This document describes a case study comparing a traditional classroom approach to teaching about state resources and geography to a Universal Design for Learning (UDL) approach. The traditional approach uses lecture, divides students into groups, and has strict requirements for note-taking and presentations. The UDL approach avoids limiting presentation styles, provides multiple means of representation and engagement, and offers alternatives for note-taking, presenting, and assessing understanding. The goal of UDL is to design instruction that is flexible and meets the needs of all learners from the start.
MYP Unit Plan Yr 8-Changing societies explorationaissaigon
This unit plan summarizes an 8-week unit on changing societies for an 8th grade Humanities class. The unit focuses on how exploration impacted indigenous societies in Australia and North America. Students will examine changes triggered by exploration and compare indigenous cultures before and after contact. The key assessment asks students to write a script for a play demonstrating changes from exploration and explain the intended impact on the audience. Learning activities include research, documentaries, timelines and maps to develop understanding of indigenous cultures and changes over time. Reflection on the unit noted some students struggled with comparing two cultures simultaneously and it may have been better to focus on one at a time.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
This unit plan is for an 8th grade Language A class that will last 8-10 weeks. The unit will focus on how educating ourselves can help prevent discrimination and stereotyping. Students will learn about Iranian culture to reflect on their own biases. They will examine how discrimination can be prevented. Assessments include a persuasive essay and graphic cartoon on an issue of passion. Learning activities incorporate research, presentations, letter writing, and analyzing the graphic novel Persepolis to develop cultural understanding and persuasive writing skills. The unit successfully engaged students in learning about Iranian culture and reflecting on discrimination.
This document discusses integrating culture into language instruction. It defines culture as the integrated patterns of behavior including perspectives, practices, and products. Examples are given of how to teach about target culture products, practices, and perspectives through activities connecting them to vocabulary and language use. The role of food in the francophone world is used as a case study, discussing key ingredients in crepes as a cultural product from France.
This document outlines strategies for teaching listening skills. It begins with an overview of listening at different levels from novice to advanced. It discusses using authentic materials and the challenges of listening comprehension. Sample listening activities are provided for each level as well as techniques for scaffolding listening tasks. Finally, it addresses listening at the advanced level, including how listening is assessed on the AP exam through multiple choice questions and free response essays requiring comprehension of audio sources.
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
This document describes a case study comparing a traditional classroom approach to teaching about state resources and geography to a Universal Design for Learning (UDL) approach. The traditional approach uses lecture, divides students into groups, and has strict requirements for note-taking and presentations. The UDL approach avoids limiting presentation styles, provides multiple means of representation and engagement, and offers alternatives for note-taking, presenting, and assessing understanding. The goal of UDL is to design instruction that is flexible and meets the needs of all learners from the start.
MYP Unit Plan Yr 8-Changing societies explorationaissaigon
This unit plan summarizes an 8-week unit on changing societies for an 8th grade Humanities class. The unit focuses on how exploration impacted indigenous societies in Australia and North America. Students will examine changes triggered by exploration and compare indigenous cultures before and after contact. The key assessment asks students to write a script for a play demonstrating changes from exploration and explain the intended impact on the audience. Learning activities include research, documentaries, timelines and maps to develop understanding of indigenous cultures and changes over time. Reflection on the unit noted some students struggled with comparing two cultures simultaneously and it may have been better to focus on one at a time.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
This unit plan is for an 8th grade Language A class that will last 8-10 weeks. The unit will focus on how educating ourselves can help prevent discrimination and stereotyping. Students will learn about Iranian culture to reflect on their own biases. They will examine how discrimination can be prevented. Assessments include a persuasive essay and graphic cartoon on an issue of passion. Learning activities incorporate research, presentations, letter writing, and analyzing the graphic novel Persepolis to develop cultural understanding and persuasive writing skills. The unit successfully engaged students in learning about Iranian culture and reflecting on discrimination.
This document discusses integrating culture into language instruction. It defines culture as the integrated patterns of behavior including perspectives, practices, and products. Examples are given of how to teach about target culture products, practices, and perspectives through activities connecting them to vocabulary and language use. The role of food in the francophone world is used as a case study, discussing key ingredients in crepes as a cultural product from France.
This document outlines strategies for teaching listening skills. It begins with an overview of listening at different levels from novice to advanced. It discusses using authentic materials and the challenges of listening comprehension. Sample listening activities are provided for each level as well as techniques for scaffolding listening tasks. Finally, it addresses listening at the advanced level, including how listening is assessed on the AP exam through multiple choice questions and free response essays requiring comprehension of audio sources.
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
This document discusses Universal Design for Learning (UDL), a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It focuses on the first principle of UDL, which is to provide multiple means of representation to give learners various ways of acquiring information and knowledge. This can be done through highlighting critical features, presenting examples and non-examples, and supporting background knowledge, as well as using print, auditory, and visual materials like textbooks, videos, and graphic organizers. The document advocates using these multiple formats and media to differentiate instruction and support learner differences.
Students will create Glogster posters to review topics they have learned in Spanish 1 over the past semester. Over the course of a week, students will choose a topic, create a mind map, work on their poster using Glogster, and view at least 10 other student posters. The goal is for students to teach and review essential concepts with their peers before finals. This project allows for differentiation based on student abilities and needs.
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
2015 16 ap french language and culture workshop ppthhs
This document provides an overview of the AP French Language and Culture course and exam. Some key points:
- The course aims to enhance students' ability to communicate in French through the three modes of communication: interpersonal, interpretive, and presentational. It also seeks to engage students in cultural connections.
- The exam consists of multiple choice and free response questions that assess students' proficiency in the three communication modes through a variety of authentic print and audio materials.
- The free response section includes an email reply assessing interpersonal communication and a persuasive essay assessing presentational communication. Students must demonstrate comprehension of provided sources and clearly express and defend their own viewpoint.
This document summarizes a workshop on teaching world languages based on the Next Generation Sunshine State Standards. It discusses the goals of communication in the target language, the five modes of communication (interpretive listening, interpretive reading, interpersonal communication, presentational speaking, presentational writing), and using backward design to plan standards-based assessments. Examples are provided of learning goals aligned with the communication standards and how to design rubrics to evaluate presentational tasks. The document encourages using performance tasks as assessments and incorporating technology into instruction.
Here are some key points that could be discussed:
- How the arts can be integrated across subject areas to support reading, writing, speaking, listening and language skills. For example, reading a play and analyzing characters, analyzing artwork and forming evidence-based interpretations, creating multimedia presentations.
- How arts integration supports the development of 21st century skills like collaboration, communication, creativity and critical thinking.
- Specific ideas for integrating different art forms like visual art, dance, drama, music into daily lessons and routines to enrich the curriculum and make learning more engaging.
- How arts integration can benefit all students, including English Learners, by lowering affective filters and supporting different learning styles and multiple intelligences.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document summarizes a presentation about finding and using authentic French language resources for AP French Language and Culture courses. It discusses how the AP exam has changed to incorporate more authentic materials from the French-speaking world. It then provides examples of online audio and written resources that can be used, such as podcasts, interviews, articles, advertisements and songs. The presentation also demonstrates different ways teachers can incorporate these materials into their curriculum using technologies like Voicethread, Prezi, Glogster and websites.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key points about the redesigned Advanced Placement French exam, including that students will work with a greater variety of authentic materials from the French-speaking world, both print and audio. It recommends teachers select resources that can differentiate instruction, integrate other communication modes and culture, and vary in type, level, and authenticity. Sample exam questions and timing are outlined, and achievement levels are described to allow more detailed reporting of student performance. Examples of classroom activities integrating various skills and themes are also provided.
The document provides information on the elementary English as a Second Language (ESL) program in Quebec schools. It outlines three competencies that are the focus of the ESL program: 1) To interact orally in English, 2) To reinvest understanding of oral and written texts, and 3) To write texts. For each competency, the document describes the meaning, connections to cross-curricular competencies, contexts for learning, developmental profile, key features, evaluation criteria, and end-of-cycle outcomes. The overall aim of the ESL program is to develop students' English communication skills in a practical way through oral interaction, understanding texts, and writing for real purposes.
The key competences are skills defined by the European Union and incorporated into the Spanish education system to help students integrate knowledge and skills for practical problem solving. They include communication, digital skills, learning to learn, social skills, initiative, and others. All subject areas are meant to contribute to developing these competences, and while only language skills are formally assessed, the competences aim to prepare students for adult life.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
The document summarizes changes being made to the AP French Language and Culture course and exam. The course and exam are being revised to better align with modern language teaching practices and national standards. Key changes include a stronger focus on communication over grammatical structures, assessing students based on their ability to interpret, interact, and present information in French, and basing exam content on authentic materials from the French-speaking world. The revised exam will consist of a multiple choice section and free response questions that require extended responses in writing and speaking French.
Managing academic literacy practices in specific disciplinary coursesPeter Mickan
Managing academic literacy practices in specific disciplinary courses: Investigations into students’ learning subject specific knowledge. ERGA Conference Presentation, Adelaide University, September 2012
This document provides guidance for English teachers on designing annual teaching plans, unit plans, and lesson plans aligned with the new English National Curriculum Guidelines in Ecuador. It discusses key considerations for each type of plan, including using curriculum documents to determine objectives and content, selecting methodologies and resources, and incorporating assessment. Sample templates are also provided for the main components of an annual plan, unit plan, and lesson plan, such as objectives, methodologies, resources, and assessment. The document aims to help teachers design plans that meet national standards and address student needs and interests.
This document discusses the use of audiovisual materials and computers as resources for foreign language learning. It outlines how television, videos, cassette/CD players, the radio, and tape recorders can be used to develop language skills. Computers are described as offering a wide variety of tools for classroom use, including educational software, internet resources, and distance learning courses. Both the advantages and disadvantages of technological resources in language learning are presented.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
Meeting and workshop project based learning february 4th 2014 by mr.samir bounabMr Bounab Samir
The document outlines an agenda for a time training session and workshop. It includes an opening session, video presentation, powerpoint presentation, and two workshop sessions. The first workshop involves planning project works for different levels. The second workshop covers project work delivery and discussion. The document then provides information on defining themes, outcomes, structuring, skills, gathering information, analyzing, presenting, and evaluating project work. It describes project work as involving multi-skill activities focused on a theme of interest. Learners work together over several days or weeks both inside and outside the classroom. The document also notes some common reasons why teachers may avoid project work, such as lack of time.
The document provides instructions for creating a storybird account and beginning a narrative. It prompts selecting a narrative, emailing the website for access, then receiving an email inviting you to continue the story by selecting pictures and text for what comes next. Once satisfied with the work, the story can be passed back to the website to continue collaborating until the story is finished.
This image sequence provides simulated examples for a traditional narrative by selecting images from StockArt.com illustrators such as Pascal Campion, Paul McEwan, and Sybille Hähnig to represent the beginning, middle and end of a story. The names of the illustrators are below each image to credit the artwork and provide similar images for users to create their own text-based narratives.
This document discusses Universal Design for Learning (UDL), a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It focuses on the first principle of UDL, which is to provide multiple means of representation to give learners various ways of acquiring information and knowledge. This can be done through highlighting critical features, presenting examples and non-examples, and supporting background knowledge, as well as using print, auditory, and visual materials like textbooks, videos, and graphic organizers. The document advocates using these multiple formats and media to differentiate instruction and support learner differences.
Students will create Glogster posters to review topics they have learned in Spanish 1 over the past semester. Over the course of a week, students will choose a topic, create a mind map, work on their poster using Glogster, and view at least 10 other student posters. The goal is for students to teach and review essential concepts with their peers before finals. This project allows for differentiation based on student abilities and needs.
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
2015 16 ap french language and culture workshop ppthhs
This document provides an overview of the AP French Language and Culture course and exam. Some key points:
- The course aims to enhance students' ability to communicate in French through the three modes of communication: interpersonal, interpretive, and presentational. It also seeks to engage students in cultural connections.
- The exam consists of multiple choice and free response questions that assess students' proficiency in the three communication modes through a variety of authentic print and audio materials.
- The free response section includes an email reply assessing interpersonal communication and a persuasive essay assessing presentational communication. Students must demonstrate comprehension of provided sources and clearly express and defend their own viewpoint.
This document summarizes a workshop on teaching world languages based on the Next Generation Sunshine State Standards. It discusses the goals of communication in the target language, the five modes of communication (interpretive listening, interpretive reading, interpersonal communication, presentational speaking, presentational writing), and using backward design to plan standards-based assessments. Examples are provided of learning goals aligned with the communication standards and how to design rubrics to evaluate presentational tasks. The document encourages using performance tasks as assessments and incorporating technology into instruction.
Here are some key points that could be discussed:
- How the arts can be integrated across subject areas to support reading, writing, speaking, listening and language skills. For example, reading a play and analyzing characters, analyzing artwork and forming evidence-based interpretations, creating multimedia presentations.
- How arts integration supports the development of 21st century skills like collaboration, communication, creativity and critical thinking.
- Specific ideas for integrating different art forms like visual art, dance, drama, music into daily lessons and routines to enrich the curriculum and make learning more engaging.
- How arts integration can benefit all students, including English Learners, by lowering affective filters and supporting different learning styles and multiple intelligences.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document summarizes a presentation about finding and using authentic French language resources for AP French Language and Culture courses. It discusses how the AP exam has changed to incorporate more authentic materials from the French-speaking world. It then provides examples of online audio and written resources that can be used, such as podcasts, interviews, articles, advertisements and songs. The presentation also demonstrates different ways teachers can incorporate these materials into their curriculum using technologies like Voicethread, Prezi, Glogster and websites.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key points about the redesigned Advanced Placement French exam, including that students will work with a greater variety of authentic materials from the French-speaking world, both print and audio. It recommends teachers select resources that can differentiate instruction, integrate other communication modes and culture, and vary in type, level, and authenticity. Sample exam questions and timing are outlined, and achievement levels are described to allow more detailed reporting of student performance. Examples of classroom activities integrating various skills and themes are also provided.
The document provides information on the elementary English as a Second Language (ESL) program in Quebec schools. It outlines three competencies that are the focus of the ESL program: 1) To interact orally in English, 2) To reinvest understanding of oral and written texts, and 3) To write texts. For each competency, the document describes the meaning, connections to cross-curricular competencies, contexts for learning, developmental profile, key features, evaluation criteria, and end-of-cycle outcomes. The overall aim of the ESL program is to develop students' English communication skills in a practical way through oral interaction, understanding texts, and writing for real purposes.
The key competences are skills defined by the European Union and incorporated into the Spanish education system to help students integrate knowledge and skills for practical problem solving. They include communication, digital skills, learning to learn, social skills, initiative, and others. All subject areas are meant to contribute to developing these competences, and while only language skills are formally assessed, the competences aim to prepare students for adult life.
The document discusses the teaching of English in the K to 12 curriculum in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, and framework of the English language curriculum. The framework includes learning processes like spiral progression and integration of skills. It also covers developing understanding of cultures, language, and language processes and strategies through macro-skills. Assessment is holistic and aims to provide feedback to support student development.
The document summarizes changes being made to the AP French Language and Culture course and exam. The course and exam are being revised to better align with modern language teaching practices and national standards. Key changes include a stronger focus on communication over grammatical structures, assessing students based on their ability to interpret, interact, and present information in French, and basing exam content on authentic materials from the French-speaking world. The revised exam will consist of a multiple choice section and free response questions that require extended responses in writing and speaking French.
Managing academic literacy practices in specific disciplinary coursesPeter Mickan
Managing academic literacy practices in specific disciplinary courses: Investigations into students’ learning subject specific knowledge. ERGA Conference Presentation, Adelaide University, September 2012
This document provides guidance for English teachers on designing annual teaching plans, unit plans, and lesson plans aligned with the new English National Curriculum Guidelines in Ecuador. It discusses key considerations for each type of plan, including using curriculum documents to determine objectives and content, selecting methodologies and resources, and incorporating assessment. Sample templates are also provided for the main components of an annual plan, unit plan, and lesson plan, such as objectives, methodologies, resources, and assessment. The document aims to help teachers design plans that meet national standards and address student needs and interests.
This document discusses the use of audiovisual materials and computers as resources for foreign language learning. It outlines how television, videos, cassette/CD players, the radio, and tape recorders can be used to develop language skills. Computers are described as offering a wide variety of tools for classroom use, including educational software, internet resources, and distance learning courses. Both the advantages and disadvantages of technological resources in language learning are presented.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
Meeting and workshop project based learning february 4th 2014 by mr.samir bounabMr Bounab Samir
The document outlines an agenda for a time training session and workshop. It includes an opening session, video presentation, powerpoint presentation, and two workshop sessions. The first workshop involves planning project works for different levels. The second workshop covers project work delivery and discussion. The document then provides information on defining themes, outcomes, structuring, skills, gathering information, analyzing, presenting, and evaluating project work. It describes project work as involving multi-skill activities focused on a theme of interest. Learners work together over several days or weeks both inside and outside the classroom. The document also notes some common reasons why teachers may avoid project work, such as lack of time.
The document provides instructions for creating a storybird account and beginning a narrative. It prompts selecting a narrative, emailing the website for access, then receiving an email inviting you to continue the story by selecting pictures and text for what comes next. Once satisfied with the work, the story can be passed back to the website to continue collaborating until the story is finished.
This image sequence provides simulated examples for a traditional narrative by selecting images from StockArt.com illustrators such as Pascal Campion, Paul McEwan, and Sybille Hähnig to represent the beginning, middle and end of a story. The names of the illustrators are below each image to credit the artwork and provide similar images for users to create their own text-based narratives.
The document discusses different levels of writing ability for refugee students learning English. It outlines goals for students at each level related to mechanics, grammar, revision, and text types. It then describes levels of communication ability, language structures and features, and strategies students can use at different stages of writing development. The levels progress from basic symbols and copying, to writing various texts with cohesion and control over organizational features.
The document provides guidance for tutors on supporting students who arrive with an assessment due the next day. It advises tutors to establish the demands of the task, plan what the student must do, scaffold the next step, monitor the student's progress, and communicate with the student and teachers. It then outlines specific steps tutors can take to contingently scaffold students, including reading the task, creating a checklist, developing a plan and timeline, providing examples, scaffolding information gathering, monitoring composition, and discussing revisions.
Emotive language uses loaded words to subtly influence listeners' thoughts and beliefs. Speaking in the first person makes audiences feel personally involved by using pronouns like "I", "we", and "our". Repetition emphasizes ideas so the audience better understands and remembers the message. Poetic devices like simile and metaphor provide vivid mental images for listeners by comparing one thing to another.
A lonely raccoon named Elvis sits in the woods and stares at the moon. A neighbor tells him the story of three angry bears leaving behind a gold honey bottle. Elvis gets the idea to find the bottle to become rich. Though he searches his kitchen and the desert, he remembers throwing the bottle out and races to the trash pile to search through the garbage. When he doesn't find it, he runs around crying, realizing the bottle is lost forever.
The document provides guidance for tutors on how to scaffold assessments for students who need urgent help completing an assignment that is due the next day. It recommends establishing the task demands, planning what the student must do, scaffolding the next step, monitoring progress, and communicating with the student and teachers. A multi-step process is outlined that involves reading the task, creating a checklist, developing a timeline, providing examples, gathering ideas, composition assistance, and discussing next steps. Scaffolds like annotated texts, word banks, mind maps and column guides are suggested to help students through each part of the process.
The document provides guidance for incorporating Storybird, a digital storytelling tool, into various subjects across the curriculum through activities like selecting genres of pictures, books, films and other media to explore; having students develop characters, plot and conflict; and creating prompts to elicit creative student responses. It also offers tips for linking Storybird to procedural writing, listening and viewing skills; and designing collaborative group activities and games. Teachers are encouraged to adapt these activities based on grade level and integrate Storybird into existing lessons on genres, characters and creative writing.
The document discusses various strategies and approaches for effectively teaching literacy skills to refugees and students, including scaffolding instruction, modeling practices, and developing metacognition through reflective thinking exercises. It also outlines different tutoring types, the context framework for understanding communications, and a teaching and learning cycle for developing literacy and language skills.
The rabbits were looking for shelter from an approaching storm and went to ask their friend Tom if they could stay at his house. Tom agreed and the rabbits helped with chores like hanging laundry in exchange. Little rabbit enjoyed staying at Tom's cozy home, where they read books while their mother knitted. They threw a birthday party for the littlest rabbit. Eventually, the rabbits' mother decided she preferred living outside again, so they thanked Tom and returned to their rabbit home, remaining good friends.
This advertisement is trying to convince people to become foster parents. It uses images of a heart and smaller hearts inside to symbolize having room in one's heart for foster children. The text asks if the reader has room in their heart for more than one child and provides a phone number and website for more information. It emphasizes the support and training provided to foster parents to make it seem like a generous opportunity. The goal is to make the reader feel involved and want to participate in fostering.
Molly always felt scared of the dark, but her dad was always there for her. They enjoyed doing things together like going to the park, where they would meet Molly's mom for lunch. Molly was sad when she found herself without her family one day. She went to the park, thinking of happy memories, and was lonely for a long time. Eventually, Molly met someone at the movies who made her feel happy again, and she thought she had found someone with whom she could start her own family.
The devious fox hatches a plan to hunt a big fat pig by blending in with a flock of sheep. His plan works and he is able to carry the pig home to eat. After resting, the fox goes for a walk and encounters a goat looking to bash him, so the fox gets what he deserves.
This document provides statistics and facts about the Refugee Advice and Support (RAS) program from 2007 to 2010. It discusses that in 2007, the program operated in 4 schools with 36 tutors supporting 60 students, of which 87% improved significantly. In 2008, the program expanded to 9 schools with 82 tutors supporting 216 students. The program continued expanding in 2009 to include a new university partner and to support 239 students across 10 schools, with 91% showing significant improvement. By 2010, the program involved over 70 tutors in 14 schools. Overall, the partnership facilitated over 10,000 hours of additional support for students since 2007. The document also discusses the challenges refugee students face and the need for holistic support approaches in
The document discusses scaffolding literacy instruction for English language learners. Scaffolding involves providing resources to help students engage with classroom language and texts, and guides them toward independent language use. It is not focused solely on language games or explicit skills instruction. Scaffolding is necessary because teaching involves initiating students into new practices through modeling, guided practice, and scaffolded activities to help students recognize patterns in content and learning. Key scaffolds include pre-teaching vocabulary before shared reading.
This document is an educational resource from World Vision about migration. It contains a crossword puzzle related to migration with clues about different populations that have migrated to and within Australia at different time periods, including refugees from conflicts in countries like Afghanistan, Vietnam, and Cambodia. The document also references Australia's White Australia policy and post-World War 2 immigration policy of "populate or perish".
This document outlines a syllabus for an English ESL unit focusing on developing cultural knowledge through texts. It includes 14 student outcomes addressing skills like comprehending relationships between texts and contexts, identifying intertextual relationships, and analyzing the effects of technology on meaning. The syllabus then provides a 4-week plan involving activities like analyzing related texts and films, writing blog posts, and engaging with online resources to meet the outcomes through developing cultural and linguistic understanding. Formative and summative assessments include blog contributions, worksheets, and deepening understanding through additional activities.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses a pedagogy for teaching English language skills to young refugee students. It aims to develop students' academic literacy through explicit instruction in various text types and their features. Key components of instruction include scaffolding language structures and text features, situated practice engaging with texts, and metadiscussion comparing first and second languages. Ongoing habits to develop language skills involve reading practice, vocabulary building, journaling, games, and family support for home language development. The pedagogy also considers issues like selecting culturally sensitive tutors and providing cross-cultural communication training.
The document describes a Teaching and Learning Cycle (TLC) framework for systematically scaffolding students' language and literacy development. The TLC is based on Vygotsky's zone of proximal development and Bruner's concept of scaffolding. It involves a 4-step process: 1) Setting the context, 2) Modelling, 3) Joint construction, and 4) Independent construction. Teachers use this cycle to plan units where they build students' topic knowledge, explicitly teach text structures and language features, and provide support and feedback to help students independently construct texts in the target genre. The TLC provides a rationale and framework for sequencing teaching and learning activities to focus on language learning and scaffold students towards independence.
This document outlines a teaching and learning cycle for a unit on writing a recount about Melbourne city for beginner English language learners. The unit was implemented over 2 weeks and involved an excursion to Melbourne city. It describes the stages of building knowledge of the topic through introducing vocabulary and language features of a recount, supported reading and learning about the genre, supported writing, and culminating in independent writing of a draft recount. The teacher's role shifted from explicit instruction to allowing more student independence as they progressed through the stages of the cycle.
This 3-credit course focuses on developing cultural competence and responsiveness in educators. Students will explore culture, diversity, and ways to create culturally responsive learning environments. The constructivist approach is used, with students relating concepts to experiences and engaging in discourse. Readings, videos, scenarios, and discussions are learning methods. Objectives are defining culture and diversity, assessing cultural awareness, and identifying responsive teaching practices. Outcomes include acknowledging diversity as an asset and implementing inclusive practices. The online platform is accessible. Weekly topics cover self-awareness, practices, and implementing strategies. A reflection addresses cultural awareness as a foundation for teachers.
This document outlines the weekly lesson plan for an English teacher. The objectives for the week are to help students understand prosodic features like stress, intonation, and pauses that serve as carriers of meaning. The lessons will focus on identifying these features in stories and presentations, and recognizing how they influence meaning. Each day covers a new topic, such as exploring forces in African literature, analyzing reading styles, and composing informative speeches. Formative assessments are built into the lessons to evaluate students' mastery of the concepts. The plan provides guidance for teachers to systematically introduce new material, facilitate student practice and engagement, and check learning over the course of the week through activities and discussions.
This document outlines a 6-day unit plan for teaching students about ancient civilizations. Students will research different ancient civilizations, create websites presenting what they learned, and give presentations on their civilizations. The plan includes daily objectives, activities, and homework assignments to guide students through conducting research, collaborating in groups, and demonstrating their understanding of ancient civilizations.
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 se ...
A unit of work for Year 7, embedded with class blogging, with a focus on the cross curriculum priority of sustainability, and the concept of contextualisation.
A lyger? An elephish? A duck-billed cat? Apply knowledge of life and scientific reasoning to invent a species!
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Shaping the Way We Teach English at the Lebanese UniversityRita Abdelnour
A Training Workshop given to Lebanese University undergraduates based on the Shaping We Teach English material during the months of November-December, 2010
This document summarizes a presentation on developing communicative proficiency in foreign language classrooms through task-based instruction and integrated performance assessments (IPAs). The presentation provided an overview of how to design units around IPAs, including identifying learning goals, planning formative and summative assessments, and determining necessary grammar and vocabulary. Examples of IPA tasks involving interpretive, interpersonal, and presentational modes of communication were provided. Attendees participated in a practice activity to design an outline for a sample unit using the backward design model and IPA structure.
This document discusses a unit on water purification that will be taught to a class of Year 2 students. It provides information on what the students already know, the learning outcomes, and how different students in the class learn best. The class has a diverse range of learning styles, including auditory, visual, kinaesthetic, gifted students, an ESL learner, and one student with a hearing impairment. The unit aims to teach students about how drinking water is cleaned and purified, as well as having them write a procedural text. A variety of teaching methods and resources will be used to engage the different learners, including technology, hands-on activities, images, and written instructions.
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
The document outlines a 6-day lesson plan for teaching students about ancient civilizations. On day 1, students create a class timeline of ancient civilizations and choose which civilization to research. On days 2-3, students research characteristics of their civilization and summarize their findings. On day 4, students build websites presenting what they learned. On day 5, students present their websites and provide feedback on others' work. On day 6, students assess their learning through a questionnaire.
By the end of Phase E, students will be able to:
1. Communicate effectively in English for a variety of purposes with teachers, peers and others.
2. Understand main ideas and details from discussions or presentations on youth topics.
3. Read and respond to different text types and identify authors' purposes.
4. Write a variety of fiction and non-fiction texts for different audiences and purposes.
1. This lesson plan outlines a 3-day activity where students administer surveys to their school and community about teen safety issues, analyze the results, and write blog posts about their findings.
2. On days 1-2, students will visit classrooms to administer paper surveys and collect responses. On day 3, they will discuss their predictions of survey outcomes, analyze the actual data results, and write blog posts on their interpretations.
3. The lesson aims to have students practice research, data analysis, and communication skills to raise awareness of an important health issue affecting teens. Accommodations are made for various student needs.
- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
This module aims to develop students' communicative competence in English through integrated skills. It will focus on identifying grammar structures, vocabulary, and language functions to describe various situations. Students will practice applying their English skills through tasks based on real-life contexts like business services, social events, and service quality. Learning activities will include listening, speaking, group work and problem-based learning to develop students' language abilities and collaborative skills. Assessment will evaluate students' ability to communicate effectively in English.
Incorporating creative arts in literacy instruction can increase sssuser47f0be
This document provides instructions for creating a lesson plan that integrates English language arts and creative arts for a clinical field experience classroom. The lesson plan should describe how creative arts will be incorporated into developmentally appropriate literacy instruction. It should include standards from both English language arts and creative arts, as well as objectives, vocabulary, and differentiated instruction, engagement, and assessments. The plan should be supported by 3-5 scholarly resources.
The document provides information about the listening exam for an ESL English course. It discusses the exam format, including the time allotted, number of readings of the text, and time for writing. It describes the skills tested in the exam such as understanding the purpose and structure of the text. Different types of questions are outlined, including literal, inferential, and analytical questions. Suggestions are provided for how students can prepare for the exam, such as practicing listening to different audio texts and learning language techniques. Sample exam questions and responses are also included to demonstrate strong and weak answers.
This document provides a list of 26 suggested texts related to the theme of "discovery" that could be used for an English teaching area of study. The texts include paintings, poems, novels, short stories, dramas, essays, picture books, and non-fiction works. A brief description is given for each text highlighting how it relates to and explores ideas around discovery, such as depicting scientific discoveries, experiences of discovering new worlds or cultures, rediscovering lost knowledge, or metaphorically representing discovery through dreams or imagination. The document encourages students and teachers to draw from a variety of genres and media that represent discovery in different ways.
The document provides guidance for students on choosing related texts for an Area of Study (AoS) exploration of the theme of discovery. It advises students to select texts from a variety of genres and media that are relevant to discovery. It also lists criteria for making wise text choices, such as choosing a text with a different form than the prescribed text, by an award-winning author, or that avoids overdone or superficial treatments of the theme. Finally, the document outlines various ways discovery could be represented in a text, including discovery of place, self, secrets, or in relationships.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document provides instructions for a Year 9 assessment task requiring students to write an essay analyzing an issue presented in a documentary studied in class. Students must choose one documentary, identify an issue it explores, and discuss how the documentary composer uses techniques to present their point of view on that issue. Students are to plan their essay in dot points before the due date and hand in the plan with their completed essay. The essay should be a minimum of one page and include an introduction, at least two body paragraphs using a "WHY" structure, and a conclusion. Students will be marked based on their understanding of the issue and techniques, and the structure and language used in their essay composition.
Writing a WHY paragraph- "Go back to where you came from" documentaryViviana Mat
This scaffold can assist students to organise their ideas when writing an analytical paragraph on a documentary (created for the "No Turning back" project)
"No turning back" Project marking rubricViviana Mat
The document provides a marking rubric for the No Turning Back Project that evaluates visual and written content on a scale from A to E. Visual content is assessed on the sophistication and effectiveness of visual choices, while written content is assessed on the appropriateness and control of language used. An A grade reflects sophisticated and seamless use of elements, while an E grade signifies limited and disconnected use of elements with many errors.
"Go back to where you came from" documentary analysisViviana Mat
The documentary "Go Back Where You Came From" uses several techniques to effectively tell a story and influence the audience's perspectives. These include using archival footage to add credibility and context, voiceover narration to guide the audience, and first-hand interviews that provide authentic experiences. Locations were also filmed on-site to connect viewers visually to the actual settings discussed.
"Go back to where you came from" - Documentary questionsViviana Mat
This is a set of comprehension questions related to the use of a documentary to convey refugee & asylum seekers pressing issues on "Go back to where you came from".
"Go back to where you came from" Student essay (3)Viviana Mat
The director uses a variety of documentary techniques to argue that refugees are not illegal and to emphasize the difficult conditions that force people to flee their home countries. He interviews refugees who have experienced war and hardship firsthand and uses statistics and footage to illustrate the dangers in countries like Iraq and the large scale of the refugee crisis. The documentary aims to help viewers understand why refugees risk dangerous journeys to reach Australia and to change negative perceptions of refugees seeking asylum.
"Go back to where you came from" Student essay (2)Viviana Mat
The documentary "Go Back To Where You Came From" aims to build empathy for refugees by documenting their experiences. It uses techniques like interviews, close-ups, handheld camera footage, and statistics to convey the difficulties refugees face both in their home countries and on their journeys to find safety. An interview with a refugee woman who fled violence shows her displaying emotion while recounting her experiences. Footage from a refugee camp demonstrates the challenging living conditions and long queues for inadequate food. Overall, the documentary seeks to educate viewers about why refugees flee and the risks they endure to help audiences become more understanding of their plights.
"Go back to where you came from" Student essayViviana Mat
The documentary series "Go Back To Where You Came From" aimed to build empathy for refugees by allowing audiences to understand the risks and dangers refugees face on their journey to safety. It followed participants experiencing the lives of refugees firsthand and interviewed refugees about their experiences. This gave insight into why refugees flee their home countries and undertake dangerous boat journeys, risking their lives to seek asylum. While some participants changed their views on refugees after learning their stories and hardships, others did not. By experiencing the realities refugees face through this documentary, audiences could gain more understanding and empathy for why refugees feel they have no choice but to seek asylum in countries like Australia.
"Go back to where you came from"- Essay vocabulary (Literacy resource)Viviana Mat
This document provides a list of vocabulary words that are appropriate to use in essays, along with synonyms. The words are grouped into categories such as emotions, actions, viewpoints, and descriptions. Some of the key words included are empathy, problem, beliefs, refugee, attack, understand, allow, good, important, asylum seeker, and footage. The purpose is to help writers choose effective vocabulary when crafting essays.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
"No turning back"Unit of work
1. We Are The World - No Turning Back | Stage 5 | English
Summary
Duration
This unit builds on from the "Who Am I" Year 7 unit and the "My Island Home" Year 8 unit, with
10 weeks
students now moving beyond our own boundaries to look at our place in the world. In this unit,
students explore an issue of global concern and for my class that is the issue of refugees and
asylum seekers. As part of their work they will work with students from the new arrivals class –
interviewing them to learn about their experiences and build relationships. They will build their
understanding of that issue through studying a variety of texts, particularly the documentary “Go
Back To Where You Came From” and the website “The Long Journey”. Students will learn about
the medium of documentary, extend their essay writing skills and analyse websites. The
students will finish the unit by working on a PBL style project where they develop a text to build
empathy and understanding for local refugees.
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
1
2. Outcomes
Key concepts and Skills
Syllabus Requirements
English K-10
Concepts:
General Capabilities:
›
EN5-1A responds to and composes
Empathy
for understanding, interpretation, critical
Intercultural Understanding
Activism
increasingly sophisticated and sustained texts
Ethical Understanding
Creative and Critical Thinking
analysis, imaginative expression and pleasure
›
EN5-2A effectively uses and critically assesses
a wide range of processes, skills, strategies
and knowledge for responding to and
composing a wide range of texts in different
media and technologies
›
EN5-3B selects and uses language forms,
features and structures of texts appropriate to
a range of purposes, audiences and contexts,
describing and explaining their effects on
meaning
›
Skills:
Literacy
WHY paragraphs – The language of
argument, cohesion, transition words
Essay writing – the language of
argument, vocabulary, transition words,
cohesion
Visual literacy: documentary, websites,
picture books – elements, techniques,
metalanguage
EN5-5C thinks imaginatively, creatively,
interpretively and critically about information
Text Requirements:
Picture Books
Non Fiction
Film - documentaries
Visual Texts
Media, multimedia and digital texts
Texts that explore cultural and social
perspectives
and increasingly complex ideas and
arguments to respond to and compose texts in
a range of contexts
›
EN5-7D understands and evaluates the diverse
ways texts can represent personal and public
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
2
3. worlds
›
EN5-8D questions, challenges and evaluates
cultural assumptions in texts and their effects
on meaning
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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
3
4. SYLLABUS OUTCOMES
TEACHING SEQUENCE
RESOURCES
Stage 5 - Outcome 1
The Hook:
Hook video – No Turning back
Students:
Show the Hook video.
Engage personally with texts
Students to write down their initial reactions to
appreciate, explain and respond to
the video, the words used and the questions
the aesthetic qualities and the power of
asked. Let them know that we will be coming
language in an increasingly sophisticated
back to those in a couple of weeks.
range of texts
Develop and apply contextual knowledge
analyse and explain the ways language
forms and features, ideas, perspectives
and originality are used to shape meaning
Do a word cline on the words/terms used in the
video. Students to place in order of empathy
towards refugees – high to low. Discussion of
the impact of the different words/terms. ***
Addition – look at the recent directive for
government workers in Department of
SMH – Illegals not clients
Immigration to refer to them as “illegal
analyse ideas, information, perspectives,
contexts and ideologies and the ways they
are presented in increasingly demanding,
sustained imaginative, informative and
persuasive texts
immigrant” rather than “client” – what is the
effect of that change in words?
Explain to the class that we will be exploring
the issue of refugees and asylum seekers this
term through a variety of texts, especially the
Understand and apply knowledge of language
documentary “Go Back To Where You Came
forms and features
From” and a website “Long Journey”.
identify how vocabulary choices contribute
to specificity, abstraction and stylistic
What is a refugee? What is an asylum seeker?
Students to find a definition for the two terms
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
4
5. effectiveness (ACELA1561)
analyse and explain the use of
and write into their OneNote file or book.
Our key concepts this term will be “Empathy”
symbols, icons and myth in still and
and “Activism”. Students to brainstorm what
moving images and how these augment
these mean and write down definition.
meaning (ACELA1560)
Respond to and compose texts
explore and explain the combinations of
language and visual choices that authors
make to present information, opinions and
perspectives in different texts (ACELY1745)
evaluate the impact on audiences of
different choices in the representation of
still and moving images (ACELA1572)
Stage 5 - Outcome 2
Students:
Engage personally with texts
consider how aspects of texts, including
characterisation, setting, situations, issues,
ideas, tone and point of view, can evoke a
range of responses, including empathy,
sympathy, antipathy and indifference
Ask students to use the next couple of weeks,
while we learn about documentaries, to think
more about the topic of refugees and asylum
seekers. Encourage them to ask their family
and friends about their opinions and reactions
to this issue.
The Documentary Film – booklet
What is a documentary – Introductory Activities
What is a documentary? How is a
documentary different to a movie?
Can they identify documentaries they have
DIY Doco
Shorts of the Week - Documentaries
Documentary Conventions Handout
Technique Table
watched - list on board. Try and group into
different categories e.g. nature, biographies,
human interest, social issues etc. What are the
different purposes of each of these
categories?
Look at DIY Doco site – Style and Genre and
Elements tabs. Students to explore as a
homework task and take notes for use with the
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
5
6. Develop and apply contextual knowledge
interpret, analyse and evaluate how
following activities.
Use the “Documentary Film” Booklet to explore
different perspectives of issue, event,
the documentary medium. Read through and
situation, individuals or groups are
discuss the information, including the
constructed to serve specific purposes in
information on the “Critical Questions to Ask”
texts (ACELY1742)
and the techniques/elements of
evaluate the ways film, websites and
other multimedia texts use technology for
different purposes, audiences and contexts
to convey ideas and points of view
Understand and apply knowledge of language
forms and features
review, edit and refine students' own and
others' texts for control of content,
organisation, sentence structure,
vocabulary, and/or visual features to
achieve particular purposes and effects
(ACELY1747, ACELY1757)
Respond to and compose texts
apply word processing functions, as well
as web authoring programs, to compose
and format texts for different purposes,
audiences and contexts, including the
documentaries. Complete the activities for the
documentary “Insecurities”.
In groups, students to be allocated one of the
“Film Festival” documentaries to analyse using
the questions in the booklet. Use the
Techniques Table to identify the techniques
used and their effect.They are to share their
analysis with the class (2 periods).
Homework task - Watch at least ONE of the
short documentaries from "Shorts of the
Week". Work through the critical questions
(booklet or handout) for their chosen
documentary – how many can they answer?
Use the Techniques Table to analyse the short
documentary.
Read through the Documentary Conventions
handout (also in booklet). Discuss in relation to
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
6
7. workplace
the films they have seen.
use increasingly sophisticated processes
of representation to respond to and
compose complex spoken, written, visual,
multimodal and/or digital texts for a wide
range of purposes and audiences,
considering and evaluating the effect of the
technology
use comprehension strategies to compare
and contrast information within and
No Turning Back - Refugees
Remind students that we will be watching a
documentary on the issue of refugees and
asylum seekers. Check that they can explain
what a refugee/asylum seeker is?
Google search for definitions – record in their
OneNote file.
between texts, identifying and analysing
What are some of the common attitudes and
embedded perspectives, and evaluating
beliefs about refugees? (Refer to the Hook
supporting evidence (ACELY1744, ACELY1754)
video as well as their conversations on the
subject in the past couple of weeks) List on the
Stage 5 - Outcome 3
Students:
Engage personally with texts
analyse and explain how text
structures, language features and visual
features of texts and the context in which
texts are experienced may
influence audience response (ACELT1641)
board. Are there more positive or negative
attitudes? Why?
Students are to write down their own attitudes
and beliefs about refugees and asylum
Test Your Knowledge - SBS
seekers. They should think about how they
came to those attitudes. These do not need to
be shared with the class.
Students are to work through the “Test
Yourself” activity on the Go Back to Where
You Came From SBS site. What did they find
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
7
8. Respond to and compose texts
compose and respond to a wide range of
visual texts, eg picture books, graphic
novels and films, using a range of
appropriate techniques and metalanguage
Stage 5 - Outcome 5
Students:
Engage personally with texts
investigate the ways different modes,
out that they didn’t know? Does it contradict
Refugee Council of Australia
some of the common beliefs they identified
earlier?
Research Activity – students are to explore the
Refugee Council of Australia and UN Refugee
Agency websites. What information did they
discover re the number of people identified as
refugees, where refugees are coming from and
where they are going etc?
Refugee Picture Books – students to look
subject areas, media and cultural
through a variety of picture books that have a
representation affect their personal
The Island, Armin Greder
Ziba Came by Boat, Liz Lofthouse
The Little Refugee, Anh Do & Suzanne Do
Refugees, David Miller
refugee focus. For each one, students can
and critical responses to texts
Picture Books:
record the following:
Develop and apply contextual knowledge
How does the book build empathy?
compare ways in which spoken, written,
the story? (Techniques including style,
shaped according to personal, historical,
layout, colour, images etc)
Asylum: Exit Australia
How do the visuals build on and add to
visual, multimodal and digital texts are
The Arrival, Shaun Tan
cultural, social, technological and
workplace contexts
Optional Activity – Asylum: Exit Australia.
Go Back to Where You Came From, Series 1
ATOM Study Guide
Students individually, or in pairs, can go
Understand and apply knowledge of language
through the simulation on the experiences of a
forms and features
refugee.
understand and use the language of
Go Back - questions
argument, eg the use of logic, evidence,
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
8
9. refutation, ellipsis, irrelevance and
circumlocution, and analyse how it affects
responses
understand the ways generalisations,
clichés, rhetorical devices, appeals to
authority and appeals to popularity and
public opinion shape meaning and
responses
critically evaluate the ways bias,
Go Back To Where You Came From
Introduce the documentary. Read through the
introduction in the Study Guide – identify the
purpose of the documentary.
Begin watching Episode 1 of “Go Back To
Where You Came From”. Students are to work
Participants Journey Table
through the “Go Back To Where You Came
From” Study Guide and/or question sheet.
Teacher to stop at the appropriate points to
stereotypes, perspectives and ideologies
discuss student responses and build
are constructed in texts
understanding so they can answer the
explain the ways the language of argument
and persuasion can be adapted for
different contexts
investigate the ways web and digital
technologies use and manipulate visual
images, hyperlinks, sound and the written
word to create meaning
Respond to and compose texts
respond to and compose a range
questions.
Handout the “Participants’ Journey” table.
Students are to fill this in for each participant
as they watch the 3 episodes. What are our
initial reactions to the participants? How are
Creative Task Handout
they portrayed at the start – who are we meant
to like and dislike? How are we positioned to
feel this way? Look at key points on their
Documentary Technique Table
journeys where their attitudes begin to change.
Why is this change occurring? Why can they
of sustained imaginative, informative and
no longer hold on to their original beliefs and
persuasive texts which are increasingly
attitudes?
demanding in terms of ideas, arguments
Optional Activity – Creative tasks with a focus
Board of Studies NSW – Program Builder – pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
9
10. and linguistic, structural, cognitive,
emotional and moral complexity
formulate, develop and express their own
on one of the participants. (Homework task)
As they are watching the 3 episodes they are
to fill in the Documentary Techniques Table.
ideas and beliefs creatively, thoughtfully,
Again, stop at key points to identify the
positively and confidently on issues such
different techniques and the effect in this
as sustainable patterns of living
particular scene. For example – interview with
Stage 5 - Outcome 7
Students:
Mrs Masudi, the raid in Malaysia, the refugee
camp food line.
Engage personally with texts
explore and reflect on their own values in
relation to the values expressed and
explored in texts
reflect on personal experience and
broadening views of the world by
responding to the ideas and arguments of
others with increasingly complex ideas and
arguments of their own
understand that people's evaluations of
texts are influenced by their value
systems, the context and the purpose
and mode of communication (ACELA1565)
After watching the documentary students to
answer the following questions:
1.Did the documentary achieve its desired
purpose?
2.Which participants changed the most in
their attitudes to refugees?
3.How are we meant to think about Darren
at the end of the documentary? How
does the director build our reaction to
Darren throughout the documentary?
Sample “Go Back” WHY paragraph
4.Has the documentary changed their
point of view on the issue of refugees?
WHY Planning Sheet & Peer Feedback
explore and reflect on personal
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11. understanding of the world and significant
human experience gained from interpreting
various representations of life matters in
texts (ACELT1635)
evaluate the social, moral and ethical
positions represented in texts (ACELT1812)
Essay writing
Students are to revise the WHY paragraph
structure. Model a paragraph on the board on
one of the early documentaries.
Give students the WHAT for a WHY
paragraph – The main purpose of the
documentary is to build empathy for
Understand and apply knowledge of language
refugees. Brainstorm HOW that purpose was
forms and features
achieved – techniques, examples, effects.
analyse the ways in which creative
and imaginative texts can explore human
experience, universal themes and social
contexts
use and analyse increasingly complex
language features to present a viewpoint
on issues such as environmental and
social sustainability
explore and analyse ethical positions on a
current issue, including the values and/or
principles involved, in digital
communication forums
respond to and compose sustained
imaginative, creative and critical texts that
Brainstorm WHY statements. Students to
Essay vocabulary handout
write up their paragraph and post on Edmodo
No Turning Back – vocabulary activity table
for feedback by students and teacher.
Brainstorm the stages and ways the
documentary builds empathy – these will
become the WHAT statements that students
can choose for their essay assessment task.
Vocabulary Exercise – building sophisticated
Transition Words Lesson
vocabulary to use in the essay. Why is the
choice of vocabulary important? What are the
types of words they could be using in their
essay – especially in each of the three
sections of the essay. Brainstorm ideas, use
the vocabulary handout and associated
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12. represent aspects of their expanding
personal and public worlds, for a wide
range of purposes, including for enjoyment
and pleasure
activity.
Essay planning scaffold
Transition Words and Cohesion - How can
they add cohesion to their response both
within each paragraph and between
paragraphs using transition words?
Homework Task – watch the video lesson
Long Journey website
and look back at their WHY paragraph to see
how they can improve the use of transition
words.
Hand out the essay planning scaffold.
Encourage students to write a draft of their
essay and submit for feedback before writing
up the essay in the assigned period.
Long Journey Website
Revision of website design elements from
previous unit.
Students to explore the website and follow at
least one child through all stages of their
journey to safety in Australia. For their
chosen child they are to write a summary of
their experiences and journey – starting with
their experiences in their home country and
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13. finishing with a reflection of their new life in
Australia. Optional – could write from the
perspective of the child.
Who is the audience for this website? How do
we know?
What is the purpose of this website? Does it
fulfill its purpose?
Students are to identify the two “memory
stones” that they thought were the most
powerful and explain why they chose them.
Why is it broken into four chapters? What is
the name for each chapter and why do they
think that was the chosen title?Were the
design elements of the website effective in
achieving its purpose?
Go back to the website and use the
documentary tool to create a documentary –
what clips would be most effective at raising
awareness and empathy for refugees? How
would they put it together to achieve
maximum impact? Students to share their
documentaries with the class – discuss
similarities and differences in approach.
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14. Let the class know that while they have been
doing their study of the “Long Journey” the
New Arrival class has also been studying it
and writing about their own journey.
Project Outline
PBL Mini Project:
Driving Question - How can we build empathy
for and acceptance of refugees, especially those
in our local area?
Students are to work in small groups to
create a documentary, website or
picture book to build empathy and
understanding of refugees.
Hand out the project outline. Go through
it with the students so they are clear on
what they have to do.
As part of the preparation, students are
to spend time with at least one of the
students in the New Arrivals class. They
should prepare a series of questions to
ask the student (linked to the 4 stages
found on the Long Journey website)
which must be submitted to the classes
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15. teacher beforehand to allow time for the
student to prepare their responses.
Reflection Sheet
Students to have three weeks in class to
complete their
documentary/website/picture book and
work with the students from the New
Arrivals class.
In the first lessons of Term Four
students are to present their
documentary/website/picture book to the
class and to the New Arrival Class.
Student to self assess on the marking
criteria as well as the students in the
class to peer assess.
Students to complete an evaluation of
the unit.
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16. Assessment overview
Evaluation
Across Year Assessment Task – essay on a documentary
In Class Assessment – short documentary analysis, documentary creative
task, Long Journey recount and PBL project.
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