Informative: Exposition (Written) Week 7 Students create a written exposition to demonstrate an understanding of the language devices and word plays in the poem that they have chosen to present. Suggested conditions: 100–200 words open. Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Section 6 of the Disability Standards Students would benefit from Read, view and listen to a range of poems and songs in print, electronic and for Education (The Standards for online forms. access to: Curriculum Development, Explicitly identify the deliberate use and purpose of devices and word plays a variety of literary texts Accreditation and Delivery) states including neologisms, spoonerisms, nonsense words and puns interactive whiteboards that education providers, including Support students to infer meaning of unknown and nonsense words from the (optional). class teachers, must take context of the poem. reasonable steps to ensure a Identify devices and word plays within poems and other texts course/program is designed to allow Discuss their responses to a range of poems. any student to participate and experience success in learning. Model a poetry presentation with an emphasis on the imaginative, playful and The Disability Standards for deliberate selection of words and phrases to draw out a response from the Education 2005 (Cwlth) is available audience. from: <www.ag.gov.au> select Give feedback on teacher presentation. Human rights and anti-discrimination Jointly construct a written analysis of the poem the teacher presented. > Disability standards for education. Select a poem to interpret and present In pairs, plan and rehearse their presentation students present a poem and — provide and receive feedback to improve presentation. each other’s Use feedback Ways to monitor learning Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.
Informative: Exposition (Written) Students create a written exposition to demonstrate an understanding of the language devices and word plays in the poem that they have chosen to present. Suggested conditions: 100–200 words open. Week 7 Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Read, view and listen to a range of poems and songs in print, electronic and online forms. Explicitly identify the deliberate use and purpose of devices and word plays including neologisms, spoonerisms, nonsense words and puns Support students to infer meaning of unknown and nonsense words from the context of the poem. Identify devices and word plays within poems and other texts Discuss their responses to a range of poems. Model a poetry presentation with an emphasis on the imaginative, playful and deliberate selection of words and phrases to draw out a response from the audience. Give feedback on teacher presentation. Jointly construct a written analysis of the poem the teacher presented. Select a poem to interpret and present In pairs, plan and rehearse their presentation — students present a poem and provide and receive feedback to improve each other’s presentation. Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) states that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning. The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education. Students would benefit from access to: a variety of literary texts interactive whiteboards (optional). Use feedback Ways to monitor learning Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.