Welcome back to Year 11 EAL!

Term 3, 2017

WHY!? - 14/02/2022

Take 3 minutes to silently make a 12 word sentence where the fifth word is:

Belonging or

family

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Learning Intentions & Steps to Success

By the end of this session students will be able to:

• Recall key scenes from the film, Gran Torino.
• Compare perspectives on different events from the film.

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To achieve this students will:

• Complete a timeline of the 10 most important events in Gran Torino
• Justify to the class how they chose their most important events.

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Vocabulary:

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Venn Diagram Sticks and Stones...

• Let’s review our Venn Diagram we had for holiday homework.

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Brain Break - Clap rhythm take 1

Gran Torino trailer recap

Timeline for Gran Torino

• In pairs, construct a timeline of the 5-10 most important events in the film, Gran Torino.
• The purpose of this activity is to demonstrate that readers/viewers will prioritise different parts of a film based on their own perspective.
• It is expected that each pair will have different events on their timeline.
• Each pair will take 1 minute to justify their selection of events to the class at the end.

Reflection

By the end of this session students will be able to:

• Recall key scenes from the film, Gran Torino.
• Compare perspectives on different scenes from the film.

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To achieve this students will:

• Complete a timeline of the 10 most important events in Gran Torino
• Justify to the class how they chose their most important events.

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Q: What did your scene selection say about your interests?

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Do Now - 17/07/2017

• In pairs, examine and discuss the words listed below.
• Group the words into categories so that they share common traits. Each pair will share after 3 minutes.

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Courage

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Fairness

Hope

Persistence

Leadership

Zest

Modesty

Honesty

Curiousity

Learning Intentions & Steps to Success

By the end of this double session students will be able to:

• Identify the main values we have in this class.
• Describe their own values and how they could be used to help others.

To achieve this students will:

• Take part in a movement game.
• Complete a VIA Character Strengths survey.
• Begin a creative project to show how strengths can be used to help others.

Recap - What are values?

• Values are the core parts of a person’s character - they make us who we are.
• Values are deep beliefs that guide our actions, both big and small.
• Knowing your values, and living in a way that matches them, is a pathway to a meaningful life.
• Knowing other people’s values also helps us to understand them and appreciate them more.

What are our values in this class?

• Stand up and position yourself around the room.
• I will read out a number of statements. Listen carefully to the statements as they represent different values.
• Your job is to move to a place in the room depending on whether you think the statement sounds a lot like you, sometimes like you or not like you.

A Lot like me

Not like me

Sometimes like me

From values to character strengths

• Our values are important to us and so they are usually also our strengths.
• On the left are my character strengths. Can you think of a time when I have shown any of these strengths as a teacher in class?

Finding our unique character strengths

• The VIA Character Strengths survey can help us to determine our own unique character strengths. Let’s find out what they are.
• Open your laptop and type this address into your url:
• http://bit.ly/2tSJEhn
• Complete the information to register and select VIA Survey (Youth)
• Complete the questions thoughtfully and honestly. At the end, download and print your report to collect at the library.

Brain Break

Using our strengths to contribute

1. Let’s watch a video together called ‘Lost Generation’.
2. Afterwards, share with your partner a few ways you think you could use your unique strengths to help others.
3. Finally, write on a post-it note how you will use your unique strengths to help others. Place it on the board when you’re done.

Using our strengths to contribute

• For the rest of the class, make something that shows your own personal hopes and dreams.
• You could write, draw, sing, build, collage etc. The choice is yours!

Homework

• Complete your creative project to include as the front page of your folio by Friday.
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Reflection

By the end of this double session students will be able to:

• Identify the main values we have in this class.
• Describe their own values and unique character strengths and how they could be used to make the world better.

To achieve this students will:

• Take part in a movement game.
• Complete a VIA Character Strengths survey.
• Begin a creative project to show how strengths can be used in the world.

Q: How do you feel about your strengths now? I feel my strengths are...

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Comparative paragraph

• Individually, write one comparative TEEL paragraph addressing the topic: Belonging is an important theme in both Gran Torino and The Relative Advantage of Learning My Language. Discuss.
• Possible sentence starters:
• Topic: The focus of both texts is…
• Evidence: In Gran Torino the reader can see that…… Similarly in The Relative Advantage of Learning My Language….
• Example: Gran Torino supports the idea that… In the same way The Relative Advantage of Learning demonstrates...
• Link: At the core of both of these texts are...

WHY!? - 21/07/2017

Take 3 minutes to silently draw a T-Chart (like the below). Fill out the left column with a minimum of 5 words related to the term ‘belonging’. We will revisit this at the end of the lesson.

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Learning Intentions & Steps to Success

By the end of this session students will be able to:

• Summarise the main points in the short story, The Water Buffalo
• Identify and describe key themes in the text.

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To achieve this students will:

• Complete a summary for the short story
• Complete a key themes graphic organiser.

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Vocabulary:

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Paired reading - The Water Buffalo

• Pair up and spend 20 minutes reading aloud to your partner.
• Remember:
• Go at your own pace
• Summarise some pages to check understanding
• Help your partner with vocabulary and re-read when needed
• It’s okay to stop and briefly talk about anything that is exciting or interesting.

Summarise The Water Buffalo

• Individually, spend 10 minutes summarising the story in your own words.
• Use the questions to guide your summary.
• You may use dot points.
• You should include quotes in your summary to convey key points.

Knowledge Chart

Take 3 minutes to fill out the right-hand column with an additional 3-5 words related to the topic ‘belonging’.

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Homework

• Complete the Key Themes and Key Character Traits tables for The Water Buffalo.

Success Criteria - How’d you go?

By the end of this session students will be able to:

• Summarise the main points in the short story, The Water Buffalo
• Identify and describe key themes in the text.

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To achieve this students will:

• Complete a summary for the short story
• Complete a key themes graphic organiser.

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WHY!? - 24/07/2017

Take 3 minutes to silently create as many ‘trios’ of words as you can:

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Learning Intentions & Steps to Success

By the end of this session students will be able to:

• Evaluate and plan learning using a developmental rubric
• Summarise the main points in the short story, Wei-Lei and me

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To achieve this students will:

• Practice evaluating an example comparative response with a developmental rubric.
• Complete a summary for the short story, Wei-Lei and me

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Developmental Rubric

• This term we will be using a developmental rubric to self-assess understanding and plan how we can continually improve in each class.
• The best way to learn how the rubric works is to practice using it.

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1. In pairs, read an example comparative essay and mark which level the essay reaches for each indicator.
2. Once you have finished, choose 2-3 indicators and write a recommendation of what the student can do to improve to the next level.

Paired reading - The Water Buffalo

• Pair up and spend 20 minutes reading aloud to your partner.
• Remember:
• Go at your own pace
• Summarise some pages to check understanding
• Help your partner with vocabulary and re-read when needed - underline unfamiliar words to practice later.
• It’s okay to stop and briefly talk about anything that is exciting or interesting.

Brain Break

Summarise The Water Buffalo

• Individually, spend 10 minutes summarising the story in your own words.
• Use the questions to guide your summary.
• You may use dot points.
• You should include quotes in your summary to convey key points.

Success Criteria - How’d you go?

By the end of this session students will be able to:

• Summarise the main points in the short story, The Water Buffalo
• Identify and describe key themes in the text.

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To achieve this students will:

• Complete a summary for the short story
• Complete a key themes graphic organiser.

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WHY!? - 17/07/2017

Take 3 minutes to silently make a 12 word sentence where the fourth word is:

Courage or

friendship

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Learning Intentions & Steps to Success

To achieve this students will:

• Complete a summary for the short story, Wei-Lei and me
• Complete a key themes graphic organiser.

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By the end of this session students will be able to:

• Summarise the main points in the short story, Wei-Lei and me
• Identify and describe key themes in the text.

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What are we ticking off in our developmental rubric?

Paired reading - Wei-Lei and Me

• Pair up and spend 20 minutes reading aloud to your partner.
• Remember:
• Go at your own pace
• Summarise some pages to check understanding
• Help your partner with vocabulary and re-read when needed - underline unfamiliar words to practice later.
• It’s okay to stop and briefly talk about anything that is exciting or interesting.

Summarise Wei-Lei & Me

• Individually, spend 10 minutes summarising the story in your own words.
• Use the questions to guide your summary.
• You may use dot points.
• You should include quotes in your summary to convey key points.

Be prepared to share when you are done!

Brain Break

How are you tracking?

Where will you start?

Learning Intentions & Steps to Success

To achieve this students will:

• Complete a summary for the short story, Wei-Lei and me
• Complete a key themes graphic organiser.

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By the end of this session students will be able to:

• Summarise the main points in the short story, Wei-Lei and me
• Identify and describe key themes in the text.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 1/08/2017

Take 3 minutes to silently create as many ‘trios’ of words as you can:

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Learning Intentions & Steps to Success

To achieve this students will:

• Complete a character analysis table.

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• Complete a Venn Diagram comparing texts.

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By the end of this session students will be able to:

• Explain how the author constructed key characters in Perfect Chinese Children
• Describe similarities and differences between key characters.

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What are we ticking off in our developmental rubric?

Character Table Perfect Chinese Children

• Individually, spend 15 minutes explaining how the author constructed key characters to show different values/qualities.
• Explain how the character displays a value.
• Explain how the author illustrated this through an event in the text.
• Find quotes to support your explanation.

Be prepared to share when you are done!

Model Character Table

Brain Break

Compare texts - Think-Pair-Share

1. In pairs, take 2 minutes to decide on two characters to compare from Gran Torino and Perfect Chinese Children.
2. Individually, take 2 minutes to think about all the ways your character shows forgiveness.
3. In pairs again, take 6 minutes to discuss and write down your findings in the Venn Diagram.
4. Share your unique findings with the class.

Be prepared to share when you are done!

How are you tracking?

Where will you start?

Learning Intentions & Steps to Success

To achieve this students will:

• Complete a character analysis table.

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• Complete a Venn Diagram comparing texts..

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By the end of this session students will be able to:

• Explain how the author constructed key characters in Perfect Chinese Children
• Describe similarities and differences between key characters.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 2/08/2017

Free writing: Take 3 minutes to silently to write whatever comes to your mind when you look at the below images. Draw on your comparisons from the texts we are studying.

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Learning Intentions & Steps to Success

To achieve this students will:

• Take part in a socratic dialogue

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• Write an introductory paragraph that includes the author's’ contention.

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By the end of this session students will be able to:

• Relate key authorial choices at different stages in texts.
• Explains the author’s contentions in relation to the topic.

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What are we ticking off in our developmental rubric?

Socratic Seminar

• In ancient Greece a wise philosopher by the name of Socrates believed that all solutions to problems could be found with good, respectful discussion.
• The goal of a Socratic seminar is for students to help one another understand the ideas, issues, and themes reflected in a novel.
• Through a process of listening, and respectful discussion students work toward shared understanding rather than trying to prove a particular argument.

Socratic Seminar Instructions

1. Move the desk arrangement into an inner and outer layer
2. Find a partner
3. Choose one partner to start sitting in the inner desks and one to sit on the outer. We will swap after 10 minutes so everyone will get a go.
4. Receive an observation checklist.
5. Our topic of discussion today is: Forgiveness and family in the texts. Questions will come up as prompts.
6. You will have 10 minutes to discuss, remembering to contribute your ideas and practice good socratic dialogue!

Question prompts - 1

1. In ‘Gran Torino’ Walt didn’t seem to give people many chances. For what reasons did Walt forgive Thao after he tried to steal Walt’s favourite possession?
2. In ‘Perfect Chinese Children’ Vanessa’s life was made very hard by her mother’s expectations. Why did she feel she should forgive such a tough experience?
3. What similarities and differences can we see between Walt’s forgiveness and Vanessa’s forgiveness?

Question prompts - 2

• In ‘Gran Torino’ Walt was not very close to his own family. Did Walt’s experience show it is possible to find family outside of your own?
• In ‘Perfect Chinese Children’ Vanessa’s family was not very warm toward her. Why did she come back to them despite feeling so sad about the situation?
• What similarities and differences can we see between Walt’s family life and Vanessa’s family life?

Write an introduction paragraph (comparative response)

Use our ideas from the socratic seminar to individually write an introductory paragraph by the end of class.

• Topic sentence: In the texts, ‘Gran Torino’ and ‘Perfect Chinese Children’ the theme of forgiveness is displayed...
• Point 1: Example 1 of similarities/differences.
• Point 2: Example 2 of similarities/differences.
• Point 3: Example 3 of similarities/differences.
• Linking sentence: Statement about why the authors decided to focus their writing on the themes of forgiveness or family.

Learning Intentions & Steps to Success

To achieve this students will:

• Take part in a socratic dialogue

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• Write an introductory paragraph that includes the author's’ contention.

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By the end of this session students will be able to:

• Relate key authorial choices at different stages in texts.
• Explains the author’s contentions in relation to the topic.

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What can we now begin to tick off in our developmental rubric? What do we work on next?

WHY!? - 7/08/2017

Take 3 minutes to silently make a 12 word sentence where the fourth word is:

Strength or

Fear

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Learning Intentions & Steps to Success

To achieve this students will:

• Complete a summary for the short story, The Courage Soldiers
• Complete a key themes graphic organiser.

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By the end of this session students will be able to:

• Pose questions to draw out the significant lessons from The Courage of Soldiers
• Identify and analyse key themes in the text.

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What are we covering in our developmental rubric?

Paired reading - The Courage of Soldiers

• Pair up and spend 10 minutes reading aloud to your partner. Re-read parts if you have finished the story.
• Remember:
• Go at your own pace
• Summarise some pages to check understanding
• Help your partner with vocabulary, chunking and re-read when needed - underline unfamiliar words to practice later.
• It’s okay to stop and briefly talk about anything that is exciting or interesting.

Summarise The courage of Soldiers

• Individually, spend 10 minutes posing questions.
• Use the summary to guide your questioning.
• You should use dot points.
• You can include quotes in your summary to make them specific.

Be prepared to share when you are done!

Brain Break

How are you tracking?

Where will you start?

Learning Intentions & Steps to Success

To achieve this students will:

• Complete a summary for the short story, The Courage Soldiers
• Complete a key themes graphic organiser.

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By the end of this session students will be able to:

• Pose questions to draw out the significant lessons from The Courage of Soldiers
• Identify and analyse key themes in the text.

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What can we now tick off in our developmental rubric? What do we work on next?

Learning Intentions & Steps to Success

To achieve this students will:

• Complete a summary for the short story, The Courage Soldiers
• Complete a key themes graphic organiser.

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By the end of this session students will be able to:

• Pose questions to draw out the significant lessons from The Courage of Soldiers
• Identify and analyse key themes in the text.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 11/08/2017

Free writing: Take 3 minutes to silently to write whatever comes to your mind when you look at the below images. Draw on your comparisons from the texts we are studying.

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Learning Intentions & Steps to Success

To achieve this students will:

• Write a topic sentence for a body paragraph.
• Write an explanation using comparative examples across texts.

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By the end of this session students will be able to:

• Combine keywords from the essay into topic sentences
• Develop the main point within comparison across texts.

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What are we covering in our developmental rubric?

Write an introduction paragraph (comparative response)

Topic: ‘Gran Torino’ and the ‘Courage of Soldiers’ tell us that there are many different ways people can show strength. Discuss.

• Topic sentence: In the texts, ‘Gran Torino’ and ‘The Courage of Soldiers’ the theme of strength is displayed...
• Point 1: Example 1 of similarities/differences.
• Point 2: Example 2 of similarities/differences.
• Point 3: Example 3 of similarities/differences.
• Linking sentence: Statement about why the authors decided to focus their writing on the theme of strength. E.g. By demonstrating strength in this way, the author is trying to show readers that strength can be both...

Topic Sentences - Comparative Response

1. Select one point from your introductory paragraph to develop.
2. Highlight key words from the essay topic to use in your topic sentence.
3. Use a sentence starter to write your topic sentence, E.g. In the texts, the author explores many versions of strength through...
4. Share and give feedback on your topic sentence.

Explanation: Writing about similarities and differences

1. Let’s read together page 115 of our handout to learn some key vocabulary.

Example: The author of ‘The Courage of Soldiers’ illustrates the dark side of strength through Pauline’s father, who was controlling and at times, violent. Similarly, in ‘Gran Torino’, the director displays the dark side of strength through the Hmong gang members violent and controlling actions toward Thao and Sue.

2. Use your Venn Diagram to select ideas to compare or contrast. Write an explanation sentence to follow your topic sentence.

Learning Intentions & Steps to Success

To achieve this students will:

• Write a body paragraph topic sentence.
• Write using comparative examples across texts.

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By the end of this session students will be able to:

• Combine keywords from the essay into topic sentences
• Develop the main point within comparison across texts.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 13/08/2017

Take 3 minutes to silently create as many ‘trios’ of words as you can:

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Learning Intentions & Steps to Success

To achieve this students will:

• Write a paragraph exploring a point of similarity between texts.
• Develop three paragraphs analysing similarities and differences between characters.

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By the end of this session students will be able to:

• 1.3.1 Describes similarities and differences between texts.
• 2.2.2 Develops the main point with comparisons across texts.

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What are we covering in our developmental rubric?

Explanation sentence: Writing about similarities and differences

1. Let’s read together page 115 of our handout to learn some transition word vocabulary.
2. Write about characters using the template provided.

Hint: Use a completed Venn Diagram to select ideas to compare or contrast from texts.

Be prepared to share when you are done!

Explanation sentence: Writing about similarities and differences

3. Develop three paragraphs analysing similarities and differences between main characters in two texts.

Hint: Use your values list to select values that the characters do and do not share.

Brain Break

Using strengths to contribute

• For the rest of the class, make something that shows Walt and another character’s (your choice) personal values, hopes and dreams for the world.
• Just like you did for yourself at the beginning of the term.
• You could write, draw, sing, build, collage etc. The choice is yours!

Learning Intentions & Steps to Success

To achieve this students will:

• Write a paragraph exploring a point of similarity between texts.
• Develop three paragraphs analysing similarities and differences between characters.

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By the end of this session students will be able to:

• 1.3.1 Describes similarities and differences between texts.
• 2.2.2 Develops the main point with comparisons across texts.

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What can we now tick off in our developmental rubric? What do we work on next?

Do Now - 15/08/2017

• In pairs, examine and discuss the words listed below.
• Group the words into categories so that they share common traits. Each pair will share after 3 minutes.

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Courage

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Fairness

Hope

Persistence

Leadership

Freedom

Identity

Prejudice

Sacrifice

Learning Intentions & Steps to Success

To achieve this students will:

• Unjumble a comparative response and evaluate its quality.
• Write a draft comparative essay using the developmental rubric to self-evaluate.

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By the end of this session students will be able to:

• Evaluate the quality of comparative responses.
• Construct a comparative response and self-evaluate progress.

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What are we covering in our developmental rubric?

Unjumble and analyse paragraphs

1. In pairs, spend 5 minutes unjumbling the paragraphs of the comparative essay.
2. In pairs, spend 5 minutes underlining the transition words you find in the comparative essay.
3. Individually, spend 5 minutes writing a reflection about what the writer of this essay did well, and what they could improve.

Using our Developmental Rubric

• This term we are using a developmental rubric to self-assess understanding and plan how we can continually improve in each class.
• The best way to learn how the rubric works is to practice using it.

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• In pairs, re-read the example comparative essay and mark which level the essay reaches for each indicator.
• Once you have finished, choose 2-3 indicators and write a recommendation of what the student can do to improve to the next level.

Brain Break

Drafting time

Question:

In what ways are the key characters in “Gran Torino” and “Growing up Asian in Australia” similar and different?

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• Hint: Use the examples and the work you have completed in this Unit to draft a full comparative essay.
• Hint: Use our developmental rubric to plan how to improve your essay.

Drafting time

Question:

In what ways are the key characters in “Gran Torino” and “Growing up Asian in Australia” similar and different?

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• Hint: Use the examples and the work you have completed in this Unit to draft a full comparative essay.
• Hint: Use our developmental rubric to plan how to improve your essay.

Using strengths to contribute

• For the rest of the class, make something that shows Walt and another character’s (your choice) personal values, hopes and dreams for the world.
• Just like you did for yourself at the beginning of the term.
• You could write, draw, sing, build, collage etc. The choice is yours!

Learning Intentions & Steps to Success

To achieve this students will:

• Write a paragraph exploring a point of similarity between texts.
• Write a draft comparative essay using the developmental rubric to self-evaluate.

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By the end of this session students will be able to:

• Evaluate the quality of comparative responses.
• Construct a comparative response and self-evaluate progress.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 18/08/2017

Take 3 minutes to silently make a 12 word sentence where the fourth word is:

Hope or

Persistence

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Learning Intentions & Steps to Success

To achieve this students will:

• Practice writing a body paragraph in groups.

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• Evaluate a jointly constructed essay and suggest improvements.

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By the end of this session students will be able to:

• Jointly Construct a comparative response.
• Evaluate the quality of your comparative response.

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What are we covering in our developmental rubric?

Writing an introduction paragraph together (comparative response)

• Topic sentence: In the texts, ‘Gran Torino’ and ‘Growing Up Asian in Australia’ the characters display many values in similar and different ways.
• Point 1: Example 1 of similarities/differences.
• Point 2: Example 2 of similarities/differences.
• Point 3: Example 3 of similarities/differences.
• Linking sentence: Statement about why the authors decided to focus their writing on themes/values in similar and different ways.

Joint Construction

Topic:

In what ways are Thao in “Gran Torino” and Aditi in “Wei-Lei and Me” similar and different?

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• Hint: Use the examples and the work you have completed in this Unit to draft a full comparative essay.
• Hint: Use our developmental rubric to plan how to improve your essay.

Joint Construction

1. Form groups of 3-4, you must have at least two laptops in your group.
2. Open our collaborative working document online by typing in this link: http://bit.ly/2wV422u.
3. Each team will write about different themes:
1. Team 1 - compare courage in the texts
2. Team 2 - compare persistence in the texts
3. Team 3- compare hope in the texts
4. Remember to use TEEL structure and include transition words when comparing texts.

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Brain Break

Using our Developmental Rubric

• This term we are using a developmental rubric to self-assess understanding and plan how we can continually improve in each class.
• The best way to learn how the rubric works is to practice using it.

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• Individually read the jointly constructed essay and mark which level the essay reaches for each indicator.
• Choose 2-3 indicators and write a recommendation of what the student can do to improve to the next level at the bottom of the collaborative document.

Learning Intentions & Steps to Success

To achieve this students will:

• Practice writing a body paragraph in groups.
• Evaluate a jointly constructed essay and suggest improvements.

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By the end of this session students will be able to:

• Jointly Construct a comparative response.
• Evaluate the quality of your comparative response.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 21/08/2017

Free writing: Take 3 minutes to silently to write whatever comes to your mind when you look at the below images. Draw on your comparisons from the texts we are studying.

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Learning Intentions & Steps to Success

To achieve this students will:

• Practice writing a body paragraph in groups.

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• Evaluate a jointly constructed essay and suggest improvements.

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By the end of this session students will be able to:

• Jointly Construct a comparative response.
• Evaluate the quality of your comparative response.

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What are we covering in our developmental rubric?

Writing an introduction paragraph together (comparative response)

• Topic sentence: In the texts, ‘Gran Torino and ‘The Courage of Soldiers’ the characters, Walt and Pauline, display many values in similar and different ways.
• Point 1: Example 1 of similarities/differences - Strength
• Point 2: Example 2 of similarities/differences - Sacrifice
• Point 3: Example 3 of similarities/differences - Belonging
• Linking sentence: Statement about why the authors decided to focus their writing on themes/values in similar and different ways.

Joint Construction

Topic:

In what ways are Walt in “Gran Torino” and Pauline in “The Courage of Soldiers” similar and different?

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• Hint: Use the examples and the work you have completed in this Unit to draft a full comparative essay.
• Hint: Use our developmental rubric to plan how to improve your essay.

Joint Construction

• Form groups of 3-4, you must have at least two laptops in your group.
• Open our collaborative working document online by typing in this link: http://bit.ly/2uTBYz9
• Each team will write about different themes:
• Team 1 - compare strength in the texts
• Team 2 - compare sacrifice in the texts
• Team 3- compare belonging in the texts
• Remember to use TEEL structure and include transition words when comparing texts.

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Using our Developmental Rubric

• This term we are using a developmental rubric to self-assess understanding and plan how we can continually improve in each class.
• The best way to learn how the rubric works is to practice using it.

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• Individually read the jointly constructed essay and mark which level the essay reaches for each indicator.
• In pairs, choose 2-3 indicators and write a recommendation of what the student can do to improve to the next level at the bottom of the collaborative document.

Learning Intentions & Steps to Success

To achieve this students will:

• Practice writing a body paragraph in groups.
• Evaluate a jointly constructed essay and suggest improvements.

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By the end of this session students will be able to:

• Jointly Construct a comparative response.
• Evaluate the quality of your comparative response.

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What can we now tick off in our developmental rubric? What do we work on next?

Using our Developmental Rubric

• This term we are using a developmental rubric to self-assess understanding and plan how we can continually improve in each class.
• The best way to learn how the rubric works is to practice using it.

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• Individually read the jointly constructed essay and mark which level the essay reaches for each indicator.
• In pairs, choose 2-3 indicators and write a recommendation of what the student can do to improve to the next level at the bottom of the collaborative document.

WHY!? - 25/08/2017

Free writing: Take 3 minutes to silently 1) describe what you see in each picture, 2) compare the two images, 3) link ideas or themes between both images.

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Learning Intentions & Steps to Success

To achieve this students will:

• Take part in a socratic dialogue

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• Write an introductory paragraph that includes the author's’ contention.

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By the end of this session students will be able to:

• Relate key authorial choices at different stages in texts.
• Explains the author’s contentions in relation to the topic.

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What are we ticking off in our developmental rubric?

Socratic Seminar

• In ancient Greece a wise philosopher by the name of Socrates believed that all solutions to problems could be found with good, respectful discussion.
• The goal of a Socratic seminar is for students to help one another understand the ideas, issues, and themes reflected in a novel.
• Through a process of listening, and respectful discussion students work toward shared understanding rather than trying to prove a particular argument.

Socratic Seminar Instructions

• Move the desk arrangement into an inner and outer layer
• Find a partner
• Choose one partner to start sitting in the inner desks and one to sit on the outer. We will swap after 10 minutes so everyone will get a go.
• Receive an observation checklist.
• Our topic of discussion today is: Courage and sacrifice
• Questions will come up as prompts.
• You will have 10 minutes to discuss, remembering to contribute your ideas and practice good socratic dialogue!

Question prompts - Courage

• When did you see the themes of courage in Gran Torino?

• When did you see the themes of courage in Growing up Asian in Australia?

• What are the important similarities and differences between the two texts?

Question prompts - Sacrifice

• When did you see the themes of sacrifice in Gran Torino?

• When did you see the themes of sacrifice in Growing up Asian in Australia?

• What are the important similarities and differences between the two texts?

Continue work on your drafts

Use our ideas from the socratic seminar to individually write an introductory paragraph by the end of class.

• Topic sentence: In the texts, ‘Gran Torino’ and ‘Growing up Asian in Australia’ the theme of …. are displayed…..
• Point 1: Example 1 of similarities/differences.
• Point 2: Example 2 of similarities/differences.
• Point 3: Example 3 of similarities/differences.
• Linking sentence: Statement about why the authors decided to focus their writing on the themes of....

Learning Intentions & Steps to Success

To achieve this students will:

• Take part in a socratic dialogue

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• Write an introductory paragraph that includes the author's’ contention.

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​

By the end of this session students will be able to:

• Relate key authorial choices at different stages in texts.
• Explains the author’s contentions in relation to the topic.

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What can we now begin to tick off in our developmental rubric? What do we work on next?

WHY!? - 27/08/2017

Take 3 minutes to silently create as many ‘trios’ of words as you can:

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Learning Intentions & Steps to Success

To achieve this students will:

• Practice writing a conclusion in a group.
• Draft the first two paragraphs of a comparative essay.

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By the end of this session students will be able to:

• Jointly Construct a conclusion.
• Construct a comparative response to a topic question.

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What are we covering in our developmental rubric?

Writing a concluding paragraph together (comparative response)

• Topic sentence: In summary, the texts ‘Gran Torino and ‘Growing Up Asian in Australia’ demonstrate important values in similar and different ways through the characters...
• Point 1: Summary of similarities/differences
• Point 2: Summary of similarities/differences
• Point 3: Summary of similarities/differences
• Concluding sentence: Statement about why the authors decided to focus their writing on the selected themes/values.

Drafting time

Question:

In what ways are the key characters in “Gran Torino” and “Growing up Asian in Australia” similar and different?

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• Hint: Use the examples and the work you have completed in this Unit to draft a full comparative essay.
• Hint: Use our developmental rubric to plan how to improve your essay.

Learning Intentions & Steps to Success

To achieve this students will:

• Practice writing a conclusion in a group.
• Draft the first two paragraphs of a comparative essay.

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By the end of this session students will be able to:

• Jointly Construct a conclusion.
• Construct a comparative response to a topic question.

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What can we now tick off in our developmental rubric? What do we work on next?

Using strengths to contribute

• For the rest of the class, make something that shows Walt and another character’s (your choice) personal values, hopes and dreams for the world.
• Just like you did for yourself at the beginning of the term.
• You could write, draw, sing, build, collage etc. The choice is yours!

WHY!? - 29/08/2017

Free writing: Take 3 minutes to silently 1) describe what you think each theme is, 2) compare the two themes

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What is the difference between popularity and belonging?

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Learning Intentions & Steps to Success

To achieve this students will:

• Draft a comparative essay.

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By the end of this session students will be able to:

• Construct a comparative response to a topic question.

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What are we covering in our developmental rubric?

Timeline to end of Outcome 1

• Monday - Drafting second comparative essay
• Tuesday - Complete draft of second comparative essay, choose one essay to type as a final copy.
• Friday - two drafts and final copy included in EAL folder and given to Jack for assessment.
• Your S/N results will be determined using your folder. Include ALL the work you have completed in this unit as evidence.

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Drafting time - exam conditions

Question:

In what ways are the key characters in “Gran Torino” and “Growing up Asian in Australia” similar and different?

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• Hint: Use the examples and the work you have completed in this Unit to draft a full comparative essay.
• Hint: Use our developmental rubric to plan how to improve your essay.

Brain Break - x2

Evaluate your progress

• This term we are using a developmental rubric to self-assess understanding and plan how we can continually improve in each class.
• The best way to learn how the rubric works is to practice using it.

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• Individually read your draft essay and mark which level the essay reaches for each indicator.
• In pairs, choose 2-3 indicators and write a recommendation for your partner to improve to the next level at the bottom of their draft.

Learning Intentions & Steps to Success

To achieve this students will:

• Draft a comparative essay.

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By the end of this session students will be able to:

• Construct a comparative response to a topic question.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 5/09/2017

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Draw a picture of the place where you feel belonging.

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Learning Intentions & Steps to Success

To achieve this students will:

• Draft a comparative essay.

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By the end of this session students will be able to:

• Construct a comparative response to a topic question.

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What are we covering in our developmental rubric?

Timeline to end of Outcome 1

• Monday - Drafting second comparative essay
• Tuesday - Complete draft of second comparative essay, choose one essay to type as a final copy.
• Friday - two drafts and final copy included in EAL folder and given to Jack for assessment.
• Your S/N results will be determined using your folder. Include ALL the work you have completed in this unit as evidence.

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Drafting time

Question:

The texts, ‘Gran Torino and ‘Growing up Asian in Australia’ tell us that belonging and identity extends beyond family. Discuss.

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• Hint: Use the examples and the work you have completed in this Unit to draft a full comparative essay.
• Hint: Use our developmental rubric to plan how to improve your essay.

Brain Break x 2

Evaluate your progress

• This term we are using a developmental rubric to self-assess understanding and plan how we can continually improve in each class.
• The best way to learn how the rubric works is to practice using it.

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• Individually read your draft essay and mark which level the essay reaches for each indicator.
• In pairs, choose 2-3 indicators and write a recommendation for your partner to improve to the next level at the bottom of their draft.

Learning Intentions & Steps to Success

To achieve this students will:

• Draft a comparative essay.

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By the end of this session students will be able to:

• Construct a comparative response to a topic question.

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What can we now tick off in our developmental rubric? What do we work on next?

WHY!? - 12/09/2017

Draw a table to record your prior and new knowledge on this topic.

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Learning Intentions & Steps to Success

To achieve this students will:

• Analyse a media video, ‘The Project’

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• Research and analyse two media articles on the same topic.

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By the end of this session students will be able to:

• Identify language techniques of speakers in a media text.
• Identify language techniques across two media texts.

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EAL Folders

LAST CHANCE TO SUBMIT TODAY!

If I do not have your work by today you cannot receive a S grade.

Analysing Media

‘The Project’

It's news delivered differently. Guaranteeing no miracle diets, no stories that ‘no parent can afford to miss’, and virtually no dodgy plumbers, The Project is a TV show joining in the conversations going on in living rooms around the country.

‘Join Waleed Aly, Carrie Bickmore, Pete Helliar & guest host Fifi Box as they look at the High Court challenge to the same-sex marriage postal survey and whether Australia should have a universal basic income, with special guest Tala Raassi.’

https://tenplay.com.au/channel-ten/the-project/2017/9/5

Analysing Media

• Using your laptop, research and two media articles on the same issue, e.g. President Donald Trump.
• Analyse both articles using the supplied table.
• Identify the similarities and differences between each.

New Knowledge

Add new knowledge learned in the lesson to this table.

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Learning Intentions & Steps to Success

To achieve this students will:

• Analyse a media video, ‘The Project’

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• Research and analyse two media articles on the same topic.

By the end of this session students will be able to:

• Identify language techniques of speakers in a media text.
• Identify language techniques across two media texts.

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