Book Rationale - charlenepwood.weebly.com€¦ · Web viewcan be analysed through an Archetype...

“The Lorax”English

Storyboard

Name: Charlene WoodStudent ID: 1058975Course: EDU403 Storyboard of a Unit of WorkDue Date: 12.09.14Tutor: Stephanie Menzies

Table of Content

Book Rationale.....................................................................................................................................................3

Storyboard Sequence........................................................................................................................................ 5

Engage – Lesson 1 ............................................................................................................................................ 10

Explore – Lesson 2, 3 & 4 ...............................................................................................................................12

Explore – Lesson 5 & 6 ....................................................................................................................................14

Explain – Lesson 7 & 8 .................................................................................................................................... 16

Explain – Lesson 9 & 10 ..................................................................................................................................18

Explain – Lesson 11 & 12 ............................................................................................................................... 20

Explain – Lesson 13, 14, 15, 16 & 17 .........................................................................................................22

Explain – Lesson 18 over a week ................................................................................................................ 24

Book Rationale Dr. Seuss is known worldwide for his unique style of writing that is powerful, meaningful and creative. It is within Dr. Seuss’s style of writing that poetically challenges a person to, critically analyse and evaluate ones’ worldview, in order to draw meaningful text-to-self, text-to-text and text-to-world connections. The book, ‘The Lorax’ is a renowned example of how Dr. Seuss implements various poetic language features, in order to emphasize the environmental issue of sustaining our environment for the future.

‘The Lorax’ can be analysed through an Archetype and Reader Response Perspective. ‘The Lorax’ evidently is an enjoyable fable that provides readers the opportunity, to build upon their current knowledge and understanding of the ever-growing environmental issue of sustaining our environment for the future. During the era in which Dr. Seuss wrote the book, ‘The Lorax’, there were enormous environmental movements made by the United Nations. Therefore I strongly believe this significantly impacted Dr. Seuss when writing the book, ‘The Lorax’.

I strongly believe that the book, ‘The Lorax’ is a powerful text that persuades the reader to critically reflect upon the intended meaning embedded within the story. Moreover the book, ‘The Lorax’ enables readers to make clear connections on a personal, text and global perspective that are relevant. I have utilised the book at the commencement of an English Unit that incorporates Science as a Cross Curricula Priority, specifically looking at the Science Content descriptor, ‘Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)’.

Throughout the English Unit students will be provided with the scaffolded learning opportunities that enable students to analyse, evaluate and justify their analytical thoughts and feelings, in regards to the book, ‘The Lorax’, through an Archetype and Readers Response Perspective. Throughout lessons one to eight students will identify, evaluate, analyse and justify the way, in which Dr. Seuss applied poetic language features within the book, ‘The Lorax’, in order to emphasize the characters and the moral within the book. Students will identify and explore the poetic language features that Dr. Seuss has utilised, in order to gain a knowledge and understanding as to how these language features positively enhance the holistic purpose of the book. Moreover students will identify, explore and justify the ways in which Dr. Seuss has portrayed the ‘Lorax’ and I ‘Once-ler’ within the book. It is through these teaching opportunities that will critically provide students the insight as to how a poetic language features can be applied in a meaningful manner that is creative and innovative.

Furthermore throughout lessons nine to twelve students will be provided within the scaffolded learning opportunity to make a global connection to the book, ‘The Lorax’, through the use of exploring the ever-growing environmental issue of ‘The Great Pacific Garbage Patch’. Students will be required to plan, edit and write a persuasive letter to their parents and family that actively informs them of the ever-growing environmental issue of ‘The Great Pacific Garbage Patch’. It is through this opportunity that will provide an educator the insight as to how students have connected with the meaning from the book, ‘The Lorax’ and have critically applied it on a global perspective.

Moreover students will have the opportunity in small groups to develop and produce an educational presentation that actively informs the school and local community of an environmental issue of their choice and why it is imperative that they reflect upon their actions, in order to make a positive impact on the environment for a sustainable future. Within this English Unit students will have the learning opportunity to apply their English and Science knowledge and understanding within the higher end Bloom’s Taxonomy Pyramid, in order to analyse, synthesis and evaluate a current environmental issue. Thus providing students the opportunity to make a meaningful connection to the moral embedded within the book, ‘The Lorax’ on a personal, textual and global scale. In addition students will have the opportunity to self reflect upon their English and Science learning

experiences throughout the English Unit, which enables them to identify aspects that can be improve in the future and why, on a personal, textual and global perspective. Throughout the English Unit formative and informative observations have been incorporated to ensure that students are progressively developing their English and Science knowledge, understanding capabilities. It is through formative and informative observations that will provide myself the insight as to how students are developing within the Unit, in order to make pedagogy adjustments to learning experiences, which cater for the individual needs of the students within my class. By doing this will ensure that students are building upon their English and Science knowledge, understanding and capabilities, within their zone of proximal development. Moreover the summative assessment provides students with a framework to apply their English and Science knowledge, understanding and capabilities accordingly within the higher cognitive phases of Bloom’s Taxonomy Pyramid, with the independence of choice of method to which they with plan, create and present their educational presentation to the school and local community, within the class’s environmental week. Moreover due to the fact that students will have the independence of choosing their method of work, ensures that each student is catered for, it is evident that a class does have multiple intelligences that range from diverse capabilities.

In conclusion the book, ‘The Lorax’ written by Dr. Seuss is a powerful text that can be implemented in numerous teaching experiences. The way, in which Dr. Seuss has written the book, ‘The Lorax’ can be analysed through an Archetype and Reader Response Perspective. It is through these two perspectives that evidently enables its’ readers to critically analyse, evaluate and reflect upon the meaning embedded within the book, that provides its’ readers to make personal, textual and global connections as a lifelong learning and active citizen. Therefore I strongly believe that the book, ‘The Lorax’ is a perfect chose for the English Unit, as it leaves a everlasting impression on its’ readers.

Storyboard Sequence https://www.dropbox.com/s/rqfat3l5os5oszg/Storyboard%20PowerPoint.pptx?dl=0

https://www.dropbox.com/s/rqfat3l5os5oszg/Storyboard%20PowerPoint.pptx?dl=0

En gage – Lesson 1 RationalThe purpose of this lesson is to introduce the book written by Dr. Seuss, ‘The Lorax’. The book, ‘The Lorax’ will scaffold student knowledge and understanding of the importance of a sustainable future. It will provide students the opportunity to make meaningful connections to the book and how the message embedded in the book can be implemented to everyday life. It will enable students to identify various environmental issues that are occurring in the world, more specifically how we can make a positive impact to sustain the environment for future generations. Furthermore it will introduce the scientific concept that all living things are interdependent upon each other. It will also provide students the opportunity to identify that one person can make a difference and that we have the responsibility to make a difference. Students will be encouraged to actively contribute to the class discussion, whilst displaying respectful listening manner when fellow peers are speaking.

Lesson Objectives

ACARA LinksUse interaction skills such as acknowledging another’s point of view and linking students’ response to the

topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688).

Cross Curriculum Priorities

Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073).

Lesson Sequence

During this lesson students will have the opportunity to demonstrate their ability to:1. Display respectful listening manners;2. Actively contribute to the class discussion;3. Make meaningful self-to-text, text-to-text and text-to-world connections to the book, ‘The

Lorax’4. Interpreter the embedded meaning within the book, ‘The Lorax’5. Apply their knowledge and understanding of their world; and6. Identify that all living things are interdependent upon each other.

English Year 4 LiteratureResponding to LiteratureDiscuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603).Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602).LiteracyInteracting with others

Science Year 4Science UnderstandingBiological Sciences

The teacher will gather the class on the map area, where the reading of the book, ‘The Lorax’, written by Dr. Seuss will be read.

During the reading the teacher will strategically ask questions, to promote student’s to critically apply their English knowledge, understanding and capabilities, in order to develop meaning self-to-text, text-to-text and text-to-world connections to the book, ‘The Lorax’.

At the end of the reading the teacher will ask students to share their thoughts and feelings about the book, ‘The Lorax’. The teacher will scaffold students to critically analyse and evaluate the meaning embedded within the book, to everyday life.

Students will be provided with the opportunity to identify environmental issues that are current and how human beings have the responsibility to positively impact the environment.

ResourcesThe teacher will need the book, ‘The Lorax’, written by Dr. Seuss.

AssessmentStudents will be formally and informally assessed on their ability to contribute to class discussions about their interpretation of the book, ‘The Lorax’, written by Dr. Seuss.

Explore – Lesson 2, 3 & 4 RationalDuring these lessons students will develop their knowledge, understanding and capabilities of the English Language, specifically to rhyme, alliteration, sensory details, onomatopoeia and text clues, through the use of Literacy Circle. Students will document their English experiences in their Literacy Journal.

Lesson Objectives

Lesson Sequence The teacher will show the students the book, ‘The Lorax’, written by Dr. Seuss. The teacher will ask students to remind the rest of the class, what the book was about and why. Once class discussions are at an end the teacher will then ask students if they know what the

following Textural Features are called;o Rhyme; o Alliteration; o Sensory details; o Onomatopoeia; and o Text clues.

The teacher will then read pages of the book, ‘The Lorax’, to the class, whilst providing examples of what the above Textural Features are and where they can be found in the book.

The teacher will then inform the students that they will have an activity that relates to two of the above Textual Features in their Class Literacy Circle.

Literacy Circle Activities o Storyboard – were student have to write a poetic language technique that was used in that

section of the book, ‘The Lorax’.o Bingo – where students need to identify a poetic language technique.o Scrambled sentences exercises.o Literature Circle Cards – were students have to choose one of the literacy circle cards to

complete in their Literacy Journal. Literature Circle Cards Create a crossword, uterlising poetic language techniques used in the book, ‘The

Lorax’. Answer the following questions;

What do you think the author wants you to learn from reading the book, ‘The Lorax’ and why?

What is the main conflict in the story? Can you relate to the main character’s conflict or problem and why? What passage in the book is the most memorable and why?

What 5 questions that you would like to ask one of the characters in the book and why?

During this lesson students will have the opportunity to demonstrate their ability to:1. Effectively and respectfully work in a team dynamic;2. Develop their English knowledge, understanding and capabilities specifically to rhyme,

alliteration, sensory details, onomatopoeia and text clues;3. Display respectful listening manners;4. Actively contribute to the class discussion;

o Read a book silently for 15 minutes. The teacher will inform the students that they will need to complete this Literacy Activity relating to

the above Textural Features in their Literacy Journal. The teacher will then transitions the class into their Literacy Circle Groups. Students will then complete each Literacy Circle Activity accordingly.

ACARA LinksEnglish Year 4LiteratureExamining LiteratureUnderstand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606).

Literacy Interacting with othersUse interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688).

ResourcesThe teacher will need:

The book, ‘The Lorax’, written by Dr. Seuss. A whiteboard and whiteboard markers.

Students will need their Literacy Journals and pencil cases.

AssessmentStudents will be formally and informally assessed on through the use of observations and students’ Literacy Journals, in order to acquire an insight as to how students have comprehended the following English Textual Features:

o Rhyme; o Alliteration; o Sensory details; o Onomatopoeia; and o Text clues.

Expl ore – Lesson 5 & 6 RationalThe purpose of these lessons is to provide students the opportunity to apply their English knowledge, understanding and capabilities, to describe and justify how Dr. Seuss has portrayed the character the Once-ler, in the book, ‘The Lorax’. Moreover it will scaffold student thinking to critically reflect upon the meaning embedded within the book, ‘The Lorax’, and how it can be applied on a personal, textual and global level.

Lesson ObjectivesDuring this lesson students will have the opportunity to demonstrate their ability to:

1. Effectively and respectfully work in a class dynamic;2. Display respectful listening manners;3. Actively contribute to the class discussion;4. Apply their English knowledge, understanding and capabilities to critically answer the

analytical questions that provide students the opportunity to analyse and evaluate how Dr. Seuss has portrayed the character the Once-ler in the book, ‘The Lorax’.

Lesson Sequence As a class we will discuss the questions below, in order to gain a deeper knowledge and

understanding of the moral embedded within the book, ‘The Lorax’.o What kind of person is the Once-ler and why do you say that?o Why won’t the Once-ler listen to the Lorax?o What does the Lorax say to the Once-ler?o How does the Once-ler’s Thneed business hurt the land of the Lorax?o What happens to the Swomee-swans, the Brown Bar-ba-loots, and the Humming-fish?o How could things have been different if the Once-ler listened to the Lorax and why?o How does the Once-ler feel about what his Thneed business did to the Lorax and friends?o The Once-ler says, “Unless someone like you cares a whole awful lot, nothing is going to get

better. It’s not.” What does the Once-ler mean? Can one person make a difference and why? Can you make a difference and how? What are some things you can do to better your own environment?

o Students will then have the opportunity to draw what they think the Once-ler looks like. Students will need to write a descriptive paragraph, describing the features of the Once-ler that they have drawn.

o Once students have drawn the Once-ler in their Literacy Journal the teacher will collect students’ Journals.

ACARA LinksYear 4 EnglishLanguageExpressing and developing ideasExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496).Literature

Examining LiteratureDiscuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605).Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606).Responding to LiteratureDiscuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603).LiteracyCreating TextWrite using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696).Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)






AssessmentStudents will be formally and informally assessed on their English knowledge, understanding and capabilities, specifically to answering the analytical questions that scaffold students’ thinking to identify how Dr. Seuss has portrayed the character the Once-ler in the book, ‘The Lorax’. Furthermore students will be assessed on their paragraph that will accompany their picture of the Once-ler. This paragraph will provide the teacher the opportunity to identify how students are developing their English knowledge and understanding within the relevant English Curriculum Descriptors that are implemented within these two lessons.


Explain – Lesson 7 & 8 RationalThe purpose of these lessons is to provide students the opportunity to apply their English knowledge, understanding and capabilities, to describe and justify how Dr. Seuss has portrayed the character the Lorax, in the book, ‘The Lorax’. Moreover it will scaffold student thinking to critically reflect upon the meaning embedded within the book, ‘The Lorax’, and how it can be applied on a personal, textual and global level.


1. Effectively and respectfully work in a class dynamic;2. Display respectful listening manners;3. Actively contribute to the class discussion;4. Apply their English knowledge, understanding and capabilities to critically answer the

analytical questions that provide students the opportunity to analyse and evaluate how Dr. Seuss has portrayed the character the Once-ler in the book, ‘The Lorax’.

Lesson Sequence As a class students will discussion their thoughts in regards to the following questions:

o What was the land of the Lorax like before the Once-ler arrived?o Who do you think the Lorax is and why?o Why does the Lorax speak for the trees?o What part of our environment would you be sad to see go and why?

Students will then draw a picture of the Lorax in their Literacy Journal and document their responses to the above questions.

Once students have drawn the Lorax in their Literacy Journal the teacher will collect students’ Journals.

ACARA LinksYear 4 EnglishLanguageExpressing and developing ideasExplore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496).LiteratureExamining LiteratureDiscuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605).Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606).Responding to LiteratureDiscuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603).LiteracyCreating TextWrite using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696).

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683).






AssessmentStudents will be formally and informally assessed on their English knowledge, understanding and capabilities, specifically to answering the analytical questions that scaffold students’ thinking to identify how Dr. Seuss has portrayed the character the Lorax in the book, ‘The Lorax’. Furthermore students will be assessed on their paragraph that will accompany their picture of the Lorax. This paragraph will provide the teacher the opportunity to identify how students are developing their English knowledge and understanding within the relevant English Curriculum Descriptors that are implemented within these two lessons.


Explain – Lesson 9 & 10 RationalThe purpose of these lessons is to strategically scaffold students to critically reflect upon ‘The Great Pacific Garbage Patch’. These lessons will provide students the opportunity to develop their scientific knowledge and understanding that all living things are interdependent upon each other and that a sustainable future is crucial for the future of the environment.


1. Effectively and respectfully work in a class dynamic;2. Display respectful listening manners;3. Actively contribute to the class discussion;4. Critically reflect upon how their own actions impact the environment and other living things,5. Identify steps that one can take in order to make a positive impact on the environment, for a

sustainable future.

Lesson Sequence As a class students will identify and discuss current environmental issues. The teacher will make a

class list of the identified environmental issues, mentioned in the class discussion. The teacher will then ask students if they know what ‘The Great Pacific Garbage Patch’ is? The teacher will ask students to depict what they think ‘The Great Pacific Garbage Patch’ looks like,

sounds like, feels like and how and why it came about. The teacher will then show the class the PowerPoint Presentation on ‘The Great Pacific Garbage

Patch’. As a class students will be provided the opportunity to discuss their thoughts and feelings about ‘The

Great Pacific Garbage Patch’. Students will then write a reflective journal on their thoughts and feeling on ‘The Great Pacific

Garbage Patch’, in their Literacy Journals.

ACARA LinksYear 4 EnglishLiteracy Interacting with othersUse interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688).Creating TextWrite using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696).Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683).Literature Responding to LiteratureDraw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596).


Living things, including plants and animals, depend on each other and the environment to survive

(ACSSU073). ResourcesThe teacher will need:

A Class KWL Chart A whiteboard and whiteboard markers The PowerPoint on ‘The Great Pacific Garbage Patch’ (developed in my 4th Year Practicum)

https://www.dropbox.com/s/rlprbsot17oofqv/Educational%20PowerPoint%20on%20The%20Great%20Pacific%20Garbage%20Patch%20developed%20by%20Charlene%20Wood.pptx?dl=0

A computer and projector or smartboardStudents will need their Literacy Journals and pencil cases.

AssessmentStudents will be formally and informally assessed on their ability to:

Apply their English and Science knowledge, understanding and capabilities. For example students will be assessed on how they contribute to class discussions and on the quality of their contribution.

Self reflective in their journal entry, in regards to their thoughts and feelings on ‘The Great Pacific Garbage Patch’.




Explain – Lesson 11 & 12 RationalThe purpose of this provide students the opportunity to use their persuasive writing abilities in pairs, to inform their parents as to how they can make a positive impact for a sustainable future. Students will explore the current environmental issues of ‘The Great Pacific Garbage Patch’.


1. Effectively and respectfully work in a team dynamic;2. Display respectful listening manners;3. Actively contribute to the class discussion;4. Critically reflect upon how their own actions impact the environment and other living things,5. Identify steps that one can take in order to make a positive impact on the environment, for a

sustainable future;6. Their abilities to write a persuasive text;7. Their abilities to re-read and edit their own work.

Lesson Sequence As a class students will explore the impacts that plastic and garbage have on the environment long-

term. Students will have the opportunity to discuss each individual person can make a difference to sustain the environment for the future and why it is imperative that we take action now.

As a class students will be reminded of the purpose of a persuasive text, the structure of a persuasive text and strong use of persuasive words and phases.

Students will have the opportunity in pairs to write a persuasive letter to their families informing them of the environmental issue, “The Great Pacific Garbage Patch’. Moreover students will identify environmental steps that their families can take to help make a difference for the future.

Students will be required to re-read and edit their own work, prior to the teacher proofreading their drafts.

Once the teacher has proofread drafts, students will then have the option to type up their letter on the computer or to hand write their letter.

ACARA LinksYear 4 EnglishLiteracy Interacting with othersUse interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688).Creating textPlan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694).Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695).

Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696). Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697).





Students will need: Their Literacy Journals and pencil cases. Access to a computer, in order to type up their persuasive letter.

AssessmentStudents will be formally and informally assessed on their ability:

To effective and cooperatively work in pairs; To proofread and edit their own work; and To write a powerful persuasive letter that incorporates the structure of persuasive text.


Explain – Lesson 13, 14, 15, 16 & 17RationalThe purpose of this lesson is to provide students the opportunity to apply their scientific knowledge, understanding and capabilities to identify ways to improve a current environmental issue of their choice. In groups students will be required to cooperatively develop a creative and persuasive presentation that actively informs other on their chosen environmental issue and how they can make a difference for a sustainable future.


1. Effectively and respectfully work in a team dynamic;2. Display respectful listening manners;3. Actively contribute to the class discussion;4. Critically reflect upon how their own actions impact the environment and other living

things;5. Identify steps that one can take in order to make a positive impact on the environment,

for a sustainable future;6. Create an engaging and persuasive presentation; 7. Practice short presentations.

Lesson Sequence Students will have the opportunity in pairs or small groups to produce an

information product that will actively inform the school and local community of various environmental issues that our society is contributing to.

Students will be required to apply their persuasive language in order to provide the target audience the opportunity to critically reflect upon their actions, as to how they are contributing to those environmental issues

Students will be required to inform their target audience, as to how they can make a positive impact on the environment for the future.

Students will have the opportunity to be creative, by choosing the form of presentation that they will produce, for example a poem, song, information brochure, PowerPoint, iBook, iMovie, poster, etc.

In the last lesson students will write their invitations to their parents and family members as a class.

ACARA LinksYear 4 EnglishLiteracy Interacting with othersUse interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688).Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687).Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689).

Creating textPlan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694).Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695).Write using clearly-formed joined letters, and develop increased fluency and

automaticity (ACELY1696). Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697).






AssessmentStudents will be summatively assessed on their ability:

To cooperatively work in a team dynamic; To equal contribute to the production of their final product; To design a creative and persuasive presentation.


Explain – Lesson 18 over a week RationalThe purpose of this lesson is to provide students the opportunity to present their final product to others, to actively inform them on their chosen environmental issue. The class will host an environmental week. The class will invite their parents and family along to a class presentation, where students will be able to share their progressive journey within their development of their final product. The class will then present an informative presentation to the whole school, at what they have learnt in class and how each student at the school can make a positive difference and suggest environmental programs or movements that the school can adapt in the future.


1. Self reflect upon their contributions to a team project;2. Display respectful and clear communication skills;3. Self upon their thoughts and feelings on their group presentation;4. Identify what could have been improve, how and why;5. Critically reflect upon how their own actions impact the environment and

other living things;6. Identify steps that one can take in order to make a positive impact on the

environment, for a sustainable future; 7. Present a short presentation to the best of their abilities.

Lesson Sequence Once students have finalised their informational product, students will have the opportunity to

present their progressive journey in developing their final product with their parents and family. Students will present their final product to their parents and family. The class will then present an informative presentation to the whole school, at what they have learnt

in class and how each student at the school can make a positive difference and suggest environmental programs or movements that the school can adapt in the future.

Students will have a one on one conference with the teacher to discuss their final product. By doing this it will enable the teacher to acquire an in-depth knowledge and understanding of each student’s development, in order to summative assess each student.

ACARA LinksYear 4 EnglishLiteracy Interacting with othersUse interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688).Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689).

Cross Curriculum PrioritiesScience Year 4Science UnderstandingBiological SciencesLiving things, including plants and animals, depend on each other and the environment to survive (ACSSU073).


To have organised all the relevant equipment for students to display their final products and to present them in the classroom and to the whole school.

To have a criteria sheet for each group, in order to summatively assess students To have a criteria sheet for each individual student, in order to summatively assess student

reflections.Students will need their presentation.

AssessmentStudents will be summatively assessed on their ability:

To actively and accurately inform others about the environmental issue of their choice and to inform others how they can make a positive difference for a sustainable future and why;

To apply effective and appropriate communication skills; To represent a confident and clear presentation; To critically self reflect on their learning experience; To identify ways of improvement and to clearly justify why.

Book Rationale - charlenepwood.weebly.com€¦ · Web viewcan be analysed through an Archetype...

Documents

Transcript of Book Rationale - charlenepwood.weebly.com€¦ · Web viewcan be analysed through an Archetype...