Teaching in Integrated Units using intertextuality

1
Teaching in Integrated Units using intertextuality
2
The big picture

• Intertextuality as setting up ways of thinking
  around an issue to create deep learning using
  cultural resources leading to increases in
  significance and engagement
• English as what is always present in every KLA

3
deep knowing, higher-order thinking as
representing understanding as a capability that
goes beyond reproducing knowledge to using
knowledge in unscripted ways. Understanding
involves being able to do a variety of
thought-provoking things with a topic things
like explaining, finding evidence and examples,
generalising, analogising and representing the
topic in new ways. In Practical Literacy
Programming PETA 2002 p8
4
Intertextuality

• the understanding of new text depends on the
  understanding of other known texts making
  connections
• shifts between genres with different modes of
  communication, schematic structures and grammar
  patterns
• Presents different perspectives to develop
  critical awareness

5
Intertextuality across KLAs

• Putting texts together to consider multiple
  points of view cultural, historical, political,
  gendered, etc.
• Grouping texts of different modalities to read in
  different ways
• Bringing in the real world using media texts
  and validating popular culture

6
Why teach in integrated units?

• Practical benefits
• Time
• Resources
• Sharing
• Real life modelling
• Reading content context

7
On what basis do you plan?

• knowledge of stages
• knowledge of outcomes (learning to and about)
• knowledge of resources
• knowledge of children
• knowledge of personal strengths
• knowledge of school year
• knowledge of stake holders

8
Building integration into your program

• chose theme or concept
• select area of literacy (knowing scope and
  sequence),
• select suitable genre,
• identify outcomes and indicators
• identify and collate resources,
• write a teaching learning sequence to accommodate
  for difference and to maintain focus.
• Practical Literacy programming PETA by Kate
  Murdoch

9
other KLAs and perspectives

• think of strands across Science and Technology,
  PDHPE, HSIE, Maths, Creative Arts,
• think of perspectives e.g. TESOL, special needs
  (full spectrum), Indigenous

10
HUMAN SOCIETY AND ITS ENVIRONMENT
Change and Continuity  Significant Events and
People CCES 1Describes events or retells stories
that demonstrate their own heritage and the
heritage of others. CCS1.1Communicates the
importance of past present people days events
in their life, in the lives of family community
members in other communities. CCS2.1Describes
events and actions related to the British
colonisation of Australia and assesses changes
and consequences. CCS3.1Explains the significance
of particular people, groups, places, actions and
events in the past in developing Australian
identities and heritage.
11
HSIE skills (?)

• Read, view, write, listen to and talk about a
  range of subject matter
• Locate information
• Critically reflect on the purpose and audience of
  texts related to subject matter
• Consider information from a variety of
  perspectives
• Use a variety of sources such as the Internet,
  e-mail, reference texts, artefacts, original
  sources, archives, computer technology,
  telecommunications, people and the media
• (p11 HSIE syllabus)

12
Texts in HSIE

• Students will communicate what they know
  through spoken and written texts such as
  observations, information reports, recounts,
  explanations, discussions and expositions.
• (p9 HSIE syllabus)

13
Using an Inquiry process

• Analyse, organise and store information through a
  variety of methods, including graphs, maps,
  models, timelines, diagrams, charts, matrices,
  databases, family trees and flow charts
• Synthesise and communicate information gained
  using a range of texts and technologies,
  including recounts, narratives, pictures, models
  information reports multimedia
• (p12 HSIE syllabus)

14
Activities for HSIE and English outcomes

• Plan a cycle of activities which take students
  through the issues concerned with the topic by
  using narrative, music, poetry, factual
  resources, art work, media reports
• Mix the focus from work on composing texts to
  work on learning content, from critical
  reflection to positive action

15
CCS3.1Explains the significance of particular
people, groups, places, actions and events in the
past in developing Australian identities and
heritage.

• Indicator identifies the origins of some events,
  days and actions of national significance to
  Australian citizenships, including Anzac Day,
  Australia Day, Survival Day and NAIDOC Week, and
  examines these events from different perspectives

16
An Anzac Day unit
http//www.anzacday.org.au/index.htm
17

What was the war like Grandma by Rachel Tonkin
(suitable for stage 2)
Soldier Boy and Young Digger by Anthony Hill
(suitable for upper stage 3)
18
And the Band Played Waltzing Matilda  - by Eric
Bogle Now when I was a young man I carried my
pack And lived the free life of the rover From
the Murray's Green Basin to the dusty outback I
waltzed my Matilda all over Then in 1915 my
country said "Son, It's time you stopped
rambling, there's work to be done." So they gave
me a tin hat and they gave me a gun And they
marched me away to the war   And the band
played Waltzing Matilda As the ship pulled
away from the quay And amidst all the
cheers, flag waving and tears We sailed
off for Gallipoli
19
In Flanders Fields....
In Flanders fields the poppies blow Between the
crosses, row on row, That mark our place and in
the sky The larks, still bravely singing,
fly Scarce heard amid the guns below.
We are the Dead. Short days ago We lived, felt
dawn, saw sunset glow, Loved and were loved, and
now we lie In Flanders fields.
Written by John McCrae
20
(No Transcript)
21
ANZAC Biscuits

• Ingredients 1 cup rolled oats
• 2 tablespoons boiling water
• 3/4 cup desiccated coconut
• 1 cup sugar
• 1 cup plain flour
• 125g (4oz) butter
• 11/2 teaspoons bicarbonate soda
• 1 tablespoon golden syrup
• Combine rolled oats, sifted flour, sugar and
  coconut.Combine butter and golden syrup, stir
  over gentle heat until meltedMix soda with
  boiling water, add to melted butter mixture, stir
  into dry ingredientsSpoon dessert spoonfuls of
  mixture on to greased oven trays allow room for
  spreading.Bake in slow oven 20 minutes. Cool on
  trays. Makes approx. 36 biscuits.

• Discuss how these could have been prepared to
  send overseas eg. tins, brown paper, letter
  inside.
• Why do you think ANZAC biscuits might be a good
  present to send away to soldiers?

22
Make up your own symbol for remembrance
Plot a time line of the Anzacs involvement
Write a poem about going to war
Research the origin of the name Anzac
Retell Harrys story as if he is telling it to
his grandson
Discuss bias in media reports of war
Write a diary from the perspective of someone
left behind
Act out a mime of saying goodbye or welcoming
home a soldier
Compose some music to create the mood for
remembering
23
The learning spiral (Bruner 1966)

• This years learning builds on last years
  learning so if it seems familiar that is a good
  thing.
• Instead of looking at how a theme is built up in
  fictional texts we are looking at how concepts
  are built up in factual texts
• What is new to you are the additional elements in
  the visual schema
• You should be comfortable dealing with planning
  lessons based on outcomes as you have been
  learning that since last year. This assessment
  calls for you to apply your previous knowledge in
  a new area.

24
Assignment
Assemble a selection of texts that you could use
to develop an integrated unit for the class you
are teaching on your professional experience.
Choose 5 texts including a picture book or novel,
a poetry anthology, a factual text, a multimedia
text and one other. Assess the demands of each
text and the potential for explicitly teaching
students about an aspect of learning covered
by a Learning To and a Learning About outcome
such as LT spelling LA LT critical literacy, LT
verbal grammar. Plan the whole unit and teach at
least 2 of the lessons during prac.
25
Text sample
SECTION TWO MAP KOKODA TRAIL - TERRAIN The Owen
Stanley Mountains are part of the central
mountain range of Papua New Guinea. From Kokoda
village at 1130 feet above sea level (340 m) the
Kokoda Track climbs 6000 feet (1800 m) to 7200
feet (2190 m) at the highest point in the
so-called Kokoda Gap in just over 12 miles (20
km). (As a comparison, the summit of Mount
Kosciusko is 7316 feet or 2230 m above sea
level). The Kokoda Gap is not a narrow pass, but
is actually a broad saddle between higher peaks
along the main range to the east and west which
is used by aircraft flying between Port Moresby
and the northern side of the mountains. From the
Gap to Efogi village the track descends 3000 feet
(900 m) in just over 6 miles (10 km). Gradients
are very steep, sometimes as much as 2000 feet in
a mile-and-a-half.
26
Genres in the text?

• The purpose of the text is to give basic
  information about the terrain of the area near
  the Kokoda Trail in relation to how its formation
  would affect the soldiers.
• The schematic structure follows the pattern
  general statement and description of the topic
  with elaborating information bundled under
  headings. It is an information report.
• The text is structurally similar to the model in
  the following ways the opening statement
  introduces the topic, the use of topic sentences
• It is structurally different to the model in the
  following ways

27
Grammatical choices

• Noun groups - eg. , Proper nouns - eg. , Common
  nouns - eg., abstract nouns - eg.
• Perfect tense - eg.
• Adjectives of comparison, size, number - eg.
• Relational verbs
• Theme
• Adverbs and adverbial phrases - where, when.
• Most of these language features are typical for
  the text type. According to the modules the list
  would include
• Others are not so common and help to give
  information related to mathematical calculations.

28
Photos as a record of history
29
Sample lesson outcomes

• SSS2.7Describes how and why people and
  technologies interact to meet needs and explains
  the effects of these interactions on people and
  the environment.
• WS2.14 Discusses how own texts have been
  structured to achieve their purpose and the
  grammatical features characteristic of the
  various text types used.

• WS3.12 Produces texts in a fluent and legible
  style and uses computer technology to present
  these effectively in a variety of ways.

30
resources

• digital cameras
• chart of image types
• list of community settings
• blank drawing sheets
• model exposition sheets

31
Main steps

• Modelled discuss different image types
  according to visual literacy resource of
  interactivity
• Classify examples of photos as whole class
• Guided (in pairs)
• Discuss list of resource systems in the
  community e.g. shops, bank, library, schools.
• Plan for photo shoot angles, distance, etc. to
  match full list
• Write up planning decision as exposition for
  representation
• Practice with digital camera in school yard
  one shot per pair

• Independent Draw sample shots as would be taken
  in community showing choices of visual grammar
• Label with techniques used and rationale
• Teacher wrap up class gathers to discuss
  critically the effect of images as representation
  of places

32
Summative assessment

• Display of plans with balanced choice of
  community places and strategies used
• display of drawings with labels according to
  visual strategies used
• justification of choices as exposition
• correct text type schematic structure and grammar

33
Action research

• Your assignment could form the basis of an action
  research pilot. Think about what you are looking
  to achieve in terms of what the integrated unit
  is.
• Your action research could be based on what the
  students do in terms of excursions. Think about
  how you felt reflecting on your own visit to the
  PHM.
• Start thinking on this prac

34
Rubrics or criteria?

• Designing explicit criteria with students
• Negotiate levels of achievement with examples

Planned lesson content closely related to all elements identified in part 2 or 3 All elements represented with support of clear, critical rationale All elements represented as lesson content Some elements represented as lesson content 15 10 5 /15