Outcomes Cross Currency Pairs

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					Contents
               Rationale                                                           3
               Theme: Exploration                                                  3
               Overview                                                            3
               Aims                                                                4
               Stage 3 English outcomes                                            5
               Cross-curriculum content                                            5

Unit of work                               6    Unit of work                           6
Research skills using the information           The mostly true story of Mathew and
skills process                                  Trim
Activity 1                                 6    Activity 1                             6
Introduction to unit                            Introduction to text
Activity 2                                 7    Activity 2                             7
Exploring exploring                             Spelling: exploring vocabulary
Activity 3                                 9    Activity 3                             9
Selecting the topic for research                Reading: scaffold for reading
Activity 4                                 11   Activity 4                             11
Constructing fat questions                      Exploring gender stereotypes
Activity 5                                 13   Activity 5                             13
Goals and research                              Constructing a time-line
Activity 6                                 14   Activity 6                             14
What is critical literacy?                      Creating a character description
Activity 7                                 16   Activity 7                             16
Critical literacy- Selecting information        Selecting information from the
from the internet                               internet
Activity 8                                 17   Activity 8                             17
Critical literacy- information from the         Writing a book review about Mathew
internet                                        Flinders
Activity 9                                 18
Drafting a biography
Activity 10                                19
Storyboard the explorer‟s life
Activity 11                                20
Filming and editing
Activity 12                                20
Reflection


               Resources                                       21
               References                                      21
               Websites                                        21
               Worksheets – activities 2-4                     22
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 were:
       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.
                                  DEST Executive summary Addressing the Educational Needs
                                 of Boys – Strategies for Schools and Teachers p4.



Theme: Exploration
Exploration requires recognising purpose and responding to it
Exploration confronts "the unknown"
Exploration may result in "new findings" or the confirmation of "old findings".
                                 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 on page 4.

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 and to 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 as 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 the Teaching and Learning Exchange
(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 website 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



Unit of Work – The mostly true story of Mathew and Trim
                                                                                                 3
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 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 relate to the theme of exploring. 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 an explorer's voyage
  Explorer's journal
  Artefacts
  Design and make navigational tools
  A timeline of the major events that occurred during the explorer's voyage
  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 students with an 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.




                                                         Priority Schools and Equity Co-ordination Unit
4
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.

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




Unit of Work – The mostly true story of Mathew and Trim
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                                                       Unit of Work – The mostly true story of Mathew and Trim




                          Teaching and learning program
Research skills using the information skills process     Unit of Work – The mostly true story of Mathew and Trim



Activity 1                                              Activity 1
Introduction to unit                                    Introduction to text

                                                        Outcomes TS3.2 RS3.7

Resources                                               Resources
English K-6 Syllabus                                    English K-6 Syllabus
Copies for each student of the Student workbook.        The mostly true story of Matthew and Trim by
Poster The Information Skills Process: Summary          Cassandra Golds (multiple copies desirable – 5)
                                                        Poster map of Australia/The World


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
                                                        to the students:
Teacher and students will:
                                                        Teacher and students will:
View the Student workbook to discuss its manner
and purpose.                                              View and discuss:
                                                            the layout and format of the book
  The purpose of the workbook is to provide                 the use of colour
  students with a framework to effectively gather           the illustrations
  and sort information about their topic and to             the purpose
  ensure thorough planning is completed before              the audience
  the final presentation is commenced. The                  first impressions…
  workbook is designed around the Information               who is the book about?
  skills process (Information skills in the school,
  DET.)     The final presentation will be for          Teacher will:
  students (to work in groups of four) to make a
  three minute movie about an explorer of their         Read the first page, ‘The story begins‟.
  choice.
                                                        Place students into groups of four, refer them to the
Discuss the purpose and sequence of the six             first page of the book, entitled „The story begins‟,
information process skills to locate and research       provide markers and scrap paper.
information about a particular topic.
                                                        Set time limit of five minutes within which students
Review the structure and features of the Student        will work together to gather and list information and
workbook and set expectations for its completion.       keywords from the first page of the text.
  Note: The formation of groups is critical for
  success. In considering the formation of your         Students must have at least ten points.
  groups, take into account students’ ability levels
  and personalities. Consider the composition of        Discuss with students the difference between
  your groups. For example, the combination of          factual and literary information.
  a leader, artist, organizer and techno wiz as this
  will enable each student to lead in different         Provide another three minutes and ask students to
  tasks and motivate the rest of the group.             divide their points into factual and literary.

  It is best to maintain the focus of the group         Groups share findings with the class and define the
  around the workbook, with each information            difference between factual and literary information.
  process skill explicitly modelled and taught as a     eg How do you know? What clues?




                                                       Priority Schools and Equity Co-ordination Unit
6
                                                          Unit of Work – The mostly true story of Mathew and Trim




Activity 1                                                Activity 1
Introduction to unit                                      Introduction to text

 class task. Whilst the students will complete
 their workbooks separately for assessment
 purposes, they can work together in locating             Students will:
 and collating information. Later, your more able
 students can use the framework for individual            Present work on an A3 sheet.
 research. Finally, consider that there may be
 exceptional students in your class who may               Fold A3 sheet in half.
 prefer to work individually or less-able students
 who may prefer to work alone with teacher aide           Create a visual inspired by the artwork from page 1
 support.                                                 of „The story begins‟ on one side of the sheet.

                                                          Create a border around the other half.

                                                          Create a title: The mostly true story of Matthew and
                                                          Trim by Cassandra Golds.

                                                          Create a chapter heading: „The story begins‟.

                                                          List story information under two headings „factual‟
                                                          and „literary‟.

                                                          Teacher will:

                                                          Read the first chapter, „The story begins‟.

                                                          Discuss main points with students.

                                                          Brainstorm and list keywords.

                                                          Discuss the storyline: eg Who is the focus?
                                                          What do we already know about Matthew Flinders?




Activity 2                                                Activity 2
Exploring exploring                                       Spelling: exploring vocabulary

Outcomes TS3.2 WS3.11 WS3.12                              Outcomes TS3.2 WS3.11

Resources                                                 Resources
Student workbook pp.2-3.                                  English K-6 Syllabus
                                                          The mostly true story of Matthew and Trim by
                                                          Cassandra Golds (multiple copies desirable - 5)
                                                          Laminated A4 whiteboards and markers
                                                          Activity 2 worksheet – vocabulary word map
                                                          Poster map of Australia/The World




Unit of Work – The mostly true story of Mathew and Trim
                                                                                                               7
                                                       Unit of Work – The mostly true story of Mathew and Trim




Activity 2                                              Activity 2
Exploring exploring                                     Spelling: exploring vocabulary

In small groups students will:                          The mostly true story of Matthew and Trim by
                                                        Cassandra Golds
Brainstorm a collection of words relating to the
concept of „exploration‟.                               Students will:

Collate information onto a concept map for their        Recount events from the first chapter, „The story
workbook using either a Word program or the             begins‟.
InspirationTM program.
                                                        Revisit keywords: eg Sydney, Matthew Flinders,
Compose a group definition for the word „explorer‟      Trim, statue, Australia, England, physicians,
(on concept map).                                       leeches, adventures, Robinson Crusoe,
                                                        moxabustion, New Holland, Ann Chappelle,
Locate the word „explorer‟ in the dictionary and        explore, navy, sea, Tahiti, Captain Bligh, France,
write the dictionary definition below the group‟s       Reliance, Botany Bay, discovery, maps.
definition (on concept map).
                                                        Teacher models and students become familiar
Identify what part of speech the word „explorer‟ is.    reading the words above.

Draw/locate a visual of an „explorer‟.                  In mixed ability groups, using laminated A4
                                                        whiteboards and markers students individually
Compete to see which group has the most effective       organise the words from easiest to most difficult
words/final product. Use the assessment criteria        to spell.
below as a guide to expectations of the task.
                                                        Students discuss the words and reasoning behind
  Share your expectations of the task with groups       placement/ practice and consider which form of
  and award marks according to criteria. Be             spelling knowledge would be required to
  prepared to negotiate the criteria with the           remember each word.
  students. This enables students to discuss and
  better understand the purpose of the task.            Groups then place their words into two lists: basic
                                                        and difficult.
Share group responses in a class discussion.
Consider: Do „explorers‟ have to be restricted to       Teacher will:
those who explore the „land‟ and the „sea‟? What is
their motivation?                                       Explicitly teach and model the completion of a
                                                          word study: (see Activity 2 worksheet –
Class observe and discuss each group‟s                    vocabulary word map)
presentation in relation to the assessment criteria.
Award marks and provide immediate feedback.             Divide words amongst each group so each
                                                        student researches 2 or 3 words.
Identify the „winning‟ group and reward or use
criteria to give each group a mark.                       Word: explorer
                                                          Part of speech: noun
Print the final draft, ensure each individual has a       Dictionary meaning: One who examines (a
copy.                                                     country) by going through it.
                                                          Word in a sentence: Matthew Flinders was a
Place a copy in the Student workbook.                     famous Australian explorer.
                                                          Visual: Draw the word.

Activity 2 Assessment                                     Note: Groups work to a time limit. Each
                                                          group needs to ensure that each member has
                                                          correctly completed their word research. This
Explicit criteria could include:
                                                          includes presentation, correct copying,
  Effective keywords relating to the topic                spelling and punctuation. Groups share their
  Explanation to justify the keywords to the word         findings within a class discussion.




                                                       Priority Schools and Equity Co-ordination Unit
8
                                                          Unit of Work – The mostly true story of Mathew and Trim




Activity 2                                                Activity 2
Exploring exploring                                       Spelling: exploring vocabulary

  „exploration‟
  Group definition of the word „explorer‟. For            Students will:
  example: „We define an „explorer‟ as…‟
                                                          Write up spelling lists into books. Place
  Correct dictionary definition                           completed definitions (vocabulary word map) in
  Correct identification of part of speech.               Student workbook.
  Correct spelling
  Presentation
  Use of technology
  Task completed within allocated time




Activity 3                                                Activity 3
Selecting the topic for research                          Reading: scaffold for reading


Outcomes RS 3.5 RS3.6                                     Outcome RS3.8

Resources                                                 Resources
Internet access for each group                            English K-6 Syllabus
Student workbook p. 4.                                    The mostly true story of Matthew and Trim by
                                                          Cassandra Golds (multiple copies desirable)
                                                          Laminated A4 whiteboards and markers
                                                          Activity 3 worksheet – Text extract from The mostly
                                                          true story of Matthew and Trim by Cassandra
                                                          Golds, Puffin books, 2005.
                                                          Poster map of Australia/The World


As a class, groups will:                                  Teacher will:

Access:                                                   Model reading, Chapter 2: „A new friend a new
http://en.wikipedia.org/wiki/List_of_explorers            town‟, from The mostly true story of Matthew and
                                                          Trim by Cassandra Golds to the students. Allow
Use the list of explorers to explore, discuss and         students to relax and enjoy the story and
select five explorers the group would like to know        illustrations.
more about and would be interested in researching
in detail.                                                Teacher and students will:

Prioritise the list and be prepared to discuss            Discuss the meaning, structure, language and
reasons for the priority.                                 punctuation of the text, (focus explicitly on text
                                                          provided in Activity 3 worksheet - pp 1 and 2).
Present group selections and justify the group‟s
reasoning behind particular selections.
Groups select one person for research.                    Teacher will:




Unit of Work – The mostly true story of Mathew and Trim
                                                                                                               9
                                                     Unit of Work – The mostly true story of Mathew and Trim




Activity 3                                            Activity 3
Selecting the topic for research                      Reading: scaffold for reading


 In the selection of their person for research,       Working with the text, Chapter 2: “A new friend a
 students need to consider the depth of               new town”, read the text again, then discuss the
 information which may be available for their         storyline in more detail. Select a small chunk of the
 particular subject. For example, an NRL league       text and move through the text, sentence by
 star or a rising star from a recent TV production    sentence, phase by phrase and focus on the
 may not be the best choice because the               keywords and their grammatical function in the text
 information available on their life may limit the    to generate meaning. Explicitly teach the skills for
 depth and scope of research and restrict the         students to use to understand the inference implied
 development of the final product the students        behind the words. For example:
 are to produce.
                                                        Chapter 2
                                                        A new friend, A new town
                                                        (Excerpt from The mostly true story of Matthew
                                                        and Trim by Cassandra Golds)

                                                        (what was happening) (who) (where)
                                                        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.




                                                     Priority Schools and Equity Co-ordination Unit
10
                                                          Unit of Work – The mostly true story of Mathew and Trim




Activity 4                                                Activity 4
Constructing fat questions                                Exploring gender stereotypes


Outcome TS3.2                                             Outcomes WS3.9 WS3.10

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


Teacher will:                                             Teacher will:

Explain the purpose of using Bloom’s taxonomy as          Model reading, Chapter 3: Mapping Matthew, from
a guide to forming questions for research to the          The mostly true story of Matthew and Trim by
students.                                                 Cassandra Golds to the students. Allow students
                                                          to relax and enjoy the story and illustrations.
Explicitly teach the concept of ‘fat’ and ‘skinny’
questions (1993 Fogarty p. 99) to students, further       Ask students to work in groups to:
developing the students‟ knowledge of Bloom’s
Taxonomy.                                                 Identify the text type – it is a historical and
                                                          biographical recount.
Students will:
                                                          Identify gender stereotyping, consider who is
Jointly construct, stems for „skinny‟ questions. Use      performing different tasks and who is
such words as Did...? What is...? Who is...? Is it        included/excluded. Why might this be so?
true...? to commence questions.
                                                          Identify and name the characters in this chapter.
Jointly construct, stems for „fat‟ questions, eg          (Matthew Flinders, Trim, Sir Joesph Banks, Ann,
Describe... Explain... Provide three reasons…             Lords of the Admiralty, Midshipman Timms).

In their groups, jointly draft six „fat‟ questions to     Identify and use a table to list the tasks they are
gather information about the person they are              performing in this chapter.
researching, by selecting and using one of the
Bloom’s Taxonomy verbs from each section of the           Discuss and jointly construct a paragraph
pie chart as stem for their question. Refer to the        considering the different gender roles in the 1800s.
sample questions for guidance.
                                                          Structure the paragraph to include:
Share their examples with the class to discuss               a topic sentence
effectiveness.                                               elaboration
                                                             personal opinion to end the paragraph.
Write final drafts of questions into their Student
workbook.
                                                            For example,
Note: Remind students the questions they select
                                                            Matthew Flinders was an explorer. He was in
will define the direction of their research.
                                                            love with Ann Chappelle. The Lords of the
                                                            Admiralty finally gave Matthew the job of his
                                                            dreams to complete the coastal charts of Terra
                                                            Australis. Matthew was torn between his love
Activity 4 Assessment                                       for Ann and his job. He asked Ann to marry
                                                            him and sail with him to Australia. She agreed,
Students may wish to draft their questions first on         but when the Lords of the Admiralty found her
scrap paper, edit their draft, check with their             on board ship they declared it an ‘absolute



Unit of Work – The mostly true story of Mathew and Trim
                                                                                                           11
                                                      Unit of Work – The mostly true story of Mathew and Trim




Activity 4                                             Activity 4
Constructing fat questions                             Exploring gender stereotypes


teacher before the final draft into their workbook.      disgrace’ and banned her from the ship. We
                                                         think/feel….
Explicit criteria could include:
  correct wording of questions to give detailed
  answers (demonstrating use of Bloom‟s                Activity 4 Assessment
  Taxonomy graph)
  selection of questions which will provide            Groups may wish to draft their paragraph first on
  answers/research/information appropriate to the      scrap paper, edit their draft, then show their teacher
  final product                                        to check before the final draft is entered into their
                                                       workbook.
  commencing each question with a verb
  correct spelling/punctuation                         Explicit criteria could include:
  presentation                                            Correct paragraph structure                     3
  teamwork – sharing of workload/organization of          Time-sequence of events                         1
  task                                                    Clear sentence structure                        2
  task completed within allocated time.                   Use of conjuctions to sequence events 1
                                                          Correct spelling and punctuation                3

                                                       Possible total marks for each group                10




                                                      Priority Schools and Equity Co-ordination Unit
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                                                           Unit of Work – The mostly true story of Mathew and Trim




Activity 5                                                 Activity 5
Goals and research                                         Constructing a time-line

                                                           Outcomes: WS3.9 WS3.11 TS3.2

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

Teacher will:                                              Teacher will:

      Discuss with students the importance of being        Organise the students into pairs.
      responsible for developing independent work          Provide each student with
      habits to enhance their learning.                      an atlas
                                                             a copy of Activity 5 - the time frame.
      Encourage students to identify a personal
      improvement goal for completing their research       Explain to the students that their task will be to
      tasks and explain why they may wish to focus         construct a visual time frame of events in this
      on this goal. It is anticipated that students will   chapter of the book.
      work towards achieving this personal goal
      through the completion of this unit.                 Allow students to enjoy the story and illustrations,
                                                           but at the same time in pairs identify and note the
    Note:     (About setting teacher and student           main time-events in this chapter. Rough notes will
    expectations for the task). Now that the               be sufficient.
    students understand the purpose of the unit of
    work and before they commence the main body            Model reading, Chapter 4: A new friend a new
    of the research they may wish to set personal          town, from The mostly true story of Matthew and
    improvement goals. For example completing              Trim by Cassandra Golds to the students.
    their task to a personal best standard of work;
    working independently and as part of the group;        Students will:
    or proofreading and editing their work carefully.
                                                           Pause at significant points of the chapter to allow
.                                                          time to discuss and note-take.

                                                           Use atlases to follow the journey.

                                                           At the end of the chapter prioritise the ten most
                                                           important events in the chapter.

                                                           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




Unit of Work – The mostly true story of Mathew and Trim
                                                                                                            13
                                                        Unit of Work – The mostly true story of Mathew and Trim




Activity 5                                               Activity 5
Goals and research                                       Constructing a time-line

                                                         sequence of artworks for display which depict 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.




Activity 6                                               Activity 6
What is critical literacy?                               Creating a character description


Outcome RS 3.7                                           Outcome RS3.8

Resources                                                Resources
The following link provides teachers with a              English K-6 Syllabus
background knowledge for critical literacy:              The mostly true story of Matthew and Trim by
http://education.tas.gov.au/english/critlit.htm          Cassandra Golds (multiple copies desirable - 5)
Student workbook p. 6                                    Poster map of Australia/The World

Teacher will:                                            Teacher will:

Discuss with students the purpose of critical            Model reading, Chapter 5: The Parting of the ways,
literacy.                                                from The mostly true story of Matthew and Trim by
                                                         Cassandra Golds to the students. Allow students
  ‘Critical literacy’ allows the reader to question a    to relax and enjoy the story and illustrations.
  text, by looking below the surface of a text and
  discerning the accuracy of its contents and its        Refer each student to the page „The
  relevance to society, defining an author’s             circumnavigation of Australia‟
  purpose to writing the text.
                                                         Students will:
Model for students how to:
  Evaluate websites for currency, credibility, bias      Work in groups of four.
  and a balanced point of view.
                                                         Select a character from the text.
  Find information that is relevant to the question
  being asked.
                                                         Brainstorm    keywords   which     describe     the
  Work through one information source at a time          character‟s appearance, personality, life style and
  by skimming and scanning for keywords.                 achievements.

  Consider the students’ use of a highlighter to         Refer to the page „The circumnavigation of
  locate information.                                    Australia‟ to gather ideas on „portraits‟. Students
                                                         gather ideas about portraits. Provide other
  Understand and identify how the author‟s choice        examples of portraits.
  of words and the text structure may indicate how
  a piece of text may portray particular social          Create a portrait of their character. Consider



                                                        Priority Schools and Equity Co-ordination Unit
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                                                          Unit of Work – The mostly true story of Mathew and Trim




Activity 6                                                Activity 6
What is critical literacy?                                Creating a character description


  groups or events.                                       creating a life size portrait as an artwork ensuring
  Extract information from a variety of forms, e.g.       the portrait matches keywords matching the
  Maps, charts, tables, diagrams.                         character‟s appearance, personality, life style and
                                                          achievements.

                                                          Refer to their keywords and write a character
                                                          description to read when explaining the portrait to
                                                          the class.


                                                          Activity 6 Assessment
                                                          Groups may wish to draft their paragraph first on
                                                          scrap paper, edit their draft, then show their teacher
                                                          to check before entering 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




Unit of Work – The mostly true story of Mathew and Trim
                                                                                                           15
                                                       Unit of Work – The mostly true story of Mathew and Trim




Activity 7                                              Activity 7
Critical literacy –Selecting information                Selecting information from the internet
from the internet

Outcome: RS 3.7                                         Outcome: TS 3.2 RS 3.5 RS 3.7

Resources                                               Resources
Student workbook pp. 13-14                              English K-6 Syllabus
                                                        The mostly true story of Matthew and Trim by
                                                        Cassandra Golds (multiple copies desirable - 5)
                                                        Poster map of Australia/The World


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




                                                       Priority Schools and Equity Co-ordination Unit
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                                                          Unit of Work – The mostly true story of Mathew and Trim




Activity 8                                                Activity 8
Critical literacy –information from the                   Writing a book review
internet

Outcomes TS 3.2 RS 3.5 RS 3.6                             Outcomes. TS 3.2 WS 3.9 WS3.10

Resources                                                 Resources
Student workbook pp. 9-10                                 English 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


Teacher will:                                             Teacher will:

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


Activity 8 Assessment                                     Activity 8 Assessment
Students will complete the „trash and treasure‟           Students will complete the „review‟ scaffold in their
worksheet in their workbook.                              workbook. Teachers may consider taking the
                                                          biography through to a final presentation.
Explicit criteria could include:
  Correct copying of question without spelling or         Explicit criteria could include:




Unit of Work – The mostly true story of Mathew and Trim
                                                                                                           17
                                                        Unit of Work – The mostly true story of Mathew and Trim




Activity 8                                               Activity 8
Critical literacy –information from the                  Writing a book review
internet

    Grammatical errors                                      Understands and uses draft notes for writing
    Correct identification of keywords                      purposes
    Appropriate selection of website to give detailed       Considers audience and purpose
    information to answer question                          Considers time sequence of the person‟s life
    Correct acknowledgement of website                      Use of present tense
    Appropriate selection of information which              Uses persuasive language used in judgement
    answers question                                        Uses language to evaluate, for example:
    Use of own words                                        enjoyable, fascinating
    Complete sentences                                      Uses a variety of conjunctions and connectives
    Spelling and punctuation                                Uses paragraphs
    Care demonstrated in presentation                       Uses effective sentence structure
                                                            Uses strong descriptive nouns and verbs
.                                                           Evidence of revision and proof reading skills in
                                                            final draft
                                                            Uses diagrams, charts, maps, graphs,
                                                            illustrations relevant to the text.




Activity 9
Drafting a biography

Outcomes: TS 3.2 WS 3.9 WS3.10

Resources
Student workbook pp. 11-12


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.

Activity 9 Assessment



                                                        Priority Schools and Equity Co-ordination Unit
18
                                                          Unit of Work – The mostly true story of Mathew and Trim




Activity 9
Drafting a biography


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
  Considers audience and purpose
  Considers time sequence of the person‟s life
  Use a variety of conjunctions and connectives
  Uses paragraphs
  Uses effective sentences structure
  Uses strong descriptive nouns and verbs
  Evidence of revision and proof reading skills in
  final draft
  Uses diagrams, charts, maps, graphs,
  illustrations relevant to the text.




Activity 10
Storyboarding the explorer’s life

Outcomes: TS 3.2 WS3.9

Resources
Student workbook pp. 13-14

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.




Unit of Work – The mostly true story of Mathew and Trim
                                                                                                           19
                                                      Unit of Work – The mostly true story of Mathew and Trim




Activity 11
Filming and editing the movie

Outcome: WS3.12

Resources
Student workbook p. 15


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, cast, set and
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.




Activity 12
Reflection

Outcomes WS3.13

Resources
Student workbook pp. 16-17


Students will:

Complete a personal reflection relating to the unit
as part of their assessment.




                                                      Priority Schools and Equity Co-ordination Unit
20
                                                          Unit of Work – The mostly true story of Mathew and Trim




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.



Websites
Matthew Flinders rap
http://www.schools.nsw.edu.au/schoollibraries/teaching/raps/flinders/mffrontp.htm
Matthew Flinders webquest
http://www.curriculumsupport.nsw.edu.au/learningtechnologies/webquests/flinders/student/orientation.
htm
http://www.davidreilly.com/australian_explorers/
http://www.abc.net.au/navigators/




Unit of Work – The mostly true story of Mathew and Trim
                                                                                                           21


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

Matthew Flinders webquest
http://www.curriculums upport.nsw. edu. au/learningtechnologies/webquests/flinders/student/orientation.
htm

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

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




Unit of Work – The m ostly true story of Mathew and Trim
                                                                                                            21

				
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