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Literacy Lesson Plans
Literacy Lesson Plans
A:
Rational
The
focus
for
class
3/4B
is
to
develop
Inferential
comprehension
skills,
through
the
historical
origins
of
ANZAC
day.
The
first
text
chosen
was
a
poem;
as
poems
are
generally
implicit
and
provided
opportunities
for
inference
to
occur.
The
second
text
was
a
video
about
Gallipoli,
this
focused
on
gaining
inference
by
using
semiotic
features.
As
technology
becomes
more
dominate
within
society,
teaching
literacy
needs
to
adapt
to
a
more
holistic
approach,
thereby
including
both
print
based
and
multi-modal
texts
for
learning.
(Salmon,
2010,
p.219)
This
constant
exposure
to
both
mediums
of
texts,
means
the
students
are
able
scaffold
their
knowledge,
concepts
and
structures
within
literacy,
through
a
variety
of
learning
contexts.
Print-based
and
digital
texts
both
incorporate
decoding,
analysing,
collaborating,
evaluating,
planning
and
connecting
(Salmon,
2010,
p.22),
but
are
interpreted
and
applied
in
a
different
manner.
Print-based
has
a
limited
range
of
applications
as
it
is
reliant
on
only
words,
narration
and
images;
whereas
multi-modal
has
a
wider
range
as
it
can
incorporate
moving
images,
music,
narration
etc.
These
applications
of
comprehension
in
both
print-based
and
multi-modal
can
be
shown
through
the
use
of
Thinking
Routines.
Thinking
routines
are
a,
sequence
of
actions
that
lead
to
making
meaning
and
at
the
same
time
help
the
student
gain
intellectual
control
and
awareness
of
the
thinking
process.
(Wolberg
&
Goff,
p.1)
It
provides
students
with
structure
of
how
to
converse,
what
thinking
language
to
use
and
strategies
to
organise
and
manage
collections
of
information.
(Miller
&
Calfee,
2004,
p.2)
Thinking
routines
can
be
closely
tied
with
visual
thinkers.
Visual
thinkers
see
learning
as
a
consequence
of
thinking,
that
development
of
thinking
is
a
social
endeavour,
it
is
required
to
be
visible
and
can
be
1
fostered
in
engaging
environment.
(Ritchhart
&
Perkins,
2008,
p.4)
Thinking
Routines
are
learning
oriented
rather
than
work
oriented,
(Ritchhart
&
Perkins,
2008,
p.4)
this
means
that
the
teacher
is
able
to
focus
on
what
processes
the
students
undergoes
rather
than
the
end
product.
The
routines
used
within
the
lesson
plan
were
Chalk
talk,
Claim-Support-
Question,
What
makes
you
say
that?
3-2-1
bridge,
CSI:
Colour,
symbol,
image
routine
and
See
Think
Wonder.
(Ritchhart,
2011)
Although
they
surrounded
the
same
topic,
each
routine
provided
a
different
aspect
on
the
intention
of
what
the
students
were
learning.
Chalk
talk,
asks
learners
to
consider
ideas,
questions,
or
problems.
(Ritchhart,
2011,
p.78)It
provides
students
time
to
list
and
sort
through
their
ideas
first,
then
share,
collaborate
and
scaffold
with
the
rest
of
the
class
afterwards.
This
routine
was
used
to
highlight
the
change
in
the
students
thinking
from
the
start
to
the
end
of
the
lesson.
Different
language
choices
should
have
been
made;
moving
from
factual
inference
to
emotive.
Claim-Support-Question
focuses
on
analysing
and
questioning
information.
Students
have
to
draw
on
prior
knowledge
and
investigation,
to
clarify
and
make
claims
about
a
topic.
(Ritchhart,
2011,
p.191)
What
makes
you
say
that?
Is
a
routine
that
uses
Visual
thinking
strategies,
to
locate
and
elaborate
students
thinking;
this
can
be
achieved
through
own
ideas
or
other
perspectives
portrayed
by
peers.
(Ritchhart,
2011,
p.165)
Each
routine
focused
on
using
inference,
when
making
their
claim
or
statement.
Students
had
to
provide
evidence
on
why,
what
they
inferred
was
correct
and
how
they
came
to
that
conclusion.
The
use
of
peers
to
scaffold
their
initial
concepts
and
ideas
enabled
students
to
gain
a
greater
insight
into
how
differently
people
can
interpret
words/sentences.
2
3-2-1
Bridge,
is
about
activating
prior
knowledge
before
the
learning
experience
begins.
The
bridge
helps
learners
recognise
and
name
their
own
learning
and
development.
(Ritchhart,
2011,
P.86-87)
CSI:
Colour,
symbol,
image
routine
focuses
on
thinking
about
the
big
ideas
and
representing
them
in
non-verbally.
Students
were
encouraged
to
make
comparisons
and
connections
between
texts.
(Ritchhart,
2011,
p.119)
Each
task
focused
on
developing
emotive
inference.
Students
had
to
explain
why
they
choose
certain
representations/ideas
and
what
they
meant.
The
3-2-1
Bridge,
was
a
reference
for
initial
logical
thinking,
which
would
then
be
changed
to
emotive
after
completing
the
CSI
task.
See-think-wonders
purpose
is
for
observation
and
interpretation.
Each
aspect
allows
students
to
closely
and
separately
analyse,
explore
and
connect
features
of
an
image.
This
routine
was
used
to
focus
on
semiotic
features
providing
opportunities
for
inference.
Students
were
able
discuss
what
they
saw,
thought
and
wondered
about,
using
semiotic
features
as
a
basis;
which
was
then
assisted
in
development
of
inference,
by
using
visual
cues
as
identifiers.
(Ritchhart,
2011,
p.55)
These
routines
structured
the
students
learning
and
enabled
the
key
focus
of
gaining
inference
to
occur.
The
use
of
semiotic
features
enabled
fluency
of
teaching
emotive
inference
through
multimodal
texts,
whereas
the
print-based
focused
on
written
inference
and
using
clues
to
uncover
the
intended
meaning.
Both
print-based
and
multimodal
texts
provided
students
with
different
learning
contexts
and
different
ways
of
interpreting
ideas.
(Words:
794)
3
Lesson
2#
TOPIC:
History
Year
Level:
3/4
Time:
60
minutes
This
assessment
task
addresses
the
broad
AC
English:
Content
Descriptor
from
the
Literacy
SubStrand:
Interpreting,
analyzing,
and
evaluating.
Use
comprehension
strategies
to
build
literal
and
inferred
meaning
to
expand
content
knowledge,
integrating
and
linking
ideas
and
analysing
and
evaluating
texts
(ACELY1692).
Relevant
Elaborations:
inferring
meaning
from
the
ways
communication
occurs
in
digital
environments
including
the
interplay
between
words,
images,
and
sounds
During
this
lesson
students
will:
Use
visualisation
and
semiotic
features
to
interpret
the
text.
LESSON
INTRODUCTION:
The
Hook
Play
the
clip
of
the
last
call
bugle-
http://www.youtube.com/watch?v=McCDWYgVyps.
Discuss
what
they
visualise,
Have
they
heard
it
before?
What
emotions
do
they
feel
and
why?
Literacy
learning
intentions
We
are
learning
to
use
semiotic
features
to
infer
and
create
meanings
from
text.
Learning
behaviours
I
need
to
see
you
creating
ideas
and
using
more
than
one
semiotic
feature
as
evidence.
Success
criteria
for
whole
class
I
am
doing
well
if
I
can
explain
and
produce
at
least
two
different
colours,
symbols
and
images
to
represent
my
ideas.
Success
criteria
for
focus
teaching
group
I
am
doing
well
if
I
can
discuss
at
least
two
things
that
I
saw,
thought
and
wondered
about,
with
a
focus
on
the
semiotic
features
in
the
video.
Shared
Text
for
whole
class:
http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#-
Captain
Falik
sees
silhouettes
of
the
ship
clip
(2
mins)
4
BEFORE:
3-2-1
Bridge;
Students
will
record
at
least
3
thoughts/ideas,
2
questions
and
1
analogy
about
ANZACs.
DURING:
Before
the
image
is
on
the
screen,
pause
and
ask
students
to
discuss
the
background
music,
What
affect
does
it
have?
Can
we
tell
anything
about
the
time
or
place
that
it
is
occurring?
Whilst
watching
students
will
make
a
list
of
things
that
they
find
interesting,
important
or
insightful.
What
emotions
are
you
feeling?
Why?
What
do
you
think
is
going
to
happen
next?
How
do
you
know?
AFTER:
Whole
class:
CSI
(colour,
symbol,
Image
Routine);
In
pairs,
students
will
choose
at
least
two
items
from
their
list
of
things
they
found
interesting,
important
or
insightful.
From
the
selected
items,
they
will
choose
a
colour,
a
symbol
and
an
image
that
represents
each
idea/concept
and
share
with
their
partner.
Focussed
teaching
group-
See,
think,
and
wonder;
In
the
small
group,
students
will
discuss
and
record,
two
things
that
they
saw,
that
they
thought
about
and
made
them
wonder.
The
focus
will
be
directed
towards
the
semiotic
features
and
how
it
informed
the
students,
in
particular
with
what
they
saw.
LESSON
CONCLUSION:
Students
will
engage
in
the
3-2-1
Bridge
again
and
explain
how
their
new
responses
connected
to
initial
responses.
Where
there
any
changes?
Did
one
focus
more
on
what
you
have
read
and
the
other
on
what
you
feel?
WORD
COUNT:
407
APPENDIX 2: Lesson 2
Royal Australian Airforce.(2012) The last post [Video file].Retrieved 20 August, 2012,
from http://www.youtube.com/watch?v=McCDWYgVyps.
ABC.(2009).
Gallipoli
the
first
day:
An
ABC
documentary
about
the
WW1
ANZAC.
Retrieved
from
http://www.abc.net.au/innovation/gallipoli/gallipoli2.htm#-