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MIGRATION (TEACHING STRATEGIES FOR EAL/D LEARNERS (Scaffolding the rich…
MIGRATION
TEACHING STRATEGIES FOR EAL/D LEARNERS
Scaffolding the rich task
Direct instruction
Group and pair work
High expectations
Brainstorming
Awareness of the learning progressions for EAL/D learners
Teacher led discussion
LEARNING ACTIVITIES
LESSON 2: EN5-3B
selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning. Have a local community expert come in to discuss issues around migrations. Challenge students to see if the information they found yesterday aligns with what the community expert says. Use the page where the mother and father both have their hands on the suitcase to do a close analysis. Introduce students to the metalanguage around multimodal texts. As a class, identify the guestural, visual and spatial elements of the text. Have students begin to draw meaning from the use of these elements and how it enhances the overall effect on the audience. Students are then to research the cultural beliefs and aspects of the new immigrants, to further develop their understanding of migration.
LESSON 3: Have 3 newly immigrant students come into your class for 15 minutes to discuss the transitions of moving to a new country. Have students ask questions and take notes on the ideas raised. Make sure students are intentional in getting information to use for their presentations and pamphlets. Ask students in pairs, to discuss strategies for ensuring that relationships in the school between Australian students and immigrants can enhance inclusivity, equality and be respectful. Have students begin working on their presentations and pamphlets, using the information learned and gathered in previous lessons.
LESSON 1: EN5-7D
understands and evaluates the diverse ways texts can represent personal and public worlds. Explain the rich task to students and set out the clear learning objectives to reach this in the next few lessons. Using an online mind mapping tool, Popplet, have students brainstorm what they know about multimodal texts. Introduce students to The Arrival, by Shaun Tan. Have students predict what the book is going to be about. Discuss the topic of migration and assess their prior knowledge. Read the text with students, stop on various pages and be intentional in creating links between what is seen on the page and what is seen in our community/school. After the text has been read as a whole class, have students work in pairs to research the topic 'migration'. Students must have at least 10 dot points in relation to migration before the end of the lesson.
LESSON 4: Students will continue working working on their presentations and pamphlets. Students should by now be paying close attention to the design elements to enhance the overall delivery of the presentation and reception of the pamphlets. Once students have created their presentations that can begin rehearsing in front of each other in the classroom.
ADDITIONAL KLAs:
ART: 5.1 Develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks.
PD/H/PE: PD5-3
analyses factors and strategies that enhance inclusivity, equality and respectful relationships
KLA English: Stage 5, Year 9
RICH TASK: Students will create their own multimodal text (PPT, Prezi etc), which will contain information that is necessary for new students at the school who have recently migrated. The multimodal text will be presented at the upcoming 'welcome night' on Wednesday 23rd October, for immigrants. In addition to their multimodal texts, student's will also need to create a pamphlet which will provide new immigrants of the community information about living in Port Macquarie. These pamphlets will be handed out at the 'welcome night' as well as a number of copies placed in the Port Macquarie Glass House, information stand.
RATIONALE: Students will engage with the topic of 'migration' by studying the multimodal text, The Arrival, by Shaun Tan. Students will learn the aspects of what a multimodal text entails and gain skills to annotate texts and thereafter create their own. Students will apply their knowledge of The Arrival, to become culturally aware of the current occurence of migration in the Port Macquarie community and their local school, more specifically. Students learning will be undertaken in alignment with the Department of Education multicultural policy and Anti-racism policy.
RESOURCES: Popplet, The Arrival, by Shaun Tan, Power Point, Word design program for pamphlets, 3 student migrants, Student iPads, a local community expert to discuss issues around migrants, Immigrant representative, Tahani Buelz.
GENERAL CAPABILITIES (ACARA): Literacy. Intercultural understanding. Critical and creative thinking.Personal and social capability. Ethical understanding. Information and Communication Technology.