Lesson Plan 1

Class: Year 12 Standard English Unit: Area of Study: Discovery Stage 6 Lesson Outcomes: 12 Aim: This lesson will activate students prior knowledge about Discovery and will engage students in the unit. Resources: 1. Projector/computer for youtube video.2. The school or students computer, laptops or ipads. 3. Whiteboard. Learning Experiences: 1. Watch the Trailer for the IMAX film Everest http://www.youtube.com/watch?v=PafBF3mpckE (2.30 minutes) 2. Individually reflect on a time in your life when you experienced a sense of discovery. What was it you remembered about the experience? Write for 10 minutes about the experience. 3. In pairs, share your experience of Discovery. 4. The listener takes notes on what are the qualities of the hero in the discovery story. 5. Class sharing: Discuss some of the stories written and what the partners learned from their reading. 6. Class discussion using whiteboard: Who is an inspiring discoverer or explorer? What are (or were) they searching for? What qualities do these individuals have? 7. In different groups of 4, find information about 4 inspiring discoverers. Find an interesting quote, photo article or short video about this person. Next class sit in the same groups and bring this information to class. 8. Note about the Portfolio: This term you will be compiling an Area of Study portfolio which will contain all the creative writing and tasks from this Unit of Work. You must bring this folder to every class and continue to add all tasks to it during this unit. At the end of term I will review the portfolio and provide feedback. Most importantly the portfolio will provide resources for you to review before going into your HSC Paper 1 Exam. Learning Configurations: -Pair group -Individual Small group Learning Modes: -Speaking -Visually representing -Viewing -Writing Links to Assessment: In their final assessment task, students will refer to this earlier writing task to compare how their understanding of the concept of discovery has developed over the unit. Homework: Students reflect upon their current understanding of Discovery Links to next lesson: Students will discuss some of the inspiring Discovery personalities in the next class Reflection/Evaluation: Were the students engaged? What do they already know about the concept of Discovery? Time: 50 minute period

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson Plan 2
Class: Year 12 Standard English Unit: Area of Study: Discovery Stage 6 Lesson Outcomes: Aim: This lesson will expand the students concept of Discovery and break the groups down into 5 frame groups. Quote: All of us have a Shackleton within us Tim Jarvis Resources: - Smart board or projector to show films - Whiteboard - Butchers paper for mind map - Coloured markers for mind maps - Student will be assigned to 5 groups which are balanced for abilities, gender and extroversion Learning Experiences: 1. Listen to radio interview with Tim Jarvis http://www.abc.net.au/radionational/programs/breakfast/tim-jarvis-interview-part2/4513896 also film clip http://www.youtube.com/watch?v=g6xlrpFbQ4s (this will be played again after Life of Pi) 2. Individually: Write keywords that can be used to describe the exploits of Tim Jarvis and Ernest Shackleton. 3. Pair/share keywords 4. Search on http://graphwords.com/word#courage and draw a word map 5. Search on http://graphwords.com/word#discovery and draw a word map 6. Class discussion using whiteboard (continuing from last class): Qualities of other inspiring explorers/discoverers What is the meaning of: All of us have a Shackleton within us? Other aspects of Discoverybrainstorm 7. Butcher paper: distilling brainstorm into 5 frames 8. Group breakdowns: Each student is assigned to one of the 5 frames. Over the next few classes, time will be given for each group to explore their frame as a group and draw a mind map: eg Encounter (http://www.artofmanliness.com/2011/08/02/leadershiplessons-from-ernest-shackleton/) Curiosity/Wonder (http://www.youtube.com/watch?v=jENsTGWzC3g) Personal Discovery Transformational Discovery Challenged Discovery 9. Questions for group work to stimulate brainstorm include: What differentiates your frame? Draw a mind map to represent your frame of Discovery? What motivates someone to discover? (Think socially, culturally, globally, personally, symbolically, and imaginatively). What are the possible impacts of Discovery? What books/movies have you read with a theme of discovery? What about pictures, songs, music video, ads, articles? 10. For the rest of the Unit, please stay in your frame-group. Next class come seated in your fram e-groups ready to explore your frame. 11. Use http://www.readwritethink.org/files/resources/interactives/graphicmap/ to share your mind map with your group Time: 50 minute period

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

12. Learning Configurations: -Whole class -Individual Pair/share - Frame-group Learning Modes: -Listening -Speaking -Visually representing -Viewing Links to Assessment: Group mind maps will help student to develop their own Visual poster for the assessment in week 7. Homework: Find related texts for your frame-group Links to next lesson: Continue introducing the concept of Discovery. Evaluation: are students thinking about their related text possibilities? Invite them to talk to teach in private about related texts.

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson Plan 3
Class: Year 12 Standard English Unit: Area of Study: Discovery Time: 50 minute period

Stage 6 Lesson Outcomes: 1 Aim: Students will learn about the Area of Study rubric, and the concept of Representation. They will begin applying this knowledge to a stimulus text. Quote: The real voyage of Discovery consists not in seeking new landscapes, but in having new eyes Marcel Proust Resources: -English Stage 6 Syllabus & English Stage 6 Prescriptions - Coloured markers Learning Experiences:

1. Class discussion: Deconstruct Area of Study rubric and the term Representation: a. 2 page scaffolds for each student to highlight using coloured markers b. Group work: Unpacking discovery responsesBullet points assigned to each frame-group: to write on scaffold

2. Class discussion: Introduce the visual text: i. Identify and describe ii. Analyse the image iii. Interpret iv. Evaluate 3. 4. 5. 6. Individual handout: Exploring Visual Images, Practical strategies Individually respond to the visual text Class discussion: feedback to responses Add this completed task to portfolio

Learning Configurations: -Whole class -Individually -Small groups Learning Modes: -Speaking -Writing -Visually representing -Viewing

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Links to Assessment: Students develop skills for analysing how Discovery is represented in visual texts. Homework: Students will create a framework to use when analysing representation in texts: i.e. composers context, perspective and purpose, ideas, form/medium, techniques and meaning. Links to next lesson: Continue exploring the concept of Discovery and its representation. Reflection/Evaluation: Were the students able to identify and describe how the composer represents the idea of Discovery in this text?

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson Plan 4
Class: Year 12 Standard English Unit: Area of Study: Discovery Stage 6 Lesson Outcomes: Aim: In this lesson students will get an overview of the main Area of Study assessments and the relationship between the 5 frames of Discovery and the exam questions. Further frame brainstorming will be developed. Quote:If you can see your path laid out in front of you step by step, you know it's not your path. Your own path you make with every step you take. That's why it's your path. Joseph Campbell Resources: Learning Experiences: 1. Overview of frame assessments Frame-group mind map Present your frame-groups mindmap and ideas for related texts Encounter Monday of Week 2 Curiosity/Wonder Tuesday of Week 2 Self-discovery Wednesday of Week 2 Transformation Thursday of Week 2 Challenged/Paradigm shift Friday of Week 2 In this presentation your group will explain their ideas to the group using butcher paper provided. Mind map will be added to the large wall mind map. Ideas for at least 4 related texts should be proposed. Individual mind map (For your own portfolio) At the end of Week 3 you will create your own Visual Discovery Poster, which will refer to two related texts, which you can pick from any discovery frame. 2. A brief overview of AOS Exam Paper 1 A brief overview of Sections 1, 2 and 3 and the types of questions asked. (not a full analysis) 3. Frame-group time: Class time to develop group discussions, research on the internet, and books. Teacher provides feedback about possible related texts Learning Configurations: -Whole class - Small group Learning Modes: -Reading -Listening -Visually representing -Viewing Links to Assessment: Criteria for the Visual Discovery Poster assessment Homework: Research and bring 2 related texts to class. Links to next lesson: Continue exploring the concept of Discovery and its representations. Reflection/Evaluation: Do students understand the breakdown of the Area of Study paper and how their study of frames will help their Discovery responses? Time: 50 minute period

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson Plan 5
Class: Year 12 Standard English Unit: Area of Study: Discovery Time: 50 minute period

Stage 6 Lesson Outcomes: 4 Aim: Students will expand on the frame of Curiosity and relate it to the non-fiction text Quote: We are not provided with wisdom, we must discover it for ourselves, after a journey through the wilderness which no one else can take for us, an effort which no one can spare us. Marcel Proust Resources: Bill Bryson excerpt scaffolds for class Learning Experiences: 1. Students read The Bill Byrson excerpt . Use this stimulus to discuss the frame of curiosity/wonder. Thirst for knowledge that children naturally have and are the major driving force in scientific research. Curious characters (http://thebookshelfmuse.blogspot.com.au/2012/03/charactertrait-thesaurus-entry-curious.html) How does our sense of curiosity change, as we get older? Do we focus on different things? Do cultures differ in their sense curiosity?

2. Students create a basic timeline of things that they were curious about at different ages. http://www.softschools.com/teacher_resources/timeline_maker/ this can be added to their Visual Discovery Poster. 3. Snapshot writing task: Write for 10 minutes about childlike curiosity. Maybe it was you when you were a child or maybe its a friend or relatives curiosity. What are the positive attributes of the curiosity? Does it have a negative impact? 4. Share/pair: 5. 6. Develop at class mind map for Curiosity 7. 8. Frame-group time continue to develop your group mind map and prepare to present as a group next week Learning Configurations: -Whole class -Individual -Share/pair Learning Modes: -Speaking -Visually representing Writing Links to Assessment: The analysis of this text will develop students skills for analysing their related and prescribed texts for their assessment. Homework: Bring in an example of 2 related texts for me to approve. Links to next lesson: Next class we will look at A Poison Tree by William Blake Reflection/Evaluation: What are students attitudes to curiosity and wonder?

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson Plan 36 (The closing five lessons)

Class: Year 12 Standard English Unit: Area of Study: Discovery Time: 50 minute period

Stage 6 Lesson Outcomes: 1,7 Aim: Students will synthesise their understanding of Life of Pi and write critical responses under exam conditions. Resources:

Learning Experiences: 1. Students are reminded to take notes on the final peer presentation, as they will be writing a short review of all peer presentations based on their notes in class. 2. The final Trailer pitch presentation is given. (6 minutes) 3. In Class-Writing task (time constrained) Use your class notes to critically explore some of the themes discussed by your peers in their Trailer pitch presentations. 1. Which observations concurred with your own perception of the film? Refer specifically to the presenters name and which observation they made. 2. Which observations were novel and refreshing? 3. How has your understand of the meaning of Life of Pi been enhanced by listening to peer presentations. 4. You will have exactly 30 minutes to answer 3 questions. I will review this task within your portfolio. The main purpose of this task is to practice the craft of writing under pressure and synthesise information from peer presentations.

Learning Configurations: -Whole class -Individual Learning Modes: -Listening -Speaking - Writing Links to Assessment: Student will practise the craft of writing critically under time pressure in practise for summative exam conditions. Homework: Continue to prepare Assignment essay using Life of Pi content while referring to their chosen related texts. Links to next lesson: Students will extend their understanding of comparing texts in the next lesson. Reflection/Evaluation: Which students have the most difficulty writing under exam conditions? Do they need assistance? Do they need to practise their writing at home? What tips can be provided in future classes?

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson Plan 37 (The closing five lessons)

Class: Year 12 Standard English Unit: Area of Study: Discovery Time: 50 minute period

Stage 6 Lesson Outcomes: 2 Aim: Students extend their understanding of how to compare and contrast text. Resources: -Smart board internet - Each student will have brought in their related texts. Learning Experiences: 1. Class discussion: Review students understanding of comparing and contrasting prescribed text and one or more related text. Example Prescribed text: Life of Pi Ang Lee Related text: Remember how we forgotShane Koyczan Discuss examples in class 2. Scaffold handout: Comparing two or more texts. http://www.peterpappas.com/2013/09/text-to-text-strategy-common-core-closereading.html Individually complete the handout comparing Life of Pi with at least one of your related texts. Completed form will be added to your portfolio. Learning Configurations: -Whole class -Individual Learning Modes: -Listening -Speaking -Writing - Reading Links to Assessment: Reviews students knowledge of comparing texts learned in lesson 26. Review close study of Life of Pi and Remember how we forgot. This will build upon students abilities to synthesise, compare and contrast texts. Prepares students for their essay, which is due in 2 days. Homework: Continue to prepare Assignment essay using Life of Pi content while referring to their chosen related texts. Links to next lesson: Students will continue unpacking past HSC question. Reflection/Evaluation: Can the students conceptualise the relationship between each of the texts and concept of Discovery? Are they able to draw upon useful examples? What was the students reaction to the HSC question?

Cliona Molins430 430 813

EDMT 5657 Semester 2 2013

Lesson Plan 38 (The closing five lessons)

Class: Year 12 Standard English Unit: Area of Study: Discovery Time: 50 minute period

Stage 6 Lesson Outcomes: 2, 7 Aim: Students extend their understanding of how to compare and contrast text. Resources: -

Learning Experiences: 1. Review exam question. See Paper 1 Section III 2012 Example Prescribed text: Life of Pi Ang Lee Related text: Remember how we forgotShane Koyczan Discuss examples in class Analyse the question in groups. What are the key terms? What are the trigger words? Write an outline of how you would answer that question using your chosen text. 2. Class chooses: Time to work on Essays or Answer any questions about the assignment.

Learning Configurations: -Whole class -Individual Learning Modes: -Listening -Speaking -Writing Links to Assessment: Prepares students for their formative assessment exams. Provides Homework: Continue to prepare Assignment essay using Life of Pi content while referring to their chosen related texts. Links to next lesson: Reflection/Evaluation: Are students able to draw upon useful examples from each of the texts? What was the students reaction to the HSC question?

Cliona Molins430 430 813

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EDMT 5657 Semester 2 2013

Lesson Plan 39 (The second of final five lessons)

Class: Year 12 Standard English Unit: Area of Study: Discovery Stage 6 Lesson Outcomes: 11 Aim: Review skills in the craft of writing under pressure Resources: - Creative Writing Stimuli Time: 50 minute period

Learning Experiences:

1. Review of language forms, styles and structures discussed in Lesson 20-5. 2. Listen to the first 1:50 minutes of creative stimulus http://www.thisamericanlife.org/radio-archives/episode/178/superpowers 3. You are a younger version of yourself. An aspect of your superpower has been revealed to you. What is it? Where are you? Describe the scene. Who helped you in your discovery? How did you make the discovery? How did you feel? In retrospect what did you find out about yourself? 4. 15 minutes in class to write the outline and introductory paragraphs for this story. 5. Pair share. Let your partner see your outline and read your story. Where does the story go from here? 6. What constructive feedback can you offer your partner? Can you create an effective ending for the story?

Learning Configurations: -Pair share -Individual -Whole class Learning Modes: -Listening -Writing Links to Assessment: Students continue developing skills for synthesising knowledge and responding to a creative writing question. The creative writing homework task will form part of their creative writing cumulative assessment. Homework: Complete the story at home and add it to your portfolio. Links to next lesson: Students will reflect on what they have learned in this unit. Reflection/Evaluation: Who thrives on creative writing? Who struggles with it? Do they need more scaffolding? Do they need individual attention?

Cliona Molins430 430 813

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EDMT 5657 Semester 2 2013

Lesson Plan 40 (Final lesson)

Class: Year 12 Standard English Unit: Area of Study: Discovery Time: 50 minute period

Stage 6 Lesson Outcomes: 10, 12, 13 Aim: Students will use their knowledge of the unit to sustain arguments in class discussion. Resources: Write quote on the whiteboard before class. The real voyage of Discovery consists not in seeking new landscapes, but in having new eyes Marcel Proust . Learning Experiences: 1. Read the quote on the board. 2. Use a mind map on paper to draw three examples that agree with this quote from your texts. (You can use any of the 5 discovery frames) http://www.readwritethink.org/files/resources/interactives/graphicmap/ 3. Class Discussion: Call on students to share with the class what they have written. 4. Class Discussion: Do you feel more confident about the answering exam questions? 5. Snapshot writing: Read your first reflection about discovery written at the beginning of this term Reflect on what how you have broadened your understanding of the concept of Discovery. Reflect on what you have learned about yourself within this unit. 6. Add this writing response into your portfolio and please had up your portfolio for me to assess together with your essay assignment. Learning Configurations: -Whole class -Individual Learning Modes: -Listening -Speaking -Visually representing -Reading, - Writing Links to Assessment: Cumulative essays and portfolios for each student will be marked internally. Homework: Students complete graphic maps and post on class website. Students are encouraged to continue refining their synthesising skills, revising their texts, and practise creative writing. Links to next lesson: N/A Reflection/Evaluation: Are students aware of what they have learned? Are they overly anxious about exams? Who has not handed in their assignment? Who needs extra assistance to get the essay or portfolio assessed?

Cliona Molins430 430 813

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EDMT 5657 Semester 2 2013