EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: Develop students ability to read multimodal texts for meaning and to demonstrate their understandings.
Week 1:
1.

2.

3.

Outcomes
EN3-3A

*Building
knowledge
**Predicting
EN3-3A
CUS3.4

*Building
knowledge and
modelling the
text
**Making
connections
EN3-3A
EN3-7C

*Joint

Designing, Selecting and Sequencing Activities

Throughout this lesson Ss will make notes in their English books.
Ss will be shown the front and back cover of the book Mirror.
T will elicit responses from Ss on describing what they see, what they
think the book is about and about the design features of the cover how
is this related to the title of the book? (Think-ink-pair-share).
Based on the cover only, Students are asked to speculate about the 2
main characters depicted on the cover. What age are they? Where are
they from? They must also give reasons for their predictions.

Resources
Mirror picture
book.
Student English
books.

Assessment
Formative: T will
observe and make
note of Ss
willingness to
contribute to
classroom
discussions.

This lesson is explained in more detail in the lesson plan. T will ask Ss if
they recognise the other language used in the book.
T will ask Ss why the Australian story is read left to right and the
Moroccan story is read right to left.
T will introduce an Arabic speaker to the class who will explain more
about written Arabic.

Mirror picture
book.
Arabic Speaker.
IWB.
Image of Arabic
alphabet
(Appendix 3).
Image of Arabic
speaking
countries
(Appendix 3).

Formative: T will
observe Ss are
listening and make
note of Ss
willingness to
contribute to
classroom
discussions.

T will read the entire book with the classroom making sure to inform
the students that they will need to search for meaning from the pictures
as there are no words.
T will create a chart at the front of the room with headings on before,
during and after. T will explain to Ss that we can comprehend better

Mirror picture
book.
Chart.
Post it notes.

Formative: T will
observe Ss
contributions to the
classroom chart
and discussions.

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

construction
**Questioning

4&
5

EN3-3A
EN3-1A
*Building
knowledge and
joint construction
** Making
connections and
monitoring

when we using questioning strategies while reading. T will model some

questions initially for Ss. Ss will write down questions they have about
the text before, during and after reading. These will be written on post-it
notes and stuck on the relevant columns (The Balance Literacy Diet,
2011).
T and Ss will review the questions and remove post-its for answered
questions. Any unanswered questions can be highlighted for Ss to come
back to throughout the duration of the unit.
T will instruct Ss that they will research Morocco in small groups. Ss
may use google maps to find its location, and use website to find out
about its languages, traditions, landscapes, religions, clothes,
temperatures, music etc. From the information Ss gather during their
research students will create an electronic word wall using wordle.net.
Each group will share their wordle with the class at the end of lesson 5.
T will create a whole class wordle based on each groups contributions,
and ask Ss to monitor and discuss which words would be most suitable
to include in the class word wall to help us understand more about
Morocco.

Ss computers.
Ss English books
Wordle.net
IWB

Formative: T will
observe Ss working
together in groups
and make
anecdotal notes. T
will assess groups
word walls and give
immediate
feedback to Ss.

Resources
Mirror picture
book.
Ss English
books

Assessment
Formative: T will
circulate the room
observing Ss are
completing the
task.

Week 2
6.

Outcomes
EN3-7C
SSS3.7

* Independent
** Making
connections

Designing, Selecting and Sequencing Activities

At the beginning of the week T will re-read the book with the Ss. T will
ask Ss to imagine they are the boy in the Australian side of the book. T
will model a comparison chart on the white board, one side with
Australia and one with Morocco. In this chart Ss will be instructed to list
5 differences and 5 similarities between their daily life and the life of
someone living in Morocco. Ss can take into account their transport,
food, shopping, family, furniture, technology and many more.

Summative: T will
mark Ss English
books and assess

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

*Students with additional needs will be assisted by allowing them access
to the book for reference, they can draw depictions of their daily life
rather than write about them.
7.

EN3-3A
SSS3.73
*Building
knowledge and
joint construction
*Summarising
and visualising.

8.

EN3-3A
*Modelling the
text and joint
construction.
*Questioning
and visualising.

9&10
.

EN3-1A

*Joint

Ss on their ability
to identify at least 5
similarities and 5
differences.
Formative: T will
assess Ss
contributions to
classroom
discussions and
make anecdotal
notes on group
work.

T will show the book once again and ask Ss to pay particular attention to
the scenes that show a rug being made in Morocco. Where else can
they see this same rug? T will create a discussion on global trade and
how Australia receives a lot of their goods from other countries. T will
show a short YouTube video on trade, Ss will make notes in their books
to summarise the main ideas. In groups T will hand out some everyday
products we use and ask Ss to find their country origin. Once they have
found their country of origin Ss will map the trade on an A3 copy of a
world map.

Mirror picture
book
YouTube video
to 1.40seconds
(Alibaba, 2015).
Ss English
books

T will ask Ss, in their groups, to select a page from Mirror. Ss must
focus in on the design features of the page and what it tells us about the
story. T will model some examples of how to interpret the images, and
write on the white board. Ss will be asked to pay particular attention to
how the images are made. What do they think the collage is made from?
Look at how the characters are positioned - are they facing each other
or away from each other, the distance between them, the size of them?
Take note of the setting and any other characters in the scene. Take
note of facial expressions or body gestures of the characters. Is it a
close up scene (zoom)? Where are the characters looking (gaze)? Ss
must identify how their evaluation of the images has helped to create
meaning.
T will inform Ss that they will create a short 3minute role play in their
groups, depicting the story in the book. The groups must represent both
sides of the story. Prior to lesson 9 Ss will be shown the rubric that will
be used to assess their role play (See appendices). Ss may use music
and props from the drama room. The role plays will be presented in the

Mirror picture
book.
Ss English
books

Formative: T will
assess Ss working
together in their
groups.
T will complete
checklist on
students ability to
identify the
different visual
features used in
the images.

Mirror picture
book
Ss English
books
Props from

Formative: T will
monitor Ss
contributions to
group work
throughout

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

construction and
independent.
*Summarising

class at the end of lesson 10. Students must finish their role play with
the words Our lives are the mirror of others.

*Aspects of Gibbons curriculum cycle addressed. *Super six comprehension strategy utilised.

Drama store
room.

preparation for role

play and make
anecdotal notes.
Summative: At the
end of the lesson T
will grade groups
on their role play
using Rubric (See
appendices)