pre-service teacher’s objectives - raniazaidan1.weebly.com€¦ · web viewclass: stage 4, year...

RANIA ZAIDAN 17534143

Class: Stage 4, Year 8 (Mixed Ability) Time: 9am (First Period)

Pre-service teacher’s ObjectivesClearly explaining the tasks to students.

OutcomesEN4-1A Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasureEN4-7D Demonstrates understanding of how texts can express aspects of their broadening world and their relationship within it

Materials- Smart board- Internet connectivity- Work sheets

Time Organisation Teaching/ learning activities

15minsTeacher centred/whole class

- Settle in- First question to begin the lesson and start of

the new topic is “why do people flee their countries?”

- Students are introduced to the new topic of ‘War and Displacement’ through the use of short stories.

- To begin mind maps are created on the board and responses are given to what is war? Where is war happening? And why is it happening? Answers are discussed

- Copy down in books

20mins

Whole class/individually

- Students are shown a video ‘Let Me In’ by Alicia Keys. (RESOURCE ONE)

- After video, students are to write down in their journals of how this video made them feel and what was different about this video to what we typically hear on the news.

15mins Think/Pair/Share- In pairs, students are given a plastic sleeve. In

each plastic sleeve it will contain a worksheet (resource TWO), a name of a country and a world map.

- The first part of the worksheet, students are to identify the different countries they have been given and highlight it on their world map. In

pairs they are then to plan where they would take their family to flee and how will they get there.- The second part, the teacher will play

background music of what sounds as a war zone.

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During this time a timer will be on and students have exactly 5 minutes to complete the first task of the worksheet. The task is to imagine your country is at war and you must flee. The neighbours come rushing to your home to tell you we must leave now, what 10 items would you quickly pack and take with you” the purpose of the timer and background music is to feel the pressure of the situation.

- Students are then asked to share their country, where they will flee and the 10 items they will take with them.

10mins Individually In their books students are to write a short reflection on how the activity made them feel.

Homework Students are to listen or read any form of news network tonight and write down a short summary of any segments about ‘war’. What was going on? What country? And which channel/station/newspaper was it from.

Evaluation/ ExtensionThis is the first lesson of short stories through the theme of War & Displacement.

This lesson has been designed as an introduction to the ideas of war as this specific

class wouldn’t know. Activities are chosen to give some form of feeling. Students

have been given a variety of countries from different continents going through war

for various reasons. The use of the selected short story is a video students can relate

too as it is based in a First World Country. A video was chosen so students have a

variety of short texts to study from through the week. The set homework activity is

so students can see the relevance of this topic in their unit of study, this also gets

them interacting with some form of media outlet.

In retrospectThe lesson helps students to recognise the hardship of being in a warzone and

having to flee your home with very little notice and very dangerous circumstances. It

is an introduction to the new unit of work. The activity may affect students if they

are refugees or have come from war torn countries and perhaps it needs to be

reconsidered depending on the demographic in the class.

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RESOURCE ONE

Keys, A. (20 JUNE 2016). Let Me In – We Are Here. Retrieved from

https://www.youtube.com/watch?v=v-1hpZzJpmg

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https://www.youtube.com/watch?v=v-1hpZzJpmg


RESOURCE TWO

YOUR COUNTRY: IRAQ

1. Where would you and your family go if you had to leave the country

immediately and how would you get there?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. What 10 items would you take with you?

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

- _______________________________________________________________

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Class: Stage 4, Year 8 Time: 10am (Second Period)

Pre-service teacher’s ObjectivesTime management is very important and the set goal is to stick to the times allocated.

OutcomesEN4-1A Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasureEN4-2A Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologiesEN4-6C Identifies and explains connections between and among textEN4-8D identifies, considers and appreciates cultural expression in texts

Materials- Smart board- Internet connectivity- Class set of ‘Flight’ by Nadia Wheatley and Armin Greder- Class set of iPads



- Settle in- Recap of previous lesson. What is war, why it

happens etc- Students do quick individual presentations of

their homework.

13minsTeacher centred

- Flight is given out to students. They look through it before reading.

- Teacher reads the book to class, students follow.

10mins Whole class- Discuss as a class what the book is about.

Where? Why? How has the author made this book more connected to its origin? How has the illustrator used the colours to represent the circumstances of the events happening? How long have they spent in the refugee camp?

13mins Individually- Compare the two short texts we have so far

looked at. ‘Let me in video’ and “Flight’.- Identify the difference and similarities in the

two.15mins Think/pair/share - Using the iPads students are to create a news

segment in pairs using iMovie. The news

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segment is about the large refugee numbers that have just fled the city of ____ and where they are heading too. How long it may take them, the current state of the weather and any other important information students may like to add. Presentation can only be 1 minute long.

4mins Whole class - Students Present their news segment to the class.

HOMEWORK: Write five questions you would ask any of the three characters in an interview about their escape and life in the refugee camp. Submit answers via School Portal.

Evaluation/ ExtensionIn this lesson students continue to study war through the use of short stories. In this

lesson students use the form of a picture book, studying ‘Flight’ by Nadia Wheatley

and Armin Greder. This picture book is simple but powerful in its short texts and the

colours used in telling the story and setting the scene. This lesson student’s are

asked to compare and contrast the picture book to the previous lessons video. An

obvious difference is the realism of the picture book. The purpose of the activity is to

get students to think creatively and create a short news segment about the situation

in ‘Flight’.

In retrospectOnce again students backgrounds must be considered with the chosen picture book.

The activity of creating a news segment is different and relevant to the unit of work

as it allows students to create their own form of short text with the topic of war. This

activity though needs to be managed and prepared well as time is designated. If

prepared and managed correctly this activity is a great task as students do

collaborative work with the use of ICT and with relevance to the unit of work.

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Class: Year 8 Stage 4 (Mixed Ability) Time: 12.30pm (Four Period)

Pre-service teacher’s ObjectivesTime management and clear explantations of the tasks. Also to explain the relevance of the topics to what is happening in todays society so students have something to relate too.

OutcomesEN4-4B Makes effective language choices to creatively shape meaning with accuracy, clarity and coherenceEN4-5C Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose textsEN4-9E Uses, reflects on and assesses their individual and collaborative skills for learning

Materials- Smart board- Internet connectivity- Class set of ‘Flight’- Colour pencils- Blank A4 papers- Class laptops



- Settle in- Recap of last lesson (Flight)- Continuing with the picture book

15mins Individually- Draw a page to add as the last page of the book

that sees into a positive future. On this page you must include the boy, the new home they dwell to reach and a change in the tone of the picture (colour as it is positive change to their life). The picture must speak for itself and therefore no text is required.

- Volunteers in the last minute share their pictures.

10mins Individually

Think/pair/share

- Write a descriptive sentence in exercise books for three of the scenes in the book. Sentences can be about the atmosphere, emotions/feelings, that exact moment. As long as it is descriptive and relevant to that page.

- Swap with the person beside you to give you feedback on your sentences and the chosen page.

25mins Individually- Students are given their copies of ‘Flight’. They

are to analyse the book again its text and

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images.- Answer one of the following questions.

Responses must be at least 400 words long. Typed on laptops1. Write in the boys’ perspective of what it is

like to live in a refugee camp.2. In the young boys perspective you are to

write of what he imagines ‘home’ to be like.This is a creative writing task therefore think hard about the descriptive writing you will use.

- During this time teacher will monitor students and check the progress of their writing pieces.

5mins Individually Teacher will show students a clip ‘Most Shocking Second a Day’ Video (Resource Three). Students are to write down notes as they watch the short clip.

Take home assessmentStudents are to re watch the short clip of ‘Most Shocking Second a Day’. Students are to be creative and create a short story with words for the video. Students are to type up their work and submit it via their school portal accounts. Word limit 400-500words.

Evaluation/ ExtensionFor this lesson students would have previous knowledge of creative and descriptive

writing as it would have been taught during the term and also practice for the

NAPLAN they would have sat earlier in the year and therefore it isn’t foreign. This

lesson focuses heavily on creating their own parts to the short stories. This helps

them with their creative writing, writing skills, collaborative work and can critically

compose a text. The descriptive sentence activity is a quick practice task for their

recreations of the short texts. This is a practice task for their assessment they will

have to do in order to receive an end of semester grade and report. The take home

activity has been designed around the video as it barely has any words although the

video itself is strong enough. By watching the video students can interpret much

meaning and therefore create a short story for the film.

In retrospect

Practice has been completed throughout the three lessons for the assessment and with

their former writing lessons throughout the year. The Drawing activity must not be

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taken advantage of and used as stimulus for their continuing studies of this unit of

work

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RESOURCE THREE

Save The Children. (March 5. 2014). Most Shocking Second a Day Video. https://www.youtube.com/watch?v=RBQ-IoHfimQ&t=1s

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https://www.youtube.com/watch?v=RBQ-IoHfimQ&t=1s


RATIONALE

What is being taught?

The three designed lessons focus on the study of short stories through the theme topic

of ‘War and Displacement’. The first lesson starts of as an introduction to war and the

perspectives on war. This is important as students need to visualise it and understand

it to the best of their ability in order to take part in the upcoming tasks for the unit of

work set out in these three lessons. With prior knowledge on creative and descriptive

writing students are able to combine that with their knowledge of war and the short

stories studied in these lessons to create their own form of short stories throughout the

week. Activities include various forms of text such as writing, speaking and

collaborating with peers. This enhances their skills in writing and speaking and

working with others, which are all life skills that the students will use throughout their

life in and out of the education system. The use of the theme ‘war and displacement’

is also very important as it is currently happening in our world and may affect some

students in our classrooms as they may know a refugee, are a refugee or come from a

refugee family. This topic is important for students to understand as they get some

form of perspective of what is occurring around the world and how they can address it

if they need too.

Why is it being taught?

These lessons were created to teach students about what is occurring in our world

through the use of various texts in order to EN4-7D ‘demonstrates understanding of

how texts can express aspects of their broadening world and their relationships within

it’ (BOS, 2012). The tasks created in these lesson plans also heavily address the

learning outcome EN4-5C ‘thinks imaginatively, creatively, interpretively and

critically about information, ideas and arguments to respond to and compose texts’

(BOS, 2012). This is demonstrated in activities such as lesson three when students are

asked to write a new page for the picture book ‘Flight’. The lessons also address

outcome EN5-2A ‘a student effectively uses and critically accesses a wide range of

processes, skills, strategies and knowledge for responding to and composing a wide

range of texts in different media and technologies’ (BOS,2015). Students are critically

analysing and responding to various short stories in different forms of texts such as

videos and books. Also the activities created allow students to create their own videos

and use ICT throughout their learning in the English classroom.

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How is it being taught?

To involve and engage students in the lessons various activities have been used

without the use of traditional learning from a textbook. The use of different forms of

short stories such as videos with people they may recognise from the music industry

such as Alicia Keys in the video ‘Let Me In’, reversed situations, a country like

America has been invaded (therefore students can relate if a first world country such

as Australia was under attack). Also the use of collaborative learning is being used to

teach as students enjoy working with their friends by allowing students to work

together it helps as students will share their thinking ideas and also clarify any

misunderstandings and so on Boas and Gazis, (2016). The use of ICT such as iPads

to create news segments are always engaging and are important as they are the ways

to engage and teach students in the twenty-first century English classroom. Whole

class approaches have been used as students are encouraged to join, once a class

discussion is underway. Activities that feel like a game and therefore are enjoyable

have been used also to keep the students engaged but also on task in relevance to the

content. This is important as students learn more when they can relate and enjoy.

How does it relate to the readings?

Students working with their peers is seen throughout the constructed lesson plans.

Gannon, (2010) encourages the use of group work in an English classroom as he

suggest ‘at stage 4, students learn to ‘ask questions, listen and negotiate to clarify an

extended group task with teachers and peers’ pp. 199. This is seen in the activities

where students are asked to swap their work so their partner can give feedback,

Atwell (1978) discusses the relevance of sharing work as it allows students to read a

range of different perspectives, reflect on their own work and provide constructive

criticisms. Also in the class activity where students are to create a news segment,

which would include negotiating and clarifying of who takes on which task. This also

is influenced by Boas and Gazis, (2016) we also suggest that collaborative learning is

great as students are able to help each other by clarifying and editing. In the earlier

lessons Atwell’s (1987) suggestion of applying brainstorming ideas for writing as this

technique helps generate information as students share their knowledge with the class,

is seen. This is used in the earlier lessons to help build a basis for the students. The

reconstruction of activities such as adding a new final page to ‘Flight’ and adding a

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short story to the video ‘Most Shocking Second a Day’ comes from Adams’ (2009)

reconstruction activity.

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REFERENCE:

Adam, P. (2009). Imaginative Re-creation of Literature. In Gannon, S. , Howie, M.

and Sawyer, W. Charged with Meaning Re-Viewing English. (pp. 53-66 ).

Australia.

Atwell, Nancie. (1987). In the Middle: Writing, Reading, and Learning with

Adolescents. Heinemann.

Board of Studies NSW. (2012). English K-10 syllabus. Sydney: Board of Studies NSW.

Boas, E., & Gazis, S. (2016). The artful English teacher: Over a hundred strategies for

the English classroom.

Gannon, S., Howie, M. and Sawyer, W. (eds) (2010) Charged with Meaning Putney:

Phoenix Education.

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pre-service teacher’s objectives - raniazaidan1.weebly.com€¦ · web viewclass: stage 4, year...

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