Literacy as language in use by https://padlet.com/chellie_res/4xdeykzmv2hb For starting teachers for Professional Development Purposes en-us 2019-08-01 00:00:38 UTC 2019-08-16 04:26:26 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f469-1f3eb.png Introduction to resource chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372874269 This Padlet is designed for the professional development of starting teachers. Each activity is linked directly to a key idea and a content descriptor for grade 7 English (ACARA, 2017). While these activities were designed for grade 7 students, it can easily be adapted to suit older year levels.
In order to get the most out of this professional development, it is suggested to work through the key ideas and activities starting from Key idea 1 which is directly under this linked by an arrow. Follow the arrows to the next box all the way to activity 4. This resource is designed by first listing the key idea and its corresponding link to the curriculum with a brief overview of the activity, then the following box contains in depth detail on the activity and links to the resources. Links to resources are provided under each activity box, and the content descriptors are linked to the curriculum by just one click! 

Now, lets start with the first key idea. See below!]]> 2019-08-01 00:14:22 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372874269 Key idea 1- chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372874431  An expanding vocabulary and grasp of grammatical and textual patterns sufficient to understand and learn from texts encountered in and out of school.  
- Link to curriculum:
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts
(ACELT1621 ) 
The activity planned in support of this key idea, directly links to it by supplying an online article from National Geographic's research on the extinction of animals. 

This is both a relevant and engaging topic that students are likely to have some form of prior knowledge on. 

Magazine articles are a popular form of text that students are likely to engage with often, and due to being an article based on research and evidence, students are likely to get an expanded vocabulary other than typical canonical texts have to offer. 

The use of the Freebody's four- resource model aids in the grasp of textual patterns evident throughout this text and will be used in aid of the following activities as well. 

The PowerPoint presentation activity allows students to engage in effective use of ICT which will also serve as helpful during assessment time. 
]]> 2019-08-01 00:16:19 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372874431 Activity 1 chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876451 1. Students will read through the online article attached below, keeping in mind  Freebody’s four-resource model as they break down the code of linguistic, visual and multimodal elements of the article. 

2. Students will then be required to create a PowerPoint presentation as a response to the four resources model questions, including specific examples from the text. 
  •  An example of a specific example students may wish to use under the 'text analyst' section of the four resource model, is of words that evoked a particular emotion. 

3. Students will get in groups of 3 and present their PowerPoint presentation to their group, give peer feedback and then email it to the teacher. 

]]> 2019-08-01 00:36:12 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876451 Key idea 2 chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876729 Fluency and innovation in listening to, reading, viewing and creating texts for different purposes and contexts.
 - Link to curriculum:
Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition
(ACELY1719 )  
The activity planned in support of this key idea, directly supports it by expanding the range of text materials students have engaged in. 
It presents students with a podcast, requiring them to identify both the purpose and context for the podcast and to deconstruct it using the four resources model. 

Students will then experiment in making a short podcast of their own for the purpose of informing and motivating. 

]]> 2019-08-01 00:38:05 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876729 Activity 2 chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876819 1. Students will listen to the 30 minute podcast attached below, whilst taking note of 3 tips/pieces of advice that students find personally useful
 (e.g. 'test, learn, adapt.') 
  • The transcript provided below the podcast is particularly useful for students to go back to and expand on their notes if need be.

2. After completion of the podcast and note taking students will use the four- resource model to deconstruct the podcast.

3. Students will then record a short 5-7 minute podcast of their own (recorded on student laptops) based on 1 of the 3 tips/ pieces of advice they found particularly useful (e.g. 'the thinking small approach.')I
  • In the podcast students will be required to explain and elaborate on their chosen tip/ advice, and give practical examples of how it could be used, using the same motivational language evident in the "Big Returns from Small Thinking" podcast. 

Students will email the recording of their podcast to the teacher. 



]]> 2019-08-01 00:38:45 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876819 Key Idea 3 chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876934 The skill and disposition needed to analyse and understand the philosophical, moral, political and aesthetic bases on which many texts are built.
 - Link to curriculum:
Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts
(ACELT1619 ) 

The activity planned in support of this key idea, directly relates to it and the content descriptor above by requiring students to access and watch 2 videos on the colonisation of Australia. Students will explore the viewpoints surrounding the events and issues evident in both clips which address the historical and cultural context of Australia. 
Students will then analyse and understand the moral and political bases that these clips are built upon by responding to a series of higher order thinking questions using Padlet as the platform of response.  
]]> 2019-08-01 00:39:32 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372876934 Activity 3 chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372877034 1. Students are to watch 2 clips from the website attached below: 
  •  "Historical Acceptance" &
  •  "Untold History"
2. After watching clip 1, students are to create a Padlet and reflect on/ respond to the following questions:
- Why do you think January 26 can be considered a contentious date on which to celebrate Australia Day for Aboriginal and Torres Strait Islander peoples? 

 - Based on the film clip’s content, and in the context of the current “Change the Date” debate, why do you think it is important to appreciate that the debate around the date on which Australia Day is scheduled to be celebrated is not new? 

3. After Viewing clip 2 (on the same Padlet), students will reflect on/ respond to the following questions:
- How does history that Pascoe speaks of compare with the two colonial historical accounts recited in Clip 1: Historical Acceptance, and the accounts in many standard “Australian history” textbooks?

- Why is it important to not just
acknowledge, but also celebrate, the rich, longstanding, and continuing cultures and contributions of Aboriginal and Torres Strait Islander peoples?

Students will email the link of their Padlet to the teacher.

]]> 2019-08-01 00:40:10 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372877034 Key idea 4 chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372877102 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. 
- Link to curriculum:
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas
(ACELY1725 )
This activity directly relates to key idea 4 as students will be required to make a 'Scratch' animation for expressing their stance on 1 of 3 statements provided. This is an experimental way for students to create an effective and innovative text, and it allows student choice of the statement and stance they chose to argue. 




]]> 2019-08-01 00:40:36 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372877102 Activity 4 chellie_res https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372877176 1. Students will pick from the statements provided below, and create a 10 minute 'Scratch' animation (attached below) to inform/ persuade their peers and teacher on their stance taken regarding the topic and why.
Topics:  
1. Violent video games are not dangerous: for or against and why?
2. Dress code is a limitation of freedom: for or against, why?
3. Going to bed early is important for the child’s health: for or against and why?

2. Students will be required to write a script as a draft to their scratch animation, which the teacher will give valuable feedback on to the student before they commence the final 'Scratch.' ]]> 2019-08-01 00:41:02 UTC https://padlet.com/chellie_res/4xdeykzmv2hb/wish/372877176