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Literacy planning resource: Flood by Jackie French

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Melanie Brentwood

on 31 July 2015

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Transcript of Literacy planning resource: Flood by Jackie French

PERSONIFICATION:
“To give human qualities to inanimate objects and abstract ideas.” (Department of Education WA,
Reading Resource Book
, 2013, p. 63)
Lesson Plan: Flood by Jackie French & Bruce Whatley
Introduce the text
Culminating Text: Character Description
Outcome link: “Create literary texts that explore students’ own experiences and imagining.” (Australian Curriculum and Assessment Authority, 2014, ACELTI607)
First Read
Introduce Topic: Natural Disasters
Media Representations
Ask students: What stands out to you in these images?
FLOODS
News report: Words associated with the 2011 Queensland floods...
Ask students to identify:
Nouns...
Proper nouns...
Verbs...
Adjectives...



What words can you see?
Tagxedo created from news report found on: http://www.abc.net.au/news/2011-01-12/queensland-flood-crisis-reaches-new-heights/1901894
Student Task
Ask students, in pairs, to google news reports on the 2011 Queensland floods. Get them to also use the tagxedo app to make a word creation. Then compare and contrast their own word image to the one previously examined.
Second Read
Third Read
Front Cover
Uninterrupted reading:
“Read the text to the students. Demonstrate enjoyment, surprise, suspense and other reactions incurred when reading the text. Avoid interrupting the flow when reading unless the meaning has been lost. Allow time for students to reflect on and respond to the reading.” (Department of Education WA,
Reading Resource Book
, 2013, p. 9)
Outcome Link: (Australian Curriculum and Assessment Authority, 2014, ACELA1496)

Shared Reading: “A teacher-managed blend of modelling, choral reading and focused discussion.” (Department of Education WA,
Reading Resource Book
, 2013, p. 17)
Outcome links: (Australian Curriculum and Assessment Authority, 2014, ACELT1605; Australian Curriculum and Assessment Authority, 2014, ACELA1496)
SIMILE: “Comparison of two items, made explicit by using ‘as’ or ‘like’.” (Department of Education WA,
Writing Resource Book
, 2013, p. 51)
Planning Stage
Learning Sequence
Rationale
Social realism: "A literary mode that purports to represent 'real life' and real life issues." (Winch et al., 2014, p. 654)

Linkages to the Australian context
Multimodal text
Semantic knowledge contained in the text
"Knowledge about the topic, often called semantic knowledge, depends on what the reader already knows, but can be enriched by specific teaching to improve the comprehension of the text." (Winch et al., 2014, p. 82)
Facilitates a comprehensive read that incorporates effective teaching strategies
Literal meaning: "The plain sense meaning of a text." (Winch et al., 2014, p. 83)
Character Development
Culminating Text
Outline: Students will develop a character description based around one of the fictional characters in the text. To create this written text the students will explore how the characters are portrayed in the text
Flood
through the use of specific words and images. The character descriptions created by the students could focus on their character previous to the text, during the text, after the text, or alternatively a combination of these three options.


Learning Outcomes
AusVELS/Year 4
Reading and Viewing/Language/Expressing and developing ideas:
“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.” (Australian Curriculum and Assessment Authority, 2014, ACELA1496)

Reading Outcomes
Reading and Viewing//Literature/Examining Literature:
“Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension.” (Australian Curriculum and Assessment Authority, 2014, ACELT1605)

Writing Outcome
Writing/Literature/Creating literature:
"Create literary texts that explore students’ own experiences and imagining." (Australian Curriculum and Assessment Authority, 2014, ACELT1607)

Oral Language Outcome
Oral Language/Literature/Responding to literature:
"Discuss literary experiences with others, sharing responses and expressing a point of view." (Australian Curriculum and Assessment Authority, 2014, ACELT1603)

Assessment
Visual Images
Definition: "Text that combines print, visual images, speech or computer images." (Winch et al., 2014, p. 235)
Explore how images are used in
Flood
to develop and enhance the various characters within the text.
Students discuss their emerging ideas and views in relation to the text's characters: the strangers, the river and the dog. The students in their discussions will make predictions around why the different characters were present in the story, share what other characteristics and qualities the various characters may have, and make comparisons between the characters in the text and people in the student's own world.


Students develop a character description based on one of the characters in the text. The descriptions will allow the students to build in an imaginative element to the text, as well as enabling the students to bring their own experiences to the text.
Printed Text
Enables the reader to create a mental image of the river through the use of descriptive language and personification. No visual aids are required for the reader to imagine what the river is capable of.
Media representations of floods and heroes
Image: http://army.gov.au/Our-work/News-and-media/News-and-media-2012/News-and-media-March-2012/Flood-Assistance
(Winch et al., 2014, p. 656)
Outcome links: (Australian Curriculum and Assessment Authority, 2014, ACSSU075; Australian Curriculum and Assessment Authority, 2014, ACELT1603)
Initial reading of the text
Ask students:
What are the people doing in this image?
What does the text say people are doing?
Potential strategies the students could use: predicting and skimming (Department of Education WA, Reading Resource Book, 2013, p. 114, 119)
Further readings of the text

Image: http://www.redlandfoundation.org.au/static/images/42.jpg
Link to the culminating text: How is personification being used to characterise the river?
Link to the culminating text: How is simile being used to characterise the strangers?
Inferential meaning: "The inferred meaning of a text. Often termed 'reading between the lines'." (Winch et al., 2014, p. 83)
Possible questions:
What is the role of the dog in the text?
How is visual elements such as colour and salience used in the images to create deeper meaning?
Potential strategies the students could use: inferring and self-questioning (Department of Education WA,
Reading Resource Book, 2013,
p. 117 - 118)
Oral Language Outcome: Discuss literary experiences with others, sharing responses and expressing a point of view. (Australian Curriculum, 2014,ACELT1603)
Substantive Conversations
Substantive conversations are "used to create or negotiate understanding of a topic. The talk is characterised by intellectual substance and encourages critical reasoning." (Department of Education WA,
Speaking and Listening Resource Book
, 2013, p. 13)
Image: http://www.gettyimages.com.au/detail/photo/children-sitting-around-table-having-high-res-stock-photography/200449956-002
Potential Discussion topics:
(Winch et al., 2014, p. 19-20; Department of Education WA, 2013, p. 107-108)
Outcome link: (Australian Curriculum and Assessment Authority, 2014, ACELT1605)
The river...
The strangers...
Link to culminating text: What is the role of the dog in the text?
Link to culminating text: What adjectives, verbs and nouns are used to make the river a character in the text?
Link to culminating text: What does it mean to be a hero in the text?
The dog...
Character


Description
Outcome link: "Create literary texts that explore students’ own experiences and imagining." (Australian Curriculum and Assessment Authority, 2014, ACELT1607)
Outcome link: “Earth’s surface changes over time as a result of natural processes and human activity: considering the effects of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region.” (Australian Curriculum and Assessment Authority, 2014, ACELA1496)
Outcome links: (Australian Curriculum and Assessment Authority, 2014, ACELA1496; Australian Curriculum and Assessment Authority, 2014, ACELT1605)
Outcome links: (Australian Curriculum and Assessment Authority, 2014, ACELT1605; Australian Curriculum and Assessment Authority, 2014, ACELT1603)
Outcome link: (Australian Curriculum and Assessment Authority, 2014, ACELA1496; Australian Curriculum and Assessment Authority, 2014, ACELT1605)
Science Outcome: outcome from another curriculum
Science Understanding/Earth and space sciences: "Earth’s surface changes over time as a result of natural processes and human activity: considering the effects of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region.” (Australian Curriculum and Assessment Authority, 2014, ACSSU075)
Comparison
What is similar between the images?
What is different?
Begin by introducing the students to the images in the text. Allow the students to reflect on what they can see. Students should begin to make predictions around what the written text may be saying.
Who are the characters in the text?
How are the characters described?
Image: https://www.engageny.org/sites/default/files/gardecityprimaryread.jpg
Final page of the text....
Questions to prompt student's thinking about the illustrations:
What is different about this image than other images in the text?
Where is your eye drawn to?
How are lines used in the image?
Questions to prompt student's thinking about the written text:
What is described in the text?
What type of figurative language is being used?
Outcome link: “Create literary texts that explore students’ own experiences and imagining.” (Australian Curriculum and Assessment Authority, 2014, ACELTI607)
"Teachers need to consider how to bring students' home and community experiences into classroom writing experiences." (Department of Education WA,
Writing Resource Book
, 2013, p. 150)
“I could make my dad one of the strangers and describe why he went to help."
“I could write a poem about the river”
Drafting Stage
Students, through the use of media representations and the text
Flood
, examine why floods may occur in Australia, what effect they have on the Australian landscape and the role humans play in the aftermath of these occurrences.
During the reading of
Flood
students will identify what techniques are used by Jackie French and Bruce Whatley to make the story engaging. The students will also examine how the characters are developed through the use of figurative language, imagery and illustrations.
Referencing
Australian Curriculum and Assessment Authority. (2014). AusVELS. Retrieved from http://ausvels.vcaa.vic.edu.au/Foundationlevel?layout=1&d=E

Churchill, R., Ferguson, P., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M.C., Nicholson, P., & Vick, M. (Eds.). (2013). Teaching Making a Difference 2nd edition. Milton, Qld: John Wiley & Sons.

Department of Education WA. (2013).
Reading Resource Book
. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/?oid=MultiPartArticle-id-13602018

Department of Education WA. (2013).
Speaking and Listening Resource Book
. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/?oid=MultiPartArticle-id-13602018

Department of Education WA. (2013).
Writing Resource Book
. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/?oid=MultiPartArticle-id-13602018

Winch, G., Johnston, R.R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: Reading, Writing and Children’s Literature 5th edition. South Melbourne, Victoria: Oxford University Press.





What other figurative language could be used to describe the river?
Where did the strangers come from?
Who might the dog belong to? Does he have a family?

“I could write a story about how the dog was a hero and saved a child from drowning."

Modelled Writing
“The teacher holds the pen and makes decisions about the writing, students observe the process and the product, rather than contribute towards it.” (Department of Education WA,
Writing Resource Book
, 2013, p. 8)
Image: http://www.gynzy.com/teachers/wp-content/uploads/2013/07/teacher-at-smart-board-interactive-whiteboard.png
Shared and Interactive Writing
“Students are actively involved, as they are invited to contribute, develop and organise ideas. The teacher responds to students’ contributions with comments and questions, using the result to shape the written text.” (Department of Education WA,
Writing Resource Boo
k, 2013, p. 14)
Image: http://4.bp.blogspot.com/-MU7N1xxOjpc/URg4Suy2i-I/AAAAAAAAAJM/6W4l1i-66ic/s320/Screen+shot+2013-02-10+at+10.24.07+AM.png
Outcome link: “Create literary texts that explore students’ own experiences and imagining.” (Australian Curriculum and Assessment Authority, 2014, ACELTI607)
Author's Chair
Guided Writing...
Image: http://static01.nyt.com/images/2013/04/06/business/Shortcuts/Shortcuts-articleLarge-v2.jpg
Creation of the culminating text
Independent Writing...
Image: http://testtoefl.ir/wp-content/uploads/2015/01/Writing-writing.jpg
Opportunity for the teacher to provide one-on-one support and feedback to students as they begin to write their culminating text .
Each student completes their culminating text, which is a self-selected topic within the given parameter described above. This stage may involve several rewrites as students revise their individual writing process.


Outcome link: “Create literary texts that explore students’ own experiences and imagining.” (Australian Curriculum and Assessment Authority, 2014, ACELTI607)
Author's Chair: “An opportunity for students to voluntarily share their writing and receive constructive feedback.” (Department of Education WA,
Writing Resource Book
, 2013, p. 23)
I liked this...
because...
I thought you described your character well by...
I didn't quite understand this...
Maybe you could have...
Image: https://s-media-cache-ak0.pinimg.com/236x/b6/16/6f/b6166f0957d39bb050a0f8b85f2a2bc0.jpg
Outcome link: (Australian Curriculum, 2014, ACELT1603)
"A reader must actively integrate a range of strategies, including both word identification and comprehension strategies to draw upon all available knowledge in the form of cues." (Department of Education WA,
Reading Resource Book
, 2013, p. 112)
Link to the culminating text: Are the images in the text reflective of images the students have seen in the media?
(Churchill et al., 2013, p. 422)
Before: Identify what students already know around the subject of natural disasters and floods, as well as their understanding of the word 'hero'. Observe student's predictions and questions around the text.
After: Using a prewritten rubric, assess the completed culminating text by the students. Also assess the strategies used by the students to complete their individual character description.

During: Identify how students are constructing and reviving meaning as they read, re-read and discuss in peer groups the text. Observe students during the planning and drafting stages of their culminating text. Edit and provide written feedback on the student's character description drafts.
Image: http://img.ksl.com/slc/635/63539/6353973.jpg
Image: http://resources0.news.com.au/images/2011/02/25/1226012/273476-brisbane-river-in-flood.jpg
Image: http://resources1.news.com.au/images/2011/01/10/1225985/194229-toowoomba-flash-floods.jpg
Image: http://resources3.news.com.au/images/2011/01/18/1225990/433639-kerang-floods.jpg
Image: http://resources2.news.com.au/images/2011/02/02/1225999/041422-queensland-floods.jpg
Image: http://resources0.news.com.au/images/2012/01/12/1226242/826764-bayswater-st-rosalie-before.jpg
Image: http://resources0.news.com.au/images/2012/01/12/1226242/826764-bayswater-st-rosalie-before.jpg
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