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EDN235 Part B: Brainstorm (The lesson (Resources used in…
EDN235 Part B: Brainstorm
The student
Contexts
Attitudes
To school
Student enjoys school. He engages well with his teacher and peers
Prefers Maths to English
To learning
Motivated to learn in areas of interest
Prefers tactile learning
Enjoys ICT
Uses technology for pleasure and education
Part A results
Strengths identified
Verbal communication of ideas
Engagement with people
Willingness to learn
Sight words are good
Needs identified
Some verbal sentence structuring
Spelling skills need work (he is on average with curriculum achievement standard)
Must be occupied
Short attention span
Lack of focus
Reading harder words such as 'right', 'idea', 'platypus'
As a literacy learner
Speaking & listening
Between the listening levels 3 & 4 (LiS3-LiS4)
He displayed the ability to recall specific information about the text, indicating his past engagement with the material
Speaking level 2 (SpK2)
Can successfully explain/communicate his reasoning and understanding of a text
The classroom
Contexts
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Social
Year one
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Safe environment
Sense of belonging
Sense of community
Cultural
Holds values of NAPLAN, Australian Curriculum, EYLF, MCEETYA
Year level
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Curriculum
Australia:
https://www.australiancurriculum.edu.au/f-10-curriculum/curriculum-filter/?subject=11568&year=Year+1
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Western Australia:
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8
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The curriculum
English
Achievement strands
Language
Speaking and listening
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Evidence
Part 1:
https://www.youtube.com/watch?v=XPfuqhugCoo
Part 2:
https://www.youtube.com/watch?v=LnV-0aZYWxY
Analysis
The student speaks well using speech devices such as variation of intonation, pitch and tone
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Student used appropriate language, descriptive words and understands features of narrative
Student also memorised parts of the story. In part 2 he starts retelling story without reading words, instead paraphrasing the story line. He did not use pictures to reference which part of the story we were up to
Literacy
Reading
Annotated running records evidence:
https://drive.google.com/file/d/1HNoAt7iiB99lelQUKazWYmKBrUi6up4T/view?usp=sharing
Wombat Stew text:
https://docs.google.com/document/d/1H3pnOGM1mkkbYEreIdgyRm88eAOz2e1G1NZw4BirmsU/edit?usp=sharing
Spelling
Test evidence:
https://drive.google.com/file/d/1LRKF0YmcI57TYwNynHA130LLo8BuK832/view?usp=sharing
Writing
Evidence of writing
https://drive.google.com/file/d/1Lj2ba_jZtmPiqPmKIy3XkfpHCC8KNtwG/view?usp=sharing
https://drive.google.com/file/d/1o-biN7ZmdKBH2VN-3zyN-EqmWW_rgeMi/view?usp=sharing
https://drive.google.com/file/d/1JVy_6i0REkvyTO88FPJi7YolPVPwgUqt/view?usp=sharing
The lesson
Resources used in creation/execution of lesson
Early Years Learning Framework
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
The Very Noisy Bear
by Nick Bland
https://www.youtube.com/watch?v=iyrth9vJQ2g
• Whiteboard and markers to record students ideas in the introduction of the lesson
• Cards for the warm up activity in pairs
• Butcher’s paper for drafting a rough copy of their group comic strip
• Pencils and drawing materials
• Comic strip template for students to draw on
• Reference to previous lessons as reflection before the task is undertaken
Task
Warm up/introduction: class discussion on what they can recall about text
The Very Noisy Bear
by Nick Bland
Match narrative characters to their instruments
Teacher will read text aloud to students at their desks
Students will be split into groups of three and tasked with choosing a character and creating a comic strip from that character's point of view
Then, whole class discussion acknowledging student’s own interests beginning with the question ‘if you were in this text, what instrument would you play?’
From here, the discussion will highlight the differences in the students of the class and how valued they all are.
Teacher will highlight the importance of different/diversity and place value on all students’ interests.
Conclusion: ask students to restate what they've done in this lesson. Follow up by teacher stating overarching moral of the lesson: everybody is different and it takes all types to make the world go round. We should appreciate each other and our individual talents.
Content Descriptors
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Key focus
Literature (Responding to Literature) ACELT1582: Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences
ScOT terms: Personal Responses
Elaborations: discussing characters from books and films and whether these are life-like or imaginary (for example talking animals). Comparing characters and events in texts to students' own experiences
https://www.australiancurriculum.edu.au/Search/?q=ACELT1582
Underlying focus
Literacy: ACELY1656- Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
Elaboration: speaking clearly and with appropriate volume
Elaboration: participating in informal and structured class, group and pair discussions about content area topics, ideas and information
Elaboration: listening for details in spoken informative texts
ScOT Terms: Listening comprehension, conversations
Elaboration: formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
Elaboration: learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
Elaboration:interacting confidently and appropriately with peers, teachers, visitors and community members
Elaboration: listening for details in spoken informative texts
https://www.australiancurriculum.edu.au/Search/?q=ACELY1656
Language: ACELA1778- Understand how to spell one and two syllable words with common letter patterns
ScOT Terms: Emotions, nonverbal communications
Elaboration: extending students’ vocabularies for the expression of feelings and emotions
Elaboration:considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways
https://www.australiancurriculum.edu.au/Search/?q=ACELA1787
Learning objectives
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Explicitly identify the conflict of the text (the main character trying to find a suitable instrument to play with his unique abilities/attributes).
Retell the story to peers
Use illustration to further explore and document their ideas
Understand attributes of characters and what makes them adept at playing their chosen instruments. The application of animism to characters (and inanimate objects) is common among children of this age group (Duchesne, S., & McMaugh, A., 2016. Pp 90). Students are familiar with this concept, even if only implicitly. This will aid them in the creative aspect of the tasks ahead and underpin the students’ response to the text.
Through writing a narrative (comic strip task) students have opportunity to practise spelling skills. Directly relates to ACELA1778.
Replicate text narrative style. Eg BOOM! SCREECH! Directly relates to ACELA1787.
Relate the message of the text to their own lives and understand that everyone has special abilities at some things. This recognises diversity and celebrates differences. Students will have opportunity to identify with the text and the interests of its characters. Directly underpins ACELT1582.
Assessment
Students will be grouped and tasked with drawing a collaborative comic strip to retell the story from a different character’s point of view. Each group will consist of three students each with a specific role: supervisor, illustrator and writer. Though these roles are assigned by the group and appear quite discrete, students will have to contribute to all three aspects together to achieve results.
The first task will allow opportunity for students to demonstrate learning objectives 1, 2, 3, 4, 5 and 6.
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The task will then lead into a second activity for the lesson for students to demonstrate their response to learning objective 7.
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How will this lesson achieve meaningful learning?
Intentional (goal directed)
Product of comic strip to be produced
Summative assessment in group discussions
Formative assessment with evidence of engagement and learning through comic strip
Authentic (conversational/contextual)
Relates to students own interests and contexts
Cooperative (collaborative/conversational)
Requires teamwork in group discussions
Student led task of comic strip requires collaboration
Constructive (articulate/reflective)
Group discussion at introduction and conclusion of lesson are both reflective exercises
Active (manipulative/observant)
Requires student led decision making process for comic strip
Requires multimodal participation from students in teacher led aspects of lesson