Human Body - teacher information
English
Reading and viewing 1
Outcome A student:
Reading and viewing 2
Outcome A student:
Reading and viewing 1
Outcome A student:
- EN2-4 A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
- discuss how a reader's self-selection of texts for enjoyment can be informed by reading experiences
- read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691
- use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
- use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts
- recognise how aspects of personal perspective influence responses to texts
- summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts
Reading and viewing 2
Outcome A student:
- EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
- understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
- interpret how imaginative, informative and persuasive texts vary in purpose, structure and topic
- identify organisational patterns and language features of print and visual texts appropriate to a range of purposes
- identify the features of online texts that enhance navigation (ACELA1790)
- identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
- identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images
Computer Skills
Computer Operations and Concepts
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
-Word processing
Using computer-based technologies to locate, access, evaluate, store and retrieve information and to express ideas and communicate with others
-Internet
Using computer-based technologies to locate, access, evaluate, manipulate, store and retrieve information
-Tables
Computer Operations and Concepts
- Recognises the typical features of an application window – title bar, toolbar, menu bar, status bar, scroll bar
- Selects menu items from a drop-down menu
- Starts an application and creates a document
- Names and saves a document in appropriate folder/directory
- Understands difference between "save" and "save as"
- Retrieves, revises and renames a document
- Prints document
Using computer-based technologies to manipulate, create, store and retrieve information and to express ideas and communicate with others
-Word processing
- Uses appropriate terminology - font, upper/lower case, bold, italics, underline
- Types sentence(s) without assistance
- Inserts text
- Understands cut, copy, paste, drag 'n drop, highlight
- Selects/highlights text
- Deletes text
- Changes text alignment
- Varies font, size and style
- Uses undo command
- Changes margins and line spacing
- Inserts graphics from various sources eg. clip art, digital image
- Changes the size of displayed clip art/graphics
Using computer-based technologies to locate, access, evaluate, store and retrieve information and to express ideas and communicate with others
-Internet
- Uses prepared bookmarks
- Uses and understands hyperlinks/navigation buttons
- Understands the general structure of a web address
- Understands key features of a web page (links, site map, feedback, email)
- Chooses appropriate sites from a search
- Interprets information from a website
- Cites any electronic references to information used
Using computer-based technologies to locate, access, evaluate, manipulate, store and retrieve information
-Tables
- Understands the purpose/structure of a spreadsheet
- Understands terminology - column, row, cell, cell range
- Understands cell addressing
- Understands active cell
- Enters data (labels, text, values) in a cell
- Formats data in a cell eg. bold, alignment
- Merge/ split/ colour fill cells
Quality Teaching
Deep Knowledgeinsert a graphic, interpret information from a website, navigating a web page, varies font, style and text, how to make a table
Deep Understanding
rows and row numbering
columns and column labelling cells, cell address, cell range and active cell merging highlight Problematic Knowledge
Higher Order Thinking
Students are to construct a table that requires them to take information from 2 websites organise, reorganise, apply and synthesise the information.
Metalanguage
scroll bar, row, column, cell, merge, fill, graphic, save, save as
Substantive Communication
Tasks require students to comunicate with their understanding with a partner and record their information in a colour coded table of their own construction.
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Explicit Quality Criteria
A WILF is posted on the white board and discussed with the students so they know it is expected that they make a table and know the meaning, use the vocabulary of a table, open/ close a browser and save their work.
Engagement
Most student, most of the time will be seen working on tasks at the computers.
High Expectations
Students know that they are expected, and encouraged to take a risk at the computer. They are told that at the very worst, we start again.
Social Support
Many students require differentiation and it can often take the form of peer support. The computer room discourages negative comments.
Student Self Regulation
Because most students are actively engaged in computer based tasks, they regulate their own behaviour most of the time.
Student Direction
As the lessons are web based, students are able to work at heir own pace. They can choose their ow websites to complete the task.
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Background Knowledge
Students continue to identify and interpret different forms of visual information, including charts, diagrams, animations and images. Students further developing comprehension strategies to build literal and inferred meaning, expanding, and consolidating, known content knowledge, while developing their skills of skimming and scanning to find information from websites.
Cultural Knowledge
Knowledge Integration
Students will make connections between their classroom unit about the human body and the construction of a table to present information on the human body in interesting bitesize chunks for publication.
Inclusivity
The activities require all students regardles of ability, social or cultural background to participate.
Connectedness
Students are making a page about the human body that will become a book that has an audience beyond the classroom and potentially, into the local community.
Narrative
Narrative accounts are bothe the process and content of the task and should enrich each students' understanding about the human body's systems.
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