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English:
Students understand how language features, images and
vocabulary influence interpretations of characters, settings
and events.
They analyse and explain literal and implied information from
a variety of genres. They describe how events, characters
and settings in texts are depicted and explain their own
responses to them.
Students use language features to show how ideas can be
extended. They develop and explain a point of view,
selecting information, ideas and images from a range of
resources.
Students create a variety of sequenced texts for different
purposes and audiences. They make presentations and
contribute actively to class and group discussions, taking into
account other perspectives. When writing, they demonstrate
understanding of grammar, select specific vocabulary and
use accurate spelling and punctuation, editing their work to
provide structure and meaning.
Health and Physical Education:
Students investigate developmental changes and transitions.
Digital Technologies:
Watch Behind the News episode Feelings as a whole class. Students sit and watch
do not make notes
Watch video again, this time students complete mind map colour of feelings provide
a template of mind map listing feelings described by students in video clip. Students
select a colour which they feel represents the feeling described in the video then
colour the relevant bubble in on the mind map.
Students write a description of how they are feeling today use colour to
demonstrate their feelings e.g. colour page background, illustrate their work or use
texta to write.
Students write a description of a time(one event) when they have experienced positive
feelings e.g. happiness, joy, contentment, love.
Students write a description of a time (one event) when they have experienced
negative feelings e.g. apprehension, fear, anxiety.
Class reflection; shared write to list feelings experienced. Students offer suggestions
of strategies they use to assist in dealing with their feelings teacher to list on flip
chart, save this list for review in future sessions.
Students review their experiences of different feelings created in week 1.
Select an example of a feeling which is of particular significance to them.
Students create a visual representation of the situation where they experienced the
felling they have selected bring items from home e.g. photographs, flower from the
garden, grains of sand, house keys etc. Display these items in order of progression
e.g. photograph of old house, stones / dirt representing road or airline ticket showing
journey, house keys for new home, sample of wallpaper from new bedroom,
photograph of new friends.
Photograph their display using iPads.
Students Pair Share their visual representations explaining the significance of each
item to their partner. Encourage students to ask questions and validate their
understanding of the emotion experienced by their partner and the significance of
each item on the visual representation. Students should make notes of any aspects
which need greater clarification and ensure that this is explained clearly in their digital
Resources:
Interactive
whiteboard
Mind map
templates
Coloured
pencils/ Textas
/ Writing
pencils
English books
English books
Student
resources
(brought from
home)
A3 paper
Class set of
iPads
Feelings
photograph
cards
Assessment
story.
Use the Safari to search for information regarding the feeling they have experienced
e.g. adrenaline rush, release of endorphins. Make notes of strategies which they could
use to assist in dealing with their feelings e.g. deep breaths or counting to 10 when
feeling frustrated.
Students work in groups to complete Feelings activity. Each takes a turn to pick up a
photograph then verbally describe the feeling they think the person I the photograph
is experiencing. Discuss reasons for this feeling e.g. the boy is scared because the
bigger kids are surrounding him. Group then discuss strategies they could use if they
experience this feeling.
Introduce concept of digital stories, watch a range of examples; explain importance of
each element using youtube resources (available on Links page).
Working in pairs, students search for a range of age appropriate examples of digital
stories which link to their own experiences.
Students write a first draft of their digital story based upon example of feelings
created in week 2; further develop their previous draft of this experience through the
inclusion of strategies and techniques which they could use to manage this feeling.
Use iPads to generate a bank of resources (visual and audio) for use in digital story.
Demonstrate use of iMovie to the whole class.
Students create their own digital story using iMovie, review and edit to create final
version.
Share examples of completed digital stories, peer review to be completed during
presentation sessions.
Opportunities:
Class set of
iPads
English books
Peer review /
feedback slips
Weeks 1 / 2: Ongoing summative teacher assessment, verbal and written feedback provided as necessary.
Week 3: Teacher and peer feedback of digital story. Students complete feedback sheets anonymously using the following
success criteria;
Success criteria: The digital story demonstrates
The authors point of view; how do they deal with emotions? What coping strategies are used?
A dramatic question which sets up a tension and captivates the audience throughout the story
Emotional content; demonstrating engagement with the topic of feelings
Presence of the authors voice which adds to the emotional content and allows the authors to emphasize different
elements of their narratives
A soundtrack or musical background which also conveys emotions and creates emphasis
Appropriate pace and economy of words