ECL310

Assignment 2: Part A
Literature Based Plan

Aidan Hudson: 214176887

Seminar:
Friday 12:00-2:00

 Literature Based Plan

Grade Level: 5

Title of Unit: Creating a sustainable world

Synopsis of major text used: Norman, MD 2010, Poles apart: life at the ends of the Earth, Fitzroy, Vic. : Black Dog, 2010.

The big ideas within the chosen text, Poles Apart, compares and contrasts the North and South Poles with both its text and format. The layout
and photos allow younger students to learn about the climate and animals of both regions. This book is an information text written in a style
that would engage younger and older students. It compares and contrasts information on Antarctica and the Arctic, their climate, location,
plants, wildlife, predators, seasons and human inhabitants, making the book a great starting point for further research for older students. The
book also provides information on global warming and ways to conserve the environments.

Links to the Australian Curriculum: Literature/Literacy and the cross curricula link to the Australian Curriculum

Literature:

- Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
- Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses
(ACELT1610)

Literacy:

- Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and
justify a point of view (ACELY1699)
- Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate
for different audiences and purposes (ACELY1796)
- Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal
elements (ACELY1700)
- Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
- Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
- Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and
sound appropriate to purpose and audience (ACELY1704)
- Re-read and edit students own and others work using agreed criteria for text structures and language features (ACELY1705)
- Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place
visual, print and audio elements (ACELY1707)

Language:

- Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
- Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

 - Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold
(ACELA1505)
- Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to
chronology or topic can be used to predict content and assist navigation (ACELA1797)
- Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different
contexts (ACELA1512)

Cross Curricular Priorities: Sustainability

- OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
- OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
- OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for
achieving sustainability.
- OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local
and global equity and fairness across generations into the future.
- OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
- OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

(ACARA 2014)

General capabilities: Ethical Understanding

Processes of inquiring into ethical issues include giving reasons, being consistent, finding meanings and causes, and providing proof and evidence.
Interrogating such concepts through authentic cases such as global warming, sustainable living and socioeconomic disparity can involve group and
independent inquiry, critical and creative thinking, and cooperative teamwork, and can contribute to personal and social learning (ACARA 2014).

Scope of learning: In this learning sequence students will investigate how sustainable patterns of living meet the needs of the present without
compromising the ability of future generations being able to meet their own. The students will learn of the actions to improve sustainability and how they
are both individual and communal efforts that are shared across local and global communities (ACARA 2014). That these efforts require an improved and
stable attitude to the way we interact with each other and the environment, addressing the constant capacity of Earth to maintain all life (ACARA 2014).
Students will achieve this through discussing the ethical, societal and political matters that occur throughout the texts explored, and will reflect on their

developing understanding throughout the learning sequence in a way which will allow them to evaluate the impacts of texts and society on their own views
and values regarding sustainability. Throughout this sequence there will be a strong focus on assisting the students in developing critical literacy skills, in
hope that they become more informed and critical readers who develop the understanding and abilities needed to act conscientiously and produce texts
that inform and persuade others to take action for sustainable futures.

Sequence One: Frontloading:
Complete a new table for each frontloading activity. The number will depend on what prior learning needs to be reviewed/ finding out pre-knowledge/
preparing them for any new learning

FRONT LOADING (an example follows)

Teaching Focus 1 Predicting what the book Poles apart book is going to be about.



Strategic Questions to lead What do you see on the front cover of this book?
the students toward your Why do you think we are reading this book?
focus What does the title mean to you think?
What do you think this book is going to be about?
What makes you think that?
What do the colours make you feel about the book?
Why would they use these sorts of colour on the front cover?
Whole class Activities to The students will sit as a class and observe and analyse the front cover the book. The teacher will ask the students questions
engage the students about what they see, and what they predict the book to be about.
Follow on activities The students will work individually to write a short blurb about what they think the book is going to be about. They are to look
partner/group/independent at the cover of the book, and make an educated guess about what they are going to read. Once the students have completed
their blurbs, the teacher will read out the blurb for the book, and make comparisons to the students predictions.
Assessment: The teacher can assess the students spelling, sentence structure, punctuation of the students blurbs. The teacher can also get
an indication of the students ability to make predictions based on their observations and interpretations.

Resources Poles Apart Life at the Ends of the Earth By Dr Mark Norman
-

Teaching Focus 2 This lesson will focus on the students ability to think about their past experiences, and their lives within their community. It
will encourage the students to think about what they do within the community, and will encourage them to think deeply and
thoroughly.
Strategic Questions to lead When have you been sustainable?
the students toward your
focus
Whole class Activities to The class will have a discussion about their community and what they have experienced in real life. Every student will get the
engage the students opportunity to share with the class.
Follow on activities The students will undertake an individual task requiring them to respond to a prompt about the real-world and the
partner/group/independent environment. The teacher will write on the board a short prompt or quote, and the students will then have a short amount of
time to write a short response to the prompt. The students may be given 5 minutes to brainstorm and think deeply about the
prompt before beginning to write their small response. Once the students have been given an appropriate time for writing,
the class will unfold the prompt, and discuss it in detail. The students will then get the opportunity to read-aloud to class what
they have written.
Assessment: The teacher will be able to assess the students ability to reflect on their daily lives and then their ability to put it into a
sentence.
Resources

-

Teaching Focus 3 Students will have the opportunity to speak their mind, and present their opinions and belief about the environment they live
in. The students will be able to thoroughly think about their understandings of the world around them.




Strategic Questions to lead Who has always lived in Australia?
the students toward your How would you describe the environment our school is in?
focus What do you think makes a good environment?
What do you think of the environment you are living in at the moment?
Whole class Activities to The teacher will read out a list of statements, which require the students to agree or disagree. The teacher will read each
engage the students statement one at a time and the students will need to stop and think to themselves whether they agree or disagree. Once
they have decided they will go stand at one end of the room. One end of the room will be agree and the other end of the
room will be disagree. The teacher will then ask one student from each end to explain why those chose their answer.
Follow on activities In small groups, the students will then go work together to create a number of agree and disagree statements about the
partner/group/independent environment, and statements in relation to the book. For example I think this book is going to be about what the polar bears
eat? or I think this book is going to involve a comparison between countries.
Once the students have created a number of statements, each group will have the chance to read out on statement
from their list for their class to agree or disagree.
Assessment: The teacher will be able to assess informally through listening to the class discussion about the environment. This will give the
teacher an indication of the students prior knowledge, and their thoughts and feelings towards environments. It will be able
to demonstrate to the teacher where students may need extra assistance and guidance. The teacher will be able to assess the
students ability to make informed decisions about their environment, and then explain and expand on why they have made
that particular decision. Whilst the students are creating their own questions it will demonstrate to the teacher their abilities
in formulating questions.
Resources

Teaching Focus 4 Introduce the students to the topic of the environment and global warming.



Strategic Questions to lead What does sustainability mean?
the students toward your How are we sustainable?
focus What is global warming?
Why does global warming occur?
What does global warming do to our environments?
How could we improve in how sustainable we are?
Whole class Activities to The students will create a KNOW-WANT- LEARNED chart (see Appendix A) about the topics global warming and sustainability.
engage the students The students will complete the KNOW and WANT sections of the template, and complete the learned section after the
completion of watch the two clips. The class will watch two introductory YouTube videos about global warming and
sustainability, which will give the students an insight about what we will be looking at whilst reading the book. It will
encourage the students to think about what they have learnt, and encourage the students to think about any questions they
may have.
Follow on activities The class will then have a group discussion about what they have learned from the video, and create a brainstorm on the
partner/group/independent interactive whiteboard. The students will have the opportunity to discuss with a partner, and ask any questions they may have
in relation to the two videos. The students will then be encouraged to complete the LEARNED section of their template.
Assessment: The teacher will be able to assess how much information they obtained whilst watching the YouTube videos by looking at their
LEARNT section of their template.
Resources KNOW-WANT-LEARNED template (Appendix A).
https://www.youtube.com/watch?v=gTamnlXbgqc
https://www.youtube.com/watch?v=PqxMzKLYrZ4

Sequence 2: Explicit Teaching

Explicit Sessions:

SESSION ONE

Introduction Begin the lesson by discussing the different aspects in the book, and the many different aspects the students have noticed
5-10 minutes throughout reading the book. The teacher will discuss with the students that in todays lesson we are going to focus on
working in groups to thoroughly analyse the book we have read. The teacher will explain to the students that we will be
doing literacy circles and using the literature circle roles (see Appendix C), which are passage picker, word wizard, artful
artist, summariser, connector and discussion director. As the students will have previously done these literacy circles, the
teacher will recap these roles so the students can be refreshed before starting the activity.
Elaboration The teacher will model to the students briefly how to complete each role. The teacher will find only one example
10 minutes for each role to demonstrate to the students. The teacher will write the responses on the board so the students
have something to observe and make references to whilst they are working together. The teacher will leave a print
out template of the literacy roles for the students to refer back to if they need prompting or extra guidance.
Practice The students will be broken up evenly into the literacy circle roles. In their groups they will have 5-10 minutes to
30-40 minutes look at the book, and complete their role. At the completion of the 10 minutes, the students will rotate around the
classroom until they have had the opportunity to complete each role. The students are encouraged to work
together in their groups and share their ideas, questions and thoughts amongst each other.
Review Once the students have completed each role, they will come together as a class and discuss their findings. The
5-10 minutes teacher will ask individual students to share one or two interesting aspects they discovered whilst completing
their role.

Resources Include any resources used here.
Literacy circle roles
Poles apart Life at the Ends of the Earth by Dr Mark Norman.

SESSION TWO: This lesson will be focusing on the vocabulary in the text. Many of the students may find some of the words highly difficult to understand,
and may not know the meaning or the context of the words. This lesson will focus on identifying these challenging words, and then work thoroughly to
discover and understand their meanings. The students will work in pairs to highlight any words they find difficult, challenging or are unsure of their
meaning and then work together using the dictionary to discover the meaning. Once the students have found the words in the dictionary, they will be
asked to put these words into their own sentences to concrete their understandings, and then will share with the class their sentences.

SESSION THREE: After reading the book, the students will discuss what has happened, what they have learnt, and whether their predictions were correct
prior to reading the book. After the discussion, the students will get the opportunity to use their creativity, interpretation of the text and their imagination
to re-create the front cover of the book. The students will use their knowledge of what they have read, and more importantly their interpretation of what
they have read, to develop a new, and improved front cover. The students will then be able to publish their front covers and eventually be able to present
to the class their interpretation of the book.

SESSION FOUR: In this lesson, the students will be focusing on comparing and contrasting between the book Poles apart, and another geographical text
chosen by the teacher at an appropriate. The students as a class will read the extra text, and discuss the key points, illustrations and the front cover. Once
this is completed, each individual student will be given a Venn diagram to complete where they will compare and contrast the two books. They will be
focusing on aspects such as the illustration, the meaning of the text, the authors intentions and smaller aspect such as the type of language used within the
text. The students will then be placed in a small group where they will discuss their answers, and build on the other students understandings, opinions and
responses (See Appendix B).

SESSION FIVE: One of the main topics focused on throughout the book Poles apart is the importance of sustainability within our environment. The
students will spend a lesson focusing on the important of sustainability, and why we need to be sustainable. The students will be able to use the Ipads and
the computers to research sustainability and brainstorm the importance of being sustainable within our environment. This is an introduction to
sustainability, and will be continued in the next lesson where they will use their knowledge to write a persuasive text to their parents.

SESSION SIX:

Introduction The lesson will begin by the teacher recapping what the students had done in the previous lesson. The teacher will
5-10 minutes encourage the students to share the information they discovered about sustainability and the importance of it. The
teacher will ask questions such as
What is sustainability?
Why is it so important?
What is going to happen if we are not sustainable?
When are you sustainable?

 How can we be more sustainable in my daily life?
The teacher will encourage the students to think individually and quietly about what sustainability means to them and
how they could improve being sustainable.
Elaboration The teacher will explain to the students that in todays lesson we will be writing a persuasive letter to our parents
5-10 minutes using the prompt We have to be sustainable in our house. The students will have to write a letter to convince
their parents to become a more sustainable household and how this may be achieved.
The teacher will begin a brainstorm on the board with ways and ideas of how households can be more sustainable
everyday. Idea such as 3 minute showers, recycle water, nude lunches may be brainstormed on the board to
give the students a starting point. This brainstorm will remain on the board whilst the students are working on
their persuasive piece to give them some ideas to expand on.
The teacher may model to the students an introduction of a persuasive piece so the students have some guidance
in their writing.
Practice The teacher will ask the students to work silently and individually to begin their piece of writing. The students
30-40 minutes will begin to write their piece, ensuring that persuasive language is used. The teacher will remind them that they
are trying to convince their parents why it is important to be sustainable. If the students are struggling they may
require using the Ipads to research ways to be more sustainable.
The teacher will be walking through the classroom answering any questions the students may have, and
correcting the students work upon collection.
Review Depending how long the students take to write their letters, it may require a second lesson to be worked on. The
5-10 minutes students will be asked to sit on the ground as a whole, and with a partner they will share their piece of writing
with one another. Not only will the partner listen, the students will also give the other student feedback. The
teacher will encourage the students to give two positive pieces of feedback, and one improvement feedback. This
will ensure that the students are thoroughly listening to one another, and will improve the students pieces of
writing.
Resources



SESSION SEVEN: Students will use this lesson to complete their persuasive letter to their parents. The students in this lesson will be focusing on improving their letter and
ensuring that it is persuasive rather than just informative. Once the students finish their piece, they will be asked to proofread their work, and focus on their punctuation.

Once they belief they have thoroughly checked their work, they will get another students to also proof-read their work to ensure there are no mistakes within their piece.
This gives the students practice and confidence in proofreading, and encourages them to be critical in punctuation and vocabulary.

SESSION EIGHT: The students in this lesson will be focusing on the Artic and Antarctica and their differences and similarities, and will require them to use their imagination
and creativity. The students will read the book together, and whilst they do they will pretend they are explorers, exploring the Artic and Antarctica. Their job as explorers is
to write down any observations they have about these two places, any questions they may have, or anything they have learnt in relation to the two places. They will be
asked to focusing specifically the differences they observe between the two places. Once the students have read the book and made their explorer observations, they will
have the opportunity to share with a small group of people what they have discovered whilst being explorers of the Artic and Antarctica. If time permits, the students will
spend the following session publishing their explorer diaries by making a front cover of their diary, and adding illustrations of what they have observed through their
discoveries.

Sequence 3: Developing a multimodal response
The task: In pairs and using the multimodal wheel, students will prepare and present an oral and visual debate style presentation on environmental issues
and the need to be sustainable. This task will be the students major assessment piece which will be performed to the class, it can be presented however
the children would like, for example: creating a website, a blog, a PowerPoint/Prezi, role-play or even a documentary style video. The task will require the
students to investigate an environmental management issue related to climate change provided by the teacher such as, fossil fuels, renewable energy,
types of pollution and their effects on the environment, economic growth vs. development etc. Once presented with a topic, the students will need to
examine current scientific evidence related to climate change, research up to date scientific data about climate change, and create an argument around the
causes and solutions to climate change. The students will be required to think critically about possible environmental management options and stress the
necessity that we need to guide the way to a cleaner energy future.

The content and preparation will be cross-curricula, in ICT for example students will learn about creating a website, a blog, a PowerPoint/Prezi, in drama
they can work on public speaking, and in English they can work on their scripts. They will be assessed on areas such as creativity, accuracy of evidence,
presentation including voice projection and interaction with audience (see rubric for full assessment criteria Appendix D). The task accommodates for a
diverse range of learning styles as it involves a number of modes such as gestural, visual, use of technology etc.

Learning Sequence:

Whole class activities to prepare/support the students for what will be expected of them:

As a class watch the Save Our World (https://www.youtube.com/watch?v=bn8R_XqjjI0) video clip on Youtube to give students some ideas as to
how we can start conserving the environment.
Have students watch Dr Suess The Lorax and open class discussion about the relationship between resource consumption and environmental
problems.
Introduce environmental management issue topics and ask students to get into pairs and allow pairs to select topics (only 2 groups can do the same
topic).
Show students a presentation to give them some idea of what is expected (http://www.slideshare.net/guestffe27a/environmental-issues-and-
sustainability-presentation)
Make a mind map to show students how they can plan their investigations and response.
Provide specific websites and or printouts to assist students in researching scientific data and evidence about topics and climate change
Support will be provided to enhance oral presentation skills.
Support will be provided to assist with developing presentations and ICT help

Follow on activities:

Students will be given an A3 piece of paper and asked to create an informative poster about their topic that will be displayed in the corridor and around
the school. This will allow the students to demonstrate their new findings and understandings of environmental change and sustainability, whilst also
informing other members of the school/community of the actions required for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments.

Assessment:

See Appendix D

Resources:

Save Our World Published by robinlittlewood, 2010. Retrieved 26 September 2016, https://www.youtube.com/watch?v=bn8R_XqjjI0

The Lorax 2012, film, Illumination Entertainment, Santa Monica

Environmental Issues And Sustainability Presentation, Published by guestffe27a 2008, Retrieved 26 September 2016,
http://www.slideshare.net/guestffe27a/environmental-issues-and-sustainability-presentation

 References:

ACARA 2014, F-10 Curriculum: Cross-curriculum priorities: Sustainability: Key ideas, Australian Curriculum, Assessment and Reporting Authority, Retrieved
25 September 2016, http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/key-ideas

ACARA 2014, F-10 Curriculum: Cross-curriculum priorities: Sustainability: Overview, Australian Curriculum, Assessment and Reporting Authority, Retrieved
25 September 2016, http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/overview

ACARA 2014, F-10 Curriculum: General capabilities: Ethical Understanding: Introduction, Australian Curriculum, Assessment and Reporting Authority,
Retrieved 25 September 2016, http://www.australiancurriculum.edu.au/generalcapabilities/ethical-understanding/introduction/introduction.

What is sustainability?. (2008). [video] Available at: https://www.youtube.com/watch?v=gTamnlXbgqc [Accessed 1 Oct. 2016].

Smart learning for all, (2015). Global Warming for Kids. [video] Available at: https://www.youtube.com/watch?v=PqxMzKLYrZ4 [Accessed 3 Oct. 2016].

Math-aids.com. (2016). Venn Diagram Worksheets | Dynamically Created Venn Diagram Worksheets. [online] Available at: http://www.math-
aids.com/Venn_Diagram/ [Accessed 3 Oct. 2016].

Literature Circles. (2006). Literature in K-6. [online] Available at: http://literaturek6.weebly.com/literature-circles.html [Accessed 1 Oct. 2016].

emaze presentations. (2016). KWL Chart. [online] Available at: https://www.emaze.com/@ALZTTORT/KWL-Chart [Accessed 1 Oct. 2016].

APPENDIX A: KOW, WANT, LEARNT.

APPENDIX B: VENN DIAGRAM

APPENDIX C: LITERACY ROLES

Appendix D: Multimodal Response Rubric

Student Name: _____________________________________________________ Grade: ________ Teacher Name: __________________________

AusVELS/ Above the expected level of At the expected level of achievement Below the expected level of
Expectations achievement achievement
Use interaction skills, varying Demonstrates highly competent use of Demonstrates appropriate interaction skills, Does not or rarely shows effective use
conventions of spoken appropriate interaction skills, varying varying conventions of spoken interactions of interaction skills, variations of
interactions such as voice conventions of spoken interactions such such as voice volume, tone, pitch and pace, spoken interactions such as voice
volume, tone, pitch and pace, as voice volume, tone, pitch and pace, according to group size, formality of volume, tone, pitch and pace,
according to group size, according to group size, formality of interaction and needs and expertise of the according to group size, formality of
formality of interaction and interaction and needs and expertise of audience. interaction and needs and expertise of
needs and expertise of the the audience the audience
audience (ACELY1816)
Plan, rehearse and deliver Is highly involved in the planning, Is competently involved in the planning, Is limited in participation of planning,
presentations for defined rehearsing and deliverance of the role rehearsals and deliverance of the role-play. rehearsing and deliverance of the role-
audiences and purposes play and effectively selects and Selects and sequences appropriate content play. Rarely shows or fails to show
incorporating accurate and sequences appropriate content and and multimodal elements for the audience ability to select and sequence
sequenced content and multimodal elements for the audience and purpose. Makes appropriate choices for appropriate content and multimodal
multimodal and purpose. Continually makes modality and emphasis elements for the audiences and
elements (ACELY1700) appropriate choices for modality and purpose. Does not make appropriate
emphasis. choices for modality and emphasis
Use a range of software Creates a highly engaging, interesting and Appropriately chooses a presentation Does not use or create a presentation.
including word processing accurate presentation. Using a range of resource using a range of software including
programs with fluency to software including word processing word processing programs with some
construct, edit and publish programs with fluency to construct, edit fluency to construct, edit and publish
written text, and select, edit and publish written text, and select, edit written text, and select, edit and place
and place visual, print and and place visual, print and audio visual, print and audio elements
audio elements (ACELY1707) elements

Personal Performance. Presents in a professional manner Presents in an appropriate way ensuring Attempts to present appropriately or is
Appropriate presentation, ensuring voice projection is used through voice projection is used and eye contact is inappropriate in presentation. Does
using skills such as voice all speaking parts and eye contact is made when on stage, involving the not project voice well enough for the
projection and eye contact maintained throughout the performance, audience. audience to hear and has little to no
when on stage. engaging the audience eye contact when on stage
Involvement in preparation, Fulfils own role in preparation for role Shows appropriate levels of participation Does not participate all of the time or
including level of participation play and assists others where appropriate and fulfils designated role to prepare and is disengaged with the group, not
and team work demonstrating high levels of perform the role play. Works well as part of assisting in preparation of role play.
participation. Works well as part of the the team. Does not work well as part of the
team. team.

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