Digital Resources Folder

Abby Rutherford: 2092911
Psychology Curriculum Specialisation: Felicity Lewis

1

Name of
teaching
resource
Reference Subject area and
Learning area
Appropriate
year level
for activity
Brief
description
of the
activity
Screenshot
Flocabulary http://www.flocabulary.com/

(The teacher or students will require a Login ID to access
information on a permanent basis or alternatively you can sign
up for a free trial. There are also several of the Rapping clips
which are available on YouTube).

Reference: Flocabulary 2013, Hip-Hop in the classroom, viewed
29 May 2013, <http://www.flocabulary.com/>

English:
Shakespeare
Reading and
Writing
strategies
Grammar
Literature
(This website is also
useful for numerous
other subject areas but I
am focusing in particular
on the English section).

Years 8-10 Flocabulary
is an online
website
which has
numerous
videos and
hip-hop
songs that
relate to
different
subject and
learning
areas.
Flocabulary
aims to
engage
students in
essential
topic
material in a
fun and
interactive
manner.

Digital Resources Part 1: Table of 5 teaching resources

2

Fakebook http://www.classtools.net/fb/home/page

Reference: Class Tools 2013, Fakebook, viewed 27 May 2013,
<http://www.classtools.net/fb/home/page>

English:
Character
exploration
Plotting the
development of
a text
Character
relationships
Historical events
and information
Years 7-9 Fakebook,
which is an
academic
alternative
to
Facebook
allows a
student to
create a
profile, to
chart the
plot of a
book, the
development
of a
character, a
series of
historical
events, the
debates and
relationships
between
people.


3

Mintie
Activity
(Lolly
wrapper
Literacy)
Reference: Hamilton-Smith, S 2005, Lolly wrapper literacy
Practical Strategies, Literacy Learning in the Middle Years, vol.
13, no. 3, pp. i-iv.

OR

https://learningplace.com.au/deliver/content.asp?pid=21169
(Lolly Wrapper Literacy and Lolly Wrapper Explained Links)

Reference: The Learning Place 2006, Sharing Images of
Success, viewed 23 May 2013,
<https://learningplace.com.au/deliver/content.asp?pid=21169>

English:
Using the Four
Resources
Model
Code Breaker
Text Participant
Text User
Text Analyst
Years 7-10 The Mintie
activity asks
the students
to critically
analyse one
or both of
the cartoons
that appear
on their
Mintie
wrapper. By
using the
Four
Resources
model and
considering
its four
dimensions,
students are
considering
the layout,
design,
colour
choice,
wording etc.
and are
allowed the
opportunity
to use their
creativity.


4

Poetry
Slam
http://www.webenglishteacher.com/poetryslam.html

Reference: Web English Teacher 2012, Classroom Poetry
Slams, viewed 29 May 2013,
<http://www.webenglishteacher.com/poetryslam.html>

English:
Poetry
Poetic
techniques
Writing your
own poem
Public speaking
Exploring
human interests
and cultural
backgrounds
Years 10-12 This poetry
slam website
is a useful
tool for
teachers
who have
not used
Poetry Slam
in their
classroom
before. The
website
provides a
brief
introduction
to Poetry
Slam and
also devotes
a section to
exploring
how a
teacher
would
integrate
Poetry Slam
into an
English
lesson.


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Debating https://www.debatingsa.com.au/Resources/Debating-
Resources.php

Reference: Debating SA 2013, Debating Resources, viewed 25
May 2013,
<https://www.debatingsa.com.au/Resources/Debating-
Resources.php>

English:
Debating
How to
construct a
debate
Debating
techniques
Overview of
speaker
structure
Debating word
definition sheet
Dos and Donts
checklist for
debating
Years 7-12 This
debating
website
provides
information
and
resources for
both
teachers and
students to
assist with
preparing a
debate.
There are
several
templates
which can be
used when
constructing
the debate,
as well as a
link
dedicated to
potential
debating
topics for
Years 7-12.


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Digital Resources Folder: Part 2
Resource 1: Flocabulary (Refer to Appendix 1 for an example of the resource)
Flocabulary is an interactive website which contains numerous hip-hop videos for a selection of
subjects which are integrated within the Australian Curriculum. In particular I have chosen to explore
the English component, and I will specifically be talking about a Shakespeare learning area where I
will be focusing on using the resource in a Year 10 classroom studying Romeo and Juliet. The
Australian Curriculum (ACARA) asserts that whilst completing Year 10 English students will be
exposed to a variety of texts, including media and visual representations ad will be required to
interpret critique, analyse, evaluate and discuss the purpose of these texts. By introducing a rap
performance of Romeo and Juliet into the classroom, students are given the opportunity to be
exposed to an alternative method of exploring Shakespeares play and his language. Furthermore,
we can make connections with integrating Flocabulary into the classroom and the Year 10 English
Content Descriptors outlined by ACARA which discusses that students should be able to:
Analyse the text structure and language features used in a particular text and make
comparisons with other texts.
Explore and explain why authors choose particular language and visual choices to present
information and perspectives in different texts.
Listen to spoken texts which are constructed for different purposes and be able to analyse
how the author uses the language features of their text to persuade the readers to respond
in a particular manner.
Interpret, analyse and evaluate how a different perspective of an issue, event or situation
can be constructed differently across texts to serve a specific purpose.
Reference: ACARA Australian Curriculum, Assessment and Reporting Authority, F-10 Curriculum:
Year 10 English, viewed 29 May 2013,
<http://www.australiancurriculum.edu.au/Year10>
In regards to assimilating Flocabulary into a lesson plan, we can infer that it would be appropriate to
show students the Romeo and Juliet rap either before or after reading the Shakespeare version of
the play. It may be necessary to present the rap prior to reading the play if most students have little
or no background understanding of the text, in order to peak their interest and present the content
in a visual and basic manner. Alternatively, the rap could be viewed after reading the text to provide
an additional source to the tedious Shakespearian language and enhance a students understanding
of content, thematic material and character development. Although it appears that a rapping
curriculum may be a more male dominated area, I believe that female students will be able to
appreciate the visual and musical aspect that a rap interpretation offers. In addition, we can
contend that Flocabulary does address the key principles of social justice, diversity and supportive
classroom environments as participating in a rapping curriculum considers different cultural
backgrounds and learning styles. A rapping curriculum is useful for engaging those students who
struggle with literacy and language and will enable them to be a valid participator in their learning.


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Resource 2: Lolly Wrapper Literacy: Mintie Activity (Refer to Appendix 2 for an example of the
resource)
The Lolly wrapper literacy activity was designed to encourage students to use the Four Resources
Model as a learning strategy to promote critical thinking. The four dimensions of the model include
Code Breaker (How do I crack this code?), Text Participant (What does this text mean to me?), Text
User (What can I do with this text?) and Text Analyst (What does this text do to me?). I believe this
activity would be useful for Year 8 students as an introduction to analysing and discussing literary
techniques used in novels and other texts. The Australian Curriculum discusses that in Year 8
students begin to develop an understanding of how texts are influenced by context, purpose and
audience and they interact with texts which are more complex both in composition and literary
elements. Arguably, the Lolly wrapper literacy activity would be an appropriate scaffolding task for
students to complete prior to being exposed to these more complex texts and to enhance their
understanding of the purpose, context and intended audience of different sources. Additionally, this
literacy activity demonstrates a connection with several of the Year 8 English Content Descriptors
including:
Students should be analysing how text structure and language features will vary depending
of the medium and mode of communication.
Students will engage in an exploration of why authors use different mediums to create their
written or visual text and how these can alter the readers response.
Students will begin to understand various literary techniques including metaphor, irony and
parody and how these can be incorporated across text types.
Year 8 English, viewed 29 May 2013,
It is evident that this resource does take into consideration gender considerations as we can infer
that both male and female students will appreciate a learning activity which allows them to be
creative whilst using a product that most students would be familiar with. However, it can be
discussed that the resource may not be culturally appropriate as we cannot assume that all students
will have been exposed to Minities as a brand name confectionary product and may struggle to
comprehend the visual and verbal elements of the wrapper. In regards to the key principles of social
justice, diversity and supportive environments, this particular activity may need to be altered to
allow for cultural diversity by using a variety of products so all students can participate. The literary
task does however allow students to think and respond critically on both a visual and verbal level
which caters for the variation in learning styles.


8

Resource 3: Poetry Slam (Refer to Appendix 3 for an example of the resource)
The Poetry Slam resource provides teachers with an introduction to the basics of Poetry Slam, how
to integrate it within a poetry unit plan and numerous resources to assist students in devising their
own Poetry Slam performance. I believe this activity would be useful for Year 9s as several students
at this age often become disengaged when the teacher introduces poetry and they are likely to
struggle with the tedious and difficult language. We can assume that providing students the
opportunity to create and be involved in their own Poetry Slam competition would be beneficial at
the conclusion of a Poetry unit. The teacher can allocate 1-2 lessons for each student to perform
their slam in front of their peers and can encourage students to bring costumes, props and music as
additional materials. Prior to attempting the Slam, students will need to develop an understanding
of poetic techniques and be exposed to a variety of poems in order to peak their interest and
increase their understanding of the poetry genre. The Australian Curriculum states that students in
Year 10 will engage with a variety of texts for enjoyment and will develop the skills to create their
own imaginative and informative texts which explore themes of human experience and cultural
significance. Furthermore, the Poetry Slam resource identifies with numerous Year 10 English
Content Descriptors which suggest that:
Students will explore and reflect upon their own personal understandings of the world and
human experience and will use this knowledge to support their construction of texts.
Students will begin to experiment with various literary techniques including metaphor,
metonym, allegory, icons and symbolism.
Students will be involved in the process of planning, rehearsing and presenting an aspect of
their learning.
Students will create imaginative, informative and persuasive texts that rely on visual, print or
audio features.
Year 9 English, viewed 29 May 2013, < http://www.australiancurriculum.edu.au/Year9>
It can be discussed that this resource does take into consideration gender perspectives as those
students who participate in the Slam are allowed to select their own topic of interest and can
construct their poem accordingly. In addition, Poetry Slam does value cultural differences and the
key principles of social justice, diversity and supportive environments as it asks students to draw on
their own life experiences to present emotions, thoughts and issues in a literate form. However, a
potential consequence is that some students may not wish to perform their Slam if they consider it
too personal or they struggle with public speaking. In this case, the student could perform their Slam
to the teacher alone or submit a written assignment.


9

References
ACARA Australian Curriculum, Assessment and Reporting Authority, The Australian
Curriculum, viewed 29 May 2013, < http://www.australiancurriculum.edu.au/>
ACARA Australian Curriculum, Assessment and Reporting Authority, F-10 Curriculum: Year 9
English, viewed 29 May 2013, < http://www.australiancurriculum.edu.au/Year9>
English, viewed 29 May 2013,
English, viewed 29 May 2013,
Class Tools 2013, Fakebook, viewed 27 May 2013,
<http://www.classtools.net/fb/home/page>
Debating SA 2013, Debating Resources, viewed 25 May 2013,
<https://www.debatingsa.com.au/Resources/Debating-Resources.php>
Flocabulary 2013, Hip-Hop in the classroom, viewed 29 May 2013,
<http://www.flocabulary.com/>
Hamilton-Smith, S 2005, Lolly wrapper literacy Practical Strategies, Literacy Learning in the
Middle Years, vol. 13, no. 3, pp. i-iv.
The Learning Place 2006, Sharing Images of Success, viewed 23 May 2013,
<https://learningplace.com.au/deliver/content.asp?pid=21169>
Web English Teacher 2012, Classroom Poetry Slams, viewed 29 May 2013,
<http://www.webenglishteacher.com/poetryslam.html>


10

Appendix 1
Flocabulary: Romeo and Juliet Rap
Summary
In this summary of Romeo and Juliet, the song breaks down the plot act by act. Rappers Spectac,
Escher and Median summarize acts 1 through 5 of this famous Shakespeare play. Theyll take you
from fight scenes to love scenes, and skillfully highlight the deepest conflicts. These rhymes have
meaning that mimics the intensity of Romeo and Juliet.

Intro

Act I opens up with a feud between a few dudes,
Its funny how they set the mood.
What to do if they lose?
The fights broken up by a prince,
Trying to make a little sense out of the nonsense,
He just spoke with eloquence:
"Peace to the Capulets and unto the Montagues,
and Montagues unto the Capulets."
Romeo and Juliet aint even met yet, no sweat,
Hes in love with Rosaline and shes in love with Paris.
But you know as fate would have it,
The two meet, its like magic.
Whenever its good then something tragic happens.
Households divided, the feuds flaring up,

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Romeo, "oh Juliet," shes just a few stairs up.

Loves Desire...

Act II The rhapsody, Romeo, the balcony.
Juliet is like, "Whos this dude trying to step to me?"
A soft light breaks, my boy almost faints.
Its intense like burning some incense, and yes,
A rose by any other name would smell as sweet,
But would this track still be banging
If it didnt have the 9th beat?
After one hot night its love at first touch,
Love at first sight.
They want to spend the rest of their life
Husband and wife.
They ask the friar to do the deed and hes like:
"This might be the one thing that squashes the beef,"
Or brings a little peace at least to these families.
He brings them into holy matrimony, at a ceremony,
He does the honors, and makes them honest.
"I do, I do, I do." And its like...

Loves Desire

Act III Mercutio and Tybalt was beefing,
When in walks Romeo, spicing up the scenery.
Tybalt speaks to him, calls him a villain,
Didnt know that secretly,
Him and Romeo was kindred,
But wedding Juliet made him his kinsman.
So Romeo just maxed, he didnt want to kill him.
Mercutio just spazzed, he really caught feelings.
Drawing his sword for Tybalt, he wanted to kill him.
So Romeo gets in the mix with them,
To stop the insolence,
But Tybalt lashed and stabbed Cutio with vengeance.
An eye for eye, now Romeos got to deal with him.
He takes the life of Tybalt, now Romeos a killer.
Gentleman to villain, he got to flee the village.
The news reach Juliet, she thought she was a widow,
Till later on he climbed through her window.
So they could spend the nighttime together, the last time living.

Loves Desire

12

Act IV is when the friar supplies them with the potion,
Thatll put the plot in motion,
Faking her death at her fathers toasting.
Cause Dad was hoping Juliet would marry Paris,
but Juliet was mad with Dad and wasnt trying to have it.

Act V opens with a dream that Romeo had,
A fantasy, but too bad that the dream couldnt last.
Romeo finds that Juliet died,
Its not true, just a lie, but hes wondering, "Why?"
The friar should have used FedEx or UPS cause
One undelivered letter could be leading to death.
Romeo finds some poison on the black market.
Hell make his own heart the target, regardless,
At the tomb is Paris, who hates his guts,
They draw swords and Romeo cuts him up.
He enters the tomb and Julie is softly sleeping,
Our boy thinks shes dead and breaks down weeping.
He puts a kiss upon her lips and then sips the poison,
And then he falls down to his death.
Just as he dies, Julie awakes, yawning,
Like its 6 in the morning.
She sees her boy dead, and its all lost,
No plot has the power to uncross stars.
Its pretty tragic, but thats whats up,
Only through death could this young cup find the...

Loves Desire


13

Appendix 2
Lolly Wrapper Literacy (Mintie Activity)

LOLLY WRAPPER LITERACY
by Sue Hamilton-Smith

Cartoonists are so clever, with a few deft pen strokes and a handful
of words they manage to reflect public opinion, capture history, tell
a story and make us laugh. Cartoonists are also helping my year six
students to become motivated about literacy learning.

It was the chance to draw pictures without having to read or write
too many words that initially hooked my reluctant literary learners
onto cartooning. Those students with visual skills have enjoyed the
inclusion of cartooning texts into the classroom, but all students are benefiting because, new
literacies require reading more than the printed word. (2003 Anstey and Bull). Cartoons are
authentic texts from my students lives; these real texts position them as active constructors and
researchers of their culture.

A reader needs many resources to approach literacy activities strategically and critically (Reading
CD 1.1.3 CT p1). The inter-related Four Resources provides a repertoire of practices to help the
delivery of a balanced literacy program, this and that rather than this or that (Freebody 2004). My
students are also quite proficient at applying a Top Level Structure (Reading CD 1.3 IM T p 7) and its
associated graphic organisers to help them to comprehend and compose text. Functional Grammar
has given the class a metalanguage to work with text and students demonstrate that they have
knowledge of the language features of the different genres. The Codes of Visual Text (Donnelly
2002) have been employed to assist my students to make meaning of the codes and conventions of
images.

1. The Lolly Wrapper Literacy lesson begins by giving each child a Mintie lolly, a motivating start to a
reading lesson for most. But, they dont have to eat the lolly, its the wrapper thats of interest, it is
glued onto the middle of a page and they are asked to think about the text.

2. Inking Your Thinking is the next stage, where students write their responses to questions based on
the Four Resources: code breaker, text participant, text analyst and text user.

14

Sample brainstorm questions using the Four Resources Model
Code Breaker
How do I crack this code?

What is on the wrapper?
What colours are used?
What lines are used?
What layout is used?
What framing is used?

Text Participant
What does this text mean to me?

What does this text remind you of?
What genre is this text?
What story is the cartoon telling?
What type of cartoon is this?
Are there other types of cartoons?
Compare this cartoon to others.
Text Analyst
What does this text do to me?

Why were the colours chosen?
Why have a cartoon on a lolly wrapper?
Would everyone find this joke funny?
Who wouldnt buy Minties?
Whose ideas are represented?
Text User
What can I do with this text?

Write the story of the cartoon.
Tell your Its moments like these... story.
Write your own story.
Draw your own cartoon.
Find a text related to this text.
Write the story as a news report.
See Lolly Wrapper Explained for a detailed analysis of a lolly wrapper.

3. Then it is time to reflect on the responses. It is obvious that there is a lot of literacy in a little lolly
wrapper. The Inking Your Thinking Lolly Wrapper Literacy web has resulted in clustered responses.
Using the Four Resources as a guide has ensured that the reading has been critical and has mapped
out future action.


15

4. Now its time to read the story of the cartoon on the lolly wrapper. Because there are many
different stories, the questions are generic, the responses individual or small group.
To find the process words ask- What is happening? What is being done?
To find the participants ask-Who or what is doing it? To who or what is it being done?
To find the circumstances ask- How, when, where or why is it being done? (Appendix 1)
Refer to the Codes of Visual Text to help read the visuals on the wrapper. (Appendix 2)
Note any other vocabulary that is needed to tell the story on the lolly wrapper.
Apply a Top Level Structure. (Its probably Cause/Effect.)

5. Students then tell the Its moments like these story from
their lolly wrapper to a classmate. Some students may choose to
share the story on their wrapper with the group.

6. Students transform the story from their lolly wrapper, choosing
a different method to tell the story. Some students may choose to
write a narrative (bringing to reality the saying, a picture tells a thousand words). Other options
are: present the story as a news report, act it out, create a warning sign, make a model or write a
limerick.)

7. Encourage students to draw from their own experiences to innovate a Its moments like these
story. It should show a moment in time when someone has been caught out in an unlucky, careless,
unfortunate, embarrassing or just plain dumb situation. Visualise the story, tell the story and draw
the cartoon.

8. Reflect on the outcomes of the Lolly Wrapper Literacy lesson. Plan for the next opportunity to
incorporate cartooning in the classroom. Fantale wrapper biographies? Motion cartoons? Comic
strip narratives? Editorial cartoons? (Appendix 3)

REFERENCES
Anstey, M. & Bull, G. (eds) (2003) 2
nd
edition The Literacy Labyrinth. Pearson:Sydney
Derewianka B. (2002) A Grammar Companion for Primary Teachers. PETA:NSW
Donnelly, P. (2002) Visual Text Analysis at My Read http://www.myread.org/
Freebody, P. (2004) Hindsight and Foresight:Putting the Four Roles Model of Reading to Work in
the Daily Business of Teaching in Text Next (eds) Healy, A. & Honan, E. PETA:NSW
Literate Futures: The Teaching of Reading for a Multiliterate World CD (2004) EQ:QLD
The Arts Years 1 to 10 Syllabus (2002) Media Strand QSCC:QLD

16

Lolly Wrapper Literacy Explained


17

Appendix 3
Poetry Slam

Poetry Lesson Plan 1: Using a Poetry Slam to Teach the
Mechanics of Poetry
Grades: 9-12
Subject: Language Arts, Technology
Estimated Duration: One-two weeks

I. Summary
II. Objectives
III. Materials Needed
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Relevant Standards

I. Summary
A poetry slam is a competition in which poets get up in front of the audience, perform an
original poem and receive "Olympics" style scores from a group of judges. This lesson
plan brings the excitement of a poetry slam to the classroom.
This lesson plan will involve students in defining, composing, practicing, performing and
judging poetry. It will help them realize that poetry is a living art form-- not just words on a
page. Once students are introduced to various poetry devices, techniques, and forms,
they are exposed to the origin, rules, judging, performance skills, and scoring involved in
a poetry slam competition.

18

II. Objectives
Students will...
...practice and become familiar with writing poetry in many forms.
...demonstrate knowledge of poetic devices by using them in their original poems.
...improve their reading, spelling, vocabulary, and grammar skills.
...use computers and the Internet to learn about poetry.
...become more confident in group interactions and in their ability to write poetry.
...become familiar with the origin, rules, judging, and techniques of poetry slams.
...work cooperatively to organize, judge, and participate in the poetry slam.

III. Materials Needed
Computers

Internet access (Bookmarking Extra's poetry site would be helpful:
http://www.pbs.org/newshour/extra/poetry

Paper, pencil, scorecards, and markers

IV. Procedure
1. Introduce the lesson: by explaining the concept of a poetry slam. (You can get the
basics from Extra's Poetry Page on the Spoken Word.)
2. Help students choose a role: Since not everyone will be required to perform, it's
important for students to have a sense of what their role will be. Hang signs in three
corners of the room. The signs will read: "listening", "reading", and "doing". Then ask
students to think about which one of these three words describe the way they relate to the
world. Caution them about peer pressure and encourage them "to know their own heart."
When they have decided, ask them to stand in the appropriate corner.
Take note of where students are. Point out to the students that this may say a lot about
how they feel about poetry. "Listeners" might enjoy poetry by reading it aloud, hearing the
author or someone else read and interpret the poem, or listening to the lyrics of songs.
"Readers" might enjoy poetry as a private experience or by reading it out loud to
someone else. "Doers" might like to write and perform poems.
Use the above information to motivate students toward a suitable role in the slam. The
teacher should make it clear that not every student has to read a poem (although you'll

19

need about six willing students to make for a lively slam).
3. Cover poetry devices and forms: Direct students to Extra's "Rules, Tools and Forms"
Use this page to start a discussion on the definition of a poem.
4. Poetry writing (individual or group): It's now time for students to try their hands at a
poem. Allow them to choose a theme such as love, pets, or friendship and challenge
them to write at least three short poems on the same subject using three different forms.
In some classrooms, students might feel more comfortable writing poems with other
students. You might suggest this online rhyming dictionary as a tool:
http://rhyme.lycos.com/.

5. Introduce the mechanics of a poetry slam: To learn more about poetry slam
competition, students should visit Extra's poetry page, read the material on poetry slams
(go to http://www.pbs.org/newshour/extra/poetry and click on the microphone). Another
good site is http://www.poetryslam.com/ (National Poetry Slam Web site)
6. Writing a performance poem: Students are now ready to write their own performance
poem, even if they don't plan to take part in the slam. They might be broken into small
groups to practice. By the end of this section you'll need to get at least six students to
volunteer to take part in the slam.
7. The slam: A class session will be used for the poetry readings. Students will judge the
poets numerically as Olympic ice skaters are judged. Students will be judged from "0" to
"10". These numbers will be placed on cards for the five randomly chosen (student)
judges to hold up. Another student will average these and keep an official score card. The
teacher may decide on prizes for the winner.
8. Getting published: All students should be encouraged to submit their poems for
publication on Extra's poetry page. Click on the pen icon above the words "submit your
poem".
V. Classroom Assessment:
Students will receive instruction and discuss what they might expect from a well
performed and/or written poem. An evaluation sheet could be drawn from the suggestions
and expectations of students.
Grades should not be based on the final scores of the poetry slam. Grades could be
based on effort and poetry written in class as a result of the practice, reviewing, and
honing of skills prior to the competition.
V. Extensions and Adaptations

20

Students could hold their "poetry slam" class meeting in a local restaurant or coffee shop.
Students could attend/participate in an actual poetry slam. (Check the links above to find
poetry slams in your area.)

Students could begin to keep their poetry collections in a notebook or booklet.

Particular poets, authors and song writers could be studied.
Local Poet Laureates or other writers could be invited to speak, or even to listen and
comment on the students' poetry.

Students could hold weekly or monthly poetry slams.
Students could create a classroom poetry podcast.

This project could easily be adapted for younger students by concentrating on only one
device or on a few select poetry forms and/or scaling down the size of the project.

VII. Relevant National Standards
From McREL
Language Arts
Demonstrates competence in general writing skills and strategies.

Gathers and uses information for research purposes.

Demonstrates competence in general reading skills and strategies.

Demonstrates competence in general skills and strategies for reading a variety of literary
and informational texts.

Demonstrates competence in speaking and listening.

Uses grammatical and mechanical conventions in written compositions.
Technology

Knows the characteristics and uses of computer software programs including the Internet.

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Abby Rutherford: 2092911

Psychology Curriculum Specialisation: Felicity Lewis

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