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S00153568
G.Cooney
parents.
Some themes present on the text are the consequences to
tradition of globalisation, the corruption of India, and the
journey to find ones identity.
G.Cooney
quite brutal.
Themes present in the text include the power of ones
conscience, the nature of conflict and the importance of
cultural understanding.
While some of the terms in this text a quite dense, with proper
guidance from a teacher this text would be okay to teach at any
level, however, for best results it would suit students with a
higher level of reading. While this text is not gendered as I see
it, it would suit those with an interest in history more than those
without one.
This text would be best suited as a classroom text as it could be
a part of a bigger unit, perhaps including indigenous texts as
well.
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G.Cooney S00153568
Year 7 English
DATE:
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate
metalanguage (ACELT1803)
Identify and explore ideas and viewpoints about events, issues and characters represented in texts
EVALUATION
(Including specific informal
G.Cooney S00153568
links to AusVELS)
Students completion of the
minut
purpose of lesson):
es
contribution to class
class discussion.
input.
and appropriate
metalanguage
(ACELT1803)
G.Cooney S00153568
minut
es
move into groups of no more than four, as this is a task, through walking around
35
Padlet
G.Cooney S00153568
throughout it.
collaborative learning
environment.
of.
and appropriate
metalanguage
(ACELT1803)
Identify and explore
ideas and viewpoints
about events, issues
and characters
represented in texts
drawn from different
historical, social and
cultural contexts
(ACELT1619)
G.Cooney S00153568
10
minut
es
Year 7 English
DATE:
Where this lesson fits in the bigger unit: Lesson 11 LESSON DURATION: 60 Minutes
TOPIC/FOCUS: Power of imagination: Looking at narrative elements, specifically plot, genre, setting,
through literature circles
AusVELS STATEMENTS:
-
Recognise and analyse the ways that characterisation, events and settings are combined in narratives,
G.Cooney S00153568
Analyse and explain the ways text structures and language features shape meaning and vary
of agreement and difference with others and justifying a point of view (ACELT1620)
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective):
The students will be able to:
-
point of view
- Debate the importance of chosen narrative elements in the overall message of the text
SUMMARY OF RESOURCES REQUIRED: the text Alice in Wonderland and access to a device that can
create documents and share them on Google docs
LESSON PROCEDURE
GOALS & METHODS OF
TIMIN
G
RESOURCES
EVALUATION
(Including specific informal
and/or formal assessment
10
links to AusVELS)
Teacher will outline the
minut
purpose of lesson):
es
G.Cooney S00153568
and appropriate
roles.
metalanguage
(ACELT1803)
Discussion director
o Develops a list of questions, directions the
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Vocabulary enricher
o Selects some especially important words in
the reading
Travel tracer
o Tracks where the action takes place in the
reading
o Tracks how the plot is evolving
Investigator
o Digs up some background information on any
o
genre
Illustrator
o Draws a picture related to the reading
o Draws upon imagery and figurative language
used through the text to create this image
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Text
changed.
Lesson Development:
minut
Device (Laptop
es
or iPad)
structures in creating a
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information discovered.
the work.
(ACELT1805)
Recognise and analyse
the ways that
characterisation, events
and settings are
combined in narratives,
and discuss the
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(ACELT1622)
Analyse and explain the
ways text structures and
language features shape
meaning and vary
according to audience
and purpose
15
(ACELY1721)
Reflect on ideas and opinions
minut
es
identifying areas of
G.Cooney S00153568
Year 7 English
DATE:
LESSON DURATION: 60 Minutes
Recognise and analyse the ways that characterisation, events and settings are combined in narratives,
of agreement and difference with others and justifying a point of view (ACELT1620)
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective):
The students will be able to:
-
G.Cooney S00153568
RESOURCES
EVALUATION
(Including specific informal
and/or formal assessment
10
links to AusVELS)
Teacher needs to make sure
minut
purpose of lesson):
es
moving on as without
cannot be formatively
another.
properly.
G.Cooney S00153568
minut
profile
struggling. In viewing
es
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the narrative.
homework.
characterisation, events
combined in narratives,
different approaches
(ACELT1622)
Compare the ways that
language and images
are used to create
character, and to
influence emotions and
opinions in different
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types of texts
-
(ACELT1621)
Use a range of software,
including word
processing programs, to
confidently create, edit
and publish written and
multimodal texts
10
(ACELY1728)
Reflect on ideas and opinions
minut
es
identifying areas of
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Year 7 English
DATE:
LESSON DURATION: 60 Minutes
TOPIC/FOCUS: The power of imagination: thematic presence in Lewis Carrolls nonsensical universe
AusVELS STATEMENTS:
-
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate
metalanguage (ACELT1803)
Analyse and explain the ways text structures and language features shape meaning and vary
RESOURCES
EVALUATION
(Including specific informal
and/or formal assessment
links to AusVELS)
G.Cooney S00153568
10
minut
purpose of lesson):
es
and appropriate
metalanguage (ACELT1803)
portrayal?
Lesson Development:
minut
es
G.Cooney S00153568
collaborative learning.
Closure (Options include summarising or
minut
es
Year 7 English
DATE:
LESSON DURATION: 60 Minutes
G.Cooney S00153568
AusVELS STATEMENTS:
-
Understand how language is used to evaluate texts and how evaluations about a text can be
metalanguage (ACELT1803)
Analyse and explain the ways text structures and language features shape meaning and vary
of agreement and difference with others and justifying a point of view (ACELT1620)
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS in brackets next to each objective):
The students will be able to:
- Critically asses language choices in creating meaning throughout the text
- Evaluate how the context of the text aids in understanding its meaning
- Analyse narrative elements in shaping specific meaning throughout the text
SUMMARY OF RESOURCES REQUIRED: Learning role cards (see appendix 2)
LESSON PROCEDURE
GOALS & METHODS OF
TIMIN
G
RESOURCES
EVALUATION
(Including specific informal
and/or formal assessment
links to AusVELS)
G.Cooney S00153568
10
minut
purpose of lesson):
es
and appropriate
metalanguage (ACELT1803)
G.Cooney S00153568
40
Learning role
Lesson Development:
minut
cards
can be substantiated by
group.
and appropriate
metalanguage (ACELT1803)
expected of them
es
G.Cooney S00153568
10
minut
es
and appropriate
metalanguage (ACELT1803)
Reference List:
Baxter, D. (2009). Small group work, in Gannon, Susanne, Howie, Mark & Sawyer, Wayne, Charged with
meaning: re-viewing English (197-203). Phoenix Education, New South Wales.
Culican, S., & Fattor, T. (2003). Who says boys dont read? They do in literature circles. Literacy Learning: The
Middle Years, 11(2), i-viii.
Derewianka, B, & Jones, P. (2013). Teaching Language in Context. South Melbourne, VIC: Oxford University
Press.
G.Cooney S00153568
Edwards-Groves, C., Anstey, M., & Bull, G. (2014). Orchestrating dialogic pedagogies: talk practices for
learning-focused teaching, in Edwards-Groves, Christine, Anstey, Michelle, & Bull, Geoff, Classroom talk:
understanding dialogue, pedagogy and practice (76-106). Primary English Teaching Association
Australia, New South Wales.
Gold, E. (2004). Deconstructive approaches in the teaching of texts, in Sawyer, Wayne, & Gold, Eva,
Reviewing English in the 21st century (300-303). Phoenix Education, Melbourne.
Harfouche, G., & Gutierrez, A. (2000). Studying Print Fictions Handout for professional development of staff.
Retrieved from http://leo.acu.edu.au/mod/resource/view.php?id=864234.
Henderson, R. (2012) Teaching literacies: principles and practices, in Henderson, Robyn, Teaching literacies in
the middle years: pedagogies and diversity (pp. 3-17). South Melbourne, VIC: Oxford University Press.
Janks, H. (2010). Reading texts critically, in Janks, Hilary, Literacy and power (61-98). Routledge, New York.
Ludwig, C. (2003) 'Making sense of literacy', ALEA Today, February.
Misson, R. & Morgan, W. (2006) The cultural and the critical, the Aesthetic and the Political, in R. Misson & W.
Morgan, Critical literacy and the aesthetic: transforming the English classroom {pp. 1-20}. Urbana,
Ill: National Council of Teachers of English.
G.Cooney S00153568
Quinn, M. (2004). Talking with Jess: Looking at how metalanguage assisted explanation writing in the middle
years. Australian Journal of Language and Literacy, 27(3), 245. Retrieved from
http://go.galegroup.com.ezproxy2.acu.edu.au/ps/i.do?id=GALE
%7CA136339035&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=449b3ae5fa02209b6a43f93bd13e6ef3.
Reid, I. (2003). The Persistent Pedagogy of 'Growth'. In D. Homer, B. Doecke, H. Nixon, & Australian Association
for the Teaching of English, English teachers at work: narratives, counter narratives and arguments (pp.
97-108). Kent Town, SA: Wakefield Press in association with the Australian Association for the teaching
of English.
G.Cooney S00153568
Appendices:
Appendix 1: Facebook profile
Harpursville Central School District. (2015). Farcebook Template. Retrieved from
www.hcs.stier.org/Downloads/Farcebook_template2.doc.
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LEARNING ROLE
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LEARNING ROLE
CODE BREAKER
USER
How did the author start this text? Did it suit its purpose?
number of syllables?
work it out?
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this text?
LEARNING ROLE
LEARNING ROLE
PARTICIPANT (EXPERT)
ANALYST (INVESTIGATOR)
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phrases.
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