Hayley Firth 18608638

Overview

Science & Material World

Technology
content for
Stage 2
Use of Mentor The mentor text is suitable for teaching the English K-10 Syllabus
Text in the (NSW Education Standards Authority [NESA], 2012) as it
Integrated professionally models the features of a multimodal instructional text.
Unit The procedure simultaneously teaches concepts of Science and
Technology (NESA, 2017) as recipes are instructional texts that
demonstrate how adding or removing heat causes a change of state.
Science & ST2-6MW-S
Technology Describes how adding or removing heat causes a change of state.
Outcome Code
Name of One Skitch.
Selected
Digital Tool/
Application for
Criterion 4
Assessment

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Brief Description of Lessons

Lesson 1: Text Deconstruction – Context (Audience, Purpose, Type of Texts, Text

Type) & Text Structure
Prior Students can define multimodal due to previous learning of different types
Knowledge/ of texts and text types. Students have been focusing on informative texts
Skills/ when investigating outcome ST2-6MW-S. Students understand how to use
Experience PearDeck, Wakelet and Skitch when engaging with ‘Information and
for English Communicating Technologies’ (ICT) . The teacher has prepared all
and/or the necessary resources prior to the lesson.
other key
learning
area (KLA)
English Reading and Viewing 2: EN2-8B
Outcome & Identifies and compares different kinds of texts when reading and viewing
Content and shows an understanding of purpose, audience and subject matter.
Descriptor • Identify the audience and purpose of imaginative, informative and
persuasive texts.

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Brief Introduction
Description
of Activities 1. Teacher introduces the theme of students as scientists and they are
testing whether adding and removing heat can cause a change of state.
Question students how they might achieve this to stimulate their interest
(Margetts & Woolfolk, 2019).
2. Students are given a code to access PearDeck (Figure 1). This highly
engages students as Pear Deck provides opportunities to interact with
the teaching slides displayed on the interactive white board (IWB)
throughout the lesson.
Figure 1: Pear Deck Code example

3. Introduce the learning intention as ‘We Are Learning To’ (WALT;

Chroinin & Cosgrave, 2013) understand the text structure and context
of multimodal instructional texts (Figure 2).
Figure 2: WALT lesson 1

4. Display a range of multimodal instructional texts (Figure 3) and have

students ‘think, pair, share’ the similar text structures. This allows
students to critically ‘think’ about the topic as they ‘pair’ and ‘share’
their ideas with another student (Kaddoura, 2013).
Figure 3: Instructional text examples.

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Lesson 2: Text Deconstruction (One Key Grammatical Feature): Imperative Verbs

Prior Students understand how the text structure of instructional text types provide
Knowledge/ guidance to the audience and thus, achieves its purpose (Tan & Zammit, 2018).
Skills/ Students are familiar with this type of text as informative and instructional.
Experience Students have standard knowledge of verbs and synonyms. Students are capable of
for English engaging with the relevant ICT. The teacher has prepared all necessary resources
and/or the prior to the lesson.
other KLA
English Grammar, Punctuation and Vocabulary: EN2-9B
Outcome & Uses effective and accurate sentence structure, grammatical features, punctuation
Content conventions and vocabulary relevant to the type of text when responding to and
Descriptor composing texts.
• Understand that verbs represent different processes (doing, thinking, saying and
relating) and that these processes are anchored in time through tense.

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Brief Introduction
Description 1. Give students Pear Deck code for access. Introduce WALT (Chroinin &
of Activities Cosgrave, 2013): To understand the use of imperative verbs in
instructional texts.
2. Ask students to enter ideas into the Pear Deck mind-map (Figure 13) in
response to: What would you do with our scientific jelly?
Figure 13: What would you do?

3. Teacher highlights the imperative verbs in the mind-map (Figure 14).

Explain how they are imperative because they are ‘bossy’ and command
the reader (Tan & Zammit, 2018).
Figure 14: Imperative verbs

4. Teacher explains how the excluded words in figure 14 are action verbs
because they are doing and not commanding (Tan & Zammit, 2018). This
allows students to distinguish types of verbs and clarify understanding (Tan
& Zammit, 2018).
5. Teacher chooses one of the imperative verbs and ask students which
tense they use (present). Teacher converts the word into past and present
tense (Figure 15) to further exemplify why present tense is appropriate for
instructional contexts (we are completing the recipe in the present).
Figure 15: Present tense
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Lesson 3: Text Deconstruction: Placement of Elements and Its Effect

Prior Students understand how imperative verbs and present tense are key
Knowledge/ grammatical features that “shape and make meaning according to
Skills/ purpose, audience and context” (NESA, 2012, p.13) in instructional
Experience for texts. Students are capable of engaging with the relevant ICT. The
English and/or teacher has prepared all other necessary resources prior to the lesson.
the other KLA

English Reading and Viewing 2: EN2-8B

Outcome & Identifies and compares different kinds of texts when reading and
Content viewing and shows an understanding of purpose, audience and subject
Descriptor matter.
• Explore the effect of choices when framing an image, placement of
elements in the image, and salience on composition of still and moving
images in a range of types of texts.

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Brief Introduction
Description of 1. Give students QR code/link to access Wakelet ‘Lesson 3’ (Figure
Activities 20). Here, they will access Padlet to view a virtual ‘Know-Want-
Learn’ (KWL; Zouhor et al., 2016)
Figure 20: QR code/link 3

2. Introduce WALT (Chroinin & Cosgrave, 2013): We are learning

about the effect of placement in instructional texts. Define placement
as how items are placed together on a page or screen (Callow, 2013).
Students then enter what they know about placement and what they
want to know about placement (Figure 21). Learned will be
completed during closure.
Figure 21: KWL chart

3. Display examples (Figure 22) and discuss with students as they

describe the placement possibilities.

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Lesson 4: Joint Construction of a Multimodal Instructional Text

Prior Students have proved adding/removing heat can cause a change of state
Knowledge/ during practicum (NESA, 2017). Additionally, students learned this
Skills/ through deconstructing the instructional MT to gain understanding of the
Experience for structural features, context, grammatical features and visual elements
English and/or that achieve informative purposes (Tan & Zammit, 2018; Callow, 2013)
the other KLA Students are capable of engaging with the relevant ICT. The teacher has
prepared all other necessary resources prior to the lesson.

English Writing and Representing 1: EN2-2A

Outcome & Plans, composes and reviews a range of texts that are more demanding
Content in terms of topic, audience and language.
Descriptor • Experiment with visual, multimodal and digital processes to represent
ideas encountered in texts.

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Brief Introduction
Description of 1. Teacher informs scientists (students) that stage one students want to
Activities learn their science too, so the task today is to collaboratively
construct an instructional text to teach them how to make popcorn
(with the help of an adult for safety!).
2. Teacher will initiate revision through guided inquiry to
collaboratively create a Google Doc checklist for what our new
instructional text requires. Checklist should resemble figure 26 and
provides success criteria for teacher and student assessment.
Figure 29: Checklist

3. Teacher displays the MT and checklist on Skitch to model how to

effectively use the checklist as a success criterion (Figure 30).
Explain through ‘think alouds’ (Ozturk, 2017).

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Word count: 2160

REFERENCES

Ashenafi, M.M. (2017). Peer-assessment in higher education- twenty-first century practices,

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Callow, J. (2013). The shape of text to come: How image and text work. Primary English
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10.1080/17408989.2012.666787
Dixson, D.D. & Worrell, F.C. (2016). Formative and Summative Assessment in the
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Enideo (2020). Word it Out. Retrieved from: https://worditout.com/word-cloud/create
Evernote (2020). Skitch application. Retrieved from: https://evernote.com/products/skitch
Jan, L.W. (2009). Write Ways, pp.93-93. Oxford University Press, Australia and New
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Kaddoura, M. (June, 2013). Think Pair Share: A Teaching Learning Strategy to Enhance
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pdfviewer?vid=1&sid=03915e78-e1af-48ed-b815-fe7bed90d2e2%40sessionmgr4007

Margetts, K. & Woolfolk, A. (2019). Educational Psychology. Pearson, Australia. NEED TO

CHECK REFERENCE FROM PERVIOUS ASSIGNMENT (PROPER)
NSW Education Authority Standards [NESA] (2012). NSW Syllabus for the Australian
Curriculum: English K-10 Syllabus. Sydney, Australia. Retrieved from: https://
educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/
english-k-10

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NSW Education Authority Standards [NESA] (2012). NSW Syllabus for the Australian
Curriculum: English K-10 Syllabus. Sydney, Australia. Retrieved from: https://
educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/
english-k-10

NSW Education Standards Authority [NESA] (2017). NSW Syllabus for the Australian
Curriculum, Science K-6 Syllabus. Sydney, Australia. Retrieved from: https://
syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf
Ozturk, N. (2017). An analysis of teachers self-reported competencies for teaching
metacognition. Educational Studies, 43(3), pp.247-264. Retrieved from: https://www-
tandfonline-com.ezproxy.uws.edu.au/doi/pdf/10.1080/03055698.2016.1273761?
needAccess=true
Pear Deck Inc. (2020). Pear Deck Downloaded Add-on. Retrieved from: https://
www.peardeck.com/googleslides
Tan, L., & Zammit, K. (2018). Teaching writing and representing in the primary school years
(2nd ed.). Melbourne, Australia: Pearson Australia.
Wakelet (2020). Wakelet. Retrieved from: https://wakelet.com/
WikiHow (2019). How to make popcorn. Retrieved from: https://www.wikihow.com/Make-
Popcorn
Zouhor, Z., Bogdanovic, I. & Segedinac, M. (2016). Effects of the Know-Want-Learn
Strategy on Primary School Students’ Metacognition and Physics Achievement.
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IMAGE REFERENCES

NSW Technical and Further Education Commission (2017). How to wash your hands
properly. Retrieved from: https://yourdecision.oten.tafensw.edu.au/pluginfile.php/3852/
mod_page/content/101/FSS_sample_LR_loco_html/p134.htm

Sparklebox (2010). How to Tie Shoe Laces. Retrieved from: https://www.pinterest.com.au/

pin/532550724658460990/

Bentham (2014). How to make a dump truck. Retrieved from: https://www.tes.com/teaching-

resource/instruction-writing-examples-of-instructions-6143242

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Appendix 1: Mentor Text (Adapted from Woolworths, n.d.)

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Appendix 2: Affordances of Application, Skitch (Adapted from wikiHow, 2019)

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