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{WIKI WITCHES ASSIGNMENT}
Ok i finally finished work now on to my Wiki Assignment!.........YEAH EE:)
Tash great job filling the table with our thoughts, love your poster that dog is beautiful and i think a great concept to get students engaged!.

Lesson 1 (filler lesson)
future reference):
- Characters
- Reading path(s)
· Students transform their poem into a Shape Poem – teacher supplies template of insect or dragon, and students can write the poem around the outside or (for longer poems) fit it inside
· As conclusion, students present their poems to the class, and teacher picks students to identify an adjective from the poem they just heard
Lesson 65 – (filler
· Students are asked to imagine a fictitious insect or dragon. Students sketch a model design of imaginary insect or dragon roughly on a piece of paper, including labels detailing the types of materials suitable for parts of the model.
· Students are provided with a range of recyclable materials with which students create a 3D model of their imaginary insect or dragon. Materials may include the following: newspaper, tins, cartons, plastic bottles, string, skewers, plastic bags, etc. Students are encouraged to be creative in their use of materials, whilst thinking about the reason for creating their model and how the materials can be used to convey a particular meaning or intention.
Lesson 56 (PART C)
· Based on knowledge established in lessons 1-3, students view several advertisements and identify the visual features. They also determine an audience and how the visual features work towards connecting with the audience
· Students use this knowledge to create an advertisement selling their Insect/Dragon which they created previously
Lesson 8 – (PART E)
Scaffold the process of creating a wiki
wiki page
Lessons 9 and 10 – RICH TASK
Wiki – Groups of 4-5 students. They make a page on the wiki in which they have to put sound, image, text.

- Formatting (bold, italics, underline, larger/smaller text, centre-alignment etc.)
- A crossword, hangman or word-quiz game which requires others to guess words related to visual grammar, written grammar, and general insect/dragon concept.
grade below.

Logical Sequence of Five Lessons
The unit of work aims to give students the knowledge to complete the rich multimodal task, scaffolded by the eight lessons prior. The five specific lessons focus on different aspects of literacy, building upon the knowledge students have explored and obtained during their learning experiences throughout the unit. The first of the five focus lessons enables students to develop knowledge of visual grammar essential for subsequent lessons. The second focus lesson explores ways in which students can develop a deeper knowledge of elements of written grammar through poetry. In the third lesson students apply and deepen their knowledge of visual grammar to create a visual text that enables them to explore insects and dragons through the medium of advertisement. The fourth lesson focuses on incorporating a variety of modes to establish how a single meaning can be produced from a multimodal text. Lastly, the students are engaged in a task which consolidates their acquired knowledge of visual, written, spoken literacy in conjunction with the medium of ICT. These lessons are sequenced in such a way that creates a coherent unit of work which develops literacy skills through the achievement of the outcomes mentioned.

Development of these knowledge and skills enables students to work towards completing the rich multimodal task in a variety of ways. Firstly, students explore a variety of aspects of written grammar through text types such as poems, Venn Diagrams, advertisements and additional writing tasks incorporated in the rich multimodal task. Secondly, students are introduced to visual literacy through activities that engage and enhance their knowledge of these concepts by allowing students to use these skills in analysing and creating visual texts. Finally, students are given the chance to explore and create multimodal texts that enhance and integrate prior knowledge of different literacy and grammar modes as well as incorporating ICT skills.
Outcome to be explored:
Arts Outcome VAS2.3to be explored:
VAS2.3 - Acknowledges are possible.
Indicator:
Students in Stage 2 will learn to:
Develop
Indicators:
- Develop their intentions audience’s response.
Interpret
- Interpret the meaning the artist.
Students in Stage 2 will learn about:
How
- How artists think make art.
How
- How pictures and from audiences.
(Board
Other English outcomes are addressed in this unit of Studies NSW, 2000, p. 56) work. These are:
TS2.1
- Participates in class discussions
- Give a coherent report on the construction of their advertisement
- Uses appropriate language associated with visual grammar aspects of selected images
TS2.2
- Works collaboratively to interpret an image surrounding the theme of dragons and insects, emphasising visual aspects.
TS2.3
- Identifies the effect of purpose and audience on spoken texts
RS2.5
- Predicts and lists a range of print and non print resources for answering focus questions, e.g. Internet, literary and factual films, photographs, charts, people
- Obtains information from selected Internet/computer sites and other computer graphics and texts.
- Able to justify various interpretations when analysing images of insects and dragons.
WS2.9
- Uses descriptive language effectively
- Writes using mostly correct grammar and spelling
- Writes short factual text and simple poems
- Uses other texts as models for aspects of writing such as text organisation, grouping of information under headings
- Identifies key words and phrases
- Uses computers to draft and edit writing
WS2.10
- Uses a variety of nouns and adjectives to add meaning to their poems.
WS2.14
- Identifies an intended audience for their advertisement and has constructed the text to fit that purpose
- Is familiar with grammatical features of a Venn Diagram and what is need.
Evidence of Learning
We will assess student’s progress towards these outcomes by incorporating both formative and summative assessment throughout the unit.