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Language variation and change:
(ACELA1500)

Language for interaction:
(ACELA1501) (ACELA1502)

Text structure and organisation:
(ACELA1504) (ACELA1505 )

(ACELA1506)  (ACELA1797)

Expressing and developing ideas:
(ACELA1507) (ACELA1508
(ACELA1511) (ACELA1512)

Phonics and word knowledge:
(ACELA1513) (ACELA1514)
(ACELA1829)

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I am going to link the theme of the 'The Rabbits' to an Australian class novel by Kaye Kessing which also uses personification of animals in a quest adventure.  My 'big idea' linked to HASS will be 'Colonisation and the impact on native fauna'.

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I am going to link the theme of the 'The Rabbits' to an Australian class novel by Kaye Kessing which also uses personification of animals in a quest adventure.  My 'big idea' linked to HASS will be 'Colonisation and the impact on native fauna'.

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Option 1. Storm Boy Picture Book by Colin Theile

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Option 1. Storm Boy Picture Book by Colin Theile

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This picture book is Australian and is available online in Youtube and also has a heap of unit plans to review and get ideas from. There is also the full movie available online.  It is also listed in the suggested text doc
http://syllabus.nesa.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf

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Hey Caroline,
I've been looking through many different books over the last couple of days and have decided for my own 3-week program to go with another story written by Shaun Tan, called "Rules of Summer". Looking into this book I can link in:

* HASS
* English - Language, Literature, Literacy
* Visual literacy
* Creative Arts

Covering themes such as:

* Rules
* Friendship/Companionship
* Rivalry
* Alienation/Belonging
* Imagination

So, my understanding is that we use the story "The Rabbits" as a framing text to practice/share ideas on how we use the KP's & LBD in our own A3....
Is that what you are thinking?
I'm actually really excited to pull apart my chosen book for A3 - there are so many different themes and thoughts to it :)

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I think 'The Rabbits' would be a good exemplar text.  Remember that it doesn't have to be the main text, just something to use as a springboard for unit direction.

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I think 'The Rabbits' would be a good exemplar text.  Remember that it doesn't have to be the main text, just something to use as a springboard for unit direction.

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Applying the Curriculum:
Have all the sub strands of reading, writing, listening, viewing, speaking, as well as technology  been covered?

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I've added some more ideas to the placemat :)

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Hi Sharryn, as we need to work on the placement together I thought we could download, edit, and then upload the file each time we add something new, what do you think? I have made a start

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There are heaps of Youtube clips about 'Rules of Summer' that you could use for an author critique or other critical literacy activity

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There are heaps of Youtube clips about 'Rules of Summer' that you could use for an author critique or other critical literacy activity

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The Rabbits: I like the way John Marsden uses anthropomorphism to assign human characteristics to the rabbits and uses these animals as a metaphor for the early settlers.  An easy link to Year 5 HASS History concepts.

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The Rabbits: I like the way John Marsden uses anthropomorphism to assign human characteristics to the rabbits and uses these animals as a metaphor for the early settlers.  An easy link to Year 5 HASS History concepts.

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Literature and contexts:
(ACELT1608)

Responding to Literature
(ACELT1609) (ACELT1795)

Examining Literature:
(ACELT1610) (ACELT1611)

Creating Literature:
(ACELT1612) (ACELT1798

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Text in context:
(ACELY1698)

Interacting with others:
(ACELY1699) (ACELY1796 )
(ACELY1700)

Interpreting, analysing, evaluating
(ACELY1701)   (ACELY1702)
(ACELY1703)

Creating texts:
(ACELY1704)  (ACELY1705 )
(ACELY1706 ) (ACELY1707 )

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I agree, as I think 'The Rabbits' would raise a lot of discussions as it deals with a variety of issues. There are many symbols throughout this books as well, so this could add to another dimension of investigating the text. Looking further into this book I think it could easily link to aspects of HASS, Art, and even Technology - perfect for Year 5 students!

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Knowledge and Understanding:

The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACHASSK107)

The impact of a significant development or event on an Australian colony (ACHASSK108 )

Elaborations

The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109 )

The role that a significant individual or group played in shaping a colony (ACHASSK110)

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Digital Technologies Processes and Production Skills:

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

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Exploring values, rights and responsibilities.

Level 3
Typically by the end of Year 4, students:

Consider points of view

describe different points of view associated with an ethical dilemma and give possible reasons for these differences

Explore rights and responsibilities

investigate children’s rights and responsibilities at school and in the local community

Examine values

identify and describe shared values in familiar and unfamiliar contexts

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Concepts Brainstorming:

Relationships

Respect

Reconciliation

Dispossession

Cultural awareness

Symbolism

Environmental Impacts

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Mapping the KP's in activities:
LbD Teaching Plan - Short Topic Planner

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https://www.youtube.com/watch?v=-0vT9Ru4NBo&t=25s

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Winner of the Children's Book Council Children's Picture Book of the Year (1999). A dramatically moving allegory of colonisation told from the viewpoint of native Australian animals. This stunning picture book examines the consequences of the arrival of a group of rabbits with entirely unfamiliar ways.

Caroline:  This book is also contained in the NSW suggested text doc above. I think this framing device would provide a number of different literacy concepts to consider for the assessment task.

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Hi Sharryn, Assessment 2 has two mandatory collaboration requirements.  Week 6 DB entries and responses and Week 8: Literacy strengths and weaknesses reflected in the student data provided for the Assessment.  I have created a public Bubblus concept map as evidence of our collaboration at: https://bubbl.us/MjgwMTE5Mi84NjU4ODU0L2Y4MDI0MjVjZDg3YmUzNjk1YTc1NWNkYzA5ODU3Yjk0-X?utm_source=shared-link&utm_medium=link&s=8658854

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Hi Sharryn, Assessment 2 has two mandatory collaboration requirements.  Week 6 DB entries and responses and Week 8: Literacy strengths and weaknesses reflected in the student data provided for the Assessment.  I have created a public Bubblus concept map as evidence of our collaboration at: https://bubbl.us/MjgwMTE5Mi84NjU4ODU0L2Y4MDI0MjVjZDg3YmUzNjk1YTc1NWNkYzA5ODU3Yjk0-X?utm_source=shared-link&utm_medium=link&s=8658854

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With historical and contemporary photographs, artwork by leading Indigenous artists, and new colour illustrations throughout, this compilation of Indigenous stories gives a fascinating insight into Aboriginal childhood, both traditional and contemporary.

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A Powerpoint from a previous unit about Assessment and Backwards Design (Readman & Allen, 2013, Chapt. 4)

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A Powerpoint from a previous unit about Assessment and Backwards Design (Readman & Allen, 2013, Chapt. 4)

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This story heavily conveys it's message through the illustrations, so students can also investigate and explore the change and use of particular colours - asking themselves "What do you think this change in colour symbolises?"

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Awesome, I'll log in and add some info on "How" student data is collected and used. :)

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Here is a great link from the Victorian State Government, Education & Training on learning for life literacy skills:

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I agree, picture books with limited text require the pictures within these sorts of books to be used for interpretation. Imaginations can run riot, something that’s so important for encouraging creativity in the young. They also allow readers a chance to experience the subtle world of expressions such as body language and intonation as the story is read, and begin to understand how these things work.

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I agree, picture books with limited text require the pictures within these sorts of books to be used for interpretation. Imaginations can run riot, something that’s so important for encouraging creativity in the young. They also allow readers a chance to experience the subtle world of expressions such as body language and intonation as the story is read, and begin to understand how these things work.

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Here is another great resource: Guide to the Literacy Teaching Toolkit: Foundation to Year 6

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Assessment Literacy in Today's Classroom

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Assessment Literacy in Today's Classroom

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This a good article to read...

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Assessment Literacy in Today's Classroom | Education.com

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Classroom assessment is becoming increasingly important for today's teachers. This article discusses strategies for assessment.

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After careful analysis of the set data, it can be seen that there is a significant need for further development in non-fiction comprehension and re-telling skills across the entire Year 5 class. This raises the question of why? Could it be that the students are not as engaged in non-fiction texts? As educators, it is essential to know your students and tap into their interests and/or hobbies to ensure learning is personalised, making the content and concepts relevant to the students. Looking at this data it can be seen that the students in this Year 5 class have been grouped according to similar ability levels of:

Ø  Reading

Ø  Comprehension

Ø  Re-telling accuracy

Ø  Word recognition

Ø  Spelling

Working below year level:

Group 2 – (Stanine score 1-3)

Working at year level:

Groups 1, 3 & 4 (Stanine score 3-6)

Working above year level:

Group 5 (Stanine score 7-9)

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Brainstorm student prior knowledge of the author and/or illustrator.

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Model the Think-Aloud strategy when identifying text in the book that has implied meanings e.g 'Some were friendly'.  Seek responses about what was implied with this example.

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Students to find the many symbols within the book added in by the illustrator and write down what they think they are portraying

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Students to investigate colonisation within Australia and create a timeline (this can be either hand drawn or using digital technology) to sequentially show historical events.

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Students to identify and investigate the message of "Multiculturalism" within the book and write an information report about multiculturalism within Australia. Students may like to interview a relative/teacher/friend for first hand experiences and context.

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Compare illustrations from other books by Shaun Tan and complete a Venn diagram of the similarities and differences.

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Students work collaboratively with one open spread from the book and analyse literal and interpretive meanings using post-it notes with single words or short phrases

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Students to discuss the 'cause & effects' within the story and create a 'cause & effect' chart to show the relationship/ripple effect

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Students complete an Image and Illustralion Anlaysis report of the visual text.

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Using a short sentence of text from the book, students draw an illustration to support the 'explicit' or 'implied' meaning.

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Student Groupings:
Effective teachers strategically gather, analyse, and use information to guide students learning, and flexibly use a range of instructional practices to meet the diverse needs of each student. These strategies are the tools of effective practice and teachers should plan for whole class, small groups and independent work.

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That looks good Sharryn.  It gives you quite a scope of ideas to convert to learning experiences.  Here is my initial ideation map, however, I have made significant changes to my overall plan since then

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That looks good Sharryn.  It gives you quite a scope of ideas to convert to learning experiences.  Here is my initial ideation map, however, I have made significant changes to my overall plan since then

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Aboriginal and Torres Strait Islander Histories and Cultures

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Aboriginal and Torres Strait Islander Histories and Cultures

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"The Rabbits" describes and explains the significance of people, groups, places and events to the development of Australia.

Cross Curriculum Priorities could be established through:

* Discussing the impact of Settlement on Local Aboriginal
peoples and the environment.

*Discussing the diverse relationships between Aboriginal
Peoples and the British.

*Identifying events that have shaped Australia’s identity
and discuss why they were significant.

*Using a range of sources to investigate the role of a
particular man, woman or group and the contributions that each
made to the shaping of the colony.