Alexandra Blake S00152997

Assignment 2 part B

LESSON 1
TOPIC: CIVICS & CITIZENSHIP - Interact with others with respect, share views and recognise there are different points of view (ACHCS018)
Year Level: 3/4
Time: 60 minutes approximately
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: Finding the main idea of a text.
During this lesson students will: build childrens contextual understanding.
LESSON INTRODUCTION: BEFORE READING (5 mins)
*Students have read the first chapter of this text in a previous lesson individually, therefore are familiar with the text.

Reintroduce the text Matilda.

Prompt students to recall events from the first chapter.
Inform them that they will be reading the second chapter of Matilda today called Mr. Wormwood, the Great Car Dealer.

Literacy learning intention: Introduced to the class. (2 mins)

We are learning to make meaning from a text by using recalled factual knowledge and questioning techniques.

Success criteria
(21 students/yellow group) I am doing well if.

I can pose at least 3 questions related to the text after reading it.
I can demonstrate the ability to take on one of the following roles in a group: predict, clarify or summarise information from the text through reciprocal
reading.

(5 students/green group) I am doing well if I can paraphrase events from the text when prompted using synonyms.
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*SEE APPENDIX 3 FOR JUSTIFICATION OF GROUPING.

Shared Text for whole class:

Text - Matilda, Roald Dahl. Chapter 2 - Mr Wormwood, the Great Car Dealer. (pages 16-24).

Bibliographical details - Dahl, R., & Blake, Q. (1988). Matilda. New York, N.Y.: Viking Kestrel. Dahl, R., & Blake, Q. (1988). Matilda. New York,
N.Y.: Viking Kestrel.

Consider your role for whole class and focus group instruction:
*The yellow groups instructional strategy is reciprocal reading. (A strategy that extends reading skills with independent readers.)

Teacher numbers off 21 students in the yellow group into 7 groups of 3. Groups consist of mixed abilities.

During reading time, teacher informs and demonstrates roles from reciprocal reading one group at a time.

Note: the students have participated in this instructional strategy before. Clarification is all thats required.

Students negotiate which of the 3 roles they will take on with the teacher present to avoid arguments.

Teacher informs them that they will all take on a second role - the questioner (questioning is the reading focus for this group).

*The green groups instructional strategy is guided reading. (The link between shared reading and independent reading, scaffolded by teacher).

These five students will read the text individually during reading time.

Once reading time is over, teacher will work with this group for guided reading and scaffolding.

Whole class instruction/strategy preparing for reading the text. (5 mins)

Tuning in prior to reading:
(yellow group) Ask students to look for things that they do not understand and need clarification with, think of some interesting questions about what is
happening, look for key events that occur and think about what might happen next while reading the chapter.
(green group) Ask students to think about key events and how they could paraphrase those events using synonyms.
*Note: revisit synonyms (alternative words that have the same meaning) and paraphrasing (summarizing events in own words).

Yellow group engages with text through reciprocal reading. This is a strategy where the students have the opportunity to take control of their own
learning while working collaboratively with their peers. The roles include: Predictor, clarifier and summariser. There is a fourth role that all members of
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Assignment 2 part B

the group will take on; the questioner. This person poses questions to their group members that encourage full understanding of the text and enables
them to think analytically.
Green group will participate in guided reading with the teacher. The teacher scaffolds the learning while the reading takes place so that the lesson
focuses on the learning intention (paraphrasing with synonyms).

DURING READING: (10-15 mins)

Yellow group are in their sub groups and green group are in their group together with the teacher.

The whole class reads the text Matilda (pages 16 to 24) individually.

Both groups should be tuning into the key ideas whilst reading the text.

Teacher roams room to inform the yellow group of roles for reciprocal reading.

AFTER READING: (25 mins)

*Restate the success criteria for both groups.
Yellow group: Questioning is this groups reading focus area for this lesson hence why they will all take on the role of the questioner.

Each student poses at least 3 questions about the text and must write them down for assessment purposes.

Students should also be exploring each of the other allocated roles to connect with the text.

Green group: The reading focus for this group is paraphrasing using synonyms and the teacher is there to help facilitate that learning whilst re-reading the text
a second time through guided reading.

Each student has a turn to read a page to the group. Teacher stops the reading at the end of a paragraph and prompts a student to paraphrase
what just happened, noting whether or not they were able use their own words.

Teacher must prompt thought processes and write down anecdotal notes for assessment purposes.

This lesson will be scaffolded by the teacher facilitating conversation after particular events and prompting questions to enhance discussion
opportunities. Model key terminology. (SEE APPENDIX 4 FOR EXAMPLES)

Extend by asking the students to paraphrase the whole chapter once they have finished reading it with the teacher (written in their books).

Assessment:
Yellow group: At least 3 written questions. (See success criteria)
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Green group: Anecdotal notes.

LESSON CONCLUSION: (10 mins)

Teacher nominates one person from the green group to share and one person from the yellow group to share.
Students gather on floor for discussion.
Teacher revisits success criteria for both groups.
Nominated students present their work. (yellow group: 3 questions they developed. Green group: paraphrase an event that occurred in the
second chapter).
Class provides feedback to representatives by looking at the success criteria and seeing whether or not the students were successful from the
work they presented. (This is a common exercise used in the classroom students know how to respectively provide feedback to their peers).

Alexandra Blake S00152997

Assignment 2 part B

LESSON 2
TOPIC: CIVICS & CITIZENSHIP - Interact with others with respect, share views and recognise there are different points of view (ACHCS018)
Year Level: 3/4
Time: 60 minutes approximately
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: compare and contrast a text through listening, reading and viewing.
LESSON INTRODUCTION: BEFORE READING (5 mins)
*Students have read the first and second chapter of this text in previous lessons.

Reintroduce text Matilda.

Prompt students to recall some events that they remember from the first and second chapter.
Inform them that they will be watching a clip that corresponds with chapter 2 from the film Matilda.
Watch the clip without any instruction.

Literacy learning intention:

We are learning to compare and contrast visual information to a written text.
Success criteria (Yellow group):
I am doing well if I can (in pairs).

Identify at least 3 events from the visual information that did not occur in the written text.
Identify at least 3 events from the visual representation that did occur in the written text.
Identify at least 3 events that are in both representations.
Produce this information into a Venn diagram with my partner.
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Highlight key events that you think have an effect to the overall stroyline, and events that do not.

Success criteria (Green group):

I am doing well if I can identify at least 3 events from the clip that show literal meaning whilst also attempting to explore inferential and personal meaning using
the visual representation of Matilda.
Shared Text for whole class:

Text Matilda, 1996 [DVD]. Play scene @ 12:10-13:40 (SEE APPENDIX 2)

Bibliographical details - - Matilda. (1996). United States.

Consider your role for whole class and focus group instruction:
Yellow groups
Childrens focus: Linking visual information to written text.

instructional strategy is comparing written and visual text (NSW Government Education Public Schools, 2015).

This strategy reinforces with students the concept that the visual information can be linked to written text and can carry meaning vital to our
understanding.

The students will cross-reference information that was presented in the text and the video clip to find similarities and differences between the two
modalities.

Focus group:
Childrens focus: Literal Comprehension. (See appendix 3 for justification of grouping).

The green groups instructional strategy is called turn on meaning (QCAA, 2015).

The strategy makes students aware that three different kinds of meaning can be constructed during reading literal, inferential and personal (QCAA,
2015).

For this lesson the main focus will be on literal understanding, however the other two areas will also be explored through scaffolding from the teacher.

Whole class instruction/strategy preparing for viewing the text. (5 mins)

Tuning in/preparation:
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After watching the clip once without any instruction, students watch the clip again being informed of the following instructions:

Yellow group: Compare the clip to the events that were in the written text from chapter 2.

Green group: Explain to the students that readers/viewers do not always understand what they are reading/viewing because they do not understand the
words that are used. Explain that the words that are used is one kind of meaning literal meaning. Students should notice what events and
conversations happen in the clip that helps inform literal meaning.

DURING: (2 mins)

The whole class views the clip together for the second time.

Students are aware of what they need to be looking out for in the clip (see tuning in).

AFTER:
Whole class activity/thinking routine to explore the text using the reading comprehension strategy. (25 mins)
*Revisit success criteria.
Yellow group: comparing written and visual text.

After viewing the clip the second time, students pair up.

Individually brainstorm some events from the visual information that did not/did occur in the chapter 2 of the text.

Students share and merge their ideas with their pair.

Students develop a Venn diagram writing their own ideas in a different colour to their partners colour with a key showing which students ideas were
whose.

Note: Venn diagrams have been explored in previous lessons. [see appendix 5 for worksheet.]

Students highlight those events in their diagram that they think have a significant impact on the overall context of the story. Did the events from the clip
add meaning to the text? Justify with partner.

Focussed teaching group:

*Revisit success criteria.
Green group: turn on meaning.

After viewing the clip a second time, students group with the teacher.
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Teacher uses table showing literal, inferential and personal meaning. Students fill in the table as a group. [see appendix 6]
Discuss with the group some literal events that were noticed in the clip. Use an example to prompt thinking. Replay clip if needed. For example:
Matildas father sells cars.
Discuss with the group some inferential events that were noticed in the clip. Use an example to prompt thinking. Replay clip if needed. For example:
Matilda does not like her father.
Discuss with the group some personal events that were noticed in the clip. Use an example to prompt thinking. Replay clip if needed. For example:
Matildas brother will be a bad man like his father.
Teacher prompts thinking throughout the lesson to scaffold learning. [see appendix 7 for prompting questions].

Assessment:
Yellow group: Students will hand in their Venn diagrams. The teacher will be able to differentiate work contributions through the different colour pen strategy.
Green group: Anecdotal notes made during lesson and the poster with table that was made as a group.
LESSON CONCLUSION:

Teacher nominates one person from the green group to share and one pair from the yellow group to share.
Students gather on floor for discussion.
Teacher revisits success criteria for both groups.
Nominated students present their work. (Yellow group: Venn diagrams. Green group: poster with table)
Class provides feedback to representatives by looking at success criteria and seeing whether or not the students were successful from the work that
they presented. (This is a common exercise used in the classroom students know how to respectively provide feedback to their peers).

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Assignment 2 part B

REFERENCES for RATIONALE:

Australian Curriculum and Assessment Reporting Authority. (2014). Retrieved from http://www.australiancurriculum.edu.au/
Dahl, R., & Blake, Q. (1988). Matilda. New York, N.Y.: Viking Kestrel. Dahl, R., & Blake, Q. (1988). Matilda. New York, N.Y.: Viking Kestrel.
Hattie, J., & Temperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81112.
Iaquinta, A. (2006). Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction. Early Childhood Education Journal, 33(6),
413-418. doi:10.1007/s10643-006-0074-2
Matilda. (1996). United States. [film].
NSW Government Education Public Schools.(2015) k-Yr 6 curriculum. NSW Government.
QCAA,. (2015). Queensland Curriculum and Assessment Authority. Retrieved 26 August 2015, from https://www.qcaa.qld.edu.au
Verenikina, I. (2008). Learning and the learner: exploring learning for new times. Wollongong: University of Wollongong.
Walsh, M. (2009). Pedagogic Potentials of Multimodal Literacy. Retrieved from
http://www.acu.edu.au/__data/assets/pdf_file/0007/195676/Chapter_3_Multimodal_Literacy_M_Walsh.pdf

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Assignment 2 part B

Appendix 1:

Dahl, R., & Blake, Q. (1988). Matilda. New York, N.Y.: Viking Kestrel. Dahl, R., & Blake, Q. (1988). Matilda. New York, N.Y: Viking

Kestrel.

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APPENDIX 2:

Matilda, 1996 [DVD].

Play scene @ 12:10-13:40.

SCENE:
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APPENDIX 3: Group Justification.

The focus group was chosen as there was a smaller group of just 5 students who were in the levels C and D. Since majority of the class is E and above, it is
clear that these students need some scaffolding and one on one interaction with the teacher to help their reading development skills.
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Each focus area was chosen in accordance to the level that each group was at. For example, the focus group was at level C and D therefore I could choose
focus areas from phrase and sentence level meaning. This was the same for the larger group. This group spanned from E, F and G therefore I could choose
focus areas from linking and combining information in paragraphs, interpretive learning or inferential reading. However, I deliberately stayed away from
inferential reading as there was only one student who was at this reading stage and it would be too advanced for the majority of that group.

APPENDIX 4: prompting questions focusing on paraphrasing development. (GUIDED READING)

To one student: please read the first page and remember to take note of some key events that occur as you go.
Who are some of the characters that have been introduced so far?
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Can you paraphrase what just happened to the characters?

Can you paraphrase what kind of character Matildas father is using clues from the text?
What clues from the text help you with your understanding?
What words did the text use to describe the events and what synonyms did you use instead?

APPENDIX 5: Venn Diagram Worksheet.

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ONLY IN VISUAL
TEXT

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Assignment 2 part B

ONLY IN WRITTEN
TEXT

APPENDIX 6: Tune in Table

LITERAL

INFERENT
IAL

PERSONA
L

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APPENDIX 7: Prompting questions for Tune in lesson.

Literal:
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What happened to Matilda?

What happened to Matildas father?
What did Matilda do to her father?
What did Matildas father show Michael?
What did Matildas father say to her?

Inferential:

Why did Matildas father do those things to the car?

Why was he showing Michael?
Why was Matildas father angry at her?
Why did Matilda put glue on her fathers hat?
Do you think Matildas father has a lot of customers?

Personal:

Do you agree with Matilda in that her father is a crook? Why?

Do you think Michael was worried about what was happening?
How do you think the person that buys that car will feel?
Do you think Matildas father feels guilty? Why?
Do you think Matildas father deserved to have his hat glued to his head? Why?

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