Unit plan Year 2
School Name: Primary State School | Unit title: Wombat Stew – Narratives constructing texts "What makes us want to read stories?" | KLA(s): English, ICT's (incidental: SOSE, ART, HPE, Maths) | Year level(s): Year 2 | Duration of unit: 5 -10 lessons | |||
Identify curriculum | ||
Ways of working | Knowledge and understanding | |
Students are able to:
ICT's inclusive of all Prac lessons Wombat Stew focus in blue Inquiring with ICTs • experiment with different ICTs and select and use ICTs appropriate to the inquiry Creating with ICTs • represent ideas, information and thinking using digital tools • develop imaginative responses- Talking points, video, talking book • record evidence of their learning- Storybird/ Myths & Legends, audio, Podcast, videos • reflect on their use of ICTs as a creative tool and identify how their responses could be improved- Procedures, sequencing, speaking session, retell stories, audio recording of personal narratives Communicating with ICTs • share and communicate ideas, understandings and responses- Blog, movies, Talking Points, Interviews • consider how ICTs can be used to communicate different meanings in different situations – discussions in reflection • apply digital media to communicate- podcast story review, IPod story, movies, retell/ role play narrative Ethics, issues and ICTs • develop and apply basic protocols and practices for safe, secure and responsible use of ICTs- follow guidelines & school procedures • follow guidelines for personal safety and information security practices when using ICTs- passwords home & school, signed permissions Operating ICTs • follow guidelines to use ICTs and associated processes • apply basic formatting features when using ICTs |
SP&L
e.g. using audio / video devices students record presentations for review and enjoyment R&V
portray people, characters, places, events and things in different ways. W&D
LE
L & NL
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Context for learning | School priorities | |
Wide range of mixed ability and diversity in class – 2 Aspergers, 2 Autistic, 4 ADD, 2 undiagnosed (possible Aspergers/ oppositional defiant), 5 Indigenous, several low to no literacy skills, 2 very shy non-verbal, 3-4 high achievers. 26 students in class. Behaviour Management main focus of this group. General Teaching Aim or Goal: Narratives: Construct, read and analyse texts from shared experiences (looking at setting, problem, decisive moment, turning point, resolution) through: enabling students to work in the four roles of the reader: code breaker, meaning maker, text user and text analyst to talk about and reconstruct text for themselves with open access to digital tools. Behaviour management – keep students engaged and on task NB: Focus is on reading Mem Fox books. Students' were very enthusiastic towards Wombat Stew (not Mem Fox) so I chose this as a main focus for the narratives instead. |
Narratives for testing Year 2 Net and Report cards - Narratives have structural features that include orientation, complication and resolution, and descriptions of characters and settings.
"Visible Learning Visible Thinking" School Curriculum Plan- In presentations, speakers make meaning clear by sequencing ideas and information and using visual aids, including objects and pictures as well as the use of digital tools to display learning
Indigenous Program "Little Sister Little Brother"- Texts created by Aboriginal and Torres Strait Islander peoples reflect a range of ideas and information, relationships and connections
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Develop assessment | Make judgments | |||
Type of assessment | What will be assessed | When it will be assessed | Purpose of assessment | Assessable elements |
Assessment instruments: Group Role play Podcast Individual Narrative- final on computer Mind map story plan Online Storybird Narrative Character building Sentence starters Adjective building / Wordals Recordings of individual story building
Over whole semester: Student digital portfolio of evidence
Strategies: Student video recording Student audio recording Observations Checklists Student reviews Group work Individual investigations - stories Enquiry into Narratives through various Mem Fox books & Wombat Stew Talking points: create questions HOT- about stories Listen to Audio books |
What evidence will be observed in student work? Character building- able to describe with extensive adjective use Adjective study - Wordles Story starters- build complex sentences with prompt Can construct interesting sentences Make a story plan using a mind map and use it to build story Access Internet Storybird and use successfully to build a story using correct narrative structure Role play(sequence story) and film drama Use group story building activities to create and build knowledge collaboratively towards better narrative understanding Record audio of individual stories *Create own narrative using elements learnt- beginning, middle, end, characters, setting problem resolve and sequence from Mind Map Start Podcasting book reviews -analysing stories and their structure/ critiquing stories |
All items throughout the whole Unit with focus on: Diagnostic: Reading stories and verbally analysing for structure- beginning , middle end, problem, resolve and sequence Formative: Mind map- story plan Wordles- adjectives Sentence construction verbal or written Retell story, role play video record Analyse stories for narrative features Can compile stories using correct narrative structure Summative: Final copy of story 1 handwritten / computer typed Or Audio of story
Final online story- Storybird or Myths and Legends (or other) Podcast Book reviews ongoing |
Constructing texts verbally and written from a plan to build an understanding of all components of narratives for meaning and appreciation:
Through the study of language and texts (including visual, oral and multimodal) we:
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Constructing texts
Assessable elements and descriptors table (QCAR, 2007) English Assessable elements and description retrieved June 15, 2011 from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_aed_english.pdf
QCAR. (2011). Year 2 Diagnostic Net teacher resources retrieved June 15, 2011 from http://www.qsa.qld.edu.au/1376.html |
ICT Indicators focussed skills: • represent ideas, information and thinking using digital tools • share and communicate ideas, understandings and responses- Blog, movies, Talking Points, Interviews • record evidence of their learning- Storybird/ Myths & Legends, audio, Podcast, videos • develop and apply basic protocols and practices for safe, secure and responsible use of ICTs- follow guidelines & school procedures
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Sequence learning | ||
Learning experiences and teaching strategies | Adjustments for needs of learners | Resources |
Engage Lesson 1: Game – smart moves (repeat each lesson where time outside before coming in) Fruit game substituted with animals from WS story- Circle students numbered 12345, have names of animals from story for each number- have 2 wooden spoons in middle, call out animal name run into centre. Talk about characters- who, main, others, focus on each. What did they do? Why? Character breakdown using mind map template- speech bubbles "What is your character thinking? Lesson 2: Re read 'Wombat Stew' for deeper meaning and evaluation: Focus on setting- analyse Wombat Stew setting for mood, time of day, ... Drama: Role Play Repeat with another group of actors- 2 Film makers recording Text Participants / Users: Role Play and film for reflection reiterate that you do not want the questions just answered – retell the story in your own words Text participant: What is the purpose for reading this text?
Each group works together discussing parts of story (preferably 5 children Part 2: Computer Lab- Kidpix settings – evaluate students computer skills and capabilities to take learning further -Find backgrounds, choose one use text tool to start building setting, mood, time,.... character names Explore Lesson 3: Discuss Dreamtime stories and how they are different, what makes them different are they the same as other narratives – rules? Computer Lab – Kidpix -find a setting of your choice (backgrounds) Use writing tool to describe time, mood, where, who is there, main character- name
Lesson 4: Re read story Wombat Stew -Use Literacy resource- illustrations to reconstruct story using picture prompts IWB (discuss illustrations - briefly, use words like
Text Analyst: Be a reading detective Discuss: Did that sound like the story? Is that what happened? Did it make sense? What was missing? What could you add to fix the problems? We are looking for students to be Code breakers and Analysts: Review each other's writing, Make sense of the story, How does it relate all together as a whole text? Find meaning in it Lesson 5:
Lesson 6 & 7: Group activities – This will be repeated in group activity time each week up to 4 times over the 3 weeks Enquiry: "How can we write a story that others want to read?" Purpose to build narrative skills in socio-cultural setting & ZPD, with free access to digital technology to display learning and for diversity and extension. Some activities may not be used on alternative days- students choice
Lesson 8 & 9: as Lab is available (usually Wed 12.30) Remind about Indigenous Story 12 yr old girl- you can write a story too. Enquiry "How can we write a story that others want to read?" Computer Lab –Introduce 'Storybirds'- build a story using the Online Storybird software- focus on narrative structure- Beginning, middle, end, problem resolve and sequencing Display on main screen in Lab – how features how to manipulate- allow exploration first- then create at least 5 pages including Title page remembering features of narratives Talk about safety online- refer to posters. Passwords at home. Use class online room for saving. Use digital tools to display learning about narratives- students given passwords so they can access at home EVALUATE: Lesson 10:
Think pair share: reflect on learning ideas for future, PMI- student driven Group time to reflect and review digital and writing stories, audios, pictures, alternate endings or role play (which was very popular) etc Metacognition – Use active comprehension strategies to analyse and correct missing pieces or sequence and understand narratives from a personal perspective
| 4 Computers used throughout when needed for variety of purposes – flexibility, behaviour management, diversity of learners needs and styles, extension work, early finished students, continuation of Storybirds and Myths and Legends. Game – smart moves- 2 wooden spoons Lesson 1: Whole class on mat / desk work/ mat IPod: My recording of story- audio for individuals/ students missing from class
Lesson 2: Whole class on mat / desk work / mat/ computer lab Filming -BM assists- students on task and attention – noise level Computer Lab- password cards
Lesson 3: Computer Lab – Kidpix Log on cheat sheet - seat next to more able student PPP instruction: Partner, Peer, Professional
Teacher hovering at all times, hands on head for help after tried the PPP model without success
Lesson 4: Mat/ Whole class at desks: IWB – picture prompts Independent work- Easy speak available for students to retell. Story Map – template
*Need to move around a lot for Behaviour management purposes
Lesson 5: Children come back to mat / desk/ mat for Interviews- Easy Speak and video recording
Lesson 6:
*sentences starters writing books, talking point/ speak easy *Talking point instructions, template, guides *Art table, glue, craft – leaves, feathers, gumnuts..., A3 paper, pens, felt pens, ruler, printed beginners abc-word bank to assist some students, pencils *Drama box- pot, puppets, WS story big book, spoon, leaves etc, box, flip video *Story map template, easy speak/ computer audacity *Talking points or talking book *IPod, Easy speak/computer mic, quite space, template for review, WS small book Lesson 7: Group activities- some will need to take place on verandah as noise level difficult for recording
**Password cards PPP approach Seated next to more capable student Teacher hovering –assist students with higher needs- Word banks from Wordles printed out for assistance Lesson 10: All resources completed or partially Students assist each other t display or present learning, group discussions- think pair share to decide on outcome and future ideas, | Wombat Stew Class Blog focus on 'Food to table' but with page for stories home use (unable to get unblocked for now) parents to interact and add: http://year2mdiscoveries.blogspot.com/p/our-stories.html Storybird: http://storybird.com/create/ Myths and Legends: http://myths.e2bn.org/ Wordles: http://www.wordle.net/ Students have passwords to save in Year 2m class area for teacher review. Vaughan, M. K. and P. Lofts (1984). Wombat stew. Sydney, Ashton Scholastic.
Author: Marcia Vaughan "The Outback" by Annaliese Porter Porter, A. and B. Bancroft (2005). The outback. Broome, W.A., Magabala Books.
Story Stimulus Videos for IWB: http://www.tes.co.uk/teaching-resource/Primary-ICT-Whiteboard-Literacy-Story-Starts-3006993/ http://www.tes.co.uk/teaching-resource/Story-Writing-Seven-Dramatised-Clips-6044207/
*All resources completed or partially for review and peer critique
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Use feedback |
Ways to monitor learning and assessment |
Which strategies will be used to provide feedback to students? (e.g. formal: report cards, and informal: annotated work, one–on-one conferencing, feedback from others, peer evaluation and self reflection). Checklists – skills, activities completed, to what level Audio for self reflection (and Teacher review) One to one reflections via Talking book or Easy speak as well as discussions Peer evaluations – checklist and verbal Video for review and peer evaluation- story makes sense begin, middle, end has all elements of good narrative work Word walls – Wordles descriptive word lists for describing characters and settings Kidpix settings- describe features of setting using appropriate language -mood, when, where Review Mind Map story plans- for sequencing, meaning, structure Group activities are individually monitored for understanding elements of building narrative components - checklists Record Talking point interactions- flip video Students use Talking book for own clarification of meaning and understanding- and for teacher assessment Final peer review- audio to put on website Podcast ongoing – review stories
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Reflection:
Behaviour management was easier as students were free to move around and access what they wanted. Initially I was worried that they hadn't had any of these tools and may fight for them. This did not happen as they appeared so pleased to have alternatives that they were willing to wait and behave well before they had a turn. Lab- at first this was intense students couldn't log on the Aide didn't help and the teacher was marking homework. Eventually I got around everyone to make sure it was working. Many computers didn't work or Kidpix wasn't installed properly. I followed this up with IT Aide and again later with an email to make sure it was ready for next time. Students needed more instruction in Logging on which I followed up on next lesson and at the end. Storybirds and Myths and Legends: I had great feedback from these activities. Students came in easily and used computer every morning from 8 am to write their stories previous to this they only played games. Some students at first thought it was work but once they engaged they all loved it even the children that had difficulties with literacies. Finding the Myths and Legends site s was a blessing as all the boys took to this fantastically. It had warriors and swords volcanos and f dragons. So very conducive to bys. I had to include this website in letters home so that students could work on the, I only had one student that said her Internet at home was too slow so I made special time for her to get computer access as much as possible. I had various parent come in and tell me their children wanted to make stories at home and that they had been on the sites. The parents even commented that they made stories as well. I suggested that they save them to the class site and share them with the children which they were delighted to find out. Most children have not published a story yet and I will need to go back in to help them finalise their stories.
One particular child that (Indigenous) that never engaged in work or particularly home work for the first time ever did all his homework 3 days running during my time at Prac. I am not sure what to account for this (the technology or just different work that felt less threatening). It may be a coincidence but he asked me not to go at the end. Students appeared to have a good handle on narratives. Many came up to me with other stories and told me what they had read about and described some features of the book- setting, characters etc.
Another group mainly girls but later mixed, came in and used the puppets to role play Wombat Stew this went on for about 5 mornings with different students. Later in the last week this took place again mostly with the boys. Some did ask if they could film it – (unfortunately could not use for evidence too many faces).
I think the group work, although the students were not used to it, worked well because of the behaviour problems. Students could move around freely and talk as long as they were on task. The higher end students flourished, middle enjoyed the activities and worked self paced, lower really engaged in activities although did need some extra help or encouragement to use alternatives like Easy Speak- other students were very helpful most times and assisted these children. All over I am very pleased how much we accomplished with a group that had very few skills using digital tools. It shows with interests students will self teach very quickly.
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