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Part 1 (1000 words approximately, including the lesson plan)
In addition to your lesson plan, please include the following information:
Your teaching context
Outline your teaching and learning context. Who are your students and what prior learning was required before undertaking the planned lesson?
Suitability of selected text to subject area
Introduce your selected text. What kind of text is it? Why would this text be suitable for your subject area? (Remember to include your selected text as an appendix)
Literacy concept and text analysis
Describe your chosen literacy concept(s). Provide an analysis of your selected text that highlights its use of your chosen literacy concept(s).
Lesson Plan Template
*Please note: the blue shaded sections are not included in the word count.
Topic: Narrative Art
Year /Grade of Learners: Year 8
Number of learners: 20
Lesson Number (in sequence): Lesson 1of 1
Time: 50 Minutes
Location: Media Arts Classroom
Key learning Area: Media Arts
Lesson Outcomes: Student learning objectives: Specific lesson outcomes relate to what you want students to do in the lesson. You can have more than one outcome for your lesson, but try not to have too many. (band description) (edit below band descriptors as necessary so that it is more specific and measurable to the learning students learning. The student: 3.1a Interacts to express opinions and perceptions, participates in problem solving discussions with peers and gives brief reports and summaries. 3.1b Obtains specific information from informational and expressive spoken texts; follows peer discourse in group discussions; and identifies key information in an audio or video text. 4.1a Develops and presents familiar ideas and information and supports opinions with some detail. 4.1b Identifies the main ideas and supporting details of clearly structured spoken informational or expressive texts and identifies alternative viewpoints in spoken, audio and video texts on an issue relating to a familiar topic. 4.2 Considers the appropriateness of text form and register and the conventions of non-verbal communication in relation to audience when speaking and listening in familiar situations.
Knowledge & Understanding Students learn about…
Skills Students learn to…
The achievement standard details what students are required to achieve in a particular year. For example, Students create a range of texts for familiar and unfamiliar audiences. You can find the achievement standard in the AC documents at the end of each year level. By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks. Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.
These explain what is to be taught and what is to be learnt. Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text(ACAMAM066 – Scootle ) Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067 – Scootle ) Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning(ACAMAM068 – Scootle ) Plan, structure and design media artworks that engage audiences (ACAMAM069 – Scootle ) Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070 – Scootle ) Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071 – Scootle ) Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072 – Scootle )
Add detail here about what your students will learn. For example, students will learn the structure of a narrative text.
Add detail here about what skills students will learn. For example, students will develop their handwriting skills.
Cross-curriculum priorities List the cross-curriculum priority/ies that your lesson addresses. The three cross-curriculum priorities are Aboriginal and Torres Strait Islander Histories and Cultures; Asia and Australia’s Engagement with Asia; and Sustainability. Aboriginal and Torres Strait Islander Histories and Cultures
General Capabilities List the general capabilities your lesson addresses. The seven general capabilities are: Literacy; Numeracy; Critical and Creative Thinking; Personal and Social Capability; Ethical Understanding; and Intercultural Understanding. Critical thinking Literacy Intercultural understanding ethical understanding Personal and social capability Ethical Understanding
Introduction Sets the scene for the lesson, and describes what you are about to teach.
Time How long will this section of the lesson take in minutes?
Resources What will you need to teach this part of the lesson? Texts, equipment, games, cards, diagrams, human resources (aids, parent help, classroom volunteer).
Links to Content Description(s) Indicate what content description is addressed in each section of the lesson.
Main This is the body of the lesson, and may include questions to develop understanding, and extend thinking. Explain to the students what they are required to do, and what your role will be in facilitating learning. This is to be the most detailed part of the lesson plan – it is the structure or sequence of tasks in the lesson. Opportunities for oral, visual and auditory development through learning activities/ direct/indirect teaching instruction Learning activities that are centred around the following: Multiliteracies map Four Resources Model Teaching Learning cycle Get Students into groups to talk about the cover and its narrative elements and present finding to classAnother activity that helps explain narrative in media artGet students to use text and image to create a narrative of their choice. (what elements will they use?)
Conclusion Bring the lesson to a conclusion; summarise and reiterate the key points and ideas presented. Use the students art work created in this lesson to discuss and show how meaning can be made through deliberate placement and choice of text and image.
Assessment as/of/for learning How will you assess student learning, understanding, skills? What strategies will you use to assess whether students’ attained the objective? What will you do next lesson? This must be linked to the learning outcomes but it is important to note that not all lessons need an assessment item. Formative and summative assessment activities. Students diversity (melbourne deceleration, ACARA)
Reflection/Evaluation The evaluation is concerned with reflective practice. Identify the interrelationships between the outcomes, content and delivery. What went well? What could be improved? How could you improve this lesson for next time? Please note, you do not need to complete this section for AT2 – you have not taught the lesson yet!
Part 2: Justification (1000 words approximately)
In Part 2 of this assessment task, you are required to discuss the processes you have undertaken to create your lesson plan. Your justification should include:
A sound argument for why the lesson plan would be suitable for teaching your choice of text in your discipline area.
Media Arts Literacy
A detailed account of the literacy skills your lesson plan will promote/enhance and why these literacy skills are important for students in today’s world
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Use knowledge of text structures
Understand learning area vocabulary
Understand how visual elements create meaning
Elaboration: (analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
Narrative Processes = Teaching Learning cycle
Reference to secondary curricula documents (Australian Curriculum, Media Arts)
Reference to theories and approaches for the teaching of literacy (Multimodal, Multi Literacy, Four Resources theory, teaching learning cycle)
Understanding text types- Narrative
A demonstrated understanding of scholarly literature and curricula documents
Criterion 3. Justify the suitability of lesson plan (including text)
Discussion of Selected Text and Lesson Plan in terms of: Learner contextSubject-specific curriculum suitabilityLiteracy objective(s)
Context for learning is clearly and fully outlined including comprehensive description of group of learners, and prior learning relevant to current text and lesson.
Context for learning is clearly outlined including detailed description of group of learners, and prior learning relevant to current text and lesson.
Context for learning is adequately outlined including description of group of learners, and prior learning relevant to current text and lesson.
Context for learning is partially outlined including description of group of learners, and prior learning relevant to current text and lesson.
Context for learning is inadequately outlined.
Choice of text is compellingly and comprehensively justified in terms of literacy learning objectives and curriculum suitability.
Choice of text is strongly justified in terms of literacy learning objectives and curriculum suitability.
Choice of text is justified in terms of literacy learning objectives and curriculum suitability.
Choice of text is partially justified in terms of literacy learning objectives and curriculum suitability.
Choice of text is not justified in terms of literacy learning objectives and curriculum suitability.
Criterion 2. Apply knowledge of discipline specific curriculum documents and texts
You demonstrate a robust and nuanced understanding of your chosen literacy concept(s) with strong links made to the set readings, the curriculum and additional relevant sources.
You demonstrate a strong understanding of your chosen literacy concept(s) with links made to the set readings, the curriculum and additional relevant sources.
You demonstrate a commendable understanding of your chosen literacy concept(s) with links made to the set readings and curriculum.
You demonstrate some understanding of your chosen literacy concept(s) with links made to the set readings and curriculum.
You do not demonstrate adequate understanding of your chosen literacy concept(s).
You provide an insightful, thorough and detailed analysis of your selected text to highlight how it features your chosen literacy concept(s).
You provide a detailed analysis of your selected text to highlight how it features your chosen literacy concept(s).
You provide an adequate analysis of your text to highlight how it features your selected literacy concept(s).
You do not provide an adequate analysis of your selected text to highlight how it features your chosen literacy concept(s).
Criterion 1. Design a literacy based lesson plan appropriate for implementation in a secondary classroom
Designed a lesson that taught an appropriate literacy feature of your chosen text type.
Designed a lesson which did not teach an appropriate literacy feature.
Lesson plan is meaningful, engaging and highly targeted to achieve learning objectives in given time frame (50mins).
Lesson plan is meaningful, engaging and/or targeted to achieve learning objectives in given time frame (50mins).
Lesson plan commendably suits learning objectives to be targeted in given time frame (50mins).
Lesson plan suits learning objectives to be targeted in given time frame (50mins).
Lesson plan does not clearly meet the learning objectives of the lesson.
Lesson plan is highly suited to the student group described.
Lesson plan suits student group described.
Most of lesson plan suits student group described.
Lesson plan does not suit student group described.
Taught your chosen literacy feature accurately all the time.
Taughtyour chosen literacy feature accurately almost all of the time.
Taught your chosen literacy feature to an acceptable level.
Did not show enough understanding of how to teach your chosen literacy feature.
Staged the lesson to accurately and effectively cover all stages of the teaching learning cycle without issue.
Staged the lesson to accurately and effectively cover three of the four stages of the teaching learning cycle.
Staged the lesson to accurately and effectively cover two of the four stages of the teaching learning cycle.
Staged the lesson without the necessary and accurate steps from the teaching learning cycle
Criterion 4. Academic writing and referencing skills
Lesson plan and discussion structured logically and concisely with clear sections that link coherently all the time.
Lesson plan and discussion structured with clear sections that link coherently all the time.
Lesson plan and discussion structured with clear sections that link coherently most of the time.
Lesson plan and discussion structured appropriately.
Does not meet requirements for academic writing with poor text/sentence structure.
No errors in spelling or grammar.
A few small errors but substantially well-written and presented.
Mostly well-written though with some errors in the use of writing conventions.
Use of writing conventions is acceptable despite consistent errors throughout.
Incorrect use of writing conventions throughout.
Effective engagement with and use of set readings, the curriculum and additional relevant sources in all cases.
Effective engagement with and use of the set readings and curriculum demonstrated in most cases.
Acceptable engagement with and use of the set readings and curriculum demonstrated.
Limited or inappropriate engagement with and use of the set readings and curriculum.
All references correct and consistent with APA style.
Most references correct and consistent with APA style.
An acceptable attempt was made to reference according to APA style, though errors persist.
Inconsistent and incomplete referencing.
QUALITY: 100% ORIGINAL – NO PLAGIARISM.
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