Tuxworth Smith McCormack 2015

Title and Authors

H. Tuxworth

J. Smith

R. McCormack

Literacy

Learning Plan A context statement about the school and year 4-6 class as well as any other contextual information This Learning Plan has been designed for the Year 5 class at Jasper Bay Primary School. This is a ‘middle’ socio-economic status suburb in a large metropolitan city of Australia. There are 24 students in the class. Some of the children were born overseas and speak English as their second language. A small number of children have learning difficulties, and an equal number of children are advanced learners. The Year 4 content descriptors for the English component of the Australian Curriculum have been used as a guide for the children’s prior knowledge. Australian Curriculum Year Five students are expected to reach the following standards in regard to The Australian Curriculum and Reporting Authority [ACARA] (2016): * Learners are able to explain and understand text types and the language

Assessment linked to Curriculum Assessment information is also included within each of the Knowledge Process sections below. Assessment documents, where applicable, are referred to in the relevant sections and included as Appendices.

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utilised. They can demonstrate understanding in regard to setting, characters and events. They can also identify power of images in relation to texts (ACARA, 2016); * Learners are able to decode unfamiliar words and phrases utilising phonics, grammar, semantic and contextual applications. When reading, they can examine and provide explanations and demonstrate understanding of text. Learners are able to ask appropriate questions in order to respond to what they have read (ACARA, 2016); * Learners demonstrate understanding and insight into point of view of characters in text. They utilise language skills to respond accordingly and continue to develop speaking skills. Learners are able to create their own writing with a variety of content and text types. They can proof-read their own work for a more polished result. Learners are also able to utilise multimodal components to demonstrate their understanding of concepts (ACARA, 2016); In essence, Year five learners are able to demonstrate their developing skills in regards to listening, reading, viewing, speaking, writing and creating. Australian Curriculum and Reporting Authority [ACARA]. (2016). Year 5 English Achievement. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?y=5&s=LA&s=LT&s=LY&layout=1 Several content descriptors from the Australian Curriculum are applicable to more than one lesson. English Understand how texts vary in purpose, structure and topic as well as the

Diagnostic: Teacher observations to assess children’s level of knowledge

(ACELA1504)

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degree of formality (ACELA1504) Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others(ACELT1609) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

Formative: Communication worksheets (ACELA1504) Formative: Teacher observations of class discussions; observation of children’s Draw-Label-Caption; Communication worksheets (ACELY1698) Formative: Student predictions, observations and explanations; K-W-L charts; Reader’s Theatre scripts and recordings (ACELY1796) Formative: Teacher observes class/small group discussions; observations of lists of emotions and words (ACELY1701) Summative: Teacher observes students’ storyboards and comic strips taking note of students’ interpretations of text (ACELA1511) Formative: Teacher observes group discussions; observation of students’ predictions and explanations (ACELT1610) Formative: Teacher observes group discussions relating to Mirror and observes the comparisons students are making (ACELA1501) Formative: Observations made regarding the language students use in group discussions; observe students predictions in discussing the text and their interpretations (ACELT1609) Summative: Observe and record information from students’ Matrix worksheet (ACELT1795)

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Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Visual Arts Plan the display of artworks to enhance their meaning for an audience (ACAVAM116) Drama Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035) Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036) Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037) Digital Technologies Plan, create and communicate ideas and information, including

Formative: Observe whole class and small group discussion regarding book structures and predictions made by students(ACELA1505) Summative: Reader’s Theatre script and performance; Student self-assessment form; recorded digital productions; rubric (ACELY1700) Summative: Teacher observes the students’ digital video productions and completes associated rubric (ACELY1704) Summative: Teacher observations of storyboard and comic strips; Student self-assessment comic strip rubric (ACAVAM116) Formative: Teacher observations of students’ Reader’s Theatre performances; Student self-assessment (ACADRM035) Formative: Teacher observations and student self-assessment guides the next activity (ACADRM036) Summative: Teacher observes digitally-recorded productions; students reflect on their performances for effectiveness (ACADRM037) Summative: Teacher and student observations of edited video

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collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

productions uploaded to a class blog (ACTDIP022)

Teacher Resource

Learner Resource

Table of Contents

● Learning Focus

● Knowledge Objectives

● Knowledge Processes

1. Experiencing the Known: Students explore how thoughts and actions are communicated through written words.

2. Experiencing the New: Students experience the different forms of communication between text and film versions of the same characters and events.

3. Conceptualising by Naming: Students research and explore different modes of communication explicitly, looking at the different meanings found in text and visual communication and how they can feel given the different modes of communication.

4. Conceptualising by Theorising: Students are given the opportunity to build on the terminology they have previously learnt and researched and gain a deeper understanding of the different types of designs we see every day.

5. Analysing Functionally: Students begin to deepen their understanding of text through varied modes, and understand the terminology and meaning behind modes of identity and the message being told.

6. Analysing Critically: Students understand the differences found in the various genres of written text.

7. Applying Appropriately: Students are able apply their knowledge in a collaborative way, by jointly constructing and performing a Readers Theatre which uses all the modes of communication.

Table of Contents

● Learning Focus

● Knowledge Objectives

● Knowledge Processes

● Experiencing the Known: Students explore how thoughts and actions are communicated through written words.

● Experiencing the New: Students experience the different forms of communication between text and film versions of the same characters and events.

● Conceptualising by Naming: Students research and explore different modes of communication explicitly, looking at the different meanings found in text and visual communication and how they can feel given the different modes of communication.

● Conceptualising by Theorising: Students are given the opportunity to build on the terminology they have previously learnt and researched and gain a deeper understanding of the different types of designs we see every day.

● Analysing Functionally: Students begin to deepen their understanding of text through varied modes, and understand the terminology and meaning behind modes of identity and the message being told.

● Analysing Critically: Students understand the differences found in the various genres of written text.

● Applying Appropriately: Students are able apply their knowledge in a collaborative way, by jointly constructing and performing a Readers Theatre which uses all the modes of communication.

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8. Applying Creatively: Students have freedom to express

themselves in meaningful ways. A topic is selected that relates to their interests and apply all communication modes in creative and unpredictable ways to enhance their message.

● Knowledge Outcomes

● Learning Pathways

● About the Authors

● Guided Reading Plan

● References

● Appendix

● Applying Creatively: Students have freedom to express themselves in meaningful ways. A topic is selected that relates to their interests and apply all communication modes in creative and unpredictable ways to enhance their message.

● Knowledge Outcomes

● Learning Pathways

● About the Authors

● Guided Reading Plan

● References

● Appendix

Knowledge Domain: English Scope of Learning: Text structure and organisation. Texts in Contexts. Reading strategies. Literacies. Learning Level: Year 5 (ages 10-12) Prior Knowledge: Year 4 Content Descriptors and guiding questions Modes of meaning: written, visual, spacial, tactile, gestural, audio and oral

Knowledge Domain: English Scope of Learning: Text structure and organisation. Texts in context. Reading Strategies. Literacies. Learning Level : Year 5 (ages 10-12) Prior Knowledge: Year 4 Content Descriptors and guiding questions Modes of meaning: written, visual, spacial, tactile, gestural, audio and oral

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Words, texts, verbal modes, awareness of non-verbal modes and compare with films. By the end of the experiential phase the students will be able to:

● Explain how words in a text convey messages; ● Express how texts vary according to purpose. ● Explain how books and films differ in text structure; ● Explain how a chosen medium influences how a text is written; ● Show how verbal and nonverbal communication can be used for

effect. Language: Text Structure and Organisation: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Literacy: Texts in Contexts: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Literacy: Interacting with others: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

Building your knowledge of words, texts, verbal modes, awareness of non-verbal modes and compare with films.

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Plots, themes and storyboard design By the end of the conceptual phase the students will be able to:

● Vocalise the terminology used to explain different meanings in text and visual communication and explain the concepts of plots and themes and how this can change the meaning of a story.

● Design their own story board demonstrating the different techniques used to tell their story. They will be able to use the correct terminology and sequencing of events through design.

Literacy: Interpreting, analysing and evaluating: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Literacy: Texts in Contexts: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Language: Expressing and developing ideas: Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) Literature: Examining literature: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Visual Arts knowledge and skills: Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)

Gaining understanding of plots and themes and design your own storyboard with sequencing of events.

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Texts and critical reviews By the end of the analytical phase the students will be able to:

● Explain the different language used when describing modes in text and demonstrate confidence in interpreting text and the meaning behind the text

● Write their own critical review

Language: Language for interaction: Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) Literature: Responding to literature: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others(ACELT1609) Language: Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Literacy: Interacting with others: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes(ACELY1796) Language: Text structure and organisation: Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Literature: Examining literature: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Language: Expressing and developing Ideas: Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

To be able to explain meaning of texts and write your own critical review.

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Script and drama production By the end of the application phase the students will be able to:

● Write a theatre script for a specified audience ● Rehearse and deliver a theatre script using multiple modes of

communication ● Demonstrate how different communication modes are used to

impact an audience ● Write a sequenced script that employs multiple modes of

communication ● Use creative and imaginative elements to enhance audience

response ● Record their drama production using ICT

Literacy: Texts in context: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Literacy: Interacting with others: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Literacy: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Drama knowledge and skills: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035) Develop skills and techniques of voice and movement to create character,

Able to write your own script and record drama production.

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mood and atmosphere and focus dramatic action (ACADRM036) Technology: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

Purpose Students explore how thoughts and actions are effectively communicated through written words in a familiar text. This is achieved through reading, exploring and discussing pp. 105 – 113 of Diary of a Wimpy Kid: The Last Straw (Kinney, 2009). Objectives By the end of these activities the children will be able to:

● Explain how words in a text convey messages; ● Express how texts vary according to purpose.

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Curriculum links English Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Teacher Activity 1 Orientation. Teacher conducts an “interactive read-aloud” (Tompkins, Campbell, Green & Smith, 2015, p. 404) of pages 105 – 113 of the class text, using techniques including predicting, questioning, restating, and repeating. Facilitate a whole class discussion centred on why the students have selected this book as their preferred class text. Stimulate higher order thinking by inviting children to relate characters and events in the selected part of the text to their own experiences. Ask open questions to stimulate thinking. Provide scaffolding such as question stems to include all ability levels. Activity 2 Think Pair Share. Commence with a whole class discussion with questions relating specifically to how the characters from the selected part of the text might communicate with each other. Encourage children to think about the characters’ emotions, thoughts and actions as they relate to each other. Expand by eliciting words relating to emotions, thoughts and actions. Create a list of words on the interactive whiteboard (IWB) and model spelling strategies as necessary. Scaffold the children’s thinking to consider how they might use a variety of facial expressions, gestures, and vocal tones to interact with others in the class and playground. Teacher models as necessary. Relate the events and

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge

Formative: Teacher observations of class discussions.

Students Activity 1 Orientation: Reflect on the reading Can you remember your first day at school (or first day at a new school, or at the start of a new term?) What do you remember about that day? Why do you remember it? How did you feel? Alone, scared, nervous, excited, worried. Why? How do you think the different characters in the Diary of a Wimpy Kid feel? Activity 2 Think-Pair-Share How do you think the characters feel? What words and phrases from the text show the characters’ emotions? How does the text make you feel? Embarrassed, sympathetic, sensitive, sad, worried? When you read the text, what pictures do you have in your head? If you were the main character in this part of the book, how would you walk? How would you speak? What expression would you have on your face? Discuss your ideas with your partner.

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characters in the book without specific reference to concepts. Form mixed-ability pairs for the children to share their ideas, experiences and connections. The children listen to each other’s ideas, develop new ideas as appropriate, and then share their ideas with the class at the teacher’s invitation. The teacher notes each pair’s key ideas on the IWB. Learner Diversity A diversity of learners is considered through the interactive reading and scaffolding. Diversity is further accommodated by using the Think Pair Share strategy because it helps the quieter children to express their views in a familiar setting (Brown University, 20015). Assessment Teacher observes the student’s contributions and interactions throughout the activities.

Purpose The children experience the different forms of communication between text and film versions of the same characters and events. Objectives By the end of these activities the children will be able to:

● Explain how books and films differ in text structure;

Prepare to share your ideas with the class.

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● Explain how a chosen medium influences how a text is written; ● Show how verbal and nonverbal communication can be used for

effect. Curriculum links English Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Teacher Activity 1 Predict, Observe, Explain. Engage the children by announcing that the class will watch part of the Diary of a Wimpy Kid movie. Teacher re-reads pages 105 – 113 of Diary of a wimpy kid: The last straw (Kinney, 2009). Facilitate discussions about how the characters in that part of the text might communicate with each other on film (oral, audio, visual, gestural, tactile, spatial, or written) based only on their knowledge of the text. Specific terminology is avoided at this stage (Lanyon Cluster of Schools, n.d.). Children work in mixed-ability groups to make their predictions using the Communications worksheet (Appendix 1). Predictions are shared with the class and noted on the IWB for later reflection. Students watch the film clip, noting the characters’ interactions and communication modes. In pairs they complete the observations column of the Communications worksheet and share their observations with the class. The teacher notes their observations on the IWB and invites the

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge

and engagement via class discussions, group work, KWL and viewer ability

in watching Safety Last clip.

Formative: Communication worksheets (Appendix 1)

Students Activity 1 Think about the text, and select one character. How does the character feel in this part of the book? (embarrassed, frightened, powerful, shy, etc.) Predict how he/she might communicate in a film version of the story. How will the character speak? How will the character walk and move? How might they communicate their emotions to others? When you have watched the film clip, work with your partner to complete the Communications worksheet (Appendix 1) Prepare to share your observations to the class.

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children to make connections between their predictions and observations. Children complete the Communications sheet, offering explanations and reflecting on their learning. Activity 2 Silent Movie K-W-L Teacher facilitates a whole class discussion about the children’s knowledge and understanding of silent movies (Know). Stimulate thinking with questions for the children to consider the complexities of communicating messages to an audience without using voice (Want). Teacher can model if needed, and invite children to share their ideas with the class. Students view a short clip from the silent film Safety Last (1923). In their pairs the children discuss what they learned from the silent movie clip about communicating without talking. Teacher stimulates discussions about the children’s discoveries and invites students to share what they learned (Learn). Learner Diversity Diverse learners are accommodated in Experiencing the New by using question stems (Woolfolk & Margetts, 2013, p. 342) to stimulate thoughtful discussions in the prediction component of Activity 1. Children are also paired to ensure a blend of ability levels and personality differences. The teacher monitors contributions by all students, and can select students during the whole class discussions to ensure inclusion of varied views. Assessment The completed Communications worksheets show the children’s learning throughout this process and therefore serve as an assessment tool.

Activity 2 Have you ever heard of silent movies? What do you know about these types of films? How do you communicate when you cannot speak? If you are making a film without sound, how would you tell the story? What devices or ideas would you use? What would you like to know about how silent movies told stories? In your pairs, discuss how the actors communicated to the audience without using their voices. What devices and strategies did the film-maker use? Share your findings with the class.

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Purpose Students research and explore different modes of communication explicitly, looking at the different meanings found in text and visual communication and how they can feel given the different modes of communication. Objectives By the end of these activities students will be able to vocalise the terminology used to explain different meanings in text and visual communication. They will also explain the concepts of plots and themes and how this can change the meaning of a story. Curriculum links Literacy Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Teacher Activity 1 Review (or re-read as a class) the book excerpt from Diary of a Wimpy Kid: The Last Straw. Also discuss the two clips that were previously shown to students. This is an exercise to refresh their memories as to what we have

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge

and engagement via brainstorming, questions and small group activities.

Student Activity 1 Think back to Diary of a Wimpy Kid the book and the clips. · Do you remember the emotions in the story? · How did the author/movie maker convey the emotions?

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already seen and what we know. Take a look at K-W-L and the prediction previously noted on IWB taken during the previous lessons regarding the story excerpt and clips. Look closely at the specific techniques used in the excerpt and clips. · How did they convey the emotions, tell the story and create the imagery that we have seen? Research introduces the children to key terminology of written meaning, visual meaning, spatial meaning, tactile meaning, gestural meaning audio meaning and oral meaning, as well as plot, theme, etc. Discuss and share examples of each. This is accomplished in a class circle. Take note (brainstorm) of what the students know. Ask the students to discuss with a partner what they already know and have recently discovered. This can be done through discussion in small groups (think pair share). Activity 2 In small groups of mixed ability, children discuss the different emotions they felt whilst reading the text. Display examples for the students such as, fear, sadness, joy, embarrassment. · Can the students think of any different ones? · How did the author convey these emotions effectively? Students choose one emotion to focus on in their groups. Be sure that there are a variety of emotions covered. · What did the author use to convey this emotion? · What pictures or specific words were used to make us, the reader, understand what emotion was being felt? Have students write these words on small pieces of coloured paper. Colour code the words for example yellow is for joy, red is for anger etc. Create a word wall using these examples. Students can then repeat this exercise, using the same emotion, and relate it to the excerpt from the Diary of a Wimpy Kid movie, and then the film clip from the silent movie.

· How did they tell the story? · What or how did they create the imagery that we have seen? Have a think about what we have learned in our previous lessons. Can we add any new information? Activity 2 In your groups talk to about how you felt when reading the book. Make a list of the emotions you felt. · Can you think of any new emotions that we have not discussed? · How did the author convey these emotions effectively? In your groups select one emotion to focus on. · What did the author use to convey this emotion? · What pictures or specific words were used to make us understand what emotion was being felt? Repeat for the excerpt from the movie and the film clip of the silent movie.

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For those students who struggle with the silent movie clip, encourage more discussion within their group or external prompts from other groups before you step in. If there are still a few who struggle, bring them together as a small group and discuss the questions together, prompting where necessary.

Learner Diversity Through the use of mixed ability groups and the think-pair-share activity, students are able to vocalise their thoughts on a smaller scale. These activities are designed to include all students, particularly those who do not usually participate in the discussion and allow every student the chance to be heard (Fetherston, 2006). Assessment Through observing the students work, the teacher is able to assess if the students have the ability to read the emotions in the text correctly. The teacher is able to discuss how the author portrayed the emotion. Through this discussion, it will be evident to the teacher which of the students need follow up discussion.

Purpose Students are given the opportunity to build on the terminology they have previously learnt and researched and gain a deeper understanding of the

Tuxworth Smith McCormack 2015

different types of designs we see every day. Objectives By the end of these activities students will be able to confidently design their own story board demonstrating the different techniques used to tell their story. They will be able to use the correct terminology and sequencing of events through design. Curriculum links Literacy Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511) Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Visual Arts Plan the display of artworks to enhance their meaning for an audience (ACAVAM116) Teacher Activity 1 Using the terminology we have already created through our previous lessons, students in small groups make a selection from either the book excerpt or one of the two film clips previously discussed. Students need to create a storyboard that shows their understanding of how the author/film maker used these specific techniques to tell their story. (Appendix 2 - Storyboard Template) For example, the use of narration, music, visual prompts, facial expressions etc. Facilitate thinking by posing questions such as: · What if the silent movie had sound? · How would you change the structure of the movie?

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge

and engagement via discussions, small groups and questioning.

Formative: Storyboard templates (Appendix 2)

Formative: Comic Strip Rubric (Appendix 4)

Students Activity 1 Think about the silent movie we have watched. Write in your books the answers to these questions. You can quietly discuss these with a partner. · What if the silent movie had sound? · How would you change the structure of the movie? · What if the film clip from the Diary of a Wimpy Kid movie was a silent film? · Would it be as effective? · How would you modify the movie clip to make it work for an audience?

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· What if the film clip from the movie was a silent film? · Would it be as effective? · How would you it modify to make it work for an audience? Students at this stage can modify their storyboards according to this discussion. · Would they change anything? · How would they demonstrate the film clip being changed into a silent movie? Discuss their findings as a class and identify any gaps that the students may not have noticed. Activity 2 As a whole class, discuss with students the different types of designs we see. For example, people navigate through websites differently to how they navigate books or movies. Blogs are again different to reading a comic book but can we still get the same information from a blog? Do we know what a blog is? Of course we do, because we have a class blog. In groups of six students can choose a topic from a list · A trip to the seaside; · A school assembly; · Sports Day. Now students need to decide on characters. Give students the choice to use Greg and friends from Diary of a Wimpy Kid, or to use the characters based on people they know. A mixture of both would be fun! Ask students to choose six characters for their comic book and one MAIN character. Ask students to create a panel-by-panel outline of what will happen in their comic strip. They are then asked to each write/draw one panel relating to their chosen topic. Once finished, the students in their groups present their comic strip to the class (Appendix 3 - Comic Strip Template).

Activity 2 Do we know what a blog is? Where do we find a blog? Is a blog the same as a comic strip? What is the difference? In groups of six you need to create your own comic strip. It can be based on the same characters in Diary of a Wimpy Kid or you can use people that you know. You could even use characters from the book as well as your friends. Your theme choices are: · A trip to the seaside; · A school assembly; · Sports Day. We need six characters and one main character. Each of you shall create one panel for your comic strip using the characters and the story line you have chosen. This will be shared with the class when you finish.

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Learner Diversity Students are given the opportunity to work in mixed-ability groups enabling those students who lack the confidence and understanding of the task to benefit from those students who have a sound understanding of what is needed to be done. These activities are engaging all students unrelated to their ability levels and allowing them to all have equal input. Assessment Collect students’ Storyboard Templates (Appendix 2). Have all the components been met? How could this be better structured to ensure all students benefit? Have students complete a Comic Strip Rubric (Appendix 4) in order to gain an understanding of how the students feel they are developing their language and understanding through the comic strip activity.

Purpose These activities allow students to deepen their understanding of text through varied modes. It is important for students to understand the terminology and meaning behind modes of identity and the message being told. Objectives By the end of these activities students can explain the different language used when describing modes in text. They will also demonstrate confidence in interpreting text and the meaning behind the text.

Tuxworth Smith McCormack 2015

Curriculum links Literacy Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others(ACELT1609) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes(ACELY1796) Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Teacher Activity 1 Introduce students to the book Mirror (by Jeannie Baker). Discuss as a class the difference between books with words and books without words. · Is there a difference? · Why would an author create a book without words? · Can they still tell a story? · Is it a different story? · What do we think this story is telling us? · How has the author/illustrator structured the book? Organise students into mixed ability groups of three and have them discuss the structure of the book using correct terminology as well as discussing the questions posed.

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge and engagement via discussion, questioning, viewing of Mr Bean and group work. Summative: Terminology Matrix (Appendix 5) Students Activity 1 In groups of three, write down your ideas to the following questions (only one person needs to write the answers): 1. How is the story able to be told without the use of words? 2. What is the story about? 3. Why do you think the story is about this? 4. How does the author use only images to tell a story? 5. Who are the characters in the book? 6. Which modes of meaning are used in this book? Be prepared to discuss your thoughts with the class.

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Activity 2 Show students the clip Mr Bean – Falling Asleep in Church https://www.youtube.com/watch?v=bh__g-ZZ6WA Discuss the different modes used in this clip. · Gestural · Oral · Spatial · Visual Demonstrate to the students what is expected of them when filling out the Matrix by using the Mr Bean clip as an example. Students complete the Terminology Matrix (Appendix 5) Activity 3 In the same groups as Activity 2, students select a page from the book, Mirror. Instruct students to brainstorm their ideas as to what their particular page selection is telling them. Students are to write their own text relating to their selected page from the book. They must decide as a group what form of message they wish their story to tell. Will it be imaginative, informative or persuasive?

Learner Diversity Through the use of worked examples, students are given a clear idea of what is expected of them. Through adopting this scaffolding approach, those students who are struggling and lagging behind will be given a clear example of what needs to be done and how to do it. It is also important to let students know that it is expected of them to share their work. This will ensure that all students participate and do not leave it to a few. Assessment Collect students completed Matrix. Through marking their work the teacher will gain a deeper understanding of what the students understand.

Activity 2 After watching the clip of Mr Bean use correct terminology/language to fill out the Matrix handed to you. Think back to the other texts we have studied. Can you identify other modes being used? Activity 3 In your same groups as the Matrix, select a page from the book Mirror. · What is your chosen page telling you? · Can you identify the theme? · Now write your own text in your group, telling the story of what you see on your page.

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It shall also identify any students who have misconceptions and allow the teacher to correct these misconceptions.

Purpose The following activities give the students the chance to understand the differences found in the various genres of written text. Students already know there are different genres of writing and through these activities, students can see that genres can be broken up into different categories. Objectives By the end of these activities, students will be able to write their own critical review Curriculum links Literacy Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others(ACELT1609) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Teacher Activity 1

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge and engagement via discussions, group work, Summative: Critical review of the picture book Mirror on class blog Student Activity 1

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Whilst the picture book Mirror is still fresh in their minds have students in mixed ability pairs discuss the book and their thoughts behind it. Write a list of discussion points/questions on the board and have the students answer them in their pairs. · How does this book make you feel? · What does this book make you think about? · What do you think the author is trying to say through this story? · Why do you think the author does not use words in this book? · How did the use of images, and the absence of words, influence you as a reader? · Would the book be more effective with words? Why or why not? Come back together as a whole class and share their ideas in a brainstorming activity. Activity 2 Re-visit the book Diary of a Wimpy Kid: The Last Straw. Students have previously read this book, or at the very least extracts from the book. Share several critical reviews of Diary of a Wimpy Kid: The Last Straw (Appendix 6). Discuss with the children what types of language are being used in the reviews. Is it positive or negative? Take notes of ideas and thoughts the students share and those that they disagree on. On their own, students then need to write a critical review of the picture book Mirror. Upload the finished products on to the class blog so students can share with parents and family members. Learner Diversity Through the use of strategies like whole class brainstorming and discussion, those students who are not confident in their ideas and writing abilities are given starting points and further ideas on how to write their critical review. By using think-pair-share students are able to voice their own ideas as well as listen to others. This in turn creates a higher order level of thinking. The teacher is able to provide scaffolding as needed for

Discuss these questions in your pairs. One person is to record your thoughts and ideas.

● · How does this book make you feel? ● · What does this book make you think about? ● · What do you think the author is trying to say through this

story? ● · Why do you think the author does not use words in this book? ● · How did the use of images, and the absence of words,

influence you as a reader? ● · Would the book be more effective with words? Why or why

not? Activity 2

● · What did you think of Diary of a Wimpy Kid: The Last Straw? ● · How did it make you feel? ● · Do you feel it was a positive or negative experience? ● Using the ideas discussed, write your own critical review of Diary of

a Wimpy Kid: The Last Straw. Remember to use the correct language.

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those students who may struggle to write their own review. Assessment Throughout the brainstorming activity and the group work, keep note of what students are saying. Do they understand the task? Are they engaging in the group discussion? Is there a deficit?

Purpose These activities provide opportunities for the children to apply their knowledge in a collaborative way, by jointly constructing and performing a Readers Theatre which uses all the modes of communication. Objectives By the end of these activities the children will be able to:

● Write a theatre script for a specified audience; ● Rehearse and deliver a theatre script using multiple modes of

communication; ● Demonstrate how different communication modes are used to

impact an audience. Curriculum links English Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Use interaction skills, for example paraphrasing, questioning and

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge and engagement via discussions, questions and group work. Formative: Students complete the Self-Assessment: Applying Appropriately (Appendix 8) document to reflect upon their learning.

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interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Drama Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035) Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036) Teacher Activity 1 Readers Theatre script Children apply what they have learned to write a script for a Readers Theatre performance based on the book Mirror (Baker, 2010). This activity begins with the class viewing a sample Readers Theatre, https://youtu.be/P6X6M-THp2I (KCBS TV, 2009). While viewing this video they assess how the children in the performance are applying multiple modes of communication for effect. After the viewing, the children work in mixed-ability groups of four to develop a script that showcases their collaborative interpretation of the text. Teacher provides the children with the parameters of the task including shared contributions, shared roles, the inclusion of an introduction, a clear message, a conclusion, and demonstration of all communication modes in the performance. Circulate to ensure equal contributions from all members of each group. Provide scaffolding as necessary as the children write their scripts. Provide the Readers Theatre Sample Script (Appendix 7). Activity 2 Readers Theatre performance

Students Activity 1 Watch the Readers Theatre video and notice how the children apply each of the modes of communication. Form into groups of four at your teacher’s instruction. Review Mirror together and reach a joint decision about the book’s message. Write a Readers Theatre script together that tells the story of the book as you understand it. Note:

● Everyone contributes equally to the writing ● Everyone has an equal role in the performance ● Use all the modes of communication

Does the story have to be a narrative? Does it have to be told from the boy’s perspective? Is your message clear? Activity 2 Perform your Readers Theatre.

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Each group takes turns to perform a Readers Theatre. This can be conducted in the classroom, the playground, assembly hall or other appropriate venue within the school. Students require a copy of their group’s script for the performance. Remind the children of the parameters of the task. Each performance is digitally recorded for assessment and reflective purposes. Children watch each other’s performances to assist with the next lesson/s. Learner Diversity The teacher supplies the Readers Theatre Sample Script (Appendix 7) to support students in preparing the Readers Theatre script. Teacher also circulates throughout the writing process and asks open-ended questions to stimulate divergent thinking. For the Readers Theatre performance, the teacher permits rehearsal time as necessary. Children can review the Readers Theatre video for inspiration. Assessment The students complete the Self-Assessment: Applying Appropriately (Appendix 8) document to reflect upon their learning.

Purpose These activities give children freedom to express themselves in meaningful ways. They select a topic that relates to their interests and apply all communication modes in creative and unpredictable ways to enhance their

How can you include both audio and oral modes in your performance? How will you demonstrate spatial or tactile communication? How will you convey your character’s emotions? How will you make it interesting for the audience? Watch the other performances and note how they apply the different modes of communication. What did you learn from the other performances? What changes would you make next time?

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message. Objectives By the end of these activities the children will be able to:

● Write a sequenced script that employs multiple modes of communication;

● Use creative and imaginative elements to enhance audience response;

● Record their drama production using ICT. Curriculum links English Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Drama Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037) Digital Technologies Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) Teacher Activity 1 Drama production – script The children work in their mixed-ability groups of four to write a script for a 3-5 minute drama production. Collaboratively they select one of the

Curriculum links Diagnostic: Teacher observations to assess children’s level of knowledge and engagement via discussions, questions, group work and scaffolding. Summative: Teacher and student observations of edited video productions uploaded to a class blog Summative Assessment: Teacher completes the Rubric: Applying Creatively (Appendix 11) Students Activity 1 Work in your groups of four to write a script for a 3-5 minute drama production. This will be digitally recorded for the upcoming school Film Festival.

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following topics:

● Environmental sustainability ● Bullying and discrimination ● A significant event from Australia’s history ● A scientific discovery ● A personal learning experience

Each group’s multimodal drama production will be digitally-recorded for the school’s upcoming Film Festival. The children will apply the 5 Step Writing process (Tompkins, Campbell, Green & Smith, 2015, p. 46) as they pre-write (including topic selection), draft, revise, edit and prepare to publish their script as a drama production (Appendix 9). They are encouraged to use their imagination to develop a creative and unpredictable response to the task. A Sample Short Film Script (Appendix 10) can be used as a guide. Activity 2 Drama production – recording Each production must include all the modes of written, visual, spatial, tactile, gestural, audio and oral meaning. How the children achieve this is at their discretion. Children use ICT to record and edit their production. Groups will upload their completed projects to the class blog (subject to parental permission). This provides an opportunity for peer feedback and teacher (summative) assessment. Learner Diversity Mixed ability grouping and teacher scaffolding gives all children access to the tasks. Children are provided with the Sample Short Film Script (Appendix 10). The 5 Step Writing Process (Tompkins, et al, 2015, p. 46) guides and supports each group to create a production that showcases the

Work together to select one of the following topics for your production: ● Environmental sustainability ● Bullying and discrimination ● A significant event from Australia’s history ● A scientific discovery ● A personal learning experience

Refer to the Sample Short Film Script as a guide. Follow the 5 Step Writing Guide carefully as you prepare your script. Note:

● Everyone contributes equally to the writing ● Everyone has an equal role in the performance ● Use all the modes of communication ● Use your imagination. Your response to this project should be

creative and unexpected Activity 2 Today you will digitally record your drama production. This is Step 5 of the Writing Process. You cannot record (publish) your production until you have completed the first 4 steps. Remember to include all the modes of written, visual, spatial, tactile, gestural, audio and oral meaning. How will you achieve this? How can you do this in ways that the audience does not expect? You will use technology to record and edit your production. Save the completed production for your teacher to view. Once approved by your teacher, upload the production to the class blog.

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diverse talents and abilities within each group (Appendix 9). Teacher monitors contributions to ensure all views are being considered and all members are providing input. Assessment Teacher completes the Rubric: Applying Creatively (Appendix 11) as a summative assessment of the children’s learning.

Experiencing the Known: Draw-Label-Caption lesson. The children draw a picture of one part of the text that resonates with their feelings. They create a drawing that demonstrates some of the non-verbal communication used by their chosen character/s. They give the drawing a label and write a caption that conveys a message that is meaningful to them (Bumgardner & Peha, 2003). Experiencing the New: To extend their learning the children play a game of Charades. They select the title of a book, song, film, play or computer game, and ‘act it out’ using only nonverbal clues for other children to guess. This game is performed in groups of 4 to 6 and rotated to allow the inclusion of all students. Conceptualising by Naming: A follow-on activity is for students to use the Word Wall words and create a story using as many of the words as they can, ensuring they are in context. Conceptualising by Theorising: Students use the 321 RIQ strategy (Newlearingonline.com, 2016). In keeping with Diary of a Wimpy Kid

Experiencing the Known: Draw a picture to show how the characters in the book communicate without using words.

● How can the drawing show emotions? ● Give the drawing a label. ● Write a caption that shows what the drawing means to you.

Experiencing the New: Form a group of no more than six. Play a game of Charades. Think of the title of a book, song, film play or computer game. You must act out the title without using any words. The others in your group must guess the title from your actions. Take turns to ensure everyone in the group is included. Conceptualising by Naming: Using the World Wall already completed, create a story using these words. The story can be on any topic chosen but must include appropriate words used in the correct context. Conceptualising by Theorising: Using the 321 RIQ strategy answer the following questions:

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theme students undertake the following task: 3 Recalls – Students recall 3 facts from the excerpt previously read. 2 Insights – Students identify an insight into the text considering relevance, implications, connection to others, society or school and correlations. 1 Question – Student formulate a question about the text. Students then present their 321 RIQ to a partner with that partner asking clarifying questions in order to gain a good understanding of the other’s points. It is also possible at this point to ask students to share some insights with the whole class. Analysing Functionally: Students adapt their text that they have written in relation to Mirror and create a play. Students need to write their own play with each member of the group having a role. They then can rehearse their play and perform it to the class. Analysing Critically: Students choose a selection of the completed texts from the class work from the day before. This is the lesson where students choose a page from Mirror and had to write their own text to the picture. Use this as a peer review session. Encourage students to answer the following questions:

● How did the addition of text enhance the story/message? ● Did the text detract from the message in any way? ● How did the other groups’ interpretations of the story differ from

your own interpretation? Each group is to then decide which text they considered the most successful in telling the story. The groups then need to give a verbal evaluation to the class as to why they came to their conclusion. Applying Appropriately: Groups review their digitally-recorded Reader's Theatre performances. This provides opportunities for reflection and improvement. Each group then makes modifications before performing again. Opportunities can also be made for groups to upload recorded

3 Recalls – Students recall 3 facts from the excerpt previously read. 2 Insights – Students identify an insight into the text considering relevance, implications, connection to others, society or school and correlations. 1 Question – Student formulate a question about the text. Once the task is complete find a partner and share information gathered, asking questions along the way. Analysing Functionally: Using the text from Mirror, create a play in small groups, ensuring every member has a role. Be prepared to share the play with the class. Analysing Critically: Choose a number of completed work from Mirror. Read other groups ideas and thoughts on the story then answer the following questions:

● How did the addition of text enhance the story/message? ● Did the text detract from the message in any way? ● How did the other groups’ interpretations of the story differ from

your own interpretation? Once the questions have been answered discuss which text told the story successfully. be prepared to share ideas with the class. Applying Appropriately: In your group, watch the digital recording of your Reader’s Theatre performance.

● What worked best? Why? ● What areas were less effective? Why?

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performances to the class blog (subject to parental permission) or to perform for a school assembly. Applying Creatively: The completed videos are uploaded to the class blog for peer feedback. This provides opportunities for children to use their learning throughout this unit to successfully evaluate each group’s performance, and to assess their own application. Feedback then informs modifications to each group’s scripts and performances. Drama productions can then be re-recorded in preparation for the school Film Festival.

● How can you work together to improve the performance? ● Have you included all modes of communication?

Once you have made your modifications, perform and record your Reader’s Theatre again. Upload the recording to the class blog. Applying Creatively: Watch the digital recording of your movie. Evaluate your movie using the criteria set by the teacher.

● Was the movie effective? Why? ● Were all modes of communication used? ● Was there a creative ‘twist’ in the story? ● What improvements can you make to the production?

Watch the movies of at least two other groups. Evaluate the movies by answering the same questions as above. Supply a written or verbal evaluation to the other groups. Once you have received and considered the feedback from others, and evaluated your own movie, make modifications to the movie in preparation for submitting the production for the school Film Festival.

As a result of completing this Learning Element, students can demonstrate that they are able to: Interpret and represent multimodal messages in different mediums and contexts

As a result of completing this Learning Element, you will show that you can: Communicate effectively using a range of modes to convey intended messages

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About this Learning Element Description: Exploring multimodal meaning-making through film, text, and drama. Knowledge Domain: English English (including literature, literacy and language), drama, visual arts, and digital technology. Topic: Communication diversity in a multimodal world Age group: Year 5 (ages 10-12)

About this Learning Element Description: Examining and understanding how messages are communicated through the different mediums of film, text, and drama. Knowledge Domain: English English (including literature, literacy and language), drama, visual arts, and digital technology. Topic: Communication diversity in a multimodal world Age group: Year 5 (ages 10-12)

About the Authors Author: Holly Tuxworth I am just beginning my fourth year University subjects in the quest to complete a Bachelor of Education in Primary through Curtin University. In my position, I have worked closely alongside special needs students for the past four years. This has provided substantial knowledge regarding catering for diversity in a classroom setting. I have enjoyed the Learning by Design process and have widened my understanding surrounding the eight Knowledge Processes in the meantime. Author: Jason Smith I am completing my third year University studies on my way to becoming a Primary School teacher. I come to teaching after a diverse career in broadcast journalism, disability case management, and convening small enterprise training workshops. The Learning by Design model suits my comprehensive and inclusive approach to learning and teaching. Author: Rebecca McCormack I am entering my fourth year University studies in a Bachelor of Education (Primary). I found myself drawn to teaching after many years in the legal industry, and through my children, one of whom has severe learning disabilities. My true passion lies with Special Education. I have enjoyed implementing the Learning By Design process and believe that it has become an invaluable tool for my future teaching role.

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GUIDED READING PLAN Links to English Year 5 Curriculum

Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) (ACARA, 2016).

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) (ACARA, 2016).

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828) (ACARA, 2016).

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling(ACELA1780) (ACARA, 2016).

Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) (ACARA, 2016).

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)( ACARA, 2016).

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) (ACARA, 2016).

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Guided Reading

30 mins

Group RED Text: Diary of a Wimpy Kid 1 (corresponds with the colour of book) (lower level readers) Guided reading below R This group will need to be assisted in reading using a regular TA block

Group DARK BLUE Text: Diary of a Wimpy Kid Rodrick Rules 2 (corresponds with colour of book) Middle achievers Guided reading level R

Group GREEN Text: Diary of a Wimpy Kid The Last Straw 3 (corresponds with colour of book) Middle achievers Guided reading level S

Group YELLOW Text: Diary of a Wimpy Kid Dog Days (corresponds with colour of book) Middle achievers Guided reading level T

Group LIGHT BLUE Text: Diary of a Wimpy Kid Cabin Fever (corresponds with colour of book) (high flyers) Guided reading level above T This group will be able to work competently with little assistance but will be encouraged to use higher order thinking skills

MONDAY

TEACHER SESSION Text: Diary of a Wimpy Kid 1 Focus: Learning objective: I can use information from a book cover, blurb, and first chapter etc. to discuss the genre, and make predictions/ask questions about the story Begin reading text as a group so teacher can

Text: Diary of a Wimpy Kid Rodrick Rules 2 Read pages 1-12 as a whole group Discussion of major events Response Journal Students will use their journals for asking and answering questions, noting passages or phrases of interest, making predictions

Text: Diary of a Wimpy Kid The Last Straw 3 Read pages 1-14 as a whole group Discussion of major events Response Journal Students will use their journals for asking and answering questions, noting passages or phrases of interest, making predictions and analysis, and for reflecting and relating

Text: Diary of a Wimpy Kid Dog Days Read pages 1-16 as a whole group Discussion of major events Response Journal Students will use their journals for asking and answering questions, noting passages or phrases of interest, making predictions and analysis, and for

Text: Diary of a Wimpy Kid Cabin Fever Read pages 1-20 as a whole group Discussion of major events Response Journal Students will use their journals for asking and answering questions, noting passages or phrases of interest, making predictions and

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assess pages 1-6 Also introduce the writing frame (below the table) and run through questions to clarify

and analysis, and for reflecting and relating what they have read to their own lives. Students should plan to draw from their journals during book discussions. Focus Questions (to be included in journal): Who is Roderick? Define potential (p4) What does P.U. stand for? What do you think may happen next in the text, make a prediction? Why?

what they have read to their own lives. Students should plan to draw from their journals during book discussions. Focus Questions (to be included in journal): Define the word resolution (p1-2)? What was Uncle Charlie’s gift? Who is Rowley? What do you think may happen next in the text, make a prediction? Why?

reflecting and relating what they have read to their own lives. Students should plan to draw from their journals during book discussions. Focus Questions (to be included in journal): Define frolicking (p1) Who is Mr Jefferson? What is the Cranium shaker? What do you think may happen next in the text, make a prediction? Why?

analysis, and for reflecting and relating what they have read to their own lives. Students should plan to draw from their journals during book discussions. Focus Questions (to be included in journal): What is thanksgiving? Describe who is Santa’s Scout? Explain a little about is Dennis Root? Define auditorium (p13) What do you think may happen next in the text, make a prediction? Why?

TUESDAY Read pages 7-13 together as a whole group (TA to assist in this process) Response Journal Students will use their journals for asking and answering questions, noting passages or phrases of

TEACHER SESSION Recap on what the students have read so far. Open discussion. Recap on the idea to use information from a book cover, blurb, and first chapter etc. to

Read pages 15- 30 using buddy reading process List seven things nobody knows about you. Remember to fill out your journal with questions or unknown words and phrases.

Read pages 17-33 using buddy reading process Draw your family in your journal the way Greg Heffley would. Remember to fill out your journal with questions or unknown words and

Read pages 21-41 using buddy reading process Use your journal to write a reflection of your own life experiences. Try to work on the same genre as DOAWK. Remember to fill out

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interest, making predictions and analysis, and for reflecting and relating what they have read to their own lives. Students should plan to draw from their journals during book discussions. Students in this group should focus on tricky words/phrases.

discuss the genre, and make predictions/ask questions about the story Listen to reading as a whole group to assess capabilities and suitability (pages 13-24) Also introduce the writing frame (below the table) and run through questions to clarify

phrases. your journal with questions or unknown words and phrases.

WEDNESDAY Read pages 14-22 using whole group reading (TA to assist in this process) List three things nobody knows about you in your journal. Remember to fill out your journal with questions and tricky words/phrases.

Read pages 25-37 using whole group reading Draw your family in your journal the way Greg Heffley would. Remember to fill out your journal with questions or unknown words and phrases.

TEACHER SESSION Read text together as a group to assess capabilities and suitability of text (pages 31-45) Reflect on reading and learning journals so far. Brief recap on the information from a book cover, blurb, and first chapter etc. to discuss the genre, and make predictions/ask

Read pages 34-50 List nine things nobody knows about you, include these in your journal. Remember to fill out your journal with questions or unknown words and phrases.

Read pages 42-62 Draw your family in your journal the way Greg Heffley would. Use describing words to convey them. Remember to fill out your journal with questions or unknown words and phrases.

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questions about the story Also introduce the writing frame (below the table) and run through questions to clarify

THURSDAY Read pages 23-33 as a whole group (TA to assist in this process) Draw your family in your journal the way Greg Heffley would. Remember to fill out your journal with questions or unknown words and phrases.

Read pages 38-50 using buddy reading Use your journal to write and draw pictures in a comic strip. Make it about happenings in your own life.

Read pages (46-60) using buddy reading Use your journal to write and draw pictures in a comic strip. Make it about happenings in your own life. Remember to fill out your journal with questions or unknown words and phrases.

TEACHER SESSION Read text together as a group to assess capabilities and suitability of text (pages 51-66) Reflect on reading and learning journals so far. Focus on: Questions Predictions Comprehension Also introduce the writing frame (below the table) and run through questions to clarify

Read pages 63-83 using buddy reading List twelve things nobody knows about you. Remember to fill out your journal with questions.

FRIDAY Read pages 33-43 having a go at buddy reading (TA to assist in this process)

Read text pages 51-63 List five things nobody knows about

Read text pages 61-75 Draw your family in your journal the way Greg Heffley would.

Read text pages 67-83 Use your journal to write and draw pictures in a comic

TEACHER SESSION Text: Learning objective: Critical thinking skills.

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Use your journal to write and draw pictures in a comic strip. Make it about happenings in your own life. Remember to fill out your journal with questions or unknown words and phrases.

you. Remember to fill out your journal with questions or unknown words and phrases.

Remember to fill out your journal with questions or unknown words and phrases.

strip. Make it about happenings in your own life. Remember to fill out your journal with questions or unknown words and phrases.

What have we discovered through reading Diary of a Wimpy Kid Cabin Fever Reading text pages 84-104 Focus on: Questions Predicting Vocabulary Comprehension Fluency Expression Also introduce the writing frame to use next week (below the table) and run through questions to clarify

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Writing frame for Diary of a Wimpy Kid Question Answer Helpful vocabulary

What type of story was it? It was

because

Who were the main characters?

The main characters were

What were they like? How would you describe the main character?

(If you want to draw the character on the next page. Write words around the face to describe the character.)

What happened in the story? In the beginning,

What was your favourite part? My favourite part was

Who was your favourite character?

Why?

My favourite character was

Is there anything that you disliked about the story?

I did not like because

Is there anything that you would change in this story?

Why?

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I would change

Who would you recommend this story to?

I would recommend this to

Is it easy to read?

Is it too easy?

Is the book interesting?

Is it easy to read? Is it too easy? Is the book interesting? (Star rating. 1 - Seriously boring, 5 - Fantastic)

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References

Australian Curriculum and Reporting Authority (2016). English. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?y=5&s=LA&s=LT&s=LY&layout=1 Baker, J. (2010). Mirror. London: Walker Books Brown University (2015). Think pair share. Retrieved from https://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/think-pair-share Bumgardner, J. & Peha, S. (2003). Draw-Label-Caption: My Safety Net. Retrieved from http://www.ttms.org/julie_bumgardner_my_safety_net/my_safety_net.htm Commonsensemedia.org (2016). Diary of a wimpy kid: Dog days - movie review. Retrieved from https://www.commonsensemedia.org/movie-reviews/diary-of-a-wimpy-kid-dog-days Education World (2009). Storyboard template. Retrieved from http://www.educationworld.com/tools_templates/template_strybrd_8panels.doc Fetherston, T. (2006). Becoming an effective teacher. South Melbourne: Thomson Learning.

Gutiérrez, P. (n.d.). Diary of a wimpy kid: A teaching guide to the series. Retrieved from http://www.wimpykid.com/wp-content/uploads/2014/04/WimpyKid-SeriesTeachingGuide.pdf

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Hackling, M. W. (2005). Working scientifically: Implementing and assessing open investigation work in science. Department of Education and Training Western Australia. Retrieved from http://www.eddept.wa.edu.au/science/teach/workingscientificallyrevised.pdf

Harold Lloyd (2014, February 14). Harold Lloyd Safety Last 1923 [video file]. Retrieved from https://youtu.be/zU-BX30xSLA

Henderson, T. (1997). Student observation sheet [Rubric – Applying Creatively]. Retrieved from http://ed.fnal.gov/help/97/sightsound/stdinfst.html

KCBS TV (2009, July 23). Readers Theatre 2009 The Stinky Tofu Man [video file]. Retrieved from https://youtu.be/P6X6M-THp2I

Kidzworld (2009). Diary of a wimpy kid: The last straw - book review. Retrieved from http://www.kidzworld.com/article/16170-diary-of-a-wimpy-kid-the-last-straw-book-review Kinney, J. (2007). Diary of a wimpy kid. Camberwell VIC: Puffin Books. Kinney, J. (2007). Diary of a wimpy kid: Rodrick rules. Camberwell VIC: Puffin Books. Kinney, J. (2008). Diary of a wimpy kid: Do-it-yourself book. Camberwell VIC: Puffin Books. Kinney, J. (2009). Diary of a wimpy kid: Dog days. Camberwell VIC: Puffin Books. Kinney, J. (2009). Diary of a wimpy kid: Movie diary. Camberwell VIC: Puffin Books.

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Kinney, J. (2009). Diary of a wimpy kid: The last straw. Camberwell, Vic: Puffin Books Kinney, J. (2011). Diary of a wimpy kid: Cabin fever. Camberwell VIC: Puffin Books. Lanyon Cluster of Schools (n.d.). Learning by design in the Lanyon cluster. Retrieved from http://newlearningonline.com/new-learning/chapter-8/learning-by-design-in-the-lanyon-cluster Marlita 101 (2012). Script for drama [Sample short film script]. Retrieved from http://image.slidesharecdn.com/script2-120117032548-phpapp01/95/script-for-drama-2-728.jpg?cb=1326771648 Movie Clips (2015, November 19). Diary of a wimpy kid: Rodrick rules (1/5) Movie clip Poopy pants (2011), [video file]. Retrieved from https://youtu.be/TKkrgiTpj1c Mr Bean (2009, August 25). Mr Bean – Asleep in church [video file]. Retrieved from https://www.youtube.com/watch?v=bh__g-ZZ6WA Newlearningonline.com (2016). Conceptualising by Theorising | The Knowledge Processes | Learning by Design | New Learning. Retrieved from http://newlearningonline.com/learning-by-design/the-knowledge-processes/conceptualising-by-theorising

The Guardian (2012). Diary of a wimpy kid: The last straw by Jeff Kinney – review. Retrieved from http://www.theguardian.com/childrens-books-site/2012/sep/01/review-diary-wimpy-kid-jeff-kinney Tompkins, G., Campbell, R., Green, D., & Smith, C. (2015). Literacy for the 21st century: A balanced approach (2nd ed.). Melbourne, VIC: Pearson Australia

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Woolfolk, A.H., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest, NSW: Pearson. Yolen, J. (1978). No bath tonight [Readers theatre sample script]. Retrieved from http://www.teachingheart.net/readerstheater.htm

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Appendix

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Appendix 1

Communication Diary of a Wimpy Kid: The Last Straw

Names: _________________________________ and ____________________________________ Date: _________________

Select at least ONE character from pages 105 – 113 of the text

Key character:

How do you think the character feels in this part of the text? (For example; embarrassed, frightened, powerful, shy)

Key emotion:

TIP: When answering the Prediction questions, think about movies you have seen and how the characters behaved.

Predictions

(What you think will

happen)

Observations

(What happened)

Explanations

(How and why it happened)

How do you think the

character will show this

emotion in the movie?

How did the character

show this emotion in the

movie?

How did the character’s actions show the emotion?

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How do you think the

character will talk? (For

example; loudly, softly,

slowly, quickly,

nervously)

How did the character

talk?

Why did the character talk this way?

How do you think the

character will

move/walk? (For

example; quickly, slowly,

confidently, timidly)

How did the character

move?

How did the character use movement to show their emotion?

What will be the How did the character use Why were those facial expressions used?

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character’s facial

expressions?

facial expressions to

show the emotion?

Discovery

From your predictions, observations and explanations, what you have discovered about the different ways characters might communicate

in a book and in a film?

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Appendix 2

Storyboard Template

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Appendix 3

Comic Strip Template

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Appendix 4

Comic Strip Rubric

Not my best

work

A good

effort

A great

effort

Fantastic

work

Presentation It looks like it

has been in the

bin

It looks like

it’s worn out

It looks pretty

good

It is the

most

spectacular

thing I’ve

written

content There is not

a lot in there

I did some

stick figures

and that was it

There is a bit

of detail

relating to the

story

It is very

detailed

effort I didn’t try

I didn’t care

I tried a little

I cared a little

I tried very

hard

I wanted to do

well

I did the

best job I’ve

ever done

How did I do?

Me Teacher

presentation

content

reading

effort

Things I would like to get better at Things I am proud of

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Appendix 5 Terminology Matrix

Text/Film Modes of identities

Message or story told

Describe how at least one of the modes was used to tell the message or story

Example: Mr Bean: Falling Asleep in church (video file)

Gestural Oral Spatial Visual

Mr Bean falls asleep in church and annoys the parishioners sitting beside him.

Spatial: Mr Bean offends the other parishioner by falling asleep on him and intruding on his personal space. This adds to the humour. Gestural: Mr Bean’s exaggerated facial expressions make him more cartoon-like, adding to the humour.

Safety Last silent movie clip

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Diary of a wimpy Kid Chapter....

Diary of a Wimpy Kid movie clip

Mirror

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Appendix 6

Reviews

Diary of a Wimpy Kid :: The Last Straw Book Review

Diary of a Wimpy Kid :: The Last Straw Book Review - Reviewed by Kidzworld onJan 30, 2009

( Rating: )

The third chapter in Jeff Kinney’s Diary of a Wimpy Kid series is here. Don’t miss the embarrassing moments

and hilarious cartoons in The Last Straw.

Author: Jeff Kinney

It’s New Year’s Day and Greg Heffley’s parents are making their resolutions. His couch-potato mother plans

to start hitting the gym, while his junkfood-junky father wants to go on a strict diet. Yeah right! In no time, his

mother’s back in front of the TV and his father’s binging on Greg’s school snacks in the basement.

Toughen Up

Greg didn’t make a resolution this year. After all, he’s already the best he can be, aside from getting good

grades and being athletic and being popular with the ladies, of course. Unfortunately, his father thinks

there’s room for improvement. Especially compared to his boss’s sons who are tough sports fanatics. After

catching Greg in his mother’s bathrobe and watching him spend fifteen minutes trying to summon the remote

control with his mind, his father gets fed up. He signs Greg up for a soccer team. In no time, Greg becomes

the team’s bestbenchwarmer and worst goalie.

Military School

Greg and his father run into Lenwood Heath, the worst behaved teenager on the block. Only now, Lenwood

attends military school and works at a part-time job. Seeing his father’s delight, Greg knows the worst is

coming—he’s going to sign him up for military school! Greg has to think of something…and fast! Or instead of

enjoying a relaxing, video-game-playing summer, he’ll be doing sit-ups and push-ups at the break of dawn!

Holly Hills

Greg spends the year trying to avoid his problems—his late homeworkassignments, his pile of dirty

laundry and his father’s constant attempt to shape him into a tough guy. But Greg’s got more important things

to worry about, like getting Holly Hills, the prettiest girl in school, to notice him.

The Bottom Line

The Last Straw is the third book in the bestselling Diary of a Wimpy Kid series. And Greg Heffley is just as

wimpy, clueless and outrageous as ever. And don't worry, even though its name suggests that The Last

Straw is the final book in the series, it isn't! Diary of a Wimpy Kid: Dog Days will be on sale in October!

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Appendix 7

Readers Theatre Sample Script ‘No Bath Tonight’

(Yolen, 1978) PARTS: (4) NARRATOR 1 NARRATOR 2 JEREMY GRANDMA

NARRATOR 1: ON MONDAY, JEREMY MADE A FORTRESS IN THE SAND. IT HAD 3 TOWERS AND A MOAT. IT HAD A POINTED STICK AND A SEAWEED FLAG. IT HAD A DRAGON TRYING TO GET IN AND 2 KNIGHTS TRYING TO GET OUT. IT HAD A KING. NARRATOR 2: JEREMY STEPPED ON THE KING. IT MADE HIS FOOT HURT. JEREMY: MY FOOT HURTS! NARRATOR 2: SAID JEREMY TO HIS MOTHER WHEN IT WAS TIME TO GO TO BED. JEREMY: NO BATH TONIGHT! NARRATOR 1: ON TUESDAY, JEREMY PICKED BERRIES. HE FOUND 153 BLUEBERRIES. HE ATE 97. HE FOUND 13 OLD RASPBERRIES. THEY MADE GREAT INK... SQUISHED! NARRATOR 2: HE WROTE HIS NAME ON HIS PALM. THEN HE SAT DOWN ON A PRICKER BUSH. JEREMY: IT HURTS THERE... NARRATOR 1: SAID JEREMY TO HIS FATHER AT BED-TIME. JEREMY: NO BATH TONIGHT! NARRATOR 2: ON WEDNESDAY JEREMY PLAYED BASEBALL AND TRIPPED OVER HOME PLATE, AND HURT HIS NOSE. JEREMY: (WITH PLUGGED NOSE) MY DOSE HURDS! NARRATOR 1: SAID JEREMY TO THE SITTER AT BED TIME. JEREMY: (WITH PLUGGED NOSE) DO BADT TODIGHT! NARRATOR 2: ON THURSDAY JEREMY PAINTED DINOSAURS. HE ALSO PAINTED HIS TOES, ONE KNEE AND HALF AN ELBOW. HE WAS GETTING READY TOPUT AWAY THE EASEL AND IT SNAPPED SHUT ON HIS FINGER. JEREMY: MY HAND HURTS!

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NARRATOR 1: HE SAID TO HIS FATHER AT BED TIME. JEREMY: NO BATH TONIGHT! NARRATOR 2: ON FRIDAY JEREMY HELPED MOW THE LAWN. HE STEPPED ON A BEE; IT STUNG HIM. JEREMY: MY BEE STING HURTS! NO BATH TONIGHT! NARRATOR 1: ON SATURDAY JEREMY MADE A SANDWICH WITH A KNIFE. HE CUT HIS FINGER. JEREMY: MY FINGER HURTS. NO BATH TONIGHT! NARRATOR 2: ON SUNDAY JEREMY'S GRANDMOTHER CAME FOR A VISIT AND THEY HAD TEA. GRANDMA: LET'S LOOK IN THE TEACUP AND READ THE LEAVES. JEREMY: I CAN READ PRINTING BUT I CAN'T READ LEAVES. GRANDMA: I'LL TEACH YOU BUT FIRST I'LL TEACH YOU HOW TO READ KID LEAVES. JEREMY: KIDS DON'T HAVE LEAVES. GRANDMA: COME UPSTAIRS AND LET'S MAKE SOME KID TEA. NARRATOR 1: GRANDMA PUT JEREMY IN THE TUB. NARRATOR 2: THE WATER BEGAN TO CHANGE COLOR. GRANDMA: (STUDYING THE WATER) I SEE YOU MADE A FORTRESS IN THE SAND, PICKED BERRI-ES, SLID INTO HOME PLATE, Hmmmmm, PAINTED PICTURES, (PAUSE) AND, OH, YES, YOU CUT YOURSELF. JEREMY: YOU FORGOT ONE THING, THE BEE STING. GRANDMA: (PAUSE WHILE AGAIN STUDYING THE WATER) OH, YES, (POINT AT WATER) THERE IT IS, UNDER THAT SOAP BUBBLE. NARRATOR 1: SHE LET OUT THE WATER IN THE TUB AND IT LEFT A RING. GRANDMA: I ALSO SEE CLEAN CLOTHES, A WALK IN THE PARK, AN ICE-CREAM SODA, AND A LONG, LONG STORY AT BEDTIME, AND ... JEREMY: AND WHAT, GRANDMA? GRANDMA: (SMILING) NO BATH TONIGHT!

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Appendix 8

Self-Assessment for Reader’s Theatre

Name: ___________________________________________ Date: ___________________________ Strong points Weak areas What I can do

better next time

Choosing words for

the script that help

express a message

Thinking about the

audience when

writing my script

Writing a script that

flows sensibly and

makes sense

Using the stage

area well

Using my voice

and movement to

improve the

performance

(Modified from Hackling, 2005)

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This assessment addresses the following elements of the Year 5 Australian Curriculum:

English

Show how ideas and points of view in texts are conveyed through the use of vocabulary,

including idiomatic expressions, objective and subjective language, and that these can change

according to context (ACELY1698)

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues

and choose vocabulary and vocal effects appropriate for different audiences and purposes

(ACELY1796)

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating

accurate and sequenced content and multimodal elements (ACELY1700)

Drama

Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama

to develop characters and situations (ACADRM035)

Develop skills and techniques of voice and movement to create character, mood and atmosphere

and focus dramatic action (ACADRM036)

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Appendix 9

5 Step Writing Guide (adapted from Tompkins, Campbell, Green & Smith, 2015)

Step 1: Prewriting Select your subject

What is the purpose of the writing?

Will it be informative, persuasive or

creative?

Discuss and share ideas

Organise your ideas

Step 2: Drafting Make a rough draft

Focus on key ideas

Remember introduction, body and

conclusion

Does something unexpected happen?

Does it have a message?

Step 3: Revising Read your rough draft

Is it clear?

Does it make sense?

Make important changes

Check with the teacher if needed

Step 4: Editing Read the draft again for improvements

Check spelling, sentences, grammar

Check with the teacher if needed

Step 5: Publishing Make the final copy of your script

Record your production

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Appendix 10

Sample Short Film Script

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Appendix 11

RUBRIC: Applying Creatively Student Name: ___________________________________________________________ Lesson date: ____________________

Attributes Working towards Expected Working beyond

Marks possible 0 – 4.0 5.0 – 7.0 7.5 – 10.0

Script

development

(ACELY1704)

The children did

not work effectively

as a team. They

applied only some

(or none) of the 5

steps of the Writing

Process. Their

script was

incomplete or

ineffective.

The children

applied all or most

of the stages of the

5 Step Writing

process

successfully. They

worked together as

a team, to share

ideas and create

their script. The

completed script

was sound.

The children

worked cohesively

as a team to

develop their script.

They actively

employed all 5

steps of the Writing

Process. The

completed script

was excellent.

Creativity

(ACELY1704)

Few if any

imaginative ideas

were shared

among the

children. The script

was lacking

creativity and the

unexpected

element was

missing.

The team shared

different ideas to

devise a creative

script for their

production. It was

imaginative and

included an

unexpected

element.

The children

shared many

creative ideas to

develop their script.

They created an

imaginative

response to the

task and

successfully

included an

unexpected

element.

Multimodality

(ACELY1700)

The children did

not include all the

required

multimodal

The children’s

performance

incorporated all the

multimodal

The performance

incorporated all the

multimodal

elements

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elements in the

performance.

elements. cohesively and

effectively.

Transitions

between modes

were smooth and

measured.

Performance

(ACADRM037)

The performance

was lacking

direction and

dramatic elements.

The children’s

interactions were

not cohesive. The

script was poorly

executed.

The children made

good use of their

script and the stage

area to create an

effective drama

production. They

worked together

well to deliver their

story to the

audience.

The children

convincingly

applied their script

to deliver an

excellent drama

production which

engaged the

audience. The

performance was

cohesive

successful.

ICT skills

(ACTDIP022)

The children

needed

considerable

assistance to use

the digital

technologies

necessary for this

task.

The children

worked well

together as a team

to use digital

technologies with

minimal assistance.

The children

worked very well

together and used

the digital

technologies

effectively without

assistance.

(Modified from Henderson, 1997) This assessment addresses the following elements of the Year 5 Australian Curriculum: English

Plan, rehearse and deliver presentations for defined audiences and purposes

incorporating accurate and sequenced content and multimodal elements (ACELY1700)

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,

choosing text structures, language features, images and sound appropriate to purpose

and audience (ACELY1704)

Drama

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Rehearse and perform devised and scripted drama that develops narrative, drives

dramatic tension, and uses dramatic symbol, performance styles and design elements to

share community and cultural stories and engage an audience (ACADRM037)

Digital Technologies

Plan, create and communicate ideas and information, including collaboratively online,

applying agreed ethical, social and technical protocols (ACTDIP022)