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Monday, October 3

  1. page Resources edited ... Main Resource: Dont Throw it away 1. Video "Recycling a bottle-Flashmob style" - re…
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    Main Resource: Dont Throw it away
    1. Video "Recycling a bottle-Flashmob style" - relates to lesson A
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    explored are discussing how writers relate to readers, interpreting meaningmeaning. These are reflected in the English Syllabus outcome RS2.7. Furthermore visual literacy could also be explored by students analysing representation and authors message.visual features of the film and symbolic meanings.
    2. Recycling flow-chart diagram - relates to lesson B
    {Screen_shot_2011-10-03_at_5.35.42_PM.png}
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    This can be accessed by using the following link: http://www.storyofstuff.com/pdfs/annie_leonard_footnoted_script.pdf
    {http://www.clearbits.net/upload/image/118?type=thumb}
    This is an annotated script of a short film documentary about recycling and consumerism. The text is quite complex and technical
    at times, therefore its use in the lesson will be limited to the analysis
    of the first introduction page only. This will be scaffolded by the teacher identifying and scaffolding unfamiliar vocabulary and clarifying meaning/information where necessary. The resource is relevant to the HSIE outcome as the script as it investigates how materials are reused, and briefly outlines the systems and processes in place to recycle materials. Aspects of literacy that are explored through the lessons include a focus on analysing the language and structural features of the script. Students also examine how ideas are communicated, and how the author/speaker engages and interacts with her listeners.

    (view changes)
    3:54 pm
  2. page Resources edited ... Main Resource: Dont Throw it away 1. Video "Recycling a bottle-Flashmob style" - re…
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    Main Resource: Dont Throw it away
    1. Video "Recycling a bottle-Flashmob style" - relates to lesson A
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    explored are talking and listening as students discuss the focus orinterpreting meaning of the resource. Visual literacy could also be explored, by examining the features of the video such as camera angles and shot distances.authors message.
    2. Recycling flow-chart diagram - relates to lesson B
    {Screen_shot_2011-10-03_at_5.35.42_PM.png}
    (view changes)
    3:38 pm
  3. page Lesson outlines edited ... -Students interview parents, neighbours, school canteen to investigate recycling in their comm…
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    -Students interview parents, neighbours, school canteen to investigate recycling in their community, and what materials get recycled.
    *Lesson 1
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    these places.
    *Lesson 2:
    In this lesson students will be looking at classifying different types of waste and recycling. To do this they will be analysing two different visual texts looking at how its composition and various features create meaning and help the reader to understand firstly various types of rubbish and secondly the cycle of recycling from consumption of the product to disposal and recycling in a factory.
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    In this lesson students will be investigating how the language of texts can persuade the reader into certain perspectives. Students will focus on examining their local council websites, searching for information about waste and where the waste from that area is taken. Through analysing the interactions between people and their waste, students will be concentrating on how those websites present this information and the language they use.
    *Lesson 4:
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    on recycling.
    Lesson 5:
    This lesson will be focussing on the different types of recycling, as introduced in lesson 2. In particular investigation will be aimed towards glass and can recycling. Prior to the lesson students will be asked to bring in a aluminium can which would normally be thrown out. The class learn about 'can' and 'glass' recycling and as a class will sort through the cans brought in that can be recycled. Class discuses how cans are recycled, and things they could use cans for before they throw them out. Every class member will then turn their 'can' into a vase for a flower they pick from the playground. Teacher supplies paints and other resources for students to create their vase.
    (view changes)
    3:31 pm
  4. page Lesson outlines edited ... -Students interview parents, neighbours, school canteen to investigate recycling in their comm…
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    -Students interview parents, neighbours, school canteen to investigate recycling in their community, and what materials get recycled.
    *Lesson 1
    Kaitlin --> Introduction toIn this lesson students view a video and explore meanings through representation. Students distinguish the differences between waste and recyclable materials, and compose a jingle that will promote awareness in the community about recyclable materials and responsible waste disposal. Students consider audience, language features and meanings in their written jingle. In the final activity student groups explore places in their community and materials that are recycled. They also examine the roles and responsibilities of people in recycling materials in these places.
    *Lesson 2:
    In this lesson students will be looking at classifying different types of waste and recycling. To do this they will be analysing two different visual texts looking at how its composition and various features create meaning and help the reader to understand firstly various types of rubbish and secondly the cycle of recycling from consumption of the product to disposal and recycling in a factory.
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    In this lesson students will be investigating how the language of texts can persuade the reader into certain perspectives. Students will focus on examining their local council websites, searching for information about waste and where the waste from that area is taken. Through analysing the interactions between people and their waste, students will be concentrating on how those websites present this information and the language they use.
    *Lesson 4:
    LessonStudents learn about scriptingGlass and Paper recycling processes. The lessons focus is on viewing and analysing scripts and presenting spoken information. Students analyse language features and structure of a written script, and devise a checklist they will use when drafting a script for their multimodal video presentation. This lesson provides scaffolding for students, as it demonstrates structural and possible language features of a script and ways to engage and interest their targeted audience. Students can also consider the subject manner and sequence they would like to present their information on recycling.
    Lesson 5:
    This lesson will be focussing on the different types of recycling, as introduced in lesson 2. In particular investigation will be aimed towards glass and can recycling. Prior to the lesson students will be asked to bring in a aluminium can which would normally be thrown out. The class learn about 'can' and 'glass' recycling and as a class will sort through the cans brought in that can be recycled. Class discuses how cans are recycled, and things they could use cans for before they throw them out. Every class member will then turn their 'can' into a vase for a flower they pick from the playground. Teacher supplies paints and other resources for students to create their vase.
    (view changes)
    3:29 pm
  5. page Presenting Factual Information edited ... Introduction (10mins) . . . . . . . . . . . . Body- Looking at scripts 15 mi…
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    Introduction
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    Body-
    Looking at scripts
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    Script Checklist
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    Conclusion
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    - the reading instruct pair member one to present the information to their partner in 2mins. Allow each pair to swap roles
    Question groups about the language they used when presenting the information, and how it differed from the written language of the report.
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    Explain to students that we will be considering the features of scripting engaging and informative dialogue, and that students will need to consider these features when writing a script for their Multimodal video presentation.
    On the interactive Whiteboard display the Introduction section of the “Story of Stuff” annotated script.
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    -Ask students to justify their choices.
    View the introduction of video “The Story of stuff’ and allow students to comment on how the speaker uses her voices, gestures and eye contact to engage and relate to viewers.
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    Explain to students that when they are drafting their script for the video, that they will need to consider their audience, and the language they will use to engage, entertain and inform their audience.
    As a class construct a checklist that groups can use when they write the script for their video. This could include: Subject matter, audience (Knowledge about topic, age, interests), technical words, language features, dialogue/monologue.
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    -Give each other feedback about the type of language they used.
    -Students listen to scripted text being read
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    -Students analyse language features and structure of script
    -Discuss and identify language and features
    -Make a decision about where the scripted text sits on the mode continuum and justify their choice.
    -Students view and analyse features of the Video.
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    -students engage in class discussion to assist in constructing class checklist to use when writing their script.
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    -Students consider how they will script their information in the video and engage and relate to their audience
    -Copies of brief information reports about glass recycling and paper recycling.
    (view changes)
    3:20 pm
  6. page Don't Throw it Away! edited ... Don't Throw it Away! By Brian Knupp Synopsis ... in which societycreates society creates…
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    Don't Throw it Away! By Brian Knupp
    Synopsis
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    in which societycreatessociety creates waste and
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    Brian Knapp
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    6:38 am
  7. page Reference Page edited Reference List: - Bankstown City Council. (2011). Garbage Services. Retrieved October 3rd, 2011 fr…
    Reference List:
    - Bankstown City Council. (2011). Garbage Services. Retrieved October 3rd, 2011 from http://www.bankstown.nsw.gov.au/Rubbish-Services/default.aspx
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    (2007). English K-6.K-6 Syllabus. Board of
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    its Environment K-6.K-6 Syllabus. Board of
    - Callow, J. (2006). Images, politics and multiliteracies:Using a visual metalanguage. Australian Journal of Language & Literacy, 29(1), 7-23
    - Knapp, B. (1991). Dont throw it away. Macmillan Company: Crows Nest
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    Annotated Script.
    Retrieved October 3rd, 2011 from http://www.storyofstuff.com/pdfs/annie_leonard_footnoted_script.pdf
    (view changes)
    6:36 am
  8. page Presenting Factual Information edited ... Group students in pairs. Distribute to each group separate brief information reports (one abou…
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    Group students in pairs. Distribute to each group separate brief information reports (one about Glass recycling, the other about paper recycling).
    -Instruct students to read their own report silently
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    has completed reading collect the
    - the reading instruct pair member one to present the information to their partner in 2mins. Allow each pair to swap roles
    Question groups about the language they used when presenting the information, and how it differed from the written language of the report.
    (view changes)
    4:32 am
  9. page Where does my waste go? edited Where does my waste go? Lesson Three UNIT TITLE: Where does my waste go? Lets Recycle LESS…

    Where does my waste go? Lesson Three
    UNIT TITLE: Where does my waste go?Lets Recycle
    LESSON: (3/10) 45mins
    STAGE: Stage 2
    (view changes)
    4:27 am

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