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Learning Experience 4: Teaching Strategies

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Learning Experience 4: Teaching Strategies

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-The literacy learning for Learning Experience 4 asks students to either read complex texts or create complex texts, this activity connects with this as the students are asked to create a short story that has intricate details. The content descriptor ACELY1756 also links to this as it requires students again to create a piece of text but this also asks the students to have digital or media content to reinforce the created text which is the multi-modal presentation the students are to create to accompany their writing.
-The entirety of this lesson would be done individually and the students would be reminded of how to be respectful when others are presenting their short story which occurs at the conclusion of the lesson.

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WALT :  To create an innovative short story where boundaries and restrictions are set in terms of the beginning of the short story and the theme. Also to create a multi-modal presentation that accompanies the thoughts of the short story.
WILF :  Your ability to write a creative short story that manipulates a multi-modal presentation to reinforce the theme of your writing.
TIB :  Your future assessment requires you to write a short story surrounding a specific theme.

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WALT :  Analyse how texts have a variety of bases and this impacts the way in which they are written, the themes they carry and the representations they present.
WILF :  Your understanding of philosophical, moral and political short stories and their representations of people and place through aesthetic features.
TIB : Every text encountered has a base theme and represents people and places in a certain way, by understanding this students will be able to recognise these attributes when encountering future texts of different time periods and varying modes.

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The PowerPoint titled 'Learning Experience 4: Resource' will be displayed on the Interactive White Board and will project the first slide, stating 6 themes in which the students are to choose one of these themes each. Following this choice the second slide will be projected which contains 6 sentence starters and the students must again choose one of these sentence starters to accompany their chosen theme. After a theme and sentence starter has been chosen by all students they will be given a time limit (approximately 30 minutes) to create an innovative short story that begins with their chosen sentence starter and embraces their chosen theme. Upon completion of this piece of writing the students will use their school ICT device to create a multi-modal presentation to accompany their short story, this presentation can include images, video footage, text and/or music. The students will then all present their short story to the class with their multi-modal being displayed through the Interactive White Board.

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Learning Experience 4: Content Descriptor

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Learning Experience 4: Content Descriptor

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ACELY1756 : Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues.

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An interest in expanding the range of materials listened to, viewed and read, and in experimenting with ways of expressing increasingly subtle and complex ideas to create effective and innovative texts.

This learning activity requires students to think creatively to construct an innovative short story that is accompanied by a multi-modal presentation.

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Learning Experience 3: Teaching Strategies

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Learning Experience 3: Teaching Strategies

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-The literacy learning that needed to be addressed in this learning experience included the concepts of students being able to understand how philosophy, morality, politics and aesthetics are used in texts. The two activities in this learning experience ensure the students are able to complete this in regards to short stories, as they are first to define 'philosophical, moral and political' in the first activity and they are than to identify how their chosen text makes use of the specific term, as well as how they address aesthetics and representations of people and places. These activities create the connection between the literacy learning and the content descriptors; ACELT1639 requires students to evaluate representations of people and places throughout history and ACELT1812 ask students to understand social, moral and ethical representations in texts; both are achieved through the analysis of the three short stories.

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This contains the website for the interactive, collaborative website called 'Edmodo'. Once activated by the teacher, all students and the teacher can communicate, collaborate and share information privately amongst their class.

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Pay less for domain names. Bulk pricing and private domain name registration options. Transfer domain names risk-free.

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Learning Experience 3: Activity 2, Resource 3

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Learning Experience 3: Activity 2, Resource 3

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This is a political short story named 'The Prisoner Who Wore Glasses'.

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Learning Experience 3: Activity 2, Resource 2

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Learning Experience 3: Activity 2, Resource 2

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A short story based on the theme of morality, 'Beg Your Pardon Mrs Hardin'.

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Beg Your Pardon Mrs Hardin :

A Wise Old Owl

There was an old owl that lived in an oak. Everyday he saw incidents happening around him. Yesterday he saw a boy helping an old man to carry a heavy basket. Today he saw a girl shouting at her mother. The more he saw the less he spoke.

As he spoke less, he heard more. He heard people talking and telling stories. He heard a woman saying that an elephant jumped over a fence. He also heard a man saying that he had never made a mistake.

The old owl had seen and heard about what happened to people. Some became better and some became worse. But the old owl had become wiser each and every day.

Moral of the story :

Baa Baa Black Sheep

There lived a black sheep in a nearby village. Every spring, he shaved his black wool and sold it to the villagers. The villagers made sweaters and socks from his black wool.

One day, the black sheep noticed that he had some more wool left. He thought, 'It would be such a waste if nobody wants to buy the wool.'

That afternoon, an old man came over to his wooden shed to see him. He wanted one bag full of the black sheep's wool. Then an old woman came over. She also wanted a bag full of wool. A short while later, a little boy arrived. He also wanted one bag full of wool.

Therefore, the black sheep prepared three bags full of wool for them. He was happy that all of his wool was sold off.

You should be observant, talk less but listen more. This will make you a wise person.

Moral of the story :

Do not give up searching for something you have lost too soon.

One afternoon, a little boy had lost his kitten. He looked under his bed. He looked all over his house. But still there was no puppy. Finally, he looked for his puppy in the garden. After a few hours, he still could not find the puppy.

The little boy was tired and was about to give up. Then he saw his neighbour, Mrs Hardin.

"I beg your pardon, Mrs Hardin. Is my puppy in your garden?" asked the little boy.

"Oh yes, she is. She is chewing on a mutton bone," replied Mrs Hardin.

The little boy climbed the fence and saw his puppy chewing on a mutton bone. He was so happy that his puppy was not lost but had only gone to his good neighbor's house to eat.

We should be generous and helpful with what we have. We should be patient and not give up.

Beg Your Pardon Mrs Hardin Moral of the story :

Beg Your Pardon Mrs Hardin :

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Beg Your Pardon Mrs Hardin, Proverb Stories, Tenses, English Grammar

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Beg Your Pardon Mrs Hardin : A Wise Old Owl There was an old owl that lived in an oak. Everyday he saw incidents happening around him. Yesterday he saw a boy helping an old man to carry a heavy basket. Today he saw a girl shouting at her mother.

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Learning Experience 3: Activity 2, Resource 1

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Learning Experience 3: Activity 2, Resource 1

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A short story surrounding the theme of philosophy titled 'Three Questions'.

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Three Questions, a Short Story by Leo Tolstoy.

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After comprehending the definitions of the words 'philosophical, moral and political' the students will be placed in 3 groups, each group receiving a short story. The three short stories all follow a distinct base; one is on philosophy, one morality and the final politics. In their groups and with their specific short story the students will read and analyse the respective texts; identifying the representation of the key theme as well as how the people or places are represented. Once collaborating in their groups and highlighting the specific theme and representations of their shorts stories they are to create a list detailing the aesthetics identified in the texts. All of the information needs to be collated in a document on the students' ICT devices and posted on the class 'Edmodo' page (Edmodo: an educational tool allowing communication and collaboration with students and teachers). The teacher will project each groups' response through Edmodo on the Interactive White Board, ensuring all groups gain knowledge on each theme and text.

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The first activity for this learning experience asks students to individually use their school ICT device to define three words: philosophical, moral and political.

Philosophical : Relating or devoted to the study of the fundamental nature of knowledge, reality, and existence.
Moral : Concerned with the principles of right and wrong behaviour.
Political : Of or relating to the government or public affairs of a country.

It is important for the students to do this as the next activity requires them to have adequate knowledge of the three words.

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Learning Experience 3: Content Descriptors

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Learning Experience 3: Content Descriptors

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ACELT1639 : Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts
ACELT1812 :  Evaluate the social, moral and ethical positions represented in texts

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The skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.
This learning experience requires students to work in groups to analyse specific short stories enabling them to understand how varying bases of short stories create differing representations. They will read, analyse and collaborate on short stories to gain an understanding of representations.

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Learning Experience 2: Teaching Strategies

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Learning Experience 2: Teaching Strategies

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-The two content descriptors used, ACELY1754 and ACELA1566 connect  with the literacy learning as they ask students to understand and compare purposes and contexts. The activity requires students to compare two short stories, which is where the link between the activities and the content descriptors can be seen as they state that comparisons need to be made between texts (ACELY1754) and comparisons of purposes and time periods (context) need to be made (ACELA1566). Through this activity and the appropriate content descriptors the literacy learning is achieved as purpose and context is analysed in the texts.
- This learning experience would require the whole class to firstly read and discuss the two short stories. Following this students will individually work through the questions pertaining to the texts, finally the class will have a discussion of their answers.

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This unit aims to look at the style of writing known as Short Stories. This unit will ask students to read, analyse, deconstruct, evaluate and create short stories that are reflective of specific themes including philosophy, morality and politics as well as exploring representations of people and places over time. The unit will engage students in various higher order thinking activities aligning with Bloom's taxonomy. At the completion of this unit students will be able to create short stories that portray various representations about people and places in diverse time periods.

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Learning Experience 1: Content Descriptors

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Learning Experience 1: Content Descriptors

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ACELA1569: Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts.
ACELA1571: Refine vocabulary choice to discriminate between shades of meaning, with deliberate attention to effect the audience.

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Resources for Teaching Literacy as Language in Use in a Year 10 English Class

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Learning Experience : Activity One + Resource

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Learning Experience : Activity One + Resource

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The first activity to occur in this learning experience is to briefly remind the students of the terms gaps and silences. This will be done by working through the attached PowerPoint which would be displayed on the IWB.

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An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.
The first learning experience will involve students analysing a short story to understand how language and grammar is used by an author to create gaps and silences in texts for effect.

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Learning Experience 1: Activity Two + Resources

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Learning Experience 1: Activity Two + Resources

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The second and final activity for the first learning experience asks the students to read the short story titled 'Scarlatti Tilt' displayed on the IWB. Upon completion of reading the poem the students are to access the gaps and silences table that is available to them on their school ICT device; this table and the short story is in the attached PowerPoint (please have sound turned on).

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WALT : Understand how language and grammar is used to create gaps and silences in short stories.
WILF : Your ability to recognise the purpose of gaps and silences and their effects.
TIB :  You will be asked in the future to write an effective short story that makes use of gaps and silences.

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Learning Experience 1: Teaching Strategies

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Learning Experience 1: Teaching Strategies

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- The content descriptors of ACELA1569 and ACELA1571 link to the literacy learning in this learning experience through the activities. The literacy in learning asks students to look at grammatical and textual patterns to understand and learn from texts, they are doing this by identifying and analysing the gaps and silences in 'Scarlatti Tilt'. This also links to the content descriptors as students will analyse and evaluate the sentences and clauses used in the short story (ACELA1569) and understand how vocabulary choice heightens the effectiveness of gaps and silences in short stories (ACELA1571).
- The first activity in this learning experience would be conducted as a whole class as they would work through the PowerPoint together, ensuring they understand the terms and their use. The second activity would be completed individually; once all students' tables are finished the class would collaboratively discuss their answers as one.

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Fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.
The second learning experience will see students engage in an activity that asks them to read, view and compare two short stories, written in for different reasons. They will critique how the context and purpose of these short stories impacts the content of the text.

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Learning Experience 2: Content Descriptors

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Learning Experience 2: Content Descriptors

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ACELY1754: Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence.
ACELA1566: Compare the purposes, text structures and language features of traditional and contemporary texts in different media

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WALT : Recognise that the purpose and context of a short story dramatically impacts the way in which it is read and interpreted.
WILF : Your ability to compare two short stories in order to determine how purpose and context has impacted them.
TIB : Purpose and context serve as an important component to any short story .

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This activity requires students to have read the short stories titled 'Upturned Face' and 'Rainy Night'. The presentation attached would be accessible to all students through the school ICT device and they would individually work through the set of questions on the presentation pertinent to the two short stories. Upon completion the class would have a discussion on their answers.

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Comparison of 'Upturned Face' and 'Rainy Night'

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The first activity for the second learning experience requires students to read two short stories (attachments below) using their school ICT device and discuss their purpose and context as a class. The first story, 'Upturned Face' is about two soldiers who have to bury their friend and the second, 'Rainy Night' is about a night during a storm. The two short stories are very different in content as their purpose and context are dissimilar, this is what the students need to establish. The students will individually read the two short stories and come back as a class to discuss each story respectively in terms of their purpose and context.

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Activity 1 Resource 1: 'Upturned Face'

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Upturned Face, a Short Story by Stephen Crane.

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Activity 1 Resource 2: 'Rainy Night'

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Rainy Night - a short story by Catherine Yating Zhu

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Written by Catherine Yating Zhu of Portland, Oregon, United States, short story 'Rainy Night' is listed as Fiction under Short stories for Teens in the theme of General Interest stories, with the chosen subject of General Interest.

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Learning Experience 2: Teaching Strategies

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Learning Experience 2: Teaching Strategies