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					Units of work and worksheets for Stage 3 based on the
                    graphic novel



The mostly true story of Matthew and
                Trim
                          by Cassandra Golds

Written by Vickie O’Rourke for the Gender Equity Unit and English Curriculum
                                Support K-12
Stage 3 unit:

Rationale
The purpose of this unit is to meet the needs of boys in the Stage 3 classroom. Whilst this unit is suitable for
any Stage 3 classroom (boys and girls) there is subtle reasoning behind many of the tasks, based on recent
research, Addressing the Educational Needs of Boys – Strategies for Schools and Teachers Commonwealth
Department of Education Science and Training (DEST) and Boys, Literacy and Schooling: Expanding the
Repertoires of Practise (DEST).

Key findings indicate,
        “boys (are) far more successful in terms of engaging with multimodal literacies and literacy
        contexts of the future… electronic and graphic forms of literate practice; boys were willing
        to ‘do’ literacy in active, public ways (debating, drama, public speaking); boys were eager
        to engage in ‘real-life’ literacy contexts and ‘real-life’ literacy practices” (p4 DEST Executive
        summary Addressing the Educational Needs of Boys – Strategies for Schools and
        Teachers).

Theme: Exploration

   Exploration requires recognizing purpose and responding to it
   Exploration confronts "the unknown"
   Exploration may result in "new findings" or the confirmation of "old findings"

Reference: Curriculum Guide for the Education of Gifted High School Students, Texas Association for the Gifted and Talented, 1991

Overview
This unit has been written in two parts. It can be implemented as two separate units of work, or the units can
run concurrently as an integrated unit. Both units of work were not written to be prescriptive. The intention
was that they would provide a framework of ideas which could be supplemented by other lessons which
would tailor the unit to best meet the interests of your students. Refer to Links to NSW model of Quality
Teaching below.

1. Research skills using the Information skills process

The left column contains a unit of work which aims to develop research skills using the Information skills
process. It is strongly linked to the use of technology and is supported by a student workbook which can
become a portfolio of students’ progress through the research. Students are guided to select and research
an explorer, use their information to devise, film and create a 3 minute movie.

The workbook provides a framework for students to progress through this unit sequentially. Students are
able to see their progress and develop pride in the completion of their work. Much of the writing has been
kept to a minimum, focusing instead on key issues for each task. It is designed for teachers to provide
quick/instant feedback to students as each task is completed, with the expectation of discussing with
students the direction of their work. The workbook also allows for individual groups to work at different
levels or at their own pace (with teacher direction). This workbook also can be used an assessment tool.

For teachers who are unfamiliar with the use of the technology in this unit, further support can be accessed
in the form on online tutorials through Tale: http://www.tale.edu.au/home.aspx Click on Teaching and
learning resources, enter your user name and password. Locate: The Integrating ICT in teaching and
learning – online modules. The web site offers you an opportunity to engage in a range of self-paced
tutorials that focus on the integration of an aspect of Information and Communication Technologies (ICT).
Each module is supported with further teaching and learning activities designed to meet syllabus outcomes
through the use of ICT. The site can be navigated through multiple pathways.
https://www.det.nsw.edu.au/ict

2. The mostly true story of Matthew and Trim

The right column contains a unit of work based on a cartoon text, The mostly true story of Matthew and Trim
by Cassandra Golds, Puffin 2005. The text was selected as an appropriate text to engage students who find
information texts and reading for information challenging. It also provides the opportunity for explicit
teaching about a famous Australian explorer through a literary/factual text. Many of the tasks in this unit are
based on the cooperative style of learning, encouraging teamwork and cooperation through competition.
(Competition based on cooperation, time and measurement against explicit criteria.) Whilst there is the

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expectation for students to produce some written texts, there is also provision to explore and produce visual
texts. This unit was written to support students in gathering information about their ‘explorer’ through looking
at a text in depth.

Links to NSW model of Quality Teaching

When implementing this program teachers should consider the following:
    What do I want my students to learn?
    Why does this learning matter?
    What do I want my students to produce? Who will be their audience?
    What are my expectations of their achievements/final products?

In writing this unit many ideas were considered which related to the theme. They have been noted here for
your interest, as they may provide a springboard to other activities which your students may enjoy.

       A map of explorer's voyage
       Explorer's journal
       Artefacts
       Design and make of navigational tools
       A timeline of the major events that occurred during the explorer's voyage
       Illustrations, written reports, student generated questions and answers
       Cooperative learning strategies to locate the following information about their explorers.
             Full name
             Date of birth
             Place of birth
             Education
             Occupation
             Sponsor country
             Date of first exploration
             Date of last exploration
             Land discovered
             Importance of discovery
             Chart of travels
             Date of death

Aims:

       To develop research skills using the Information skills process
       To work cooperatively with peers.
       To provide opportunity to write for specific audiences’ and for themselves.
       To build students’ awareness of the way that language structures and features position readers
       To engage students in critical reading of a range of texts using the Internet as a resource.
       To develop familiarity and knowledge in using Inspiration.
       To develop familiarity and knowledge in using the Internet.
       To develop familiarity and knowledge in the use of imovie or Movie Maker.

Stage 3 English Outcomes

A student:
TS3.1          Communicates effectively for a range of purposes and with a variety of audiences to express
               well-developed, well-organised ideas dealing with more challenging topics.
TS3.2         Interacts productively and with autonomy in pairs and groups for various sizes and composition,
              uses effective oral presentation skills and strategies and listens attentively
RS3.5         Reads independently an extensive range of texts with increasing content demands and
              responds to themes and issues.
RS3.6         Uses a comprehensive range of strategies appropriate to the type of text being read.
RS3.7         Critically analyses techniques used by writers to create certain effects, to use language
              creatively, to position the reader in various ways and to construct different interpretations of
              experience.
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.

                                                                                                               3
WS3.9        Produces a wide range of well-structured and well-presented literary and factual texts for a wide
             variety of audiences using increasing challenging topics, ideas, issues and written language
             features.
WS3.10       Uses knowledge of sentence structure, grammar and punctuation to edit own writing.
WS3.11       Spells most common words accurately and uses a range of strategies to spell unfamiliar words.
WS3.12       Produces texts in a fluent and legible style and uses computer technology to present these
             effectively in a variety of ways.
WS3.13       Critically analyses own texts in terms of how well they have been written, how effectively they
             present the subject matter and how they influence the reader.
WS3.14       Critically evaluates how own texts have been structured to achieve their purpose and discusses
             ways of using related grammatical features and conventions of written language to shape
             readers’ and viewers’ understanding of texts.

Cross-curriculum Content

Information and Communication Technologies; HSIE; Visual and Performing Arts
Key Competency: Literacy

Resources

Microsoft Word, imovie, Inspiration, Internet sites
The mostly true story of Matthew and Trim by Cassandra Golds, Puffin 2005 (multiple copies desirable)
First published as a serial cartoon by the NSW Department of Education and Training’s School Magazine.

References

        Bellanca J. Fogarty R., Blueprints for thinking in the cooperative classroom, Hawker Brownlow, 1993
         p99 (‘fat’ and ‘skinny’ questions).
        Bloom, B. S. (Ed.) (1956). Taxonomy of Educational Objectives. NY: Longmans, Green & Co.
        English K-6 syllabus and support documents (1998) Board of Studies NSW, Sydney
        Information skills in the school (1989), NSW Department of Education
        List of computer skills viewed 6 June 2005,
         http://www.schools.nsw.edu.au/learning/k-6assessments/compskills.php
        Reynolds, J. “ICT: Integral to the curriculum” in Scan, Vol24 Number 2 May 2005, Curriculum K-12
         Directorate.
        The mostly true story of Matthew and Trim by Cassandra Golds, Puffin 2005 (multiple copies
         desirable) First published as a serial cartoon by the NSW Department of Education and Training’s
         School Magazine.



Web sites

Matthew Flinders rap
http://www.schools.nsw.edu.au/schoollibraries/teaching/raps/flinders/mffrontp.htm

Matthew Flinders web quest
http://www.curriculumsupport.nsw.edu.au/learningtechnologies/webquests/flinders/student/orientation.htm

http://www.davidreilly.com/australian_explorers/

http://www.abc.net.au/navigators/




                                                                                                            4
Teaching and learning program

Activities
TASK 1 Introduction to unit                               TASK 1 Introduction to text
                                                          Outcomes: TS3.2 RS3.7
Outline the content, aims and focus question of the       Introduce the cartoon adventure book The mostly
unit to the students:                                     true story of Matthew and Trim by Cassandra Golds
Teacher and students will:                                to the students:
      View the information skills workbook to            Teacher and students will:
          discuss its manner and purpose.                         View and discuss the layout and format of
     The purpose of the workbook is to provide                        the book
     students with a framework to effectively gather              Use of colour
     and sort information about their topic and to                Illustrations
     ensure thorough planning is completed before                 Purpose
     the final presentation is commenced. The                     Audience
     workbook is designed around the Information                  First impressions…
     skills process. (Information skills in the school,           Who might the book be about?
     DET. The final presentation will be for students     Teacher will:
     (to work in groups of four) to make a 3min movie         Read the first page, ‘The story begins’.
     about an explorer of their choice.                       Place students into groups of four, refer them
                                                                 to the first page of the book, entitled ‘The
       Discuss the purpose and sequence of the six              story begins’, provide markers and scrap
        information process skills to locating and               paper.
        researching information about a particular            Set time limit of five minutes within which
        topic.                                                   students will work together to gather and list
                                                                 information and keywords from the first page
       Review the structure and features of the                 of the text.
        information skills workbook and set                   Must have at least ten points.
        expectations for its completion.                      Discuss with students the difference between
                                                                 factual and literary information.
Note: The formation of groups is critical for success.        Provide another 3 minutes and ask students
In considering the formation of your groups, take into           to define their points into factual and literary.
account students’ ability levels and personalities.           Groups share findings with class and define
Consider the composition of your groups. For                     the difference between factual and literary
example, the combination of a leader, artist,                    information. Eg. How do you know? What
organizer, techno wizz as this will enable each                  clues?
student to lead in different tasks and motivate the       Students will:
rest of the group.                                            Present work on A3 sheet.
                                                              Fold A3 sheet in half.
It is best to maintain the focus of the group around          Create a visual inspired by the artwork from
the workbook, with each information process skill                page 1 of ‘The story begins’ on one side of the
explicitly modelled and taught as a class task. Whilst           sheet.
the students will complete their workbooks                    Create a border around the other half.
separately for assessment purposes, they can work             Create a title: The mostly true story of
together in locating and collating information. Later,           Matthew and Trim by Cassandra Golds.
your more able students can use the framework for             Chapter heading: ‘The story begins’.
individual research. Finally, consider there may be           List story information under two headings
exceptional students in your class who may prefer to             factual and literary.
work individually or less-able students who may
prefer to work alone with teacher aide support…           Teacher will:
                                                             Read the first chapter, ‘The story begins’.
                                                             Discuss main points with students.
Resources                                                    Brainstorm and list keywords.
English Years K-6 Syllabus                                   Discuss the storyline: Eg Who is the focus?
Copies (for each student) of the                          What do we already know about Matthew Finders?
Information skills work book.
                                                          Resources
Poster:                                                   English Years K-6 Syllabus
The Information Skills Process: Summary                   The mostly true story of Matthew and Trim by
                                                          Cassandra Golds (multiple copies desirable - 5)
                                                          Poster map of Australia/The World



                                                                                                                5
Activities
TASK 2 Information Skills: Students will              TASK 2 Spelling: exploring vocabulary
become familiar with their topic of research.         Outcomes: TS3.2 WS3.11
Outcomes: TS3.2 WS3.11 WS3.12                         The mostly true story of Matthew and Trim by
In small groups (of four) ask students to:            Cassandra Golds
     Brainstorm a collection of words relating to
         the concept of ‘exploration’.                1. Class will:
     Collate information onto a concept map for          Recount events from the first chapter, ‘The
         their workbook using either a Word program         story begins’.
         or the InspirationTM program.                    Revisit keywords: Eg. Sydney, Matthew
     Compose a group definition for the word               Flinders, Trim, statue, Australia, England,
         ‘explorer’ (on concept map).                       physicians, leeches, adventures, Robinson
     Locate the word, ‘explorer’ in dictionary and         Crusoe, moxabustion, New Holland, Ann
         write the dictionary definition below the          Chappelle, explore, navy, sea, Tahiti, Captain
         group’s definition (on concept map).               Bligh, France, Reliance, Botany Bay,
     Identify part of speech.                              discovery, maps.
     Draw/locate a visual of an ‘explorer’.              Teacher models and students become familiar
     Compete to see which group has the most               reading the words above.
         effective words/final product, use               In mixed ability groups, using laminated A4
         assessment criteria below as a guide to            whiteboards and markers students individually
         expectations of the task. Share your               organise the words from easiest to most
         expectations of the task with groups and           difficult to spell.
         award marks according to criteria. Be            Students discuss the words and reasoning
         prepared to negotiate criteria with the            behind placement/ practice and consider
         students. This enables students to discuss         which form of spelling knowledge would be
         and better understand the purpose of the           required to remember each word.
         task.                                            Groups then place their words into two lists:
     Share group responses in a class                      basic and difficult.
         discussion. Consider: Do ‘explorers’ have
         to be restricted to those who explore the    2. Teacher explicitly teaches and models the
         ‘land’ and the ‘sea’? What is their          completion of a word study: (see worksheet 1 –
         motivation?                                  vocabulary word map)
     Class observe and discuss each group’s              Working on one list, groups divide words
         presentation in relation to the assessment          amongst each other so as each student
         criteria. Award marks and provide                   researches 2 or 3 words.
         immediate feedback.                          Word: “explorer”
     Identify the ‘winning’ group and reward or      Part of speech: noun
         use criteria to give each group a mark.      Dictionary meaning: One who examines (a country)
     Print the final draft, ensure each individual   by going through it.
         has a copy.                                  Word in a sentence: Matthew Flinders was a famous
     Place copy in information skills workbook.      Australian explorer.
                                                      Visual: Draw the word.
Assessment:
Explicit criteria could include:                      Note: Groups work to a time limit. Each group
    Effective keywords relating to the topic         needs to ensure that each member has correctly
    Explanation to justify the keywords to the       completed their word research. This includes
         word ‘exploration’,                          presentation, correct copying, spelling and
    Group definition of the word ‘explorer’. For     punctuation. Groups share their findings within a
         example: We define an ‘explorer’ as          class discussion.
    Correct dictionary definition
    Correct identification of part of speech.             Write up spelling lists into books. Place
    Correct spelling                                       completed definitions (vocabulary word map)
    Presentation                                           in information skills workbook.
    Use of technology
    Task completed within allocated time             Resources
                                                      English Years K-6 Syllabus
Resources                                             The mostly true story of Matthew and Trim by
Copies (for each student) of the                      Cassandra Golds (multiple copies desirable - 5)
Information skills work book.                         Laminated A4 whiteboards and markers
                                                      Worksheet 1 – vocabulary word map
                                                      Poster map of Australia/The World



                                                                                                          6
Activities
TASK 3 Students will select their topic for               TASK 3 Reading: scaffold for reading
research.                                                 Outcome: RS3.8
Outcome: RS 3.5 RS3.6                                     Model reading, Chapter 2: A new friend a new town,
As a class, groups will:                                  from The mostly true story of Matthew and Trim by
     Access:                                             Cassandra Golds to the students. Allow students to
        http://en.wikipedia.org/wiki/List_of_explorers    relax and enjoy the story and illustrations.
     Use the list of explorers to explore, discuss
        and select five explorers the group would         Teacher and students discuss the meaning,
        like to know more about and would be              structure, language and punctuation of the text,
        interested in researching in detail.              (focus explicitly on text provided in Worksheet 2 - pp
     Prioritise the list and be prepared to discuss      1 and 2).
        reasons for the priority.
     Present group selections and justify the            Working with the text, Chapter 2: “ A new friend a
        group’s reasoning behind particular               new town”, read the text again, then discuss the
        selections.                                       storyline in more detail. Select a small chunk of the
     Groups select one person for research.              text and move through the text, sentence by
                                                          sentence, phase by phrase and focus on the
In the selection of their person for research, students   keywords and their grammatical function in the text
need to consider the depth of information which may       to generate meaning. Explicitly teach the skills for
be available for their particular subject. For example,   students to use to understand the inference implied
an NRL football star or a rising star from a recent TV    behind the words. For example:
production, may not be the best choice (in that) the
information available on their life may limit the depth   Chapter 2
and scope of research and restrict the development        A new friend, A new town
of the final product the students are to produce.         (Excerpt from The mostly true story of Matthew and
                                                          Trim by Cassandra Golds)
Resources
Internet access for each group                            (what was happening) (who) (where)
Information skills work book.                             At last I was on my way to New South Wales
                                                          (what were his thoughts)? (who)(what is the problem)
                                                          I wish you were here, dear Ann. But I will return…
                                                          (who)    (what was happening)
                                                          I say! You play superbly Flinders!
                                                          Thank you sir.
                                                          (who) (reason/another word for doctor) (define)
                                                          George Bass, Ship’s Surgeon, of your service.
                                                          (Flinder’s elaboration)              (problem)
                                                          Oh! My father was a surgeon. I was to be one but I-
                                                          (Who is speaking here) (Common for Bass and Flinders?)
                                                          You wanted to go to sea? So did I. And I did so, after I

                                                          became a surgeon.

                                                          Resources
                                                          English Years K-6 Syllabus
                                                          The mostly true story of Matthew and Trim by
                                                          Cassandra Golds (multiple copies desirable - 5)
                                                          Laminated A4 whiteboards and markers
                                                          Worksheet 2 – Text extract from The mostly true
                                                          story of Matthew and Trim by Cassandra Golds,
                                                          Puffin books, 2005.
                                                          Poster map of Australia/The World




                                                                                                                     7
Activities
TASK 4 Students will define their topic of                TASK 4 Students will explore gender
research by constructing six effective, fat               stereotypes.
questions about their explorer taking the stem            Outcome: WS3.9 WS3.10
for each question from one of the domains of the          Model reading, Chapter 3: Mapping Matthew, from
Bloom’s taxonomy.                                         The mostly true story of Matthew and Trim by
Outcome: TS3.2                                            Cassandra Golds to the students. Allow students to
Teacher will:                                             relax and enjoy the story and illustrations.
     Explain the purpose of using Bloom’s
         taxonomy as a guide to forming questions         Ask students to work in groups to:
         for research to the students.                        Identify the text type.
     Explicitly teach the concept of ‘fat’ and                   (historical/biographical recount)
         ‘skinny’ questions (1993 Fogarty p99) to             Identify gender stereotyping, consider who is
         students, further developing the students’               performing different tasks and who is
         knowledge of Bloom’s Taxonomy.                           included/excluded. Why might this be so?
Students will:                                                Identify and name the characters in this
               Jointly construct, stems for ‘skinny’             chapter. (Matthew Flinders, Trim, Sir Joesph
                  questions. Use such words as                    Banks, Ann, Lords of the Admiralty,
                  Did...? What is...? Who is...? Is it            Midshipman Timms).
                  true...? to commence questions.             Identify and use a table to list the tasks they
               Jointly construct, stems for ‘fat’                are performing in this chapter.
                  questions, Eg. Describe...                  Discuss and jointly construct a paragraph
                  Explain... Provide three reasons…               considering the different gender roles in the
               In their groups, jointly draft 6 ‘fat’            1800s. Structure the paragraph to include:
                  questions to gather information               Topic sentence
                  about the person they are                     Elaboration
                  researching, by selecting and using           End the paragraph with a personal opinion.
                  one of the Bloom’s Taxonomy verbs       For example,
                  from each section of the pie chart as   Matthew Flinders was an explorer. He was in love
                  stem for their question. Refer to the   with Ann Chappelle. The Lords of the Admiralty
                  sample questions for guidance.          finally gave Matthew the job of his dreams to
               Share their examples with the class       complete the coastal charts of Terra Australis.
                  to discuss effectiveness                Matthew was torn between his love for Ann and his
               Write final drafts of questions into      job. He asked Ann to marry him and sail with him to
                  their information skills workbook.      Australia. She agreed, but when the Lords of the
Note: Remind students the questions they select will      Admiralty found her on board ship they declared it an
define the direction of their research.                   ‘absolute disgrace’ and banned her from the ship.
                                                          We think/feel….
Assessment:
Students may wish to draft their questions first          Assessment:
on scrap paper, edit their draft, check with their        Groups may wish to draft their paragraph first on
teacher before the final draft into their workbook.       scrap paper, edit their draft, then show their
Explicit criteria could include:                          teacher to check before the final draft into their
     Correct wording of questions to give detailed       workbook.
         answers (demonstrating use of Blooms             Explicit criteria could include:
         Taxonomy graph)                                      Correct paragraph structure                   3
     Selection of questions which will provide               Time-sequence of events                       1
         answers/research/information appropriate to          Clear sentence structure                      2
         the final product                                    Use of conjuctions to sequence events         1
     Commencing each question with a verb                    Correct spelling and punctuation              3
     Correct spelling/punctuation                             Possible total marks for each group 10
     Presentation
     Teamwork – sharing of
         workload/organization of task
     Task completed within allocated time

Resources
Bloom’s taxonomy chart/verbs                              Resources
Fat and skinny questions                                  English Years K-6 Syllabus (Modules S3 Recounts)
Information skills work book.                             The mostly true story of Matthew and Trim by
                                                          Cassandra Golds (multiple copies desirable - 5)
                                                          Poster map of Australia/The World


                                                                                                               8
Activities
TASK 5 Students will establish personal goals            TASK 5 Students will construct a time-line of
and identify key words for research.                     events for the circumnavigation of Australia.
                                                         Outcomes: WS3.9 WS3.11 TS3.2
Teacher will:                                            Teacher will:
        Discuss with students the importance of            Organise the students into pairs.
            being responsible for developing                Provide each student with
            independent work habits to enhance                       - an atlas
            their learning.                                          - a copy of Worksheet 3 - the time
        Encourage students to identify a                            frame.
            personal improvement goal for
            completing their research tasks and               Explain to the students their task will be to
            explain why they may wish to focus on              construct a visual time frame of events in this
            this goal. It is anticipated that students         chapter of the book.
            will work towards achieving this personal       Allow students to enjoy the story and
            goal through the completion of this unit.          illustrations, but at the same time in pairs
                                                               identify and note the main time-events in this
Note:     (About setting teacher and student                   chapter. Rough notes will be sufficient.
expectations for the task). Now that the students           Model reading, Chapter 4: A new friend a
understand the purpose of the unit of work and                 new town, from The mostly true story of
before they commence the main body of the                      Matthew and Trim by Cassandra Golds to the
research they may wish to set personal improvement             students.
goals. For example completing their task to a            Students will:
personal best standard of work; working                     Pause at significant points of the chapter to
independently and as part of the group; or                     allow time to discuss and note-take.
proofreading and editing their work carefully.              Use atlases to follow the journey.
                                                            At the end of the chapter prioritise the most
Resources                                                      important 10 events in the chapter.
Information skills work book.                               Use the time frame to draw a representation
                                                               of each of the key events in the
                                                               circumnavigation of Australia.
                                                            Use black felt tip pen to caption each frame.
                                                            Orally recount the series of events when
                                                               presenting their work to the class.

                                                         Alternatively: The students could create a sequence
                                                         of artworks for display which follow the events of the
                                                         circumnavigation of Australia by Matthew Flinders.

                                                              Critically analyse own visual texts in terms of
                                                               how well they have been created, how
                                                               effectively they present the subject matter,
                                                               how they influence the reader through a joint
                                                               response.

                                                          Resources
                                                         English Years K-6 Syllabus
                                                         The mostly true story of Matthew and Trim by
                                                         Cassandra Golds (multiple copies desirable - 5)
                                                         Copies (for each student) of Worksheet 3 The time
                                                         frame.
                                                         Atlases
                                                         Poster map of Australia/The World




                                                                                                                 9
Activities
TASK 6: What is critical literacy?                          TASK 6 Students will create a character
Outcome: RS 3.7                                             description.
Resources:                                                  Outcome: RS3.8
The following link provides teachers with a                 Teacher will:
background knowledge for critical literacy:                    Model reading, Chapter 5: The Parting of the
http://education.tas.gov.au/english/critlit.htm                   ways, from The mostly true story of Matthew
                                                                  and Trim by Cassandra Golds to the students.
1. Teacher will discuss with students the purpose of              Allow students to relax and enjoy the story
critical literacy.                                                and illustrations.
‘Critical literacy’ allows the reader to question a text,      Refer each student to the page ‘The
by looking below the surface of a text and discerning             circumnavigation of Australia’
the accuracy of its contents and its relevance to
society, defining an authors’ purpose to writing the        Students will:
text.                                                          Work in groups of four.
                                                               Select a character from the text.
2. Teacher will model for students to explain how to:          Brainstorm keywords which describe the
     Evaluate web sites for currency, credibility,               character’s appearance, personality, life style
       bias and a balanced point of view.                         and achievements.
     Find information that is relevant to the                 Refer to the page ‘The circumnavigation of
       question being asked.                                      Australia’ to gather ideas on ‘portraits’,
     Work through one information source at a                    complement with other examples.
       time by skimming and scanning for                       Create a portrait of their character. Consider
       keywords. Consider the students’ use of a                  creating a life size portrait as an artwork
       highlighter to locate information.                         ensuring the portrait matches keywords
     Understand and identify how the author’s                    matching the character’s appearance,
       choice of words and the text structure may                 personality, life style and achievements.
       indicate how a piece of text may portray                Refer to their keywords and write a character
       particular social groups or events.                        description to read when explaining the
     Extract information from a variety of forms,                portrait to the class.
       Eg. Maps, charts, tables, diagrams.
                                                            Assessment:
Resources                                                   Groups may wish to draft their paragraph first on
Information skills work book.                               scrap paper, edit their draft, then show their
                                                            teacher to check before the final draft into their
                                                            workbook.

                                                            Explicit criteria could include:
                                                               Correct paragraph structure                   3
                                                               Use of detailed noun groups                   3
                                                               Clear sentence structure                      2
                                                               Use of a simile/metaphor                      2
                                                               Correct spelling and punctuation              3
                                                               Presentation                                  1
                                                               Teamwork                                      1
                                                              Possible total marks for each group 15

                                                            Resources
                                                            English Years K-6 Syllabus
                                                            The mostly true story of Matthew and Trim by
                                                            Cassandra Golds (multiple copies desirable - 5)
                                                            Poster map of Australia/The World




                                                                                                              10
Activities
TASK 7: Critical literacy – Students will select        TASK 7: Students will select information using
information using the Internet.                         the Internet.
Outcome: RS 3.7                                         Outcome: TS 3.2 RS 3.5 RS 3.7
Teacher will model and demonstrate to students:         Teacher will:
     How to define and highlight the keywords             Model reading, Chapter 6: A cat and a quest,
        within their focus questions.                          from The mostly true story of Matthew and
        Note: the keywords are usually nouns or                Trim by Cassandra Golds to the students.
        noun groups.                                           Allow students to relax and enjoy the story
     Use these keywords in a search engine to                 and illustrations.
        locate information to answer the question
        asked.                                               Discuss with students the use of a cartoon
                                                              format for this text. For example:
1. Using critical literacy skills students will:                   1. Purpose
     Identify and highlight keywords from their six               2. Audience
       research questions to be used to locate                     3. Appropriate/does it work/why/why
       information through search engines on the                        not
       Internet.                                                   4. Provide accurate information about
     Share student examples with the class.                            Matthew Flinders? (Refer to title)
     List their keywords in their student                         5. How do you know?
       workbook.                                                   6. Where could you find out?
     Type the keywords into an Internet search
       engine and locate potential web sites to         Students will work in small groups of 4 to:
       answer each of their six questions.                   Use texts or the Internet to define which
     List a reference to the web site in information          parts of the book, The mostly true story of
       skills workbook to answer each question.                Matthew and Trim by Cassandra Golds are
       (Note: This then becomes the bibliography)              fact and which are fiction.
                                                             Decide how they are going to present their
Note: Each student in the group may choose to                  work.
focus on one question and share the information at           Select a graphic organiser to collate findings.
the end of the process, however in doing so one              Present findings to the class.
would expect that the information is more detailed           Discuss and develop a class group opinion
and explicit.                                                  about which sections of the text are factual
                                                               and which are fictional.
Resources                                                    Further, decide whether this writing
Information skills work book.                                  technique used by Cassandra Golds is
                                                               effective. Define reasons why or why not.

                                                        Resources
                                                        English Years K-6 Syllabus
                                                        The mostly true story of Matthew and Trim by
                                                        Cassandra Golds (multiple copies desirable - 5)
                                                        Poster map of Australia/The World




                                                                                                          11
Activities
 TASK 8: Critical literacy – Students will select        TASK 8: Students will write a book review about
information using the Internet.                          Matthew Flinders.
 Outcomes: TS 3.2 RS 3.5 RS 3.6                          Outcomes: TS 3.2 WS 3.9 WS3.10

Teacher will use the ‘Trash and treasure sample          Teacher will:
worksheet’ to explicitly teach the students to use       Model reading, Chapter 7: Together forever, from
‘trash and treasure’ technique of note-taking by:        The mostly true story of Matthew and Trim by
          Skim and scan a text to identify and          Cassandra Golds to the students. Allow students to
             highlight keywords.                         relax and enjoy the story and illustrations.
          Look for main ideas or supporting detail           Model to students how to scaffold and draft a
             related to the question to be answered.             book review.
             This is the treasure.                            Use examples from the School Magazine,
          Copy and paste these keywords and                     Curriculum Directorate K-12 to identify
             phrases (which answer the question)                 structure, language and grammar
             from the text into the word document,               appropriate to the text.
             ‘Trash and treasure worksheet’.
          Model to students how to use the              Students will:
             keywords and phrases and their own               (Jointly construct or) draft a book review
             words where possible to collate                    about The mostly true story of Matthew and
             information onto the ‘Trash and treasure           Trim by Cassandra Golds.
             worksheet’.                                      Consider audience and purpose.
          Point out to students that they can group          Consider format of presentation:
             ideas into the text boxes to develop                    - Cartoon style to match text?
             paragraphs.                                             - Poster?
Students will:                                                       - Graphics?
      Work through each web site, to answer each                    - Portrait of Matthew Flinders/Trim?
         question, (may need to use one worksheet                    - Colour theme/border?
         per question).                                              - Links to Australia?
Use their own words to write notes for their research.               - Diagrams, charts, maps, graphs,
                                                                        illustrations relevant to the text


Assessment:                                              Assessment:
Students will complete the ‘trash and treasure’          Students will complete the ‘review’ scaffold in
worksheet in their workbook.                             their workbook. Teachers may consider taking
Explicit criteria could include:                         the biography through to a final presentation.
    Correct copying of question without spelling        Explicit criteria could include:
         or grammatical errors                                Understands and uses draft notes for writing
    Correct identification of keywords                           purposes
    Appropriate selection of web site to give                Consider audience and purpose
         detailed information to answer question              Consider time sequence of the person’s life
    Correct acknowledgement of web site                      Present tense
    Appropriate selection of information which               Persuasive language used in judgement
         answers question                                     Language to evaluate, for example
    Use of own words                                         . enjoyable, fascinating
    Complete sentences                                       Use of a variety of conjunctions and
    Spelling and punctuation                                     connectives
    Care demonstrated in presentation                        Use of paragraphs
                                                              Effective sentences structure
Resources                                                     Use of strong descriptive nouns and verbs
Information skills work book.                                 Evidence of revision and proof reading skills
                                                                  in final draft
                                                              Use of diagrams, charts, maps, graphs,
                                                                  illustrations relevant to the text

                                                         Resources
                                                         English Years K-6 Syllabus
                                                         The mostly true story of Matthew and Trim by
                                                         Cassandra Golds (multiple copies desirable - 5)
                                                         Poster map of Australia/The World
                                                         School Magazine, Curriculum Directorate K-12


                                                                                                           12
Activities
TASK 9: Students will organize their notes to
write the first draft of the biography.
Outcome: TS 3.2 WS 3.9 WS3.10
Teacher will:
     Model to students techniques to scaffold and
        draft a biography using research.

Students will:
     Draft a biography about their explorer.
     Consider time sequence of the person’s life.
     Consider audience and purpose.
     Consider diagrams, charts, maps, graphs,
       illustrations relevant to the text.

Assessment:
Students will complete the ‘biography’ scaffold
in their workbook. Teachers may consider taking
the biography through to a final presentation.
Explicit criteria could include:
     Understands and uses draft notes for writing
         purposes
     Consider audience and purpose
     Consider time sequence of the person’s life
     Use of a variety of conjunctions and
         connectives
     Use of paragraphs
     Effective sentences structure
     Use of strong descriptive nouns and verbs
     Evidence of revision and proof reading skills
         in final draft
     Use of diagrams, charts, maps, graphs,
         illustrations relevant to the text

Resources
Information skills work book.



TASK 10: Students will refer to their biography
and storyboard their explorers’ life story.
Outcomes: TS 3.2 WS3.9
Students will:
     Consider the form of their end product.
       (What do we want to produce - storyboard
       for 3 minute movie)
     Consider their audience. (Who is our
       audience)?
     Analyse and organise their research into
       headings and sub-headings.
     Use the storyboard frame to draft a
       segment/story of their famous person’s life.

Note: Consider placing the storyboard onto A3 size
paper. It could be completed by students visually or
using keywords or brief sentences.

Resources
Information skills work book.




                                                       13
Activities
TASK 11: Students will use imovie or Movie
Maker to edit their movie about their famous
person’s life.
Outcome: WS3.12
Teacher will:
     Explicitly teach students the basic functions
        and use of a video camera and techniques
        to download footage and edit using Movie
        Maker or imovie.
Students will:
     Organise script, props, costumes, set
        location to film a three minute movie.
     Become familiar with and use a movie
        camera.
     Use Movie Maker or imovie to edit and
        complete film.

Resources
Information skills work book.

TASK 12: Students will reflect on their work.
Outcomes: WS3.13
Students will:
     complete a personal reflection relating to the
       unit as part of their assessment.

Resources
Information skills work book.




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