Australian Visions Unit of work

English ESL Syllabus Stage 5 Outcomes

(Focus outcomes for this unit are in bold type)

1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

2. A student identifies and describes relationships among texts.

3. A student demonstrates understanding of cultural reference in texts.

4. A student develops language relevant to the study of English.

5. A student demonstrates understanding of how audience and purpose affect the language and structure of texts.

6. A student interprets texts using key language patterns and structural features.

7. A student analyses the effect of technology on meaning.

8. A student uses a variety of textual forms appropriately, for different purposes, audiences and contexts, in all modes.

9. A student engages with a wide range of texts to develop a considered and informed personal response.

10. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

11. A student analyses and synthesises information and ideas from a range of texts in a range of modes and media.

12. A student draws upon the imagination to transform experience and ideas into texts, demonstrating control of language.

13. A student reflects on own processes of responding and composing.

14. A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English

The dimensions and elements of the NSW model of pedagogy

Intellectual Quality Quality Learning Environment Significance

Deep Knowledge (DK)

Deep Understanding (DU)

Problematic Knowledge (PK)

Higher-Order Thinking (HOT)

Metalanguage (M)

Substantive Communication (SC)

Explicit Quality Criteria (EQC)

Engagement (E)

High Expectations (HE)

Social Support (SS)

Students’ Self-Regulation (SS-R)

Student Direction (SD)

Background Knowledge (BK)

Cultural Knowledge (CK)

Knowledge Integration (KI)

Inclusivity (I)

Connectedness (C)

Narrative (N)

SYLLABUS CONTENT

QUALITY TEACHING

LANGUAGE FOCUS

TEACHING AND LEARNING ACTIVITIES EVIDENCE OF LEARNING

RESOURCES

Outcome 3: Developing cultural knowledge in texts.

BK CK HE E

Comprehension skills Oral language skills

WEEK 1

Students complete a questionnaire designed to assess their reading and writing skills. A short interview will also be held to assess their listening and speaking skills.

Attaining at least ¾ questions right in the written component. Considered competent in ¾ questions in the speaking component.

“Dreams and aspirations” assignment on Edmodo.

HE BK

Listening skills Visual literacy

Introducing the unit: Use the unit overview to discuss with the class the aims of the unit, the focus outcomes to be addressed and the nature of the teaching and learning activities in which they will be involved as well as the mode and requirements of the end of unit assessment task.

WEEK 2

Tch will use a mindmap & brainstorm on the concept of Australian visions. Ss will brainstorm relevant vocabulary and make connections with previous knowledge. They will start a word bank with relevant words concerning Australian Visions.

Students will look at a picture online on the “100 australian icons of all time” to help them develop the concept further.

Students will post their ideas on Australia on Edmodo group. Posting and responding to the teacher’s and other students posts is one of the course requirements.

“Distinctly Australian” mindmap.

Outcome 9: Students engage in a variety of texts. Outcome 11. A student analyses and synthesizes information and ideas from a range of texts in a range of modes and media.

BK KI C

Speaking skills Negotiating an opinion

Students will be analyzing related texts on the idea of Australian visions.

Ss will explore the idea of “visions” using a mind map. Ss and Tch will negotiate some answers on what the concept is about.

Work on related texts. Students will analyze 3 texts related to the AOS concept of Australian Visions.

“Visions” worksheet

Related texts worksheet

Texts: VB commercial

http://www.youtube.com/watch?v=WA1h9h7-_Z4

“Down under “book cover by Bill Bryson.

“Sheilas, wogs and poofters” book cover

Outcome 7. A student analyses the effect of technology on meaning.

C N CK

Visual literacy Writing in an electronic platform

WEEK 3

Introduction to blogging using Kidblog. Students will sign in to kidblog and customize their own blog. They will be writing blog posts related to the Unit of work.

Students will write a journal entry (blog post) on what it means to live in Australia and their experiences living here. They can include pictures and videos in their blog posts as well.

There will be ongoing formative assessment of each student’s work on their blog.

Strictly ballroom DVD cover

Wikipedia article (Baz Luhrmann)




Ss will predict what will be happening in the movie by analyzing the DVD cover.

Ss will read and analyze the director’s biography and relate it to how his life may have influenced his work.

Outcome 7. A student analyses the effect of technology on meaning. Outcome 3. A student demonstrates understanding of cultural reference in texts.

E SC SS I KI

Listening Reading (subtitles) Paraphrasing Summarizing ideas Predicting

WEEK 4

Ss watch the first part of the movie (up to the Try-outs).

Tch will discuss with the whole group themes related to the AOS.

Students will complete the character analysis in groups.

Notes will be shared on the board so Ss can copy/save.

Homework: Students will complete additional activities to deepen understanding: Fakebook character profiles, Quotes stickers.

Onenote files to record movie analysis Word print-outs for Ss with no computer Fakebook character profiles (smart notebook file) Quotes stickers Strictly Ballroom DVD Spelling activity: http://www.spellingcity.com/view-spelling-list.html?listId=8753815&x=ec64c

Outcome 7. A student analyses the effect of technology on meaning. Outcome 3. A student demonstrates understandin

E SC SS I KI


WEEK 5

Ss watch the second part of the movie (up to the Paso-doble at Fran’s).




Homework: Students will complete additional activities to deepen understanding: Reconstruct the plot using jumbled plot cards. Using quotes stickers

Onenote files to record movie analysis Word print-outs for Ss with no computer Jumbled plot cards Quotes stickers Strictly Ballroom DVD

http://www.spellingcity.com/view-spelling-list.html?listId=8753815&x=ec64c




g of cultural reference in texts.


E SC SS I KI


WEEK 6

Ss watch the second part of the movie (up to the end).




Homework: Students will complete additional activities to deepen understanding: Reconstruct the plot using jumbled plot cards. Using quotes stickers

Onenote files to record movie analysis Word print-outs for Ss with no computer Jumbled plot cards Quotes stickers Strictly Ballroom DVD


DK DU PK M HE SSR

Synthesizing ideas Writing an essay. Vocabulary related to comparison/contrast and explaining the author’s use of techniques.

WEEK 7

Class will complete related texts worksheet adding the links to the film.

Tch will introduce some sample essays from last year’s cohort.

Whole-class analysis of the essays.

Ss will revisit an essay structure. Using related texts will also be highlighted.

Homework: Ss will draft their essays on relating the texts to Australian Visions.

Sample essays from 2011 Essay structure worksheets Essay organization templates Online essay template (http://www.readwritethink.org/files/resources/interactives/essaymap/)


EQC E HE DU DK SSR C N

Writing the final draft of an essay. Modifying the essay into a suitable script to read it over relevant images.

WEEK 8

Ss will continue working on their drafts. They will self and peer-assess their drafts using the Essay rubric.

Tch will also mark essays and give feedback.

Introduction to using Wevideo.

Ss will start working on their vodcast.

Vodcasts need to include the essential filmic techniques from their essays and include relevant images of the movie and images that represent Australian Visions. The narrative needs to accompany the visual elements and be relevant, coherent and clear.

Homework: Ss will continue working on their vodcasts at home to present polished high-quality products to present to Year 7 students to enlighten them in what Film studies entails.

Library booking for creation of vodcasts. Step-by-step guide on how to use Wevideo. Final product sample created by the teacher.


EQC E HE DU DK SSR C N

Scripting Speaking Using visual literacy to portray meaning.

WEEK 9

Ss will continue working on their vodcasts

Ss will peer-assess each other’s work using Vodcast rubric

Tch will give final marks

Ss will upload vodcasts to their blogs and share it with their friends/family.

Peer-assessment Tch assesses vodcasts

Library will again be used to complete Vodcasts Uploading of digital product to blogs will allow sharing with the outside world.


E HE SSR C SS

WEEK 10

Ss will present to Year 7 students who will also provide feedback

Ss will receive their final marks

Peer-assessment when presenting to a real audience Teacher assessment

Projector/IWB at the Year 7 room.

Australian Visions Unit of work

Education

Transcript of Australian Visions Unit of work