Вы находитесь на странице: 1из 2

REFERENCES

YEAR 6 LITERACY
English- Year 6- Literacy- Texts in
context- Content Description

Compare texts including media texts
that represent ideas and event in
different ways, explaining the effects of
different approaches (ACELY1708).


ACTIVITIES

Whole Class

Description: students compare two
texts in relation to the Stolen
Generations. Students will identify the
ideas that were demonstrated in the
two texts and will explain the effects of
the different approaches.

Resources: Text 1- Nothing to Say for
by Anna Davies, Text 2- Apology to
Australian Indigenous Peoples by
Kevin Rudd.

Small Groups
Activity 1: Comparing and Contrasting
Text to Film
Activity 2: News Analysts
Activity 3: Advertisements in
Magazines
Activity 4:Advertising Comparison

Go to our website for PDFs of our activities
www.acely708.weebly.com
EDLA309/369
Morgan Mayfield, Natalie Meredith,
J ake Matthews, Brianna Leach, Isabelle
Lynagh.
Australian CurriculumAssessment and Reporting Authority. (2014). The
Australian Curriculum English Foundation to Year 10 Curriculum.
Retrieved August 26, 2014, from
http://www.australiancurriculum.edu.au/english/Curriculum/F-
10?layout=1#level6

Australian Government. (2014). Apology to Australias Indigenous people.
Retrieved August 1, 2014, fromhttp://australia.gov.au/about-australia/our-
country/our-people/apology-to-australias-indigenous-peoples

Dahl, R. (2014). Fantastic Mr Fox. London, England: Penguin Books.

Davies, A. (2008). Nothing to say sorry for: Howard. Retrieved August 1,
2014, fromhttp://www.smh.com.au/news/national/nothing-to-say-sorry-for-
howard/2008/03/11/1205125911444.html

EndlessOpporunity. (2009). Coca-Cola australia summer commercial
2009/2010, open happiness [Video File]. Retrieved
fromhttps://www.youtube.com/watch?v=nlpZRK2Yfd0

Kagan, S. (1997). Cooperative learning, San Clemente, CA: Kagan
Cooperative.

Kletzien, S. B., &Dreher, M. J . (2004). Information text in classrooms:
Helping Children read and write. Newmark, DE: International Reading
Association.

M9 Imagination and Intelligence. (2014). Australian Motor cycle. Sydney:
NSW.

M9 Imagination and Intelligence. (2014). Dolly. Sydney: NSW.

M9 Imagination and Intelligence. (2014). The Australian: Womens weekly.
Sydney: NSW.

Pacific Magazines. (2014). Better homes and gardens. Sydney: NSW.

Pacific Magazines. (2014). K- zone. Sydney: NSW.

Pacific Magazines. (2014). Total girl. Sydney: NSW.

Seely Flint, A., Kitson, L., Lowe, K., &Shaw, K. (2014). Literacy in Australia:
Pedagogies for engagement. Milton, Qld: J ohn Wiley &Sons Australia Ltd.

Somanathan, S. (2011). Classic indian comercials-coke ad [Video file].
Retrieved fromhttps://www.youtube.com/watch?v=N2muWKtHCnc

ReadWriteThink. (2014). Compare & Contrast Map. Retrieved August 26,
2014, fromhttp://www.readwritethink.org/classroom-resources/student-
interactives/compare-contrast-30066.html#resources

ReadWriteThink. (2014). Venn Diagram. Retrieved August 26, 2014, from
http://www.readwritethink.org/classroom-resources/student-
interactives/venn-diagram-30973.html

Tompkins, G., Campbell, G., &Green, D. (2012). Literacy for the 21st
century: A balanced approach. Frenchs Forest: Pearson.

Victor, V. (2013). Coca-cola happiness created in china manifesto -
subtitles [Video file]. Retrieved
fromhttps://www.youtube.com/watch?v=NqFat9Ovm9E


BACKGROUND
INFORMATION
Informative texts are proven to be more difficult for some
readers. This is because of the varied text structure
(cause and effect, sequence and, compare and
contrast). These types of texts are less familiar to
students than fiction books. This is because story book
structures are set with characters, setting, plot, conflict
and resolution. For students to understand informative
texts, teachers can model for readers when they interact
with informative texts to better support students
meaning-making process. It has been devised that there
are three stages a student goes through when
interacting within the meaning-making process.

Before reading get students to:
Predict
Access prior knowledge

During reading get students to:
Make connections
Question
Monitor and repair
Visualise
Inference
Use text structure to identify main ideas
Clarify
Evaluate

After reading get students to:
Summarise
Create a graphic representation
KEY IDEAS LEARNT
(Graphic Organisers)

Graphic organisers are useful to create a
visual that makes explicit relationships
and/or connections
When teachers incorporate them into their
teaching, students learn to make sense of
texts by learning to differentiate between
more and less important ideas in texts.
Graphic organisers are an opportunity for
students to put their ideas on paper and
clearly consider the connections in the texts.
Finally, graphic organisers are a great
teaching tool as they address Howard
Gardners Multiple Intelligences Theory by
incorporating learning tools that visual-
spatial learners will benefit from.



After Reading Strategy: Venn diagram





ICT & RESOURCES
Compare and Contrast
Graphic Organiser
o Venn Diagrams
o Concept maps
o Tables
o Mind maps
o T charts
Notetaker
Inference and Reading
Process Anchor Charts
Youtube clips
Poster charts
Magazines
iPads
Laptops
Whiteboard/ markers
Interactive whiteboard


Go to our website for more
background information, links
to curriculum and resources:

www.acely708.weebly.com