Summary / Duration
Visual Literacy: visualize/verbalize- Responding & Composing.
OBJECTIVES A, B, C & D
The major task from the unit is the development of a literary description of an illustration from the book The Bicycle.
The aim of this unit is to develop student’s knowledge & skills in descriptive writing. / Term 3: 4 weeks.
Outcomes / Key concepts / Continuum markers
English K-10
› EN22A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
› EN23A uses effective handwriting and publishes texts using digital technologies
› EN27B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
› EN29B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
› EN210C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
› EN211D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own / Creating descriptions from visual images (Refer to A Literature Companion for teachers by Lorraine McDonald Chpt 7 - PETAA)
§ Noun groups
§ Describer and classifier adjectives
§ Building a description
§ Extending description using qualifying phrases and clauses
§ Describing with verbs and adverbs
Grammar (Refer to Scope & Sequence of grammar & punctuation stg 2):
§ adjectives: possessive; numbering; describing; comparing; classifying.
§ Cohesive links/connectives eg. pronouns; conjunctions; connectives.
§ Clause
§ Complex sentences.
§ Simple sentences.
§ Compound sentences.
§ verbs: action; thinking; feeling.
§ Creative language features: simile; metaphor; idiom; personification.
Visual Literacy (Refer to The Shape of Text to Come - Jon Callow pgs17/18)
§ Interacting & relating: gaze to viewer; shot distance; angles; gaze, proximity and angel between participants; colours; authenticity.
§ Design & Layout: salience; reading paths; placement; layout; framing.
Viewing and reading picture books(Refer to A Literature Companion chpt 12 -Lorraine McDonald)
§ Setting
§ Character/characterization - participants
§ Interactions
§ Mood/atmosphere
§ style
§ theme
Multimodal Texts & Composing
§ Definition:Comprising of more than one mode. A multimodal text uses a combination of two or more communication modes, for eg. print, image & spoken language text as in film or computer presentations. / OPPORTUNITIES TO ASSESS VIA CONTINUUM MARKERS.
Cluster 9 : Vocabulary knowledge
§ Uses synonyms for a range of common words.
§ Uses simple content specific vocabulary in appropriate ways when creating texts.
§ Uses relevant vocabulary associated with digital technology and electronic texts.
§ Demonstrates expanded content vocabulary by drawing on a combination of known and new topic knowledge.
Cluster10 : Vocabulary knowledge
§ Shows awareness that there are a number of ways to work out the meaning of unknown words.
§ Finds the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses.
Cluster 9: Aspects of Speaking
§ Contributes relevant ideas to discussions, asks questions and re-phrases to clarify meaning.
§ Listens attentively, makes appropriate responses to what others say and constructively builds on the ideas of others.
§ Uses group discussion protocols, e.g. turn taking.
Cluster 10: Aspects of Speaking
§ Provides detail and supporting evidence in a logical manner when speaking about opinions and ideas.
§ Engages an audience when making oral presentations by using strategies such as facial expression, gesture, pause and repetition.
§ Adjusts language used for a similar purpose but different, less familiar audiences, e.g. recount of same event to peer/teacher/principal, code-switching.
§ Listens attentively and responds appropriately to spoken and multimodal texts that include unfamiliar ideas and information.
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Content / Teaching, learning and assessment / Resources /
Stage 2 - Speaking and listening 1
§ respond appropriately to the reading of texts to demonstrate enjoyment and pleasure
§ use interaction skills, includingactive listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1688, ACELY1792)
§ understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Stage 2 - Writing and representing 1
Develop and apply contextual knowledge
§ identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range ofpurposes andaudiences
§ discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and language features
§ plan and organise ideas using headings, graphic organisers, questions and mind maps
§ plan, draft and publish imaginative,informative andpersuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control overtext structures and language features (ACELY1682, ACELY1694)
§ understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms,neologisms and puns (ACELT1606)
§ reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) / VISUALISING VERBALISING
SESSION 1: Viewing/Orientation to the text
Show students the book cover.
Predict what the book could be about/what might its purpose be? . Discuss studentresponses.
Read the book blurb on the back cover. Orient students to the purpose of the book read parts of the prologue from Colin Thompson & Suzzane Dvorak.
Do a "book walk through" Show each page to the class. Do a second book walk through this time students are to chose a favourite illustration.
Ask students to turn Face to Face with another students. They discuss what illustration is their favourite so far & why they liked that image.
Come back together as a whole group, sitting in a circle students share their responses.
SESSION 2: IWB viewing
View the text on the IWB at website allowing students time to respond to the images and again offer their opinions. page by page. http://www.writeawrong.com/thebook.htm. Write down comments made about the illustrations creating a comments bank for display.
Select an illustration to model visualise/verbalise process. Eg.Ruth Paul Illustration and bring a selected image up on IWB.
Elicit responses from students based objects present in this illustration & make a list
I can see...
§ The children are riding a bike
§ The birds are flying in the sky
§ A dog is chasing the children
§ The flowers are sitting on the hill
Discuss the term noun group and that these are examples.
State that noun groups are always have a article in them. Articles are: the/a/an. Break the noun group down to identify the article and noun. Students copy down noun groups. Using a highlighter, students highlight the article then the noun.
Discuss that adjectives describe nouns.
Introduce term - describer & classifer adjectives pg 98 Literature Companion.
Model describer & classifier table on board. Students add to table describing noun groups.
SESSION 3: Finding better words & extending descriptions
Revise the purpose of describing - to paint a picture in a persons mind. Ask students to think about what the purpose is for the writing task that we will be undertaking ie. To create quality literary description of an illustration.
Review the technique of "cranking words up" discuss the need for effective adjectives when describing
Review/Define synonyms.
Model use ofonline therasaus with ipads how to obtain better quality responses. Choose some adjectives that were listed to describe the dog & model how to find additional effective synonyms.
Extending descriptions - Refer to pg 100/101 Literature Companion.
Introduce additional types of adjectives - qualifying describer/evaluative describer/factual quantity describer/factual quality describer.
Refer to a sample description to identify these types of adjectives
Model using a table to describe chosen noun group. Studentsindependently complete table describing other noun groups in the illustration. The teacher continues to work with students who require further modeling and assistance.
Students record tables in workbooks.
Extension: Discuss categorizing the noun groups descriptions as physical image descriptions /location image descriptions /sound image description /emotion image descriptions.
Session 4 - Descriptive Language: Literacy Workshop: Middle: Narratives - descriptive language.
Session 5- Sentence types
Discuss with students the need to include a variety of sentence types when writing. Ask students if they are able to list different types of sentence.
Go to: Syllabus Bites Link below. Explore the different types of sentences.
See link p://www.tale.edu.au/tale/components/includes/trap.html?uid=MTQyODJAVGFMRV8yMDA1X0RFVExSTV9WMg==
http://www.bbc.co.uk/skillswise/quiz/en30stru-l1-quiz
Session 5- Composing variety of sentences from noun group descriptions.
Students demonstrate their knowledge of the 3 different types of sentences by composing a simple, compound & complex sentence based around a noun group of choice from table they have previously recorded.
Share students compositions.
Session 6 - Bringing it all together.
Review what a paragraph is. Examine a quality description identifying the paragraphs & the variety of sentence starters and the cohesive nature of the text. List some the sentence starters in books/on a poster. Inform students that they will composing a description of the Ruth Paul's illustration. Students use the noun group descriptions and their knowledge of sentence types to compose a description of the illustration.
ASSESSMENT - Descriptive Writing.
Inform students that they will completing a description of one of the illustrations in the book The Bicycle.
Discuss with students what criteria should apply to their independent descriptive writing piece. Present teachers criteria & formulate an agreed criteria for the assessment task.
Independent practice - visual and verbalise - descriptive writing piece.
Session 7 - self editing/peer editing: revisions of texts.
Refer to self editing/peer editing checklist
Session 8 - Publishing - teacher assessment. / The Bicycle - Save the Children by Colin Thompson.
http://www.writeawrong.com/thebook.htm
NSW Syllabus for the Australian Curriculum English K-10
The Shape of Text to Come - Jon Callow
A New Grammar Companion for teachers - Beverly Derewianka.
A Literature companion for teachers by Lorraine McDonald. Chpt 12.
Software - Writing workshop 1 - Narratives - descriptive language.
TALE - Syllabus bites:
ttp://www.tale.edu.au/tale/components/includes/trap.html?uid=MTQyODJAVGFMRV8yMDA1X0RFVExSTV9WMg==
http://www.bbc.co.uk/skillswise/quiz/en30stru-l1-quiz
ADJUSTMENTS - CONSIDERATIONS for Whole classroom
§ adjustments to classroom organisation
§ appropriate materials and resources that support teaching and learning activities, eg the use of technology, alternate formats such as large print, disk or Braille, simplified texts, subtitled DVDs; oral sign interpreters or readers and scribes; modifications to equipment or furniture; and adjustments to enable participation in field trips and excursions
§ adjustments to the amount of content to be covered in a particular lesson or unit or the time allocated to complete work
§ consideration of their individual communication strategies, including verbal and non-verbal communication systems
§ additional demonstration of key concepts and skills by the teacher, teacher’s aide or a peer
§ a range of appropriate learning activities with structured opportunities for guided and independent practice, as well as effective feedback
§ additional support through group work, volunteer or peer tutoring.
CONSIDERATIONS for individual students - Writing
§ writing simple answers to questions
§ ticking pre-prepared checklists
§ using photographs, pictures or symbols, eg the student sequences pictures to tell a story, combines symbols to convey meaning, circles a selection of symbols on a page to create a list
§ using computer software, eg the student uses a drawing program and pictures to write, uses scanned pictures and/or digital photographs in a multimedia presentation, uses assistive technology to select text or pictures from the screen
§ using electronic communication devices, such as speech to text / CROSS CURRICULUM PRIORITIES
Sustainability
Opportunityis provided in thisunit fordiscussion around treating people fairly and actions toimprove sustainability.Opportunities exist is to discuss andfurther investigate social sustainability and to also advocate action to improve sustainability.
ASSESSMENT
Visualise/verbalise descriptive writing piece - criterion marked. / GENERAL CAPABILITIES
Intercultural understanding
Opportunities exists in this unit for students to develop interacultural undesrtandings as they learn to understand their own identify in relation to others from different cultures and backgrounds.
Critical and creative thinking
Opportunities exist for students to develop critical and creative thinking through responding and compose texts.
Ethical understanding
Opportunities present to discuss ethical issues in the text ie. opportunities to access education; opportunities to experience childhood past times. Opportunities that we take for granted.
Assessment overview / Evaluation
Syllabus referenced assessment - Writing.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 14