Interculturalcommunicationkit.weebly.com
|Proud To Be | Stage 2 | English |
|Summary |Duration |
|Through studies of various texts such as national anthems, personal stories and video clips relating to cultural |Sample term |
|identity, students will be able to use descriptive language to describe their own cultural experiences. |10 weeks |
|Unit overview |Enter your own title |
|Writers use of descriptive language to create an image | |
|Outcomes |Assessment overview |
|English K-10 |Assessment Task 1: |
|EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, |Draw a picture of Australia from this song, which ideas created this image for you? Add descriptive words and phrases|
|school and community contexts |to your visual representation. |
|EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language |Assessment Task 2: |
|EN2-3A uses effective handwriting and publishes texts using digital technologies |Compare the two anthems in a Venn diagram |
|EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of |Assessment Task 3: |
|texts on increasingly challenging topics in different media and technologies |In small groups, students: |
|EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, |write lyrics for a new Australian anthem |
|audiences and contexts |create a KeyNote/PowerPoint for their lyrics, inserting pictures that are relevant to their lyrics |
|EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and|Groups share their PowerPoints with whole class on air server. |
|composing texts |Students evaluate their peers and discuss the descriptive language and the imagery represented in each PowerPoint. |
|EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from |Assessment Task 4: |
|their own |Using iPads/Laptops, students research and complete an author profile on Anh Do and email to teacher. |
| |Assessment Task 5: |
| |Students write their own description of the influences on their cultural identity using modelled example from the |
| |teacher. |
| |Students type, print and stick on a face profile of themselves. |
|Content |Teaching, learning and assessment |Resources |
|Stage 2 - Speaking and listening 1 |Lesson One: | |
|Develop and apply contextual knowledge |Ask students to list 5 descriptive words/phrases that make them who they are, |Presents a discussion about the Australian flag. An explanation of the |
|understand that social interactions influence the way people engage with ideas|thereby making them special and unique. Share lists with a friend, then a |features on the flag is given and the question is posed “Is it time to change |
|and respond to others for example when exploring and clarifying the ideas of |small group, followed by the whole class. |the design of the Australian flag?” |
|others, summarising their own views and reporting them to a larger group | | |
|(ACELA1488) [pic] [pic] | |In this program, the presenter visits a multicultural festival in Melbourne. |
|Understand and apply knowledge of language forms and features | |Interviews are presented with a variety of people from varied backgrounds and |
|understand that successful cooperation with others depends on shared use of | |nationalities with reference to religion, food, music and art. Throughout the |
|social conventions, including turn-taking patterns, and forms of address that | |interviews the people share what has influenced and shaped them into the |
|vary according to the degree of formality in social situations (ACELA1476) | |people they are. |
|[pic] | |Anh Do - Weirdo 1 |
|Respond to and compose texts | | |
|use information to support and elaborate on a point of view | | |
|respond appropriately to the reading of texts to demonstrate enjoyment and | | |
|pleasure | | |
|Stage 2 - Writing and representing 1 | | |
|plan, draft and publish imaginative, informative and persuasive texts | | |
|containing key information and supporting details for a widening range of | | |
|audiences, demonstrating increasing control over text structures and language | | |
|features (ACELY1682, ACELY1694) [pic] [pic] | | |
|discuss aspects of planning prior to writing, eg knowledge of topic, specific | | |
|vocabulary and language features | | |
|plan and organise ideas using headings, graphic organisers, questions and mind| | |
|maps | | |
|identify elements of their writing that need improvement and review using | | |
|feedback from teacher and peers | | |
|Stage 2 - Handwriting and using digital technologies | | |
|use a range of software including word processing programs to construct, edit | | |
|and publish written text, and select, edit and place visual, print and audio | | |
|elements (ACELY1685, ACELY1697) [pic] | | |
|Respond to and compose texts | | |
|Stage 2 - Reading and viewing 1 | | |
|draw on experiences, knowledge of the topic or context to work out the meaning| | |
|of unknown words | | |
|use metalanguage to describe the effects of ideas, text structures and | | |
|language features of literary texts (ACELT1604) [pic] | | |
|identify and explain language features of texts from earlier times and compare| | |
|with the vocabulary, images, layout and content of contemporary texts | | |
|(ACELY1686) [pic] | | |
|Respond to, read and view texts | | |
|read different types of texts by combining contextual, semantic, grammatical | | |
|and phonic knowledge using text processing strategies for example monitoring | | |
|meaning, cross checking and reviewing (ACELY1679, ACELY1691) [pic] | | |
|recognise how aspects of personal perspective influence responses to texts | | |
|Stage 2 - Writing and representing 2 | | |
|understand how a range of language features can shape readers' and viewers' | | |
|understanding of subject matter | | |
|understand how audience and purpose influence the choice of vocabulary | | |
|discuss how texts, including their own, are adjusted to appeal to different | | |
|audiences, how texts develop the subject matter and how they serve a wide | | |
|variety of purposes | | |
|compare and review written and visual texts for different purposes and | | |
|audiences | | |
| |Lesson Two: | |
| |Watch | |
| |After watching the video clip, students work in small groups to list the | |
| |things identified by the people interviewed that have shaped and influenced | |
| |them. Focus on descriptive words and phrases that the people used. Discuss as | |
| |whole class the type of language features that are used in the verbal | |
| |descriptions. Categorise the descriptive words used and their modality. | |
| |Lesson Three: | |
| |Establish the meaning of an ‘anthem’. Ask “What defines a good anthem?” | |
| |Students listen to several anthems and use descriptive language to state how | |
| |the anthems make them feel. | |
| |Lesson Four: | |
| |Gives students the printed lyrics to ‘Advance Australia Fair’. | |
| |Students listen to a recording of ‘Advance Australia Fair’ while reading the | |
| |printed lyrics. | |
| |In small groups, students analyse the Australian anthem identifying the | |
| |descriptive language used. | |
| |How does this song describe Australia? | |
| |Draw a picture of Australia from this song, which ideas created this image for| |
| |you? Add descriptive words and phrases to your visual representation. | |
| |(Assessment 1) | |
| |Are there any ideas that don’t give an accurate image of Australia today? | |
| |Is it a good anthem? Why? Why not? | |
| |Compare groups’ thoughts. | |
| |Lesson Five: | |
| |Brainstorm and list when anthems are played to represent a nation. | |
| |Discuss the lyrics of ‘Advance Australia Fair’ and ‘The Star Spangled Banner’.| |
| |Compare ‘Advance Australia Fair’ with ‘The Star Spangled Banner’. Students | |
| |categorise words used to describe: | |
| |- the people | |
| |- their wishes for the future | |
| |- their feelings | |
| |- the country. | |
| |Compare the two anthems in a Venn diagram. (Assessment 2) | |
| |Lesson Six: | |
| |In small groups, students write lyrics for a new Australian anthem. | |
| |Create a KeyNote/PowerPoint for their lyrics inserting pictures that are | |
| |relevant to their lyrics. | |
| |Groups share their PowerPoints with whole class on air server. | |
| |Students evaluate their peers and discuss the descriptive language and the | |
| |imagery represented in each PowerPoint. (Assessment 3) | |
| |Lesson Seven: | |
| |Revise Lesson 1 and discuss what descriptive words they used to describe | |
| |themselves. | |
| |Using iPads/Laptops children research and complete an author profile on Anh | |
| |Do. | |
| |Send to teacher via email. (Assessment 4) | |
| |Lesson 8: | |
| |Begin to read Weirdo 1 - students take notes and record the descriptive | |
| |phrases used to create the humour. | |
| |Lesson 9: | |
| |Students create a Venn diagram comparing their own descriptive language | |
| |against that of Anh Do. | |
| |Lesson 10: (Summary Lesson) | |
| |. | |
| |Watch clip over a series of sessions. | |
| |Discuss how cultural identity has been formed through religion, food, music | |
| |and art for the people interviewed in the clip. | |
| |Teacher models the structure of a description using their own cultural | |
| |identity through religion, food, music and art. | |
| |Students write their own description of the influences on their cultural | |
| |identity using modelled example from the teacher. | |
| |Students type, print and stick on a face profile of themselves. (Assessment 5)| |
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