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An exit pass is a slip of paper given to each student that they have to complete before they exit the room. Students write their name and the answer to a specific question on the paper and hand it to the teacher on the way out. Teachers use these to assess students' current understanding of a particular concept and use it to inform future teaching.
The chosen text, ‘Where the forest meets the sea’ by Jeannie Baker is an Australian text following a child and his father on a boat trip to an untouched area of rainforest. The story tells from the child’s perspective his imaginings of what the forest might have looked like millions of years ago, and culminates in his musings of what it might look like within a generation into the future. Both the illustrations and the content of the book deal with concept of the changing surface of the earth through both human and natural causes. This topic fits well with the year 4 ACARA syllabus outcome “Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)” (Australian Curriculum and Assessment Reporting Authority, 2015) as it addresses not just the changes that have occurred, but also the imagined effects into the future. Additionally, a comparison of the time scale of change due to human versus natural causes provides an interesting discussion point, given that the change over 100,000 years appears quite minimal when compared with the predicted change within a generation. These observations can also be tied in with climate change with, for example, the steady rates of CO2 in the atmosphere changing drastically over the past few decades of human involvement, when compared with the thousands of years of data that have been collected (Intergovernmental Panel on Climate Change, 2015).
Although the text is written fairly simply, in first-person and with a predominantly simple sentence structure, one of the interesting linguistic features of the text is its use of adverbial phrases to express thoughts and evoke feelings. An example of this is the sentence “When we arrive, cockatoos rise from the forest in a squawking cloud.” This sentence contains an adverbial clause and two adverbial phrases all of which are used to create a clearer image of the scene. In attempting to write a sequel to the story in a similar style, students will need to develop a grasp of how to use adverbial and prepositional clauses and phrases in order to replicate the writing style of the text. This particular goal aligns with the ACARA (2015) year 4 outcome of “Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)”.
1. Exit pass
2. Oral presentation
3. Write a sequel
- Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
- Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
- Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
- Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
- Create literary texts that explore students’ own experiences and imagining (ACELT1607)
The visuals in this text, aside from helping to engage readers, are a key component in understanding the concepts of environmental change that the text is based on. Discussing the interpretation of these visuals and the effects they have on readers is essential to an understanding of the text. The ACARA (2015) outcome requiring students to “Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)” fits well with Baker’s creation of the images as all the images have been chosen and placed to create a particular effect and evoke thoughts about not just the story, but the environmental concepts the book is based on. These visuals lead easily into a discussion of their effect when compared with the animated version of the book as well as a discussion around art, where students are creating their own visuals. That same discussion, along with other discussions of the text converge to necessitate ACARA (2015) outcome “Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)”.
The final ACARA (2015) outcome, to “Create literary texts that explore students’ own experiences and imagining (ACELT1607)” can only be undertaken after students have critically discussed and analysed the text for style and meaning (Story & Sneddon, 2008). Discussion of the text necessitates consideration of one’s own experiences and imagination when it comes to creating images of the past and future with justification. This text is also a great model for students to replicate, as it has a simple first-person present tense structure that can give students a great amount of success whilst still practising more complex grammatical structures, such as adjectives and adverbial phrases.
- Read book to the class.
- Discuss thoughts, feelings, ideas, effects of each on the reader.
- Discuss pictures and aspects of visuals and effects on the reader.
- Set up stations around the room with controversial ideas from the text for students to discuss their opinions 'Speed Dating' style. Set a timer for students to move on to the next question.
- Join together as a group to discuss thoughts and opinions.
Question Ideas:
- Would you prefer to have lived on that beach 100 million years ago, now or in 50 years? Explain why.
- Is progress good for humans? Explain why.
- Is progress good for animals? Explain why.
- Should humans keep some places safe from buildings and houses? Why/why not? What places should/shouldn't be developed and why?
- What do you think (our school) looked like 1000 years ago? Why? How is it better/different?
- What do you think our school will look like in 1000 years?
- Brainstorm as many changes as you can that were mentioned in the book and the different ways the author showed those changes.
The oral presentation will be an opportunity for students to stand in front of the class and practise their presentation skills. It will also allow students to formally discuss their points of view with regards to environmental changes and its effects through the artwork they create (ACELT1603). Students will be encouraged to think about their artwork and how it expresses the changes they discuss (ACELA1496).
- Re-read book to the class.
- Explore the effects of adverbial and prepositional phrases in the text and how they relate to the visuals in the book.
- Discuss the different types of adverbial phrases (when, where, how).
- Using specific examples from the book, modify sentences slightly to practice the sentence structure eg. "When we arrive, cockatoos rise squawking from the forest." --> "When we arrive, ants scurry quickly back underground" etc.
- Have students write down an example sentence in groups and act it out for the class.
- Let the class try to guess the sentence they have acted.
- Discuss what would happen if the boy came back in 40 years with his own son. What would it look like? etc.
- Incorporate this sentence structure into the rest of the week's lessons.
Examples of adverbial and prepositional phrases in the book:
- My father says there has been a forest here for over a hundred millions years.
- I follow a creek into the rainforest.
- On the bank of the creek, the vines and creepers try to hold me back.
- I wonder how long it takes the trees to grow to the top of the forest.
- Will the forest still be here when we come back?
- Refer back to the final page of the book and discuss the changes that are imagined.
- Hand each student 2 copies of the line drawing of the final page and ask them to draw and colour what the scene looks like now, and what it might look like in 40 years time when the boy returns with his own son.
- Cut 1 drawing into 2cm strips horizontally and the other into 2 cm strips vertically.
- Weave the strips together to create a checkerboard depicting the old and new scenes together.
- Glue onto a larger piece of paper to maintain the position.
- Write a sentence on the bottom of the page starting "When I returned to the beach, ..." (can be same sentence as exit pass from previous lesson).
- In pairs, students identify differences between the two scenes in their artwork and discuss the effect of these differences on people, animals and the environment.
- Students present to the class explaining: their artwork, their reasons for differences, and their thoughts about what those differences mean for people, animals and the environment.
- Students ask questions appropriate to continuing the discussion.
- Class gives feedback through 'two stars and a wish' format (two things that were great and why; one 'wish' for something to do differently next time and why).
The learning sequence has been designed to take students from listeners to creators through a gradual release of responsibility model (Pearson & Gallagher, 1983). The sequence begins with an animated reading of the book which activates students’ imagination through tone, inflection, rhythm and gesture (Kirkby, Faulkner, & Perrin, 2014). The following discussion of vocabulary, content, context and visuals assists students to access a broader understanding of the background knowledge required to achieve deep understanding of the text (Department of Education and Children’s Services Government of South Australia, 2011). The ongoing discussions throughout the sequence are not only enjoyable for students (De Nicolo & Franquiz, 2006) but also assist students to clarify understanding, refine ideas and frame conclusions (Raban, 2001). The partner work used in the first lesson is a modified version of the Kagan ‘timed pair share’ cooperative strategy which encourages cooperation, participation and knowledge building (Clowes, 2011).
The acting, creating and drawing used during the lesson sequence is intended to engage students in learning styles additional to written and auditory, particularly younger students and underachieving students, who frequently prefer kinaesthetic learning styles (Price, Dunn, Dunn, & Griggs, 1981). These mediums are used in a variety of situations to provide a more functional, enjoyable basis for the writing the students will later be engaging in. Technology is also being incorporated into the lessons and the final text as “using computers increases students’ motivation to read, write and learn” (Castek, Bevans-Mangelson, & Goldstone, 2006, p. 715).
Students are encouraged to give each other feedback after their presentations in the ‘two stars and a wish’ format (Education Services Australia, 2015). Feedback is considered one of the most powerful influences on learning (Hattie & Timperley, 2007). However, given that influence can have positive or negative effects, is it important to teach students to give constructive peer feedback (Masatoshi, 2013), for example through the ‘two stars and a wish’ format. It is assumed in this lesson sequence that students are already familiar with this format, as it is a strategy used throughout the year.
Vocabulary and sentence structure are identified and taught explicitly in order to assist with access to and comprehension of the text. The constant teaching of vocabulary also requires a means to re-access the words after the initial exposure as children typically retain only 26% of the meanings taught each day (Beimiller & Boote, 2006); in this case, word walls of the brainstormed vocabulary. Although students will learn vocabulary and sentence structure without explicit teaching, a greater quantity is retained with instruction (Beimiller & Boote, 2006).
- Present Youtube clips and photos of then and now. For example
and http://amazyble.com/creativity/drastic-changes-worlds-main-cities-last-50-years/
- Discuss changes from then to now.
- Discuss change in perspective from people living 50 years ago
compared to now.
- Discuss how boy's perspective in book will change in 40 years when he comes back with his son. What will he think? What will he say?
- Discuss writing sequel to the book and begin to plan storyboard for the book.
- Record any new vocabulary needed to discuss the future.
- Continue with story board of sequel.
- Discuss language of first person, 3rd person, effects of this.
- Revisit adverbial and prepositional phrases.
- Brainstorm vocabulary necessary for the story.
- Orally rehearse story with a partner
- Demonstrate unemotive sentence. Eg. I saw the beach. It had buildings on it.
- Model emotive sentences using adjectives and adverbial phrases. Eg. "When I arrived at the beach, I was overwhelmed by the crowds of noisy people".
- Practise generating interesting sentences as a class.
- Begin transferring storyboard into Powerpoint presentation.
- Each lesson is approximately 1 hour.
- Lessons conducted twice each week, with an additional lesson set aside each week to catch up or target specific content or skills that the teacher notices students need to be taught or practice. Exit passes and class observations can be used to inform the additional lessons.
- Complete sequel to book in Powerpoint
presentation.
- Present book to the class/assembly/to 'buddy class' in reception/to parents etc.
Writing the 'sequel' to a children's book gives students an opportunity to practise their writing skills in a fairly scaffolded format; through imitation of a simple text (ACELT1607). Student will be encouraged to think about how the environment would change over 40 years and how the boy would feel returning to the beach 40 years later with his own son (ACSSU075). Students will need to use the language features of the book, including first person perspective, adverbial phrases (ACELA1495) and descriptive language to express their story. Students will also be encouraged to think about their artwork and the impact it may have on the audience (ACELA1496). The final story will be presented using Powerpoint, to incorporate an ICT component into the learning.
Masatoshi, S. (2013). Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal, 97(3), 611-633. doi:10.1111/j.1540-4781.2013.12035.x
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344. doi:10.1016/0361-476X(83)90019-X
Price, G. E., Dunn, K., Dunn, R., & Griggs, S. (1981). Studies in students' learning styles. Roeper Review, 4(2), 38-40. doi:10.1080/02783198109552588
Raban, B. (2001). Talking to think, learn, and teach [Chapter 3]. In P. G. Smith, Talking Classrooms: Shaping Children's Learning Through Oral Language Instruction (pp. 27-41).
Newark, Del: International Reading Association. Retrieved from http://images.lib.monash.edu.au/edf1205/04127509.pdf
Story, K., & Sneddon, M. (2008). Teach them how : analysing authors' craft in middle years literacy classrooms. [online]. Practically primary, 13(1), 40-44. Retrieved from http://search.informit.com.au.ezproxy.lib.monash.edu.au/fullText;dn=168115;res=AEIPT
Department of Education and Children’s Services Government of South Australia. (2011). Research into practice: literacy is everyone's business. Retrieved from http://www.decd.sa.gov.au/literacy/files/links/link_157541.pdf
Education Services Australia. (2015). Strategies to enhance peer feedback. Retrieved May 31, 2015, from Assessment for learning: http://www.assessmentforlearning.edu.au/professional_learning/peer_feedback/peer_strategies_enhance.html#1
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. doi:10.3102/003465430298487
Intergovernmental Panel on Climate Change. (2015). Human and natural drivers of climate change. Retrieved May 31, 2015, from https://www.ipcc.ch/publications_and_data/ar4/wg1/en/spmsspm-human-and.html
Kirkby, J., Faulkner, J., & Perrin, J. (2014). 'Once there was a ...': Reclaiming storytelling in the middle years. Literacy learning: the middle years, 22(2), i-x. Retrieved from http://readinglists.lib.monash.edu/link?url=http%3A%2F%2Fsearch.informit.com.au.ezproxy.lib.monash.edu.au%2FdocumentSummary%3Bdn%3D318018737069565%3Bres%3DIELHSS
Australian Curriculum and Assessment Reporting Authority (2015). Foundation to year 10 curriculum browser by columns - The Australian Curriculum v7.5. Retrieved May 31, 2015, from http://www.australiancurriculum.edu.au/
Beimiller, A., & Boote, C. (2006). An Effective Method for Building Meaning Vocabulary in Primary Grades. Journal of Educational Psychology, 98(1), 44-62. Retrieved from http://readinglists.lib.monash.edu/link?url=http%3A%2F%2Fezproxy.lib.monash.edu.au%2Flogin%3Furl%3Dhttp%3A%2F%2Fgateway.ovid.com%2Fovidweb.cgi%3FT%3DJS%26MODE%3Dovid%26PAGE%3Dfulltext%26D%3Dovft%26LOGOUT%3Dy%26AN%3D00004760-200602000-00004%26NEWS%3DN
Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading Adventures Online: Five Ways to Introduce the New Literacies of the Internet Through Children's Literature. The Reading Teacher, 59(7), 714-728. doi:10.1598/RT.59.7.12
Clowes, G. (2011). The Essential 5: A Starting Point for Kagan Cooperative Learning. Retrieved May 31, 2015, from Kagan's free articles - Research and Rationale: http://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning
De Nicolo, C., & Franquiz, M. E. (2006). "Do I have to say it?": Critical Encounters with Multicultural Children's Literature. Language arts, 84(2), 157-170. Retrieved from http://search.proquest.com.ezproxy.lib.monash.edu.au/docview/196858451/84862DEA69AA449FPQ/10?accountid=12528