Learning QTF / Assessment / Modelled Teaching Guided / Independent Learning Intention Cluster markers Thinking Tools Review some of the plays Assessment: Task: Rewrite the scene between the WALT: Continuum Aspects: Speaking & students have read in the narrator and Shaz on pages 62-63 in a play script. 6 Listening / Reading / I can interpret a school magazine this term. Rehearse the scene and record the skit. Record an Comprehension / Writing Discuss the structure. How interview with each character after the skit. Think of section of text and are actions recorded? How do questions to ask each character to identify their perform as a skit. we know who is speaking? thoughts and feelings about the event and demonstrate WILF: Students can create a Model converting dialogue your understanding of different perspectives. multimodal presentation that from a narrative into script Jointly construct rubric for assessment. I can consider the demonstrates their understanding form. point of view of Support Extension Jointly construct a play script of point of view. other characters. Provide a script sample for one of the scenes from ‘My for students to refer to. Girragundji’. Provide students with sample questions for interview. Read pages 64 – 74. Discuss WALT: Core Learning: Continuum Aspects: Vocabulary the emotions felt in this Using , create a significant events timeline for yourself, 7 I can present a section plotting events and also rating them in terms of their series of events Think, Pair, Share a time when WILF: Students can identify positive or negative impact on your life. chronologically on you’ve felt as sad as the significant events and place them a timeline. narrator must have felt. chronologically on a timeline. Brainstorm and rate the major Support Extension events that occurred in the Allow students time to Add QR codes to link to narrator’s life during this story discuss this at home with photos or videos that on a timeline. parents in the lead up. represent the events on the timeline.
Learning Intention Modelled Teaching Guided / Independent Learning QTF / Thinking Tools Assessment / Cluster markers 6 WALT: I can interpret a section of text and perform as a skit. I can consider the point of view of other characters. Review some of the plays students have read in the school magazine this term. Discuss the structure. How are actions recorded? How do we know who is speaking? Model converting dialogue from a narrative into script form. Jointly construct a play script for one of the scenes from ‘My Girragundji’. Assessment: Task: Rewrite the scene between the narrator and Shaz on pages 62-63 in a play script. Rehearse the scene and record the skit. Record an interview with each character after the skit. Think of questions to ask each character to identify their thoughts and feelings about the event and demonstrate your understanding of different perspectives. Jointly construct rubric for assessment. Continuum Aspects: Speaking & Listening / Reading / Comprehension / Writing WILF: Students can create a multimodal presentation that demonstrates their understanding of point of view. Support Provide a script sample for students to refer to. Provide students with sample questions for interview. Extension 7 WALT: I can present a series of events chronologically on a timeline. Read pages 64 – 74. Discuss the emotions felt in this section Think, Pair, Share a time when you’ve felt as sad as the narrator must have felt. Brainstorm and rate the major events that occurred in the narrator’s life during this story on a timeline. Core Learning: Using , create a significant events timeline for yourself, plotting events and also rating them in terms of their positive or negative impact on your life. Continuum Aspects: Vocabulary WILF: Students can identify significant events and place them chronologically on a timeline. Support Allow students time to discuss this at home with parents in the lead up. Extension Add QR codes to link to photos or videos that represent the events on the timeline.
english_t1_2014.docx