
book.
Ask
students
about
their
inferences
of
the
book
and
also
connections
they
have
made
through
the
images
and
video
they
would
have
watched
through
frontloading
lessons.
Students
are
to
focus
on
the
images
and
the
emotions
throughout
the
book
by
all
characters
in
the
point
of
view
of
the
child.
Students
will
discuss
the
meaning
and
authors
intention
on
creating
a
book.
AusVELS
links:
ACELY1713
Alanah Bresnehan
ECL310
ACELY1709
(Appendix
8)
Elaboration:
Comprehension:
Teacher
will
work
in
reciting
information
from
the
books
text,
images
and
any
other
information
students
have
encountered
while
reading
the
book,
through
a
True
or
False
exercise.
Meaning:
The
teacher
will
facilitates
the
conversations
students
may
have
when
discussing
their
beliefs
about
the
meaning
of
the
book
and
students
will
be
encouraged
to
think
about
the
authors
message
as
well.
Supporting
Arguments:
The
teacher
will
model
a
true
or
false
statement
that
is
open
ended
with
two
opposing
side.
This
will
follow
onto
the
lesson,
as
students
will
have
to
conduct
a
debate
using
evidence
from
the
book
and
knowledge
from
prior
lessons
on
refugees.
Practice:
Think:
Students
divide
into
the
class
two
opposing
side,
affirmative
and
negative.
Using
the
Red
Light
and
Green
Light
activity
(Appendix
5).
Review:
Share:
After
students
have
formed
evidence
and
statements
to
acknowledge
meanings
from
the
book
and
constructing
valid
arguments
about
these
meanings
through
debate.
Resources:
Thinking Shortcuts Red Light/Green Light (White et al. 2006, pp. 112)
2.
Literacy
Skill:
Introduction
Teacher
works
on
students
on
thinking
about
the
point
of
view
and
the
text
structure
of
the
book.
Teacher
should
make
sure
students
understand
that
it
is
a
diary
form.
Teacher
should
explain
the
narration
used
in
first
person,
and
the
hortatory
exposition
used
to
form
emotion
and
form
cause
in
an
issue
(Government
of
South
Australia
DECS,
2008,
pg.
Alanah Bresnehan
ECL310
3).
AusVELS
links:
ACELA1518
ACELY1801
ACELT1618
(Appendix
8)
Elaboration:
Narrative: Teacher will get students to examine the key features of writing in diary form, for example:
Past tense
First Person
Date
These
will
be
documented
in
on
the
SmartBoard
and
also
through
students
note
taking
in
required
books.
Students
will
then
use
this
with
their
K-W-L
chart
and
the
notes
taken
through
the
lesson.
Diary
Entry:
Teacher
will
begin
with
a
story
about
a
refugee
written
in
third
person
(Appendix
4)
projected
on
the
SmartBoard.
The
teacher
will
model
and
the
information
and
inferences
a
student
can
make
when
writing
their
own
versions
of
other
refugee
stories
provided
by
the
teacher.
Practice:
Read:
Students
plan
a
set
of
diary
entries
through
the
development
of
key
points
in
the
text
where
they
will
have
to
add
emotions,
feelings
and
thoughts
they
may
have
had
coming
to
an
unknown
land.
Write:
Students
will
then
use
the
information
extracted
and
created
to
form
their
own
diary
entries
on
the
story
of
the
Alanah Bresnehan
ECL310
refugee
using
the
elements
discussed
in
the
elaboration
stage
of
the
lesson.
Students
may
make
up
their
own
story
and
use
the
story
as
an
aid
to
help
them.
Review:
Gallery
Walk:
Students
leave
their
work
on
their
desks
and
the
students
walk
around
the
room
to
look
at
each
others
interpretations
of
the
expert
stories.
Students
can
also
volunteer
to
read
their
work
to
students
and
teacher
if
they
wish.
Resources:
Sequence
3:
Developing
a
multimodal
response
Once
students
have
looked
at
the
themes
and
structure
of
the
text
they
will
be
asked
to
think
about
ways
in
which
people
reflect
on
the
events
of
their
lives.
Students
will
experience
this
form
of
writing
further
through
the
use
of
blogs.
All
technologies
have
to
be
read
and
understood
[for]
the
student
to
function
effectively
in
the
technological
age
(Winch
et
al.
2012,
pp.
429)
allowing
for
the
students
to
work
on
another
multimodal
response
while
using
different
text
structures.
The
teacher
will
explain
the
ideas
around
blogs
and
communicating
experiences
and
information
online.
Through
the
week
students
will
be
given
a
set
of
tasks
each
lesson
to
place
on
their
blog.
These
tasks
will
include:
Collecting information on statistics of refugees and migrants in Australia and putting them into a report.
Creating a character profile of diary entry made in explicit lesson that outlines how the character now lives in Australia
Write diary entries that correspond with the explicit lesson where students wrote a diary entry
Alanah Bresnehan
ECL310
Write a blog post about what they have learnt about through the unit with references to there hard copy of their K-W-L chart
Teacher
can
set
all
or
some
of
the
tasks
but
students
need
to
use
research
and
Assessment:
The
blog
will
be
used
as
a
portfolio
for
the
teacher
to
check
for
understanding
of
the
themes,
topics
and
writing
structures
used
throughout
the
unit.
Resources:
Kidblog
(http://kidblog.org/home/)
-Teacher
can
make
an
account
and
add
each
student
with
separate
login
details
so
the
teacher
can
see
each
post
after
completion
in
the
lesson.
Part
2:
Rationale
(1000
words)
The
aim
of
the
sequence
is
to
inform
students
of
the
every
growing
issue
of
refugees
in
Australia
and
also
work
through
writing
and
reading
strategies.
Through
frontloading,
explicit
lessons
and
multimodal
responses
student
can
be
given
opportunities
to
make
sense
of
the
learning
by
creating
purposeful
connections
between
lesson
purposes,
lesson
tasks
and
texts,
and
lesson
reviews
or
conclusions
(DEST,
2002).
Through
the
sequence
students
are
encouraged
to
make
meaning
of
texts.
By
making
meaning
the
students
would
form
skills
that
will
allow
them
to
be
text
participants
that
are
concerned
with
what
the
text
is
saying
in
context
of
their
own
knowledge
about
the
topic
(Winch,
2012,
pp.
39).
Alanah Bresnehan
ECL310
Throughout
the
building
of
the
sequence
referral
had
to
be
constantly
made
to
the
teacher/learning
cycle
(Winch,
2012,
pp.
135)
where
key
questions
such
as:
Using
this
model
allows
teachers
to
look
at
assessment
at
a
classroom
level
rather
than
a
national
curriculum
level
but
still
be
an
effective
decision
making
toolclosely
linked
to
the
content
of
the
classroom
program
(Winch,
2012,
pp.
134).
Using
prior
knowledge
teachers
delve
into
a
students
virtual
schoolbags
which
includes
a
students
knowledges,
skills,
capacities,
language(s),
experiences
and
interests
children
already
have
and
[a
teachers
role
is]
to
think
about
the
ways
children
might
make
use
of
these
in
learning
new
practices
(DETE,
2003,
pp.
42).
Through
these
lesson
the
teacher
would
be
able
to
establish
aspects
of
emergent
features
of
literacy
[which]
are
its
effect
on
the
social
organization
and
the
supporting
belief
systems
of
the
culture
in
which
it
develops
(Watson
&
Badenhop,
1992,
pp.
1).
Through
frontloading
exercises
a
teacher
can
determine
the
level
of
understanding
student
have
for
a
topic
and
also
establish
inferences
and
prediction
about
the
text.
By
using
images
and
videos
from
media
and
mixing
them
with
images
from
the
book
the
lesson
can
establish
students
to
think
about
meaning
within
the
text.
Students
work
towards
being
a
meaning
maker
as
the
lessons
provide
discussion
points
that
children
can
consider
and
respond
to
using
evidence
from
text[s]
to
support
their
point
of
view
(Hill,
2012,
pp.
87).
Using
the
K-W-L
chart
adds
to
the
learning
of
a
topic,
as
students
are
able
to
instantly
respond
and
teachers
can
use
the
product
as
an
assessment
form.
The
lesson
shapes
up
a
process
[which]
builds
background
for
further
reading
about
more
sophisticated
and
specialized
topics
(DEST,
2002).
By
Alanah Bresnehan
ECL310
using
it
at
the
beginning
of
a
unit
a
teacher
can
measure
the
amount
of
prior
knowledge
their
students
have
of
the
topic
on
a
diagnostic
and
formative
assessment.
By
using
the
chart
it
provided
diagnostic
information
about
the
particular
learning
of
each
student
so
that
programs
aid
teaching
practices...
designed
to
meet
individual
learning
needs
(Winch,
2012,
pp.
133).
Through
explicit
teaching
students
can
be
exposed
to
a
text
and
make
meaning
out
of
it
through
discovery
of
themes,
emotions
and
motives
by
the
author.
It
can
be
used
as
a
strategy
instruction
[to]
embed
targeted
content
planning
and
instruction
to
support
students
in
making
connections
among
ideas
in
text
(Ellery,
2011,
pp.
13).
Through
the
explicit
lessons
the
students
are
to
use
the
text
structure
and
also
the
themes
within
the
book
to
create
opportunities
for
meaningful
interaction
that
motivate
learners
to
engage
with
their
learning
(ibid.).
These
lessons
are
designed
to
be
continuous
throughout
the
week
as
students
can
constantly
refer
back
to
their
own
writing,
the
text
and
also
prior
learning
through
frontloading
tasks.
The
teacher
would
model
how
to
extract
facts,
inferences
and
former
knowledge
from
a
piece
of
text
relating
to
the
subject.
Winch
explains
this
inquiry
as
critical
literacy
where
it
gives
the
language
to
explain
and
discuss
literary
multimodal
texts,
their
perspectives,
ideologies
and
cultural
contexts
(2012,
pp.
535)
Students
will
plan
and
execute
a
piece
of
work
that
has
been
influenced
through
educators
exposing
children
to
a
diversity
of
texts
from
a
diversity
of
points
of
view,
and
discuss
openly
any
issues
that
arise
out
of
them
(2012,
pp.
656)
allowing
for
a
formative
assessment
that
can
be
used
as
learning
tool
for
both
educator
and
student.
These
tasks
with
the
ideas
around
Academic
Learning
Time
(Archer
&
Hughes,
2011,
pp.
6)
where
students
are
engaged
for
only
a
small
amount
of
time
during
the
day,
for
about
20%
of
allocated
time
or
50
minutes
per
day
(ibid.).
The
MyRead
website
states
that
explicit
teaching
needs
to
establish
an
element
of
this
time
during
a
lesson
as
a
teacher
has
to
intentionally
prepare
students
for
their
learning,
informs
them
of
the
learning
path
and
enables
them
to
develop
metacognitive
strategies
for
knowing
that
learning
has
taken
place
(DEST,
2002)
As
the
students
work
through
these
lessons
they
need
to
be
engaged
and
active
in
their
own
learning
so
the
lessons
should
be
worked
towards
this
academic
learning
time
for
students
to
have
a
fair
and
sound
understanding
on
what
the
topics
are
focusing
students
on.
Alanah Bresnehan
ECL310
The
shift
towards
multiple,
interlinked
modes
of
communication
is
not
very
apparent
in
the
archival
world
of
school
literacies,
(Leung
&
Street,
2012,
pp.
105)
has
caused
educators
to
connect
with
information
technology
throughout
literacy.
Throughout
the
sequence
students
are
exposed
to
these
multimodal
forms
through
the
use
of
videos,
iPad
applications,
images
and
websites.
Getting
students
to
look
at
different
elements
of
diary
form
structures
they
work
through
a
response
to
the
unit
that
is
multimodal
and
also
incorporates
information
technology.
The
sequence
is
conducted
by
provoking
good
writing
[which]
is
a
recursive
process
of
moving
through
different
stages
of
composition
(Winch,
2012,
pp.
399).
The
KidsBlog
website
allows
for
students
to
have
a
multimodal
response
as
the
screen
may
by
one
dimensional
but
may
provide
interactivity
in
exciting
and
interesting
ways
(Winch,
2012,
pp.
400).
Students
can
add
elements
to
the
blog
such
as
video,
voice
recording,
and
even
their
own
artwork
if
they
scan
it
in
to
the
computer.
The
teacher
can
use
this
as
an
archive
of
students
work
to
establish
a
form
of
summative
assessment
at
the
end
of
the
unit
to
gage
whether
the
students
have
completely
understood
the
topic.
As
multimodality
is
a
concomitant
of
human
communication
(Leung
&
Street,
2012,
pp.
107)
students
are
encouraged
to
engage
in
an
online
journal
that
also
adds
to
a
sense
of
creativity
with
the
themes
learnt
in
previous
lessons.
References:
Anon,
2013.
YouTube
-
Former
Child
Refugee
Living
in
Australia.YouTube.
Available
at:
https://www.youtube.com/watch?v=gYXR4dZkb5k
[Accessed
September
18,
2014].
Archer,
A.L.
&
Hughes,
C.A.,
2011.Explicit
Instruction:
Effective
and
Efficient
Teaching,
New
York:
The
Guilford
Press.
Australian
Government
&
Department
of
Education
Science
and
Training,
2002a.
MyRead
Guide
-
Connecting
Students
To
Learning
Through
Explicit
Teaching.MyRead
-Strategies
for
teaching
reading
in
middle
years.
Available
at:
http://www.myread.org/explicit.htm
[Accessed
September
19,
2014].
Australian
Government
&
Department
of
Education
Science
and
Training,
2002b.
MyRead
Guide
-
Frontloading.MyRead
-Strategies
for
teaching
reading
in
Alanah Bresnehan
ECL310
Alanah Bresnehan
ECL310
Panah,
H.Y.,
2013.
Leave
a
reply
Cancel
reply.Law
Office
of
Hamid
Yazdan
Panah.
Available
at:
http://yazdanlaw.com/global-refugees-asylum-seekers-
numbers-hits-new-high/
[Accessed
September
19,
2014].
Popplet,
Popplet
for
School.Popplet.
Available
at:
http://popplet.com
[Accessed
September
18,
2014].
Refugee
Council
of
Australia,
2014.
Personal
Stories.Refugee
Council
of
Australia.
Available
at:
http://www.refugeecouncil.org.au/r/pro-ind.php
[Accessed
September
18,
2014].
Schinella,
N.,
2013.
Kevin
Rudd
and
Refugees
-
Pissing
People
Off
With
Politics.Spultured.
Available
at:
http://www.spultured.com/immigration-policy-piece/
[Accessed
September
19,
2014].
Victorian
Curriculum
and
Assessment
Authority,
2012.
Civics
and
Citizenship.
AusVELS.
Available
at:
http://ausvels.vcaa.vic.edu.au/Civics-and-
Citizenship/Overview/Introduction
[Accessed
September
20,
2014].
ngIf:
showCites
Victorian
Curriculum
and
Assessment
Authority,
2012.
Asia
and
Australias
engagement
with
Asia.
AusVELS.
Available
at:
http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagement-with-Asia
[Accessed
September
21,
2014].
White,
D.,
White,
S.
&
OBrien,
K.,
2006.DEEP
Thinking:
An
Essential
for
Learning
-A
Handbook
of
Practical
Teaching
Strategies
for
the
Thinking
Classroom,
New
South
Wales:
K.
D.
Publications.
Alanah Bresnehan
ECL310