Lesson Plan 2 Unit: The River picture book study Blooms Taxonomy: Describe Year 7: English Duration: 45 mins

s Name: Sonia Carpenter c3109550

Syllabus Outcomes: By the end of the unit the students will have achieved Outcomes 2, 6 and 10.

Lesson Outcomes: In this lesson the students will: 2.1 - learn to use a range of listening, reading and viewing strategies, including skimming, scanning, predicting and speculating, reading and viewing in depth and rereading and re-viewing, according to the purpose and complexity of the texts 6.3 learn to explore real and imagined (including virtual) worlds through close and Resources Required: wide engagement with texts 24 copies of The River (one per student) 10.2 learn to identify and explore the ways different cultures, cultural stories and A3 paper and markers icons are depicted in texts. Whiteboard/chalkboard/chalk Introduction to lesson: (5 mins) 1. Teacher introduces/sets up expectations for lesson 2. Teacher briefly recaps last lesson when students made paper graffiti plot summaries of The River by Libby Hathorn Timing Content Teaching Strategies 10 mins Students split into groups to discuss their favourite picture books. They Teacher splits the students into 6 groups of 4 students, and monitors describe their choices, and the group decide on a group shortlist to their discussion and description of their favourite picture books share with the class 10 mins 15 mins Class makes a shortlist by reading out their group shortlists, describing their choices and what they like about them Students to describe the River as a text depicting a real place China through looking at the picture book test in groups Teacher to write each groups contributions on the board for students to copy Direct instruction on the concept of texts as representations, then distribution of copies of the picture book test for students to observe, describe and discuss in groups Teacher Evaluation/ Reflection on Lesson:

Assessment of Student Progress (INFORMAL) Students describe the features of picture books through their own favourites and The River

Closing Procedure: (5 mins) Teacher provides brief summary of lesson, collects the picture book test Teacher explains the connection between this lesson and the next, where they will explain some features of the River

Lesson Plan 4 Unit: The River picture book study Blooms Taxonomy: Analyse Year 7: English Duration: 45 mins Name: Sonia Carpenter c3109550

Syllabus Outcomes: By the end of the unit the students will have achieved Outcomes 2, 6 and 10. Lesson Outcomes: In this lesson the students will...

Assessment of Student Progress (INFORMAL) Students analyse cultural representations in picture books through investigating Asian culture and their own cultural heritage

6.5 learn to identify the ways characters, situations, and concerns in texts connect to students' own experiences, thoughts and feelings Resources Required: 10.5 - learn about different cultures and their common and distinguishing 24 internet resources computers or laptops (one per student) elements Whiteboard/chalkboard/chalk 10.6 - learn about representations of culture through choices of language and content Introduction to lesson: (5 mins) 1. Teacher introduces/sets up expectations for lesson 2. Teacher briefly recaps last lesson when students plotted The River story on a map Timing Content Teaching Strategies 15 mins Students to complete a webquest to produce ten points of information on Asian culture and a culture of their own background (identified in lesson 2 homework task) Students to make a Venn diagram to compare and analyse the information gathered in webquest Students to discuss and analyse their information and write a plan for how it could be incorporated into a story of their own. Teacher to hand out a worksheet for the webquest and monitor students as they analyse various internet sources in order to complete the webquest Teacher to explain and demonstrate a Venn diagram on the board for students to apply in analysis of their webquest information Teacher to conduct class discussion and provide some examples of how research leads to composition; how information can be used in a story Teacher Evaluation/ Reflection on Lesson:

10 mins 10 mins

Closing Procedure: (5 mins) Teacher provides brief summary of lesson and explains how this lesson will flow to next lesson, when they will evaluate the River

Lesson Plan 6 Unit: The River picture book study Blooms Taxonomy: Create Year 7: English Duration: 45 mins Name: Sonia Carpenter c3109550

Syllabus Outcomes: By the end of the unit the students will have achieved Outcomes 2, 6 and 10. Lesson Outcomes: In this lesson the students will

Assessment of Student Progress (INFORMAL) Students create the story line for their picture book, and begin to arrange the final product

6.1 learn to compose coherent, imaginative texts that use and explore the students' own experiences, thoughts and feelings and their imaginings 6.7 - learn to use verbal, aural and visual techniques to create imaginative Resources Required: texts. 24 blank picture book templates blank exercise or art books 10.1 learn to recognise and consider cultural factors, including cultural (one per student) background and perspective, when responding to and composing texts. 24 computer resources with word processor and printer access 10.8 learn about signs, symbols, icons and stereotyping in texts and what Scissors, glue, textas and pencils they signify about different cultures Introduction to lesson: (5 mins) 1. Teacher introduces/sets up expectations for lesson 2. Teacher briefly recaps last lesson when students wrote a letter to either Libby Hathorn or Stanley Wong, and drafted their storys plot Timing Content Teaching Strategies 10 mins Students revise the draft story plots they began at the end of last Teacher helps students to finalise plots before typing them, explaining how lesson, and create a complete story to use verbal, aural and visual techniques, and consider their cultural background and perspective in writing their texts. 10 mins Students type, save and print the complete story on a word Teacher monitors students as create a typed version of their story and print processing program it 15 mins Students begin to create a picture book by cutting out their strips Teacher reminds students of visual techniques and how in creating their of texts and drawing/making matching illustrations in the blank picture book it is important to think about where and how they place words art diary/exercise book and illustrations. Closing Procedure: (5 mins) Teacher Evaluation/ Reflection on Lesson: Teacher collects picture book projects and explains that when they are finished they will be sharing them at the local primary school