Focus Question: What are the stories we love to hear and tell?

Overview of program: Rationale: This program will develop a song that will engage the children with each other through oral language and allow them to explore the notion of environment awareness, ecology and environmental sustainability through song. Provide a diagram and/or description to show a summary of the unit. Week Week 1. Development -Getting to know our group and introducing them to our topic of song -Rules are determined in the first session -Introduction to song and show the students our Digi-tell about Pirates -Highly scaffolded session - Have Little things big things grow read to them, gaining song construction knowledge through a story of Australian history -Students are introduced to the topic of environment -A song chorus (based on a Katy Perry song) has already been constructed -Students brainstorm ideas based on the environment and then construct song verses that relate to it -photographs are taken to support their lyrics -Students collaborate and sing their lyrics -Students look at the photographs that they took the previous week -Each students individual verse is recorded and then matched with the appropriate photographs that they have taken -Pre created Dance moves introduced with additional input from the students. -Students are presented with awards for their cooperation and participation in our groups Digi-tell -Sing along to the new song that they have constructed based on the environment -Each child is presented with a CD in the form of a single with band name etc. of their song Activities -Constructing their own instruments -Getting to know one another And feeling comfortable within the group -Sing From little things big things grow whilst using their newly constructed instruments

Week 2.

-Students brainstorm on butcher paper about the environment - Students construct their own verses of the Katy Perry song that relate to the environment -Photographs are taken to support their lyrics -Photos are then uploaded onto the computer to begin their Digi-tell -Sing along session, incorporating the chorus and students individual verses, plus dance moves. -Begin uploading onto the computer in order to complete the Digi-tell process

Week 3

Week 4.

-Awards, a miniature rubbish bin is presented to each student -Sing along session to their new song -Some song requests to sing along to -Good-byes to the students and thankyous

Provide a statement about how you will tap into childrens personal/ cultural experiences as a resource for understanding? Through Dunne Blake Pitman Ashleigh Graham them to talk to us and others in the group when Rebekah talking to the children and allowing developing musical instruments, dancing and creating lyrics the children will be talking about their own experiences of the environment and what they do at home or in the community.

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Provide a statement about the selection of activities; how they relate to the program and how they address the structure and the language features of the text type being studied. This unit uses creating activities along with co-operative activities that allows the children to develop a song that is persuasive and engaging them with the guidelines set by the Australian Curriculum, level One that requires children to be able to listen and respond to others in a group situation. Sourced:(http://www.australiancurriculum.edu.au/English/Curriculum/F10?y=1&s=LY&c=g1&layout=1) Provide a brief statement about each individuals contribution to the task As a group we have ensured that all tasks are completed evenly and that each person contributes in any way that best suits them. In the initial planning stages working as a group is vital as each individual had to grasp the concept of Digi-tell and how we were to make it as engaging and worthwhile for everyone involved. Due to our Digi-tell project being very group orientated many of the contributions made are as a group rather than as individuals therefore the table below demonstrates both components. NAME INDIVIDUAL CONTRIBUTION GROUP CONTRIBUTION As Blake is musical he will be All write the rules song overseeing many of the music All write and contribute to the components such as playing the chorus Blake guitar Ensure that all materials are Assisting with writing the new chorus brought to the school each for our song and ensuring that it all week flows Assist students with their Will be assisting with the dance individual verses movement to the students new song Assist students with taking Ashleigh Decorating the miniature bins for the their photographs students to be awarded Ensure that all props are Assessment of the students progress brought weekly is being tracked Ensure that fruit is brought weekly Assisting with the construction of the musical instruments for our first All contributing to the creation Rebekah lesson and development of the students Digi-tell Ensure that there are activities for those students who may finish their Any expenses are divided tasks early evenly by the group Adapted from Boas, E., Wilhelm, J & Wilhelm, P. (2009) Enlivening Literary through Inquiry and Social Action. Bridging Divides Conference Presentation, July 2009, Hobart.

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Text Type: Song Lyrics: Text type features:

Program Learning Outcomes: English Australian Curriculum (http://www.australiancurriculum.edu .au) The students will focus on speaking and interacting with other students. Students will be able to sequence spoken and multimodal text for a variety of purposes. Students should be able to adapt imaginative ideas for use in literature. Students through a variety of mediums will be able to plan and deliver presentations, considering the needs and interests of the intended audience and its purposes.

Culminating Project:

Digital story or animation This text type features Proposed Sequence of are rhythm, recount, Project Development: narration, instruction, Session 1: and persuasive. For the Introduction to Digipurpose of this unit we tell and the will be focusing on environmental theme persuasive. with the use of hand Persuasive Text made musical features include but are instruments. not exclusive to: Session 2: Write the lyrics for their own Linking words verse based on the associated with environment and take reasoning. photographs of their Nominalisation: theme. actions Session 3: Record becoming their verse onto Evaluative digital and match it language: e.g. with the photographs Important that they have taken Adjectives Session 4: Practise the Connectives song together and watch their production. Conceptual Knowledge (Learning Outcomes): Procedural Knowledge (Learning Outcomes) Children will know how to use Children will be able language within a song to explore the to form links between prior knowledge, topic of the environment. Children will understand how the song gained knowledge and Reference: can communicate a message to the the overall completion Wing Jan, L. (2009). of programs outcome. listener. Write ways: modelling Children will form links between oral writing forms. and written literacy through use of Children should be Melbourne: Oxford brainstorming, collaborating, able to engage in University Press. and utilisation of obtained weekly program enlightening implicit literacy skills and final culmination of a multithrough modal representation of persuasive learning creation, recording text. and organising of song. Project Assessment: Whilst a great deal of assessment will be reflective of the eventual outcome of overall program, and its ongoing purpose of improvement for individual participants literacy education, some assessment can be Rebekah Dunne Blake Pitman Ashleigh Graham derived formation of links created through enlightening literacy activities oral language proficiency.

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To take a constructivist view of these links we could refer to Chomskys work in that distinguishing between language competence and performance, that competence is a measure of our abstract knowledge related to the rules of language and performance is a measure of speech we actually use (Language & Learning 4th Ed, Emmitt, Komesaroff & Pollock 2009). It has been suggested that assessment of oral language can be quite challenging, however a simplistic model and purpose could include: A childs recall of spoken sentences Observation of a childs attention to task and listening ability A childs retention of language meaning and purpose A childs retention of prior gained knowledge and skills. Documented through the writing of new song lyrics. (Developing early literacy, Hill 2010).

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Digital Storytelling Program Planning Template

Week 1 Focus Question: What are the stories we love to hear and tell? Focus: Introduction to Digital and the project that they will be involved with Conceptual knowledge: Procedural knowledge: Establish a link between Digit el music and the Children will make instruments, perform songs way that music can be created. and watch and discuss the pre-made Digi-tell presentation.

Frontloading Activity: Each Week we will begin with a fruit snack in a circle together. As leaders we will sing a song about the rules that we hope will guide us and the children through the session. These will be written on a poster and with two blank spots for the children to insert own rules. These will become part of the song.

Scaffolding Activities: Explore and practice concepts Move from where the children are to where you want them to be Leading to culminating project that allows students to visually show their procedural and conceptual knowledge in creative way (Digital story) Time Activities & Experiences: Connection to Assessments: Knowledge: Show digital presentation Pirates and 5min introduce the children to the fact that they are going to produce their own song on digital presentation Hands on activity - Making musical 30min instruments and performing "From Little things Big Things Grow." - The children will make musical How a song can be instruments using paper cups, rice, sung with different round disc's, textas and ribbons. instruments - The children will perform with the assistance of teachers the song "From ." Using musical instruments and actions.

Engagement in activity. Understanding of the link between storytelling and meaning.

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Early Finishers As the activities are continuous early finishers will be able to continue to make new sounds with cups.

If children are not engaged then a one on one introduction as to how we made our digital will be held. Concluding Activity Show children the chorus to their own digital presentation - Using the guitar: play the Katy Perry song using her Lyrics and then play the 10min new chorus that we have written that will be used for their own digital presentation. - Using cup instruments with the children begin making music together. Engagement in activity that constructs links between pop culture and environment, implicit learning of literacy through this mode.

Demonstration of the known of pop culture and changing its context, taking something and changing it for an audience

Materials/ Resources 1. Rules & Music - Group to write rules together. - Bec to write up the poster - Blake to chose and play music -Ash fruit and utensils to cut it for their afternoon snack Need: Knife, chopping board slicer, napkins, wipes and rubbish bin/plastic bag for scraps 2. Digitel - Group make props and arrange for photo's - Blake to edit and record Audio 3. Instrument making / playing - Need: using paper cups, rice, round disc's, textas and ribbons - Ash to buy with group funds - Blake to get Lyrics for "From Little things Big Things Grow" song and will play guitar - Ash to plan some basic body movements to go with the song Lyrics - Bec to plan three different rhythms to be played with the cups 4. Own Digital Chorus - Blake - get a copy of the Katy Perry Song Lyrics - Ash to re -write the chorus - Bec to plan three different rhythms to be played with the cup

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Week 1 Modifications and Justification Section Description Project Assessment A childs retention of prior gained knowledge and skills. Documented through the writing of new song lyrics. (Developing early literacy, Hill 2010). When assessing the effective learning of the students through the program we need to provide evidence that the students are able to complete the writing of the new song lyrics along the theme of the environment. Meeting Notes Date 29/8

Pre-session

Checklist everything from our items to bring list. Discussed and confirmed roles for the lessons for todays session Decided not to have student contribution into the rule making as we have set it to a rhythm. The rhythm will provide another scaffold for the writing of the students own song.

Date 29/8

Post -session Lesson went very well. The consensus was that all four students were engaged in the activities. We realised that we needed to continually engage the students otherwise they got distracted. Discussed for next lesson that we needed to alter our dresses up as the students are all boys we will get 4 Elvis wigs and different coloured green bags from Aldi/ Safeway. (Purple Green Black and Blue). Get some gloves as well to wear on their hands. Lead with rules next week Maybe do five minutes of Little things before lesson on new song begins because their was such engagement from the students. Assessment: All students engaged in reading out the rules, after little Miss Muffet was read out. All students participated in creating instruments and were able to make music with instrument during chorus in the correct place. See attachment 1

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Week 2 Focus Question: What are the stories we love to hear and tell? Focus: build on knowledge of the environment and the development of listening to others. Conceptual knowledge: Procedural knowledge: Formation of literacy focus, taking big Brainstorming idea of environment and put into a form Taking away of song lyric information of communication. i.e. Look, cover, say.

Frontloading Activity:

Each week we will begin with a fruit snack in a circle together. As leaders we will sing a song about the rules that we hope will guide us and the children through the session. Nominate a child to take photos for the day. Decided to take turns due to the behavioural issues of students handed camera out on a needs basis, and based on the immediate behaviour of the students (for example were they over excited or in control, children were unaware of this.)

Scaffold of Activities: Explore and practice concepts Move from where the children are to where you want them to be Leading to culminating project that allows students to visually show their procedural and conceptual knowledge in creative way (Digital story) Time Activities: Connection to Assessments: Knowledge: Listen to Music of Chorus of the Katy 10mins Perry song - Children introduced to making sounds with own bodies Left this out as students would not be able to complete the activity within the time allowed. - Given an item of costume to wear and shown some body movement that they can do with the song. As students Interaction through Observation of 5 mins have behavioural issues we did not speaking, listening children, engagement proceed with this component of the and responding and completed lesson. outcome. Provide the children with some pictures to be placed onto a board with the headings Water Recycling and Energy they are then to work out if the pictures are good or bad for the environment. This is to be noted on to the page. (By a scribe or one of us.) Working as a group Equal

contributions

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20 mins

There is discussion required to work out with discussion. the answers. Applying prior knowledge to come Put up song lyrics and then cover words up with words that fit. over and ask the children one on one or together as a group to rewrite the verses to match one of the topics that were discussed above. When completed the children are to take photos of their topic around the school.

and allowance for creative input. Employment of language use skills appropriate for the context.

5mins

Early Finishers Begin loading photos into Digi-tell Concluding Activity (i.e. share time) Begin to sing or speak (what ever the children are comfortable with) The lyrics that they have developed. Begin practising singing the song together as a group using the cups to make a beat.

Establishing the confidence to sing/talk about their creation as a group and take pride in doing so.

Recognition of each others input, acceptance of individual uniqueness.

Materials/ Resources 1. Rules and Music -Bec to bring rules poster that was constructed the previous week -Ash fruit and utensils to cut it for their afternoon snack Need: Knife, chopping board slicer, napkins, wipes and rubbish bin/plastic bag for scraps -Blake to bring music and chorus that was constructed the previous week -Everyone to bring various props and costumes for the students to dress up in i.e. gloves, sunglasses, hats, scarfs, green bags etc. -Blake bring butcher paper for students to brainstorm ideas about the environment Need: butcher paper, textas, images representative of water, recycling and energy 2.Instrument making/playing -Ash going over movements from previous week -Blake guitar and chorus on an A3 paper from previous week -Bec brings the cups that were constructed the previous week -Ash song lyrics (each verse) with words covered up so students can recreate their own Needs: A3 paper X4 and textas 3. Digi-tell -Cameras ideally one for each student to use (3-4) everyone in the group to bring -Group props and photographs -Computers or laptops (ideally 3 - each of us brings one from home) For students who finish early to begin uploading their photos onto their Digi-tell program 4.Own digi-tell chorus -The students new A3 re written verses -Cups to recreate beats -Audio recorder to begin recording process for the students Digi-tell

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Week 2 Modifications and Justification Section Description Introduction Change the lyrics of the rules song to match their Grade level.

Section 1

The photos that have been collected of water etc, are going to be used as background to some of their photos. Changed the way that the dress ups being done. Cut Green bags to match arm wholes and used green bags to create dread locks. No Gloves.

Meeting Notes Date 5/9

Pre-session Have Cameras organised. Lap top Downloaded photos from last week for our record of their involvement. Posters created for them to change the Lyrics. Chosen to do all verses as a group not individuals, as all students need Group learning environment for support. Post -session

Date 5/9

One of our students has pulled out of the program. Great session. We had a little resistance to writing own lyrics, however they all went so well with developing words that fit in to into song. See attachment 2, 3 & 4. The boys all worked together to brainstorm ideas and words about the environment. All contributed to writing words down when shown different pictures of the environment (good and bad). Great discussion on what was good bad for the environment. Worked out as a group what the main topics of the song would be. Suggestions were provided by the pre-service teachers and the students then moved beyond the suggestions.

Photos need to be photo shopped so that they look like they are standing in front of the good and bad element of the environment. Students were able to take picture for Digi-tell this session in an efficient manner, this was done whilst wearing their costumes. See attachment 5. Page

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Week 3 Focus Question: What are the stories we love to hear and tell? Focus: Continue on the development of the students environmental song and discover how song is a way of storytelling. Conceptual knowledge: Procedural knowledge: For this session the creation of the Digi Show them the photos, listen to the tell is the focus, which will be done with chorus, and practise the song and the use of prior lesson contributions. finally production of Digi-tell.

Frontloading Activity:

Each Week we will begin with a fruit snack in a circle together. As leaders we will sing a song about the rules that we hope will guide us and the children through the session. Nominate a child to take photos for the day.

Scaffold of Activities: Explore and practice concepts Move from where the children are to where you want them to be Leading to culminating project that allows students to visually show their procedural and conceptual knowledge in creative way (Digital story) Time Activities: Connection to Assessments: Knowledge: 10 mins Show the children the photos that Making a connection have been taken and put into Digi-tell, to the activities that took place in the 10mins Practise the lyrics that they have previous week. written and movements that they have developed for the chorus. Along with Understanding the instruments We left this part out as process that was the students did not develop the skills undertaken to 30mins in the prior lesson. develop a song and the challenges that Begin recording each verse (each child arose from it for doing one or doing them together) up example rhyming and load photos to match the verse. (Need sentence structure. to do on at least three different laptops depending on numbers.) Early Finishers Make their own instrument with materials supplied Concluding Activity: Group song session Dress up and work on a band name then sing the song together using musical instruments. Retention of prior gained knowledge through discussion and further use of acquired skills. Practical use of prior gained knowledge for formation of overall project outcome.

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Materials/ Resources Rules and Music -Bec to bring rules poster that was constructed in the first week -Ash fruit and utensils to cut it for their afternoon snack Need: Knife, chopping board slicer, napkins, wipes and rubbish bin/plastic bag for scraps -Blake to bring music and chorus that was constructed the throughout the previous weeks -Laptops to show the students the photos that they had taken the previous week for their Digitell 2.Instrument making/playing -Ash going over movements from previous week -Blake guitar and chorus on an A3 paper from previous week -Bec brings the cups that the students had constructed -Ash ensures that each students individual song verses are completed and in an A3 size that students can clearly read 3. Digi-tell -Cameras (provided by each group member) students who may need to take extra photos can do so in this time -Group begins to record the chorus and their own individual verses -Photos are uploaded onto computers (each group member to bring one) and shuffled in the appropriate sequence of the songs lyrics 4.Concluding activity - Early finishers can begin making another instrument with the assistance of Bec Needed: Nails, hammer, bottle tops and wood -Props and costumes brought again by the group i.e. gloves, hats, sunglasses, scarfs, green bags etc. - Blake to bring butcher paper and textas to brainstorm a band name for the students

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Week 3 Modifications and Justification Section Description Introduction After rules read will sing Little things.

Main

Practise the song Lyrics that have been written by them. Record the song three times assisting the students to be loud and clear. Show the students the photos that they have taken. Allow the students to match photos to the lyrics that they have written.

Meeting Notes Date 11/9

Pre-session

Decided not to make instruments as we have enough to complete this session Recording song three times so that the children can experience the recording process and develop further understanding of how the song has been developed. Confirm that have two laptops. Decided that the lyrics as going to be put into a booklet with photos and presented to the students at the end of the program.

Date 15/9

Post session

Go over sound levels: decided that the song is not going to be perfect. Kids were restless and very demanding during the session. We were unable to use computers because the children took too much time misbehaving. The students did choose pictures for Digi-tell. Explained about projecting voices like Blake does. Only managed to get really loud in bits. Were not comfortable with Verse 2 and the children picked up that the chosen lyrics do not fit as well as verse 1 and 3. Blake to source some audio gain software to boost levels.

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Week 4 Focus Question: What are the stories we love to hear and tell? Focus: Presentation and co operation Conceptual knowledge: Procedural knowledge: Recognition of achievement Reinforcement of prior gained Establishment of link between the fun knowledge. and the literacy for ongoing education. Stepping stone approach to being given final overall outcome of CD and song lyrics. Frontloading Activity:

Each Week we will begin with a fruit snack in a circle together. As leaders we will sing a song about the rules that we hope will guide us and the children through the session.

Scaffold of Activities: Explore and practice concepts Move from where the children are to where you want them to be Leading to culminating project that allows students to visually show their procedural and conceptual knowledge in creative way (Digital story) Time Activities: Connection to Assessments: Knowledge:

15mins Provided the children with Dress ups (sunglasses, hats gloves etc) Play song together with musical instruments 30mins Awards Show: Each child to receive a plastic garbage bin (miniature) that has been decorated as a reward for work done on song and saving the environment The digital final version will be shown to the children. Early Finishers: Have a sing along session with other songs, or make another musical instrument of their own creation using any leftover materials Concluding Activity Perform song one last time and say good bye giving each child a copy of the digital, musical instruments and song lyrics.

Understanding that as a result of the completion of their song the students should be proud of their accomplishments and commended on their group work and persistence throughout the four sessions.

Recognition of achievement of own and participants contribution towards overall outcome.

Creating an understanding that literacy can in fact come in various forms and be very enjoyable.

Ongoing learning of uses of language in its many and varied forms. Establishment of link between written and oral literacys.

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Materials/ Resources Rules and Music -Bec to bring rules poster that was constructed in the first week -Ash fruit and utensils to cut it for their afternoon snack Need: Knife, chopping board slicer, napkins, wipes and rubbish bin/plastic bag for scraps -Blake to bring his guitar 2.Instrument making/playing -Costumes and props to be brought by all group members along with their musical instruments that were constructed in the previous three weeks 3.Awards -Students presented with awards a decorated miniature rubbish bin made by Ash 4.Concluding activity - Early finishers can begin making another instrument with the assistance of Bec out of any of the left over materials i.e. nails, bottles, paper cups, rice, ribbons etc. -Props and costumes brought again by the group i.e. gloves, hats, sunglasses, scarfs, green bags etc. - Final sing along of their song with the assistance of Blake -Movement choreographed by Ash -Published Digi-tell to be played on the computer for students to see -Bec to bring CD covers with students pictures on the front cover to be handed to the students as a final thank-you

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Week 4 Modifications and Justification Section Description Main Allow children to work with computers to put in the photos in order and place the song lyrics over the top. Brain storm a band name Show the children the album cover that has been designed form them and ask then to choose the font for the band name to go on the album cover. Meeting Notes Date 15/9

Pre-session Put together Digi-tell for them but they will experience putting own together. We want to make sure that they experience of using Digi-tell without the pressure to completing the task. Create CD cover Going to present bins/CD / DVD and booklet of lyrics to them with their costumes, all in a green bag. Post session

Date 21/9

The children thought that they had created own digital presentation (loved it) Really proud of their work Loved showing own costume and photos to their parents. They established a band name by brainstorming ideas and then voting on one that they liked the best. This was done by using butchers paper and then discussing together what bands have been called. Less support from pre-service teachers. Voted on the favourite band name and then put it on the album cover with a chosen font. See attachment 6

Even though we knew our students were going to be a challenge and we were disappointed that we lost one student along the way however the challenges of the three students enabled us as pre service teachers a great learning experience. Page

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What do you think the purpose of todays session was?

What did you like today?

Digi-tell - Song
What didnt you like today?

Whats something you learnt today?

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Attatchment 1

Attachment 2

Attachment 3

Attachment 4

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Attachment 5

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Attachment 6

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