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DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES
Unit plan English
C2 CName Analysing persuasion in media texts Year Level 7
Year Level Unit 1
Class Duration 5 weeks
Unit Outline
In this unit students listen to, read and view a range of media texts. Students will create a multimodal response analysing the use of persuasive techniques and devices.Curriculum intent: Content descriptions
Language/Cultural Considerations Teaching Strategies
Language Literature Literacy
Language for interactionUnderstand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources
Text structure and organisationUnderstand and explain how the text structures and language features of texts become more complex in informative and persuasive texts, and identify underlying structures such as taxonomies, cause and effect, and extended metaphors
Expressing and developing ideasUnderstand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nounsAnalyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distanceInvestigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building
Literature and contextIdentify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts
Responding to literatureCompare the ways that language and images are used to create character, and to influence emotions and opinions in different types of textsDiscuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage
Creating literatureExperiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour
Interacting with othersIdentify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic renditionPlan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing
Interpreting, analysing, evaluatingAnalyse and explain the ways text structures and language features shape meaning and vary according to audience and purposeUse prior knowledge and text processing strategies to interpret a range of types of textsUse comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sourcesCompare the text structures and language features of multimodal texts, explaining how they combine to
C2C adapted with permission by NT DET © The State of Queensland 1 of 18 www.det.nt.gov.au
specialised knowledge through languageUnderstand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them
influence audiences
Creating textsPlan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideasEdit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impactUse a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts
General Capabilities and Cross-curriculum priorities
LiteracyStudents will develop skills in:
text knowledge: comprehend texts through listening, viewing and reading
compose texts through speaking, writing and creating
understand text purposes and structures
grammar knowledge: understand and create texts using text features and grammar
word knowledge: understand and apply word knowledge
visual knowledge: understand and interpret visual knowledge.
NumeracyStudents will understand and develop skills in patterns and relationships as a way of representing information.
Information and Communication Technology (ICT) capabilityStudents will develop skills in:
Inquiring with ICT:
Consider how ICT assist in developing new understandings.
Use ICT in the processes of inquiry and research.Creating with ICT:
Collect, combine and manipulate digital images, text and sounds when creating digital products.
Recognise and acknowledge products created by others.Communicating with ICT:
Select and use a variety of digital media to improve communication by matching tools to purpose, social context and audience.
C2C adapted with permission by NT DET © The State of Queensland 2 of 18 www.det.nt.gov.au
Managing and Operating ICT:
Conform to intellectual property and copyright laws by acknowledging the ownership of digital information and developing an awareness of legislation surrounding digital theft and plagiarism.
Comply with school expectations and protocols when using ICT.
Select and use navigation features within learning objects, software, simulations and websites.
Transfer and process information from one ICT application and environment to another.
Organise electronic folders and files in a clear, logical structure enabling the efficient retrieval and saving of files.
Critical and creative thinkingStudents will develop skills in:
inquire through identifying, exploring and clarifying information
generate and develop ideas and possibilities
reflect on thinking, actions and processes.
Personal and social capabilityStudents will develop skills in:
self-awareness: recognise and understand own emotions, values, strengths and capabilities
self-management: work independently and persevere despite setbacks self-management
be mature in the ways they express and manage their opinions, beliefs, values, questions, choices and emotional responses
Ethical behaviourStudents will develop skills in:
exploring values, rights and ethical principles
reflecting on personal ethics in experiences and decision making
Intercultural understandingStudents will develop skills in:
interacting: recognise, identify, observe and describe characteristics of their own culture and others’ culture and understand that people have many ways of knowing and being in the world
reflecting, empathy, responsibility: think critically about their point of view and the point of view of others to facilitate shared understanding to cultivate values and the dispositions of empathy, respect and responsibility
reflecting: understand that their point of view is one of many and begin to demonstrate open mindedness to the position of others
C2C adapted with permission by NT DET © The State of Queensland 3 of 18 www.det.nt.gov.au
Cross-curriculum prioritiesSustainabilityStudents will engage with organising idea:
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments through:
contributing to a more sustainable future in terms of a just society for present and future generations
identifying the necessity for a renewed and balanced approach to the way humans interact with each other and the environment
developing knowledge, skills and values necessary for people to act in ways that contribute to a more sustainable pattern of living
recognising the relevance and interdependence of environmental, social, cultural and economic considerations
understanding issues of environmental sustainability
communicating information about sustainability
advocating action to improve sustainability.
Relevant prior curriculum
Students require prior experience with:
investigating how clauses can be combined in a variety of ways to elaborate, extend or explain ideas
understanding how ideas can be expanded and sharpened through careful choice of verbs and elaborated tenses and a range of adverbials
understanding how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
investigating how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
identifying and explaining how choices in language, for example modality, emphasis, repetition and metaphor influence personal response to different texts
comparing texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches
analysing how text structures and language features work together to meet the purpose of a text
using comprehension strategies to interpret and analyse information and ideas comparing content from a variety of textual sources including media and digital texts.
Curriculum working towards
The teaching and learning in this unit works towards the following in Year 7:
use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups
C2C adapted with permission by NT DET © The State of Queensland 4 of 18 www.det.nt.gov.au
interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives
apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts.
Supportive learning environment
Differentiation What do your learners already know, do and value? Where do the learners need and want to be? How do the learners best learn?Consider the individual needs and values of all students, including EAL/D, Gifted and Talented and Special Needs, and provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds.
Start from where your students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.
The learning experiences within this unit can be differentiated by increasing the:
frequency of exposure for some students
intensity of teaching by adjusting the group size
duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:
student groupings will offer tasks with a range of complexities to cater for individual learning needs
rotational groupings that allow for more or less scaffolding of student learning.
FeedbackHow will I inform learners and others about the learner’s progress?
Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone’s performance. The aim of feedback is to improve learning and is used to plan what to do next and how to teach it. Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.
Establish active feedback partnerships between students, teachers and parents to find out:
what each student already knows and can do
how each student is going
where each student needs to go next.Ensure feedback is timely, ongoing, instructive and purposeful.
C2C adapted with permission by NT DET © The State of Queensland 5 of 18 www.det.nt.gov.au
Feedback may relate to reading, writing and speaking throughout this unit. In this unit this may include:
students’ understanding of persuasive techniques and devices employed by media to promote a point of view and bring about action or change. This includes:○ how modality (certainty, probability and obligation) is created in the media texts through the use of modal verbs, adverbs, adjectives and nouns
○ how point of view is presented in media campaigns to address the intended audience and achieve the purpose through affect (emotional categories)
○ how pathos, logos and evaluative language are used in multimodal advertising campaigns
○ identifying, comparing and explaining how images, words and sound contribute to multimodality
students’ understanding of the structure of written analysis, including:○ language of affect in advertising campaigns
○ drafting and editing to refine ideas
○ application of prior knowledge of clauses to elaborate, extend or explain ideas.
Use feedback to inform future teaching and learning.
Reflection on the unitIdentify what worked well during and at the end of the unit. Compile a reflective list for future planning.
Reflection may include:
activities that worked well and why
activities that could be improved and how
monitoring and assessment that worked well and why
monitoring and assessment that could be improved and how
common student errors that need, or needed, to be addressed (e.g. grammar, spelling, punctuation)
differentiation and future student learning needs.
AssessmentHow will I check the learners have made progress?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.
Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students’ understanding.
Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard. Refer to Year level plan for more assessment information.
Monitoring student learning
C2C adapted with permission by NT DET © The State of Queensland 6 of 18 www.det.nt.gov.au
Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.
Each lesson provides opportunities to gather feedback about how students are going and where they need to go next. Specific monitoring opportunities in this unit include:
Multimodal textCollect information about students’ ability to:
identify and explain persuasive techniques and devices used to promote a point of view in a media campaign
structure a written analysis using the drafting process
create a multimodal text using EdStudio.
Assessing student learningThere is no summative assessment of learning in this unit.
Sequencing teaching and learning
What do learners already know, do and value? What do learners need? How do learners best learn? What will constitute the learning journey?The relationship between what is taught and how it is taught is critical in maximising student learning.Start with what your students already know and set goals for the next steps for learning.
Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.
Teaching strategies and learning experiencesA suggested teaching and learning sequence is outlined below. For further information about learning focuses and teaching strategies, refer to the lesson overview and lesson plans.
Point of view Exploring modality in advertising
Understanding modality, images and descriptive language in oral and written activities
Evaluating the effectiveness of language used in point of view
Language of persuasion Identifying persuasive text
Understanding tenor — affect
Emotive and evaluative language
Persuasive techniques Identifying and understanding synonyms and vocabulary clines
Using pathos, logos and rhetorical devices in persuasive texts
C2C adapted with permission by NT DET © The State of Queensland 7 of 18 www.det.nt.gov.au
Analysing text
Analyse the message Analysing points of view
Comparing persuasion in advertising techniques
Identifying and applying persuasive devices in written text
Create a multimodal text Designing, drafting and editing a multimodal text
Constructing a multimodal text
Refining a multimodal text
Making judgementsHow will I check my students have made progress?
Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.
Teachers identify the task-specific assessable elements to make judgements against specified standards on evidence.
Achievement standardIn this unit, monitoring of student learning is working towards the following components of the Achievement standard.
Receptive modes (listening, reading and viewing)By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.Productive modes (speaking, writing and creating)Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation
Lesson overviews
C2C adapted with permission by NT DET © The State of Queensland 8 of 18 www.det.nt.gov.au
Week 1 Point of view
Modality in advertising (1 of 3) View a cartoon and Discovery Channel’s
advertising campaign ‘The World is Just Awesome’ (Boom De Ya Da)
Investigate how images, lyrics and melody combine to persuade
Explore modality
Identify modality in advertising campaigns
Experiment with modality in advertising campaigns
Spelling Deliver School Based Spelling Program Diagnostic
Test
Establish a spelling program based on student needs
Modality, images and descriptive language (2 of 3) Review ‘The World is Just Awesome’ (Boom De
Ya Da)
Revise modality
Discuss the relationship between song lyrics and images
Create own version of song using Australia as the stimulus
Spelling Revise the structure of the Year 7 spelling program
Remind students of how to create word lists and use their spelling journals
Evaluating the effectiveness of language used in point of view (3 of 3) Identify modal verbs, adverbs, adjectives and nouns
Request students respond to the statement ‘The world is awesome’ in a paragraph using modality to persuade
Judge effectiveness of language used to create point of view (peer feedback)
Explain the multimodal text, monitoring activity to students
Spelling Consolidate Year 6 concepts (e.g. ‘aw’, ‘au’, ‘al’,
‘augh’, ‘ough’ ambiguous vowel patterns)
Explain and play various word games
Differentiation
Resources
Point of viewDigitalAnimation ― Awesome World http://www.dvolver.com/live/movies-593052
Video clips
Discovery Channel Song 1 & 2 — Boom De Ya Da http://www.youtube.com/watch?v=NqV3clvlC4Q
Discovery Channel — new intro boom de ya da (version containing Indigenous, Asian and Australian vision) http://www.youtube.com/watch?
v=7MLgjGX_sKk&feature=related
C2C adapted with permission by NT DET © The State of Queensland 9 of 18 www.det.nt.gov.au
Discovery Channel Song 1 & 2 — Boom De Ya Da http://www.youtube.com/watch?v=NqV3clvlC4Q
Discovery Channel Commercial — Boom De Ah Dah! (piano instrumental version)
http://www.youtube.com/watch?v=FL19-HTl8Dw&feature=related
Discovery Channel — new intro boom de ya da (version containing Indigenous, Asian and Australian vision) http://www.youtube.com/watch?
v=7MLgjGX_sKk&feature=related
Boom De Ya Da (instrumental with karaoke style lyrics and no images)
http://www.youtube.com/watch?v=JpWjtklSurE&feature=related
Learning object — Persuasion Map http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Website — Spelling City http://www.spellingcity.com/
Find and prepareAdvertising campaigns with high modality slogans
School Based Spelling Program — diagnostic test
Explanation and lyrics to Boom De Ya Da (I love the world) — Wikipedia: I Love the World
Sheet — ‘The world is awesome’ persuasive text task
Sheet — Prewriting: Brainstorm and generate your ideas for writing Sheet — Multimodal text
Sheet — Ambiguous vowel patterns word sort
Prepare or ‘set up’ spelling games
Helpful informationInstructions for the delivery of the diagnostic test
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2010, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey.
Stages of the Writing Process http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11-1.htm
Supporting learning resource — Model of persuasive text from ‘Persuasion Map’ learning objectBear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey pp. 61–85.
Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.
Week 2 Language of persuasion
What is persuasion? (1 of 3) Give students the lesson objective: to persuade a
peer through appeals to emotion, providing facts
Understanding tenor — affect (2 of 3) Identify emotion in texts
Emotive and evaluative language (3 of 3) Examine emotive and evaluative language
C2C adapted with permission by NT DET © The State of Queensland 10 of 18 www.det.nt.gov.au
and using logic or common sense
View a video clip — Sort Of Dunno Nothin'
Review a slideshow — Have it your way!
Discuss what persuasion feels, sounds, looks like (Think, Pair, Share strategy)
Use lesson plan text to examine:1. noun groups and adjectives
2. verbs and modals
3. emotive and evaluative vocabulary
Spelling Consolidate concepts from Year 6 (Greek roots:
‘auto’ and ‘tele’ and base words plus prefix; ‘mono’, ‘uni’, ‘bi’ and ‘tri’)
Conduct a pre-test
Examine emotive vocabulary
Investigate affect
Joint construct a paragraph using language of affect in response to an image
Spelling Consolidate concepts from Year 6 (e.g. Greek
roots: ‘auto’ and ‘tele’ and Prefixes: ‘mono’, ‘uni’, ‘bi’ and ‘tri’)
Identify words and phrases of affect in a text
Use a Y-chart to record emotive words and phrases
Write a persuasive response to a text
Spelling Consolidate concepts from Year 6 (e.g. Greek roots:
‘auto’ and ‘tele’ and
Prefixes: ‘mono’, ‘uni’, ‘bi’ and ‘tri’)
Differentiation
Resources
Language of persuasionDigitalVideo clips
Sort Of Dunno Nothin' — Peter Denahy
Cedar Point Rollercoaster 1 http://www.youtube.com/user/CedarPointVideos#p/u/6/LbN3NU4hIZg
Cedar Point Rollercoaster 2 http://www.youtube.com/user/CedarPointVideos#p/u/9/-Qt1LutrWnY
Website — Discovery Education’s Puzzlemaker: Criss-Cross Puzzle http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
Find and prepare
C2C adapted with permission by NT DET © The State of Queensland 11 of 18 www.det.nt.gov.au
Create a find-a-word using:
1. words containing the Greek roots ‘auto’ and ‘tele’ and prefixes ‘mono’, ‘uni’, ‘bi’ and ‘tri’
2. Discovery Education’s Puzzlemaker: Word Search Puzzle http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp
Prepare a list of 8–10 words containing the Greek roots ‘auto’ and ‘tele’ and the prefixes ‘mono’, ‘uni’, ‘bi’ and ‘tri’.
Dictionaries
Post-test — Greek roots and prefixes: creating and defining words
Helpful informationArticle — Enhancing Emotional Vocabulary in Young Children http://csefel.vanderbilt.edu/modules/module2/handout6.pdf
Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.
Droga, L & Humphrey, S 2005, Grammar and Meaning: An Introduction for Primary Teachers, Target Texts, Berry, NSW.
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey.
Week 3 Persuasive techniques
Vocabulary cline (1 of 3) Rhetorical devices (2 of 3) Analysing text (3 of 3)
C2C adapted with permission by NT DET © The State of Queensland 12 of 18 www.det.nt.gov.au
Investigate synonyms
Examine vocabulary clines
Apply vocabulary clines to nouns
Change words and phrases to alter a character’s emotions
Spelling Revise concepts consolidated from Year 6 (e.g.
Greek roots: ‘meter’ and ‘bio’ and base words plus prefix ‘quad’, ‘pent’, ‘octo’ and ‘poly’)
Examine pathos (feelings)
Examine logos (facts)
Revisit rhetorical questions
Apply persuasive devices and techniques to written text
Consolidate learning
Spelling Revise concepts consolidated from Year 6 (e.g.
Greek roots: ‘meter’ and ‘bio’ and prefixes: ‘quad’, ‘pent’, ‘octo’, ‘poly’)
Examine technical vocabulary in a documentary
Identify use of descriptive language for effect
Investigate use of synonyms
Respond to comprehension questions
Spelling Consolidate concepts from Year 6 (e.g. Greek roots:
‘meter’ and ‘bio’ and Prefixes: ‘quad’, ‘pent’, ‘octo’, ‘poly’)
for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle River, New Jersey, pp. 356, 361 & 364.
Differentiation
Resources
Persuasive techniquesDigitalLearning object — Wallwisher http://www.wallwisher.com/
Video clip — Desert Lions (Part 1 of 4) http://www.youtube.com/watch?v=-kcSFBAhKsI
Video clip — The Majestic Plastic Bag — A Mockumentary http://www.youtube.com/watch?v=GLgh9h2ePYw
Find and prepareCopies of a thesaurus for each student
Sheet — Bingo game grid
Sheet — Bingo game
Post-test — Greek roots passage for editing
Helpful information
C2C adapted with permission by NT DET © The State of Queensland 13 of 18 www.det.nt.gov.au
Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey.
Article — 40 Ways to Leave a Lesson http://edc448uri.wikispaces.com/file/view/40_ways_to_leave_a_lesson.pdf
Website — Greenpeace International: Photos
http://www.greenpeace.org/international/en/multimedia/photos/
Week 4 Analyse the message
Analyse point of view (1 of 3) Advertising techniques (2 of 3) Persuasive devices in written text (3 of 3)
C2C adapted with permission by NT DET © The State of Queensland 14 of 18 www.det.nt.gov.au
View a series of Clean Up Australia campaigns
Use QAR to question texts
Determine point of view and opinion
Describe and plan a possible Clean Up Australia advertising campaign
Spelling Revise consolidated concepts from Year 6 (e.g.
Greek roots, ‘geo’ and ‘photo’ and Prefixes ‘micro’, ‘macro’ and ‘mega’)
Compare The World is just awesome and the Greenpeace Inspiring Action videos
Identify emotive elements
Construct inferential and evaluative questions for these texts
View the Greenpeace Angry Kid video
Respond to comprehension questions (QAR)
Spelling Revise consolidated concepts from Year 6 (e.g.
Greek roots ‘geo’ and ‘photo’ and prefixes ‘micro’, ‘macro’ and ‘mega’)
Re-view the Greenpeace Angry Kid video
Analyse a transcript to identify emotive and evaluative language
Identify persuasive techniques and devices
Write from the perspective of a thoughtful student
Spelling Revise consolidated concepts from Year 6 (e.g. Greek
roots, ‘geo’ and ‘photo’ and Prefixes ‘micro’, ‘macro’ and ‘mega’)
Differentiation
Resources
Analyse the messageDigitalVideo clips
Clean Up Australia Day 2007 — Australian Icons http://www.youtube.com/watch?v=c0QoGx3M3Rg&feature=relmfu
Clean Up Australia Day 2008 — Virtual Museum http://www.youtube.com/watch?v=0c0rOz5Djvc
Clean Up Australia Day 2009 — Australian Animals http://www.youtube.com/watch?v=ozJ1Mocp5yE&feature=relmfu
Clean Up Australia Day 2010 http://www.youtube.com/watch?v=nZ66UIIeM38&feature=related
The World is Just Awesome http://www.youtube.com/watch?v=at_f98qOGY0
Greenpeace: Inspiring Action http://www.youtube.com/watch?v=zVu9eawb1QY
Greenpeace: Angry Kid http://www.greenpeace.org/international/en/multimedia/videos/Angry-Kid-/
Helpful informationTeaching Strategies for Literacy (ALEA)
C2C adapted with permission by NT DET © The State of Queensland 15 of 18 www.det.nt.gov.au
Video clips — Guided Reading: Reciprocal Teaching http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/guidereadvideos.htm
Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey.
Sheet — Monitoring checklist: Multimodal text
Cawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
River, New Jersey pp. 361 & 363.
Week 5 Create a multimodal text
Design, draft and edit (1 of 3) Construct a multimodal text (2 of 3) Refine a multimodal text (3 of 3)
C2C adapted with permission by NT DET © The State of Queensland 16 of 18 www.det.nt.gov.au
Guide students as they draft and edit their analyses
Work through the multimodal text activity sheet with students
Design an EdStudio page
Spelling Revise consolidated concepts from Year 6 (e.g.
Greek roots ‘demo’ and prefixes ‘super’ and ‘hyper’)
Conduct pre-test
Monitor students’ progress with the multimodal text activity
Continue to guide students as they complete their EdStudio product
Begin publishing the multimodal text
Spelling Apply word knowledge to construction of word
games
Revise consolidated concepts from Year 6 (e.g. Greek roots ‘demo’ and prefixes ‘super’ and ‘hyper’
Monitor students’ progress with the multimodal text activity
Continue to guide students as they complete their EdStudio product
Finalise and publish the multimodal text
Spelling Revise consolidated concepts from Year 6 (e.g. Greek
roots, ‘demo’ and Prefixes ‘super’ and ‘hyper’)
Mark the post-test
Differentiation
Resources
Create a multimodal textDigitalFind or create an edStudio on Persuasion in Multimedia Texts in order to support the teaching and learning of persuasion in this unit.
Individual EdStudio page
Learning object — Read Write Think: Crossword Puzzles http://www.readwritethink.org/files/resources/interactives/crossword/
Website — Instant online word search maker
http://puzzle-maker.com/WS/index.htm
Find and prepareComputer lab with internet access
Helpful informationCawley, Y 2009, The teaching of spelling, Brisbane, Queensland Department of Education and Training.
Bear, DR, Invernizzi, M, Templeton, S and Johnston, F 2008, Words their way: word study for phonics, vocabulary, and spelling instruction, 4th edn, Pearson, Upper Saddle
C2C adapted with permission by NT DET © The State of Queensland 17 of 18 www.det.nt.gov.au
River, New Jersey pp. 361 & 363.
References
http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012
https://portal.ntschools.net/SITES/LEARNINGLINKS/default.aspx
http://www.scootle.edu.au/ec/p/home
C2C adapted with permission by NT DET © The State of Queensland 18 of 18 www.det.nt.gov.au