Text: Refugees Author: David Miller Year: 5/6 School: __________
Frontloading Explicit Teaching Multimodal
Prior to reading Create a KWL (Know, Want to Know and Learn) chart to demonstrate their prior knowledge on the topic of refugees and asylum seekers. This activity demonstrates the AusVELS level 6 standard that students: ACELY1709 ACELT1613 (AusVELS, 2013) This will be an ongoing assessment throughout the unit and guide the planning and teaching for the rest of the unit. Introduction. In this lesson students will be focusing text-participant practices present in Refugees. The teacher will begin by explaining the difference between literal and implied meanings. In the introduction the teacher will need to ensure that students understand that they are looking at what they believe and that they will need to draw upon their prior knowledge to assist them. Elaboration The teacher will model the text-participation practices. The teacher will put a table on the board and using specific sentences from the book, will model (with class participation) the implied meaning of these sentences. Practice Students will then put their skills, knowledge and use of aspects to literacy to practice by completing their This activity will involve students working in small groups. The students will use the stories they developed about the journey of a human refugee and present this as a role play. The role play will be presented to the class and be marked by the teacher according to an assessment rubric Students will be assessed on their participation, presentation, evidence of research and creativity. The aim of this activity is to incorporate different text languages into the curriculum and allow students the opportunity to work in different mediums. It also aims to synthesize different subject areas and incorporate these into illiteracies. own meanings table. Using a sentence from each page of the book students will consolidate their prior knowledge and information they learnt during frontloading activities to make connections between the text and real life situations. Review Students will look at the ways in which David Millers portrayals of two ducks experiences were similar to those of human refugees. Using their implied meaning tables students will in small groups develop a short story in a similar format to Millers depicting a human refugees story. This final task will be used in the multimodal sequence as an assessment of learning. This activity relates to the level 6 AusVELS standards: ACELY1816 ACELY1710
Continuing on from the discussion generated from the KWL chart the students will watch the ABC Splash clip Cambodian Refugees. After viewing the clip the teacher will facilitate a discussion of some of the more sensitive issues students will be studying. Introduction This lesson will focus on anlaysing texts and the strategies which authors use to persuade a reader to their point of view. David Millers Refugees is perfect for this lesson due to its use of emotive and descriptive words as well as the implied meaning behind its story which students examined in the previous activity. In this task students will be required to present an interpretation of the book in a different form to how it was originally presented. This can be done in any mode they desire for example, a PowerPoint, animation, newspaper report or diary. Students will be marked according to a rubric (see appendix 4) A second viewing of the clip will have students look for techniques and strategies that are used in the clip e.g. emotive language, music, personal narratives, black and white etc. This activity relates to the AusVELS level 6 standards which state that students: compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (AusVELS, 2013)
http://splash.abc.net.au/media/- /m/153804/cambodian- refugees?source=search Elaboration As a class the students will brainstorm highly descriptive and emotive words that could be used by author to persuade a reader. These words will be categorized into positive or negative emotive language. Practice Using the brainstormed words as a guide, students will each read a newspaper article and highlight the descriptive/emotive language which was used by the author. Having practiced on newspaper articles, students will then take the text Refugees and create a list of emotive language examples used in the book. Review Students will construct one statement describing David Millers opinion in Refugees and the language features he utilized to portray his opinion. This final statement will be used as assessment of learning. and will be given multiple lessons to complete the task. Upon completion, the students will present their assignment in an oral form to the class and afterwards complete a self assessment task. This task relates to the AusVELS level 6 learning standards: ACELY1816 ACELY1710
In order to provide students with some information on the topic of refugees
prior to reading the text students will be given the opportunity to explore the following websites. The United Nations Refugee Agency- http://www.unhcr.org/ International Rescue Committee- http://www.theirc.org Refugee International- http://www.refintl.org Students will be encouraged to take notes regarding the information they discover and hold discussions with their teacher and classmates. This activity relates to both the previously stated level 6 AusVELS standards and ACELY1729