Creative Arts Programme: Dance - 3-6
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|Visual Literacy: Stage 3 Term: Duration: 4 weeks Developed By: Carolyn Stephens |
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|Picture Book Focus: Red Butterfly by Deborah Noyes |
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|Concept: Exploring character through visual literacy |
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|communicates effectively for a variety of audiences and purposes |participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, |
|using increasingly challenging topics, ideas, issues and language |experiences and opinions (ACELY1709) [pic] [pic] |
|forms and features EN3-1A |understand, interpret and experiment with the use of imagery in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices |
|composes, edits and presents well-structured and coherent texts |such as alliteration |
|EN3-2A |recognise evaluative language, including emotive language and modality |
|uses an integrated range of skills, strategies and knowledge to |interpret picture books, comic strips and sequences of digital images which do not contain written text [pic] |
|read, view and comprehend a wide range of texts in different media|summarise a text and evaluate the intended message or theme |
|and technologies EN3-3A |identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest|
|discusses how language is used to achieve a widening range of |for the reader or viewer |
|purposes for a widening range of audiences and contexts EN3-5B |analyse strategies authors use to influence readers (ACELY1801) [pic] |
|uses knowledge of sentence structure, grammar, punctuation and |identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts |
|vocabulary to respond to and compose clear and cohesive texts in |(ACELT1615) [pic] |
|different media and technologies EN3-6B |investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) |
|thinks imaginatively, creatively, interpretively and critically |compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics [pic] |
|about information and ideas and identifies connections between |recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning |
|texts when responding to and composing texts EN3-7C |think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text |
|identifies and considers how different viewpoints |compare how composers and illustrators make stories exciting, moving and absorbing to hold readers' interest |
|of their world, including aspects of culture, are represented in |identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and|
|texts EN3-8 |persuasive texts (ACELA1524) [pic] |
| |recognise how the use of language and visual features can depict cultural assumptions in texts [pic] [pic] [pic] |
| |Visual Literacy |Reading Strategy | | | |
|Lesson |Focus | |Teaching and Learning Experiences |Reg |Resources |
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| |Visual Literacy |Reading | |Reg |Resources |
|Lesson |Focus |Strategy |Teaching and Learning Experiences | | |
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|Nine |Framing |Drawing conclusions |Page 10 | | |
| | | |Oral Response | | |
| |Demand & Offer | |What technique does the author use to frame the main picture? (Window) Why would she do this? | | |
| | | |Does the image look directly at you? (Yes) Is this called a demand or offer? (Demand) | | |
| | |Making predictions |Why does she do this? | | |
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| | | |Page 11- | | |
| | | |Oral Response | | |
| | | |Have you noticed any repetition in the text? (In my father’s kingdom there are many splendors…) | | |
| | | |Why do you think this repetitive text is larger? | | |
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| | | |Written response - What is the significance of the words? | | |
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| |Visual Literacy |Reading | |Reg |Resources |
|Lesson |Focus |Strategy |Teaching and Learning Experiences | | |
|Assessment: | |
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|Contribute thoughtfully to class and group discussions, quality and quantity. |Anecdotal information about verbal responses |
|Listen actively and reflectively to others responses |Written responses in book |
|Respond in a written form that shows depth of knowledge and thought. | |
|Use appropriate language to describe visual literacy elements | |
|Evaluation: |
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|Was the content too hard? Too easy? |
|Were the children engaged in the lessons? |
|What lessons worked well or needed to be modified? |
|Did the content allow for differentiation? |
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