Assessment outline Assessment for learning (during unit) Assessment as learning (during unit) Assessment of learning (end of unit) Formative assessment, used throughout unit of work to inform future teaching Short answer questions Close analysis of the text Student guided assessment where learners reflect on their own learning Focus on writing group activities Class debate on a key idea Summative assessment to assess student learning Formal examination extended response Submit Focus on Writing portfolio Outcomes and content Teaching and learning Embedded literacy strategies Resources and supplementary texts Note: By no is this unit conclusive on any one text but rather provides a range of approaches and interpretations to the new syllabus Overview of ways to structure a program How to approach the close study of your prescribed text based on the syllabus Explore: information (what is the message?) (themes) attitudes (perspectives and opinions) values (what is important?) form, structure and style How have these conventions been manipulated by the composer to achieve particular effects? The ways the composer portrays: people (character analysis/ persona) (themes) events (setting, plot) in the text language features on Writing personal critical creative
Freeze Frames Drama activity from a table of key points in the plot (this can be taken from the previous story map). Each student is given a particular scene and a character. Simple props can be used. The audience members close their eyes while the group prepares the first scene, then they open their eyes for ten seconds. This is repeated for various scenes. Groups in the audience decide what the key scenes are and the important elements of the story. could find other samples of reviews on other texts to demonstrate the structure of a review). EAL 12-8 analyses and evaluates cultural references and perspectives in texts and examines their effects on meaning EAL 12-5 thinks imaginatively, creatively, interpretively and critically to respond to, represent and evaluate complex ideas, information and arguments in a wide range of texts Prescribed text: The Striped world selected poetry by Emma Jones Who is the composer: the context of Emma In module C: Close Study of Text, it is important to gain an understanding of the ways the composer portrays people, ideas and events in the text. To introduce the composer and gain a deeper understanding of how they communicate ideas, students complete the Emma Jones Interview listening activity.doc This is a interview clip you can show students (without the visual to focus on listening). Play the recording twice and students complete a series of short questions to help guide them in considering what they learn about Emma Jones. No marks have been allocated for each question, though you could do this as a practice listening activity and award marks out of 15 in total. There is also an extension question. To gain a deeper understanding of the poet, students complete the Emma feature article.doc This is a scaffolded article, an excerpt from a longer article. It is important when giving English as an additional language or dialect (EAL/D) students a dense piece of text that some vocabulary is provided, along with focus questions. Both have been outlined in a text box to guide student activities. Building the field Background knowledge Pre-reading activities Reading extended passages > Meaning at the of the word Emma Jones Interview listening activity.doc Emma feature article.doc Focus on Writing – blog post After engaging with the listening activity and reading the feature article, write a blog post about the process of writing poetry. Use either the listening text (interview with Emma Jones) or the feature article as a stimulus for your blog post. You may like to research how other
Then, in small groups students discuss the following questions: If you could ask Emma Jones a question about how she writes poetry, what would it be? What do you think her poems will be about? What is the most interesting thing that you learned about the poet after listening to the interview and reading the feature article? poets get inspired to write poetry. Think about the focus questions below: What motivates poets to write? What do find inspiring? What is a successful trait of a good writer? EAL 12-6 investigates and evaluates the relationships between Form, structure and style Studying poetry for module C involves the study of a series of poems in a wider collection. It is important for students to understand that the poems are connected and not to be seen in isolation (again, view the interview with Emma Jones to gain a deeper understanding of the process she used to compose the poems). Message abundancy: give students as much access to techniques as possible Poetic devices.doc Key themes in the text Circle of life: the process of being born Desire to escape: wanting to get out of your circumstance Isolation: the feeling of being alone, alienated, desolate Reader questions- preface the study of the poem with the theme
EAL 12-2 uses, evaluates and justifies processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies Prescribed text - The Truman Show directed by Peter Weir Ideas and information View the trailer for ‘The Truman Show’ before viewing the film in its entirety. Students must predict what they think are the main ideas in the film: What are the overarching themes that the director wants us to notice? What message is conveyed to the audience? Key themes in the text Reality and Truth The American Dream and Utopia Rebellion Commercialism Look at the film poster for the Truman show that has many different smaller images making up a large image. Why do you think the director chose to use this approach? What does each smaller image represent? What does this tell us about the character Truman? What could the message of the film be? Predict Before-reading activities Visualising ModCHyperlinks.doc Hyperlink 8 The Truman Show trailer ModCHyperlinks.doc Hyperlink 9 The Truman Show film poster EAL 12-4 applies and adapts knowledge, skills and understanding of literary devices, language concepts and mechanics into new and different contexts People - character analysis Use the character map for students to identify the relationships between characters. Arrows have been drawn (students can write along the line and add other arrows to explain other relationships). Here are some questions to guide student responses: Truman Burbank What about the opening scenes of the film makes Truman a likeable character? What does he say that is humorous (funny)? How does he interact with other people? What do you notice Writing framework: use the character map as a framework for later extended responses on characterisation Mind map: these quotations can be added to the character Character map The Truman Show.doc This document be printed in A3 size for students to have more room to add details about each character. Focus on Writing: cover letter Personal Outline of skills for a letter You are an actor who is going to audition for a part on the Truman Show. Explain what role you think would be best suited