1.1+Planning+Term+Three

Multicultural Class Multi aged -10, 11 12yr olds Diverse Learning needs High ESL Presence Lower Socio Economic Highly engaged by experiences- hands on, tactile Good critical thinkers and problem solvers Creative learners || Cultural Development Workers- working with students to created projects as they experience the local community culture, through capturing stories to develop an understanding of culture, group projects, Emphasise in Australian Curriculum cross curriculum priority- Aboriginal and Torres Strait Islander perspective, Sustainability( relationships), Asian engagement with Australia Increased purchase of technology within the school Local indig. People in park- acknowledge engagement in place Ewing Park ||   I ask for help when I need it.   I use books, the computer, the library and other things to help me with my learning.   I can change the way I'm used to doing things, if I need to. || **Reflective, Self-Directed Learner **  <span style="font-family: 'Century Gothic',sans-serif;"> I show I'm growing up by making healthy, safe and wise choices.  <span style="font-family: 'Century Gothic',sans-serif;"> I think of ideas and make plans for myself, and I work towards them.  <span style="font-family: 'Century Gothic',sans-serif;"> I start my work and stay on the job without my teacher rewarding me. ||  <span style="color: #ff0000; font-family: 'Century Gothic',sans-serif;"> I show and talk about what I think.  <span style="font-family: 'Century Gothic',sans-serif;"> I feel happy and confident when I show and share my ideas.  <span style="font-family: 'Century Gothic',sans-serif;"> I share good ideas with my teacher and classmates.  <span style="font-family: 'Century Gothic',sans-serif;"> I listen carefully to my teacher and classmates.  <span style="font-family: 'Century Gothic',sans-serif;"> I solve problems and fights in a sensible, helpful way. || **<span style="font-family: 'Century Gothic',sans-serif;">Leader and Collaborator **  <span style="color: #ff0000; font-family: 'Century Gothic',sans-serif;"> I work with my team to help them get our work and jobs done.  <span style="font-family: 'Century Gothic',sans-serif;"> I share with my group what I can do well.  <span style="font-family: 'Century Gothic',sans-serif;"> I am a peacemaker. ||  <span style="font-family: 'Century Gothic',sans-serif;"> I show and talk about what I think.  <span style="font-family: 'Century Gothic',sans-serif;"> I feel happy and confident when I show and share my ideas.  <span style="font-family: 'Century Gothic',sans-serif;"> I share good ideas with my teacher and classmates.  <span style="font-family: 'Century Gothic',sans-serif;"> I listen carefully to my teacher and classmates.  <span style="font-family: 'Century Gothic',sans-serif;"> I solve problems and fights in a sensible, helpful way. || **<span style="font-family: 'Century Gothic',sans-serif;">Community Contributor **  <span style="font-family: 'Century Gothic',sans-serif;"> I own what I say and what I do.  <span style="font-family: 'Century Gothic',sans-serif;"> I follow rules and directions.  <span style="font-family: 'Century Gothic',sans-serif;"> I try to make our classroom and the playground a happy place.  <span style="color: #ff0000; font-family: 'Century Gothic',sans-serif;"> I show I care for my classmates, myself and the wider community. ||  <span style="color: #ff0000; font-family: 'Century Gothic',sans-serif;"> I show what I know and that I am interested in the world around me.  <span style="font-family: 'Century Gothic',sans-serif;"> I ask questions and work out problems.  <span style="font-family: 'Century Gothic',sans-serif;"> I think and find out about what else I need to know.  <span style="font-family: 'Century Gothic',sans-serif;"> I use what I know and can do to solve problems.  <span style="font-family: 'Century Gothic',sans-serif;"> I think of different ideas to solve the one problem. || **<span style="font-family: 'Century Gothic',sans-serif;">Quality Producer **  <span style="font-family: 'Century Gothic',sans-serif;"> I make things that are helpful.  <span style="font-family: 'Century Gothic',sans-serif;"> I use what I know and think would be smart when I make things.  <span style="font-family: 'Century Gothic',sans-serif;"> I make and build things and act out and present my ideas.  <span style="color: #ff0000; font-family: 'Century Gothic',sans-serif;"> I use people, materials and technology to make and learn.  <span style="font-family: 'Century Gothic',sans-serif;"> I finish my work by the time it needs to be done by.  <span style="font-family: 'Century Gothic',sans-serif;"> I do more that the teacher asks me to. ||
 * <span style="font-family: 'Century Gothic',sans-serif;">Planning Document: Walking in the shoes of others **
 * <span style="font-family: 'Century Gothic',sans-serif;">Class: Year 6/7 **
 * <span style="font-family: 'Century Gothic',sans-serif;">Date: 5 week 15th August – 16th September **
 * **<span style="font-family: 'Century Gothic',sans-serif;">What I Know About My Learners (Learning Styles, Student Interests, Student needs, Demographics) **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Negotiated Context/s - Home (Individual interests), School (Events and Happenings), Community (local and global issues **
 * <span style="font-family: 'Century Gothic',sans-serif;">Roles for Life Long Learners (Middle School) **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Life Long Learner **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Effective Communicator **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Designer and Creator **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Active Investigator **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **
 * <span style="font-family: 'Century Gothic',sans-serif;">When: **

<span style="font-family: 'Century Gothic',sans-serif;">Who am I in this community? <span style="font-family: 'Century Gothic',sans-serif;">Knowing and being part of local community <span style="font-family: 'Century Gothic',sans-serif;">How do I connect in my local community? <span style="font-family: 'Century Gothic',sans-serif;">What are the similarities and differences in communities? //<span style="font-family: 'Century Gothic',sans-serif;">Knowing: Histories- how did they end up here in Logan, Who was here before Europeans, when was it settled here, what happened (acknowledging that lots of indigenous people are not from here so the "how did they get here" stories will be really important) // //<span style="font-family: 'Century Gothic',sans-serif;">Connect with local indigenous organisations- (eg Yugumbeh Museum) to obtain some info. // //<span style="font-family: 'Century Gothic',sans-serif;">Find Local places/ significant sites and visit them, learn stories from them and become part of them through artistic/ sensory inquiry. (site visits could/should be done in small groups, spending a long period of time to know/ connect with a place). This will be an authentic way of knowing appropriate to indigenous ways of knowing. // //<span style="font-family: 'Century Gothic',sans-serif;">Being part of: will come from (informed by) the previous (will be inseparable). This could take the form of artistic processes with indigenous people in significant sites. Facilitating the telling of local peoples' stories. Bringing stories/ knowledge into learning at our school (eg creating books, websites, videos ... Visual stuff). Running Naidoc celebrations for 2011. // //<span style="font-family: 'Century Gothic',sans-serif;">Being involved in the other events like the Drumley walk. Working on the food trail book that I am working on next year (student could be involve with the indigenous component). // ||
 * **<span style="font-family: 'Century Gothic',sans-serif;">Provide Details of: **
 * <span style="font-family: 'Century Gothic',sans-serif;">The Learning Intention: **
 * <span style="font-family: 'Century Gothic',sans-serif;">Question to be answered: **
 * <span style="font-family: 'Century Gothic',sans-serif;">Issue to be explored through interpretation and construction of particular texts **
 * <span style="font-family: 'Century Gothic',sans-serif;">Description: writing to describe **
 * <span style="font-family: 'Century Gothic',sans-serif;">Multimodal: use as a tool to communicate orally/ visually **
 * //<span style="font-family: 'Century Gothic',sans-serif;">To know and be part of LOCAL aboriginal and Torres Strait Islander communities //**

Basic elements- then began to add in places they went to in local community, people, street names and activities. <span style="color: #0000ff; font-family: 'Century Gothic',sans-serif;">Camera shot angles (create meaning/ emotion) <span style="color: #0000ff; font-family: 'Century Gothic',sans-serif;">Visual elements - LINE SHAPE TEXTURE FRAMING COMPOSITION SCALE <span style="color: #0000ff; font-family: 'Century Gothic',sans-serif;">VISUAL SORT: Groups look at a visual element and sort Children enjoyed the examples- used big screen to deconstruct. Had some idea of shot types. Videos engaged children- linked to colour and began describing why key features were used. Linked to History with group that had come to Australia with post it note analysis. Enriching other key learning areas. <span style="color: #0000ff; font-family: 'Century Gothic',sans-serif;">Different perspectives/perceptions: camera angles classification/emotion <span style="font-family: 'Century Gothic',sans-serif;">Create narrative: On iPods – five photos put into Sonic Pics – tell a story <span style="font-family: 'Century Gothic',sans-serif;">Audio choices <span style="font-family: 'Century Gothic',sans-serif;">Text choices <span style="color: #0000ff; font-family: 'Century Gothic',sans-serif;">Pic on IWB – R2L – brainstorm key words, sentences, <span style="font-family: 'Century Gothic',sans-serif;">Model first with sensory search for … <span style="font-family: 'Century Gothic',sans-serif;">Sensory search for air + thesaurus <span style="font-family: 'Century Gothic',sans-serif;">Questions and Comments?? <span style="font-family: 'Century Gothic',sans-serif;">Decide terminology – be explicit with how teacher frames it – De bonos hats <span style="font-family: 'Century Gothic',sans-serif;">(have hats on wall with vocab underneath each) <span style="font-family: 'Century Gothic',sans-serif;">**Danielle build page on wiki** <span style="font-family: 'Century Gothic',sans-serif;">Three levels of questioning from R2L – Literal, Interpretive, … || <span style="font-family: 'Century Gothic',sans-serif;">Rollerskating babies <span style="font-family: 'Century Gothic',sans-serif;">Picture bank from different angle shots (St Mary’s) <span style="font-family: 'Century Gothic',sans-serif;">Card from Tracy <span style="font-family: 'Century Gothic',sans-serif;">Befunky – change pics to create emotion <span style="font-family: 'Century Gothic',sans-serif;">Visual – Pics to learn <span style="font-family: 'Century Gothic',sans-serif;">FlikrPoet <span style="font-family: 'Century Gothic',sans-serif;">Interpreting Visual Images PP from Danielle (posters) <span style="font-family: 'Century Gothic',sans-serif;">Voicethread <span style="font-family: 'Century Gothic',sans-serif;">iPods – Sonic Pics <span style="font-family: 'Century Gothic',sans-serif;">Purple Planet – music <span style="font-family: 'Century Gothic',sans-serif;">AutoCollage (get from Danielle) <span style="font-family: 'Century Gothic',sans-serif;">Kweb – Learning and Teaching – Early Years – curriculum – history – Effective questioning <span style="font-family: 'Century Gothic',sans-serif;">Voicethread – asking and answering questions <span style="font-family: 'Century Gothic',sans-serif;">Debono hats ||
 * Week || Focus || Learning activities || Resources ||
 * Pre-teaching || **<span style="font-family: 'Century Gothic',sans-serif;">Multimodal features - key elements **
 * <span style="font-family: 'Century Gothic',sans-serif;">Description – R2L – visual **
 * <span style="font-family: 'Century Gothic',sans-serif;">Five shot frames to tell a story **
 * <span style="font-family: 'Century Gothic',sans-serif;">Questioning skills **
 * <span style="font-family: 'Century Gothic',sans-serif;">(alongside sensory perception stuff – students question each other) ** || Mind map: Prior knowledge – The Local community

Call to action in local community - I am an enabler! Able to do something that will make a difference.
 * What do we want the children to get out of this unit?**


 * <span style="font-family: 'Century Gothic',sans-serif;">Plan the Assessment **

<span style="font-family: 'Century Gothic',sans-serif;">Show us who you in your local community <span style="font-family: 'Century Gothic',sans-serif;">Call to action - I am an enabler! || <span style="font-family: 'Century Gothic',sans-serif;">Understanding of community- indigenous culture, historical sources, identity (emotional connection. cultural awareness, <span style="font-family: 'Century Gothic',sans-serif;">values and beliefs <span style="font-family: 'Century Gothic',sans-serif;">Connections- <span style="font-family: 'Century Gothic',sans-serif;">Understanding local area-history, geographical, data (info graphics) <span style="font-family: 'Century Gothic',sans-serif;">Understanding of multi-modal features || <span style="font-family: 'Century Gothic',sans-serif;">Inquiry skills- Historical questions and research <span style="font-family: 'Century Gothic',sans-serif;">Analysis and use of sources (primary and secondary sources) <span style="font-family: 'Century Gothic',sans-serif;">Perspectives and interpretations ||
 * **<span style="font-family: 'Century Gothic',sans-serif;">What will the final product look like? **
 * **<span style="font-family: 'Century Gothic',sans-serif;">What do the children need to know and do? **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Explicit Teaching: **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Explicit Modelling ** ||
 * **<span style="font-family: 'Century Gothic',sans-serif;">Scaffolding Learning ** ||

<span style="font-family: 'Century Gothic',sans-serif;">Children work in small groups using 3 tools to establish a group definition. <span style="font-family: 'Century Gothic',sans-serif;">Text representation from - Visual thesaurus, definition on Google, (use a word Cloud to use) []<span style="font-family: 'Century Gothic',sans-serif;">, Use Google definition tool, wikipedia..... [] <span style="font-family: 'Century Gothic',sans-serif;">picture search [] [|http://compfight.com] [] <span style="font-family: 'Century Gothic',sans-serif;">and video to communicate [] Who ever you Mem Fox Kindersley, Barnabas. **Children Just Like Me.?** <span style="background-color: transparent; font-family: Helvetica,Arial,sans-serif; font-size: 2em; vertical-align: baseline;"><span class="fn" style="background-color: transparent; font-family: Helvetica,Arial,sans-serif; font-size: 60%; vertical-align: baseline;">Tjarany Roughtail and Other Kukatja Stories By __<span style="background-color: transparent; color: #3361e3; font-family: Helvetica,Arial,sans-serif; vertical-align: baseline;">[|Gracie Green] __, __<span style="background-color: transparent; color: #3361e3; font-family: Helvetica,Arial,sans-serif; vertical-align: baseline;">[|Joe Tramacchi] __, __<span style="background-color: transparent; color: #3361e3; font-family: Helvetica,Arial,sans-serif; vertical-align: baseline;">[|Lucille Gill] __, <span style="background-color: transparent; color: #ff6600; font-family: Helvetica,Arial,sans-serif; text-decoration: none; vertical-align: baseline;">[|Lucille Gill] Survey families in school- What is community to you? iPod interviews around the elder, council, local charity..... <span style="font-family: 'Century Gothic',sans-serif;">Presenting back.....three students on [|http://titanpad.com] <span style="font-family: 'Century Gothic',sans-serif;">.....Create a group Wordle- community //<span style="font-family: 'Century Gothic',sans-serif;">Community –noun and verb // Place of being and place of acting Discuss in relation to the information gathered from activity above. Where am I and what connection does it have for me in my community- change every second day. Display a map in class to build up visual representation of their local community. Week 7- Monday <span style="font-family: 'Century Gothic',sans-serif;">Model by using the The Gowie Boys- Brotherhood <span style="font-family: 'Century Gothic',sans-serif;">Create scaffold headings for group media type="youtube" key="TxshWurbBsk?version=3" height="349" width="560" Week 7- Tuesday <span style="font-family: 'Century Gothic',sans-serif;">Stimulus use the 12 canoes “The Swamp” Pair or small group with specific focus questions while viewing. <span style="font-family: 'Century Gothic',sans-serif;">Bring in multimodal elements deconstructing other visual text- Dust Echo/Dreaming Stories. Each group will examine a different element. Joanne to construct retrieval chart = Ridge to Ridge: Recollections from Woodridge to Park Ridge =
 * <span style="font-family: 'Century Gothic',sans-serif;">Inquiry Question: **
 * <span style="font-family: 'Century Gothic',sans-serif;">Linked KLAs: SOSE, RE, HPE, MATHEMATICS, ENGLISH, THE ARTS **
 * **<span style="font-family: 'Century Gothic',sans-serif;">Teaching and Learning Sequence ** ||  **<span style="font-family: 'Century Gothic',sans-serif;">Possible Strategies/digital tools **  ||
 * **<span style="font-family: 'Century Gothic',sans-serif;">Engage: **
 * <span style="font-family: 'Century Gothic',sans-serif;">What is community? **
 * <span style="font-family: 'Century Gothic',sans-serif;">What is community? **
 * Picture books**
 * My Place**
 * You me and Murrawee**

Art Mural:

 * <span style="font-family: 'Century Gothic',sans-serif;">Explore: **<span style="font-family: 'Century Gothic',sans-serif;">St Paul's own ecosystem to identify school community- co construct together

[] Excursion: Investigating ST Paul's Community Areas to Visit: //Driving by// //Visiting// 1. Logan City Council 2. Logan Central Shopping Center 3. Salvation Army in Logan Central 4. __<range type="comment" id="396042"><range type="comment" id="146140"><range type="comment" id="315946">Logan Museum ?????????__ 5. Mabel Park 6. Parks (Toolooma, Jean, St Pauls) 7. Ewing Park 8. __ Woodridge Rail Station???????? __ 9. __another church???????__

Allocate jobs to children- image, interviews, places- text and mapping Scaffold book- ADD IN What NEEDS can I see Follow up from Excursion: 20-30 minutes online- what else can I find out about Woodridge? Look at newsletters from school, church. Lookat online Woodridge Paper. Unpack what was discovered. Formulate list. Give each child a square and have them represent something(ensure they take different things) Gather small squares and make a patchwork of Woodridge.

Compare and contrast with another school community.- SKYPE LInks
Mapping activity with local community – create a big map and ongoing as exploration of different areas through research

DeBrief....... Woodrigde Community? How? What? Community Events in paper, magazines, newsletters News on Albert and Logan News

Watch Reg Know..... that was past history Constructing a present picture of Woodridge... Compare and Contrast... key change factors What need or future direction.......... || St Pauls || Boonah || NT || WA ||

<span style="font-family: 'Century Gothic',sans-serif;">Negotiate mini inquiries based on students interests, questions and engagement. <span style="font-family: 'Century Gothic',sans-serif;">Using local newspaper as a link to local happenings and significant places

Begin the conceptual big picture planning base – with whole group <span style="font-family: 'Century Gothic',sans-serif;">What is our swamp? Invite a response from individuals
 * <span style="font-family: 'Century Gothic',sans-serif;">Explain **
 * <span style="font-family: 'Century Gothic',sans-serif;">Elaborate: **

<span style="font-family: 'Century Gothic',sans-serif;">http://www.paolospoems.com/aboriginal-poems/a-paradise-lost/ ||
 * <span style="font-family: 'Century Gothic',sans-serif;">Evaluate **
 * <span style="font-family: 'Century Gothic',sans-serif;">Bubblus


 * <span style="font-family: 'Century Gothic',sans-serif;">Reflection **


 * **<span style="font-family: 'Century Gothic',sans-serif;">Did the teaching and learning sequence scaffold successful demonstration? **
 * <span style="font-family: 'Century Gothic',sans-serif;">How will we use the monitoring data to inform further planning? **
 * <span style="font-family: 'Century Gothic',sans-serif;">What opportunities did I give student learning at levels above and below? **
 * <span style="font-family: 'Century Gothic',sans-serif;">What has been my learning? **
 * <span style="font-family: 'Century Gothic',sans-serif;">How successful were the opportunities I provided for negotiation? ** ||