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Date
Timing 50 mins
Learning goals
Students will be able to:
Curriculum Connections
How are the learning goals linked to your states curriculum frameworks?
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices
including analogy and satire shape different interpretations and responses to a text (VCELT463)
Analyse and evaluate text structures and language features of literary texts and make relevant
thematic and intertextual connections with other texts (VCELT464)
Compare and evaluate how voice as a literary device can be used in a range of different types
of texts such as poetry to evoke particular emotional responses (VCELT465)
Assessment
What will students do to show you that they have mastered the objective? How will you
collect EVIDENCE at the end of this lesson to show which students have/ have not mastered the
objective? What is the student product you will be using to measure mastery?
-
Success Criteria
-
The Australian Government Department of Education is a major supporter of the Teach For Australia
initiative.
teachforaustralia.org
deakin.edu.au
The group can describe the background, props, clothing, or other detail of the photo
and why.
Lesson content
What are the key facts, concepts, procedures that I want learners to understand as a result of this
lesson?
-
Resources
- HONY Image and Story: Lip Gloss
http://www.humansofnewyork.com/post/113434450301/i-want-to-make-life-easier-for-people-in-china
- Projector
- Literary Analysis Worksheet
- Stories (without images) for tableau
Do Now/Introduction/Hook
Student Actions
Teacher Actions
The Australian Government Department of Education is a major supporter of the Teach For Australia
initiative.
teachforaustralia.org
deakin.edu.au
Use
https://www.jasondavies.com/wordcloud/# to
create a Word Cloud type responses as
students suggest them
What shows up as the most important or
noticeable features of the image? Why are
these features most noticeable?
[10 mins]
[10 mins]
Students continue with the worksheet, aiming to reach
6 techniques.
Think-Pair-Share (or small groups of 3-4) to collaborate
on ideas
teachforaustralia.org
deakin.edu.au
TABLEAU:
Students are divided into groups of 3-4 and given a story from HONY, without the accompanying photo.
Groups read the story, considering the techniques and voice used.
Groups then have 5-10 minutes to brainstorm what the text tells them about the person telling the
story. They use this information to create a tableau or frozen scene that depicts the person telling the
story.
- They must consider elements such as pose, position, framing, location and expression;
- The group can have a narrator describing elements of the composition, adding details such as
background or other detail;
- Props can be used;
- Groups may consider actually photographing the scene
Closure
Exit Ticket:
Provide 2 pieces of textual evidence to support the decisions you made in creating your tableau
Evaluation
What worked well? What would I modify? What would I do differently next time? Which students do I
need to follow up? What do I need to reteach or build upon in the next lesson?
The Australian Government Department of Education is a major supporter of the Teach For Australia
initiative.
teachforaustralia.org
deakin.edu.au