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Week Selected Learning Outcomes (AC) Teaching and Learning Activities Group Structure Lesson Focus Resources Assessment Type F – Formative S-Summative 3 Visual Arts Making: 6.1, 6.6 Visual Arts Responding: 6.7, 6.8 English Literature: ACELT1795 English Literacy: ACELY1699 ACELY1796 Sketch-to-Stretch Activity: Students to listen to audio recording of a passage from Blueback . Students to visualise events, characters and/or setting as they listen to passage. Using oil pastels, students create a basic representation that illustrates their interpretations of the passage, its key ideas and/or details. Small Group Activity: Response and Discussion Students to share their oil pastel illustrations with peers. Peers to share their thoughts and interpretations of each illustration. Illustrator to explain their choice of representations and colours to demonstrate their interpretation and comprehensive understanding of the passage. Whole Class Reflection: A few students share their illustrations with the class. Students reflect on the Sketch-to-Stretch activity, and the importance of visualisation. Students reflect on what they better understand about the particular passage, and Blueback as a whole. ∆ Ω ℗ Speaking and Listening Students will listen to passages from Blueback . They will cooperatively listen to each other’s responses and interpretations of each illustration. Critical Thinking and Comprehension Students will be expected to analyse and interpret the narrative. Visual Arts: Sketch-to-Stretch Illustrations Students will create oil pastel illustrations that express their interpretation and comprehension of a passage from Blueback. Interactive whiteboard Passage 1 from Blueback (see Appendix D) Audio recordings (Passages 2-7) (see Appendix D) School iPads Plain white A4 paper Oil pastels (F) Student participation in discussion – recorded using a checklist and anecdotal notes. Verbal justification for illustration provided during small group discussion – recorded using a checklist and anecdotal notes. (S) Completed passage illustration – collected at end of lesson (see Appendix C for examples) . To assess students ’ ability to visualise a narrative text (its settings, characters, plot). T o record students’ understandings and interpretations of visual language of passage from Blueback. 4 Drama Making: 6.6 Drama Responding: 6.7 Music Making: 6.1, 6.2 Music Responding: 6.9 English Literacy: ACELY1700 Whole Class Discussion: Reflect on stretch-to-sketch pictures from previous lesson (Lesson 3) and analyse personal responses through imagination and senses. Whole Class Warm-up: YouTube video of sound creating techniques. Whole Class Brainstorm: Scenario modelling the creation of sounds to enhance listener understanding of a passage of narrative text. Small Group Activity: Sound Story Creation Create sound effects using only body and voice to accompany a passage from Blueback. Group Performances and Responses: Each group will perform their narration and sounds. Discuss what students liked about performances and how they could be revised. Which aspects of the performances did you like? ∆ Ω Critical Thinking and Comprehension Students will be expected to analyse and interpret the meaning of a narrative text, and enact it using dramatic and musical performance. Drama and Music Collaborative Work Students will create a selection of sounds and organise them sequentially to accompany the narrative text. Interactive whiteboard Youtube video clips (1) http://youtu.be/hZ43UC 5tIOY (2) http://youtu.be/gjyWP2 LfbyQ Hardcopies of 7 passages of text from Blueback (see Appendix D) (F) Student participation in discussions – recorded using a checklist and anecdotal notes. Verbal justification for their sound making ideas provided during small group discussion – recorded using checklist and anecdotal notes. (S) Group performance – recorded using video recording (see USB for example) To assess students ’ meanings and interpretations of the narrative passage To assess students’ ability to engage their senses and imagination in creating a
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