EDEN291 Assignment 2 Rubric 2024

EDEN291 Assignment 2 Rubric 2024

CriteriaRatingsPoints

Before Reading/Viewing Lesson Plan Learning Objectives and Content 20%

6 pts

Outstanding

Explicitly describes highly effective learning objectives and success criteria for reading/viewing. Content and activities are highly relevant for the learning objectives. Content is organised into a very logical and very effective learning sequence.

5 pts

Good

Describes effective learning objectives and success criteria for reading/viewing. Content and activities are relevant for the learning objectives but may lack structure or detail. Learning sequence is logical and effective.

4 pts

Competent

Includes learning objectives and success criteria for reading/viewing. Content and activities are mostly relevant for the learning objectives. Learning sequence is generally sequenced logically and effectively.

3 pts

Pass

Learning objectives and success criteria is somewhat effective for reading/viewing. Some content and activities are relevant for the learning objectives. Content is somewhat logically organised into a learning sequence.

2 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

1 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

0 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

/ 6 pts

Before Reading/Viewing - Lesson plan Differentiation and Assessment 10%

3 pts

Outstanding

Highly comprehensive and explicit description of how teaching is adapted for different student groups. Methods are highly appropriate for intended learners. Very clear and logical description of how students are monitored and assessed during the lesson.

2.5 pts

Good

Comprehensive description of how teaching is adapted for different student groups but may lack some detail. Methods are appropriate for intended learners. Clear and logical description of how students are monitored and assessed during the lesson.

2 pts

Competent

How teaching is adapted for the different student groups is mostly described. Methods are mostly appropriate for intended learners. Description of how students are monitored and assessed is generally clear and logical.

1.5 pts

Pass

How teaching is adapted for different student groups is partially described. Methods are somewhat appropriate for intended learners. Description of how students are monitored and assessed is somewhat clear and logical.

1 pts

Unsatisfactory

How teaching is adapted for the different student groups is minimally described. Methods are not appropriate for intended learners. How students are monitored and assessed lacks significant detail.

0 pts

Unsatisfactory

How teaching is adapted for the different student groups is minimally described. Methods are not appropriate for intended learners. How students are monitored and assessed lacks significant detail.

/ 3 pts

During Reading/Viewing Lesson Plan Learning Objectives and Content 20%

6 pts

Outstanding

Explicitly describes highly effective learning objectives and success criteria for reading/viewing. Content and activities are highly relevant for the learning objectives. Content is organised into a very logical and very effective learning sequence.

5 pts

Good

Describes effective learning objectives and success criteria for reading/viewing. Content and activities are relevant for the learning objectives but may lack structure or detail. Learning sequence is logical and effective.

4 pts

Competent

Includes learning objectives and success criteria for reading/viewing. Content and activities are mostly relevant for the learning objectives. Learning sequence is generally sequenced logically and effectively.

3 pts

Pass

Learning objectives and success criteria is somewhat effective for reading/viewing. Some content and activities are relevant for the learning objectives. Content is somewhat logically organised into a learning sequence.

2 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

1 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

0 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

/ 6 pts

During Reading/Viewing Lesson Plan - Differentiation and Assessment 10%

3 pts

Outstanding

Highly comprehensive and explicit description of how teaching is adapted for different student groups. Methods are highly appropriate for intended learners. Very clear and logical description of how students are monitored and assessed during the lesson.

2.5 pts

Good

Comprehensive description of how teaching is adapted for different student groups but may lack some detail. Methods are appropriate for intended learners. Clear and logical description of how students are monitored and assessed during the lesson.

2 pts

Competent

How teaching is adapted for the different student groups is mostly described. Methods are mostly appropriate for intended learners. Description of how students are monitored and assessed is generally clear and logical.

1.5 pts

Pass

How teaching is adapted for different student groups is partially described. Methods are somewhat appropriate for intended learners. Description of how students are monitored and assessed is somewhat clear and logical.

1 pts

Unsatisfactory

How teaching is adapted for the different student groups is minimally described. Methods are not appropriate for intended learners. How students are monitored and assessed lacks significant detail.

0 pts

Unsatisfactory

How teaching is adapted for the different student groups is minimally described. Methods are not appropriate for intended learners. How students are monitored and assessed lacks significant detail.

/ 3 pts

After Reading/Viewing Lesson Plan Learning Objectives and Content 20%

6 pts

Outstanding

Explicitly describes highly effective learning objectives and success criteria for reading/viewing. Content and activities are highly relevant for the learning objectives. Content is organised into a very logical and very effective learning sequence.

5 pts

Good

Describes effective learning objectives and success criteria for reading/viewing. Content and activities are relevant for the learning objectives but may lack structure or detail. Learning sequence is logical and effective.

4 pts

Competent

Includes learning objectives and success criteria for reading/viewing. Content and activities are mostly relevant for the learning objectives. Learning sequence is generally sequenced logically and effectively.

3 pts

Pass

Learning objectives and success criteria is somewhat effective for reading/viewing. Some content and activities are relevant for the learning objectives. Content is somewhat logically organised into a learning sequence.

2 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

1 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

0 pts

Unsatisfactory

Minimal or no relevant learning objectives or success criteria. Content and activities are not relevant for learning objectives. Content is not logically organised into a learning sequence. Contains significant lack of detail.

/ 6 pts

After Reading/Viewing Lesson Plan - Differentiation and Assessment 10%

3 pts

Outstanding

Highly comprehensive and explicit description of how teaching is adapted for different student groups. Methods are highly appropriate for intended learners. Very clear and logical description of how students are monitored and assessed during the lesson.

2.5 pts

Good

Comprehensive description of how teaching is adapted for different student groups but may lack some detail. Methods are appropriate for intended learners. Clear and logical description of how students are monitored and assessed during the lesson.

2 pts

Competent

How teaching is adapted for the different student groups is mostly described. Methods are mostly appropriate for intended learners. Description of how students are monitored and assessed is generally clear and logical.

1.5 pts

Pass

How teaching is adapted for different student groups is partially described. Methods are somewhat appropriate for intended learners. Description of how students are monitored and assessed is somewhat clear and logical.

1 pts

Unsatisfactory

How teaching is adapted for the different student groups is minimally described. Methods are not appropriate for intended learners. How students are monitored and assessed lacks significant detail.

0 pts

Unsatisfactory

How teaching is adapted for the different student groups is minimally described. Methods are not appropriate for intended learners. How students are monitored and assessed lacks significant detail.

/ 3 pts

Effective communication 10%

3 pts

Outstanding

Outstanding written expression with correct grammatical features and spelling.

2.5 pts

Good

Good written expression with correct grammatical features and spelling.

2 pts

Competent

Competent written expression with correct grammatical features and spelling.

1.5 pts

Pass

Satisfactory written expression with correct grammatical features and spelling.

1 pts

Unsatisfactory

Unsatisfactory written expression that does not contain correct grammatical features or spelling.

0 pts

Unsatisfactory

Unsatisfactory written expression that does not contain correct grammatical features or spelling.

/ 3 pts

EDEN291 ASSESSMENT TASK 2: Learning Activities for Reading and Viewing

Name: Marina Meshreky

SID: S00334180

Tutorial Details (Campus, Day, Time): Strathfield, Friday 5-7pm

LESSON 1: BEFORE READING/VIEWING CORALINE (NOVELLA)

LESSON OVERVIEW

LEARNING INTENTIONS

Students will learn to:

Recognise the technique used by the author to show a character's personality through their words, thoughts, and actions (indirect characterisation).

Form judgements about Coraline's characters traits based on what they read and observe in the narrative and movie.

CURRICULUM LINKS:

EN3-UARL-01analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN3-UARL-02analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

FOCUS

Novella BEFORE Reading

Movie

BEFORE Viewing

DURING Reading DURING Viewing

AFTER Reading AFTER Viewing

LEARNING & TEACHING PLAN

LITERACY SKILL IN FOCUS:

Reading: Focus on indirect characterisation through the protagonists speech, thoughts, and actions. LEARNING & TEACHING INTENTIONS

In this lesson, students are learning to:

Predict character traits from textual clues such as the title, cover, and first two pages

Understand the STEAL model (speech, thoughts, emotions, actions, looks) to explore how coraline character is developed indirectly in written texts.

TEACHING RESOURCES

Book - coraline by Neil Gaiman (novella)

Copied of the book cover and first page for each student

Whiteboard and markers SUCCESS CRITERIA

I am doing well when

I can identify how Coraline's character traits are introduced through her speech, thoughts, and actions.

I can make reasonable judgments about Coraline's character based on the novellas cover and first paragraph.

FORMATIVE ASSESSMENT

Learning assessment: In small groups, students will present their thoughts on Coraline's persona, and I will offer commentary during the conversation.

Peer evaluation: Students will give comments to one other and compare their predictions with those of their classmates. DIFFERENTIATION

Adjustments/Enablers:

To help with character predictions, give kids with special needs pictures and shortened sentence beginnings.

Enrichment/enhancements:

Proficient learners can expand their predictions by talking about potential story elements and Coraline's potential character development.

STEP BY STEP OUTLINE OF LEARNING ACTIVITY SEQUENCE

STAGES STEPS Teaching resources

INTRODUCTION T: introduce the lessons learning intention and success criteria

T: review prior knowledge of making judgement from cover pages to make predictions of the novel before reading

T: introduce the novella coraline by showing the cover page to SS

T: will ignite discretion of observation ss are making for the cover page of predictions of the book and the chapters

Ss: students share their predictions throughout class discussion either verbally or written down

Teacher will show the cover and ask students to predict characters traits based on visual cues Coraline book

whiteboard/smartboard

FOCUSED/

MODELLED

INSTRUCTION

I do it,

you watch

T: before reading aloud the first two pages of the novella Coraline, the teacher will model how to identify key characterisation strategies such as speech, thoughts, actions.

T: will use self-talk and thinking out loud during the read aloud to help students see coralines character through the novella

Ss: will listen, watch and think about how coralines character is revealed through her words and actions

Coraline novella (first paragraph)

GUIDED/

SHARED INSTRUCTION

We do it

together

T: Ask students to work in pairs, reading the same paragraph and identifying clues about coraline's character.

T: will guide them with prompts, for example, what does Coraline's speech tell us about her feelings?

T: circulate around the room, offering helping, clarifying and re-teaching where needed.

Ss: students will work in pairs, students analyse Coraline's character and record the clues that she gives away through her words, thoughts, and actions. They write down their ideas on paper or a shared platform such as a shared google docs. Copies of the first paragraph

whiteboard/smart board for notes

GUIDED PRACTICE

You do it together

I watch and guide

T: Assist students with identifying Coraline's character traits and the literary cues that suggest these characteristics in small groups.

T: Assist students in groups where necessary, supporting their comprehension with enquiries such as "How do Coraline's actions show what she's thinking?"

Ss: will identify Coraline's character attributes and the indications that lead to them in groups. The class will hear each group's results. whiteboard or paper for group notes

INDEPENDENT

PRACTICE

You do it

alone

Reflect

T: Assist pupils in synthesising their knowledge through independent work. Ask them to use what they've learned to fill out the SEAL template about how Coraline's character

Ss: Each student will fill out the template individually to the best of their ability. They can now use their shared work to help with this independent task. Notebooks or computers for writing

CLOSURE T: Review the success criteria and learning objectives. Ask students to consider Coraline's introduction and what draws them into her character.

T: Ask students to share a characteristic they've discovered about Coraline and how they came up with it as part of a formative assessment.

Ss: Students consider and react, talking on how they were able to discover more about Coraline through the characterisation strategies.

APPENDIX

Cover page -

First two pages -

LESSON 2: DURING READING/VIEWING CORALINE (FILM)

LESSON OVERVIEW

LEARNING INTENTIONS

Students will learn to:

Examine Coraline's characterisation throughout the movie.

Determine which aspects of Coraline's actions and feelings are conveyed in the movie through sound and visuals.

CURRICULUM LINKS:

EN3-UARL-01analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN3-UARL-02analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

FOCUS

Novella BEFORE Reading

Movie

BEFORE Viewing

DURING Reading DURING Viewing

AFTER Reading AFTER Viewing

LEARNING & TEACHING PLAN

LITERACY SKILL IN FOCUS:

Viewing: When watching, concentrate on how Coraline is indirectly characterised by sound and sight, which highlights her actions and feelings. LEARNING & TEACHING INTENTIONS

In this lesson, students are learning to:

Examine how Coraline's emotions are conveyed in a particular scene using sound (such as music, tone of voice, and body language) and sights (such as camera angles and body language).

Examine these cinematic elements in relation to the novella's related text.

TEACHING RESOURCES

Book or Film Reference e.g. Chapter/page or e.g. 23.15 to 35.12 in film

Additional resources:

Film: coraline - opening scene: 0:00 - 8:04

Whiteboard/smartboard, film time stamps, screenshots of the scene, viewing device. SUCCESS CRITERIA

I am doing well when

(e.g. I can identify examples in the text that describe a character indirectly).

I am doing well when:

I can recognise the visual and sound elements that the movie uses to depict Coraline's feelings and actions.

I can explain how the novella and the movie present Coraline's characters differently.

FORMATIVE ASSESSMENT

assessment as learning

assessment for learning

peer assessment/self-assessment

Evaluation of learning: Watch students as they recognise and contrast novella and film character traits in group discussions.

Self-assessment: By composing a brief comparison between the two media, students will consider what they have learned. DIFFERENTIATION

Adjustments/Enablers:

How will you support students with special needs and/or students who need different levels of support?

- For students who require extra assistance in locating audio and visual materials, provide a brief summary of characterisation strategies.

Enrichment/enhancements:

How will you cater for students who progress quickly?

- Ask advanced students to investigate how the filmmaker adds depth to Coraline's emotional journey throughout the movie via the use of sound and images.

STEP BY STEP OUTLINE OF LEARNING ACTIVITY SEQUENCE

STAGES STEPS Teaching resources

INTRODUCTION T: Remind students that the novella was the main topic of the last class.

T: will explain that todays lesson will focus on how coraline's characterisation is shown in the movie adaptation.

T: will go through the learning intentions and success criteria for today's lesson

T: Today, well explore how Coralines feelings are shown through visuals and sound in the movie.

Ss: will listen and ask any questions if needed Film: coraline - opening scene: 0:00 - 8:04

Viewing deceive

whiteboard/smart boards

FOCUSED/

MODELLED

INSTRUCTION

I do it,

you watch

T: will play the opening scene of the film Coraline.

T: will explain that the previous lesson we went through the opening scene from the novella and to keep that at the forefront of students' minds.

T: will self-talk and think aloud strategies to Show students Coraline's character identification by pointing out details like Coraline's face expressions and the scary background soundtrack.

Ss: Students watch and listen, focusing on how character traits are conveyed through visual and sound elements. Film with timestamps

Viewing deceive

whiteboard/smart boards

GUIDED/

SHARED INSTRUCTION

We do it

together

T: ask Students to rewatch the sequence in pairs, observing Coraline's movements and feelings based on sound (speech, music) and visually (camera angles, lighting).

T: will Initiate discussions and provide examples of assistance.

Ss: in table groups or pairs, students w3ill discuss their observations and take notes, focusing on how the sound and visuals reveal Coralines character. Film with timestamps

Viewing deceive

whiteboard/smart boards

Small whiteboards/paper for group notes

GUIDED PRACTICE

You do it together

I watch and guide

COLLABORATIVE STUDENT PRACTICE

Students work with peers to consolidate learning and practise new skill/s and strategies.

Students solve problems and apply learning.

Teacher guides, questions understanding, re-teaches and clarifies to the point of need.

Peer support occurs within groups and students are accountable to the group for their contribution.

T: ask Students analyse the movie scene in the SEAL templet either in a group or individually

INDEPENDENT

PRACTICE

You do it

alone

Reflect

INDEPENDENT STUDENT APPLICATION

Students solidify learning by practising the new task independently.

Opportunity to apply, synthesise and transform ideas and skills independently.

Teacher can re-teach or clarify one-on-one at the point of need.

In contrast to the written version, each student writes a brief essay outlining how Coraline's emotions are shown in the movie through sound and visuals. Use alternative engaging texts and digital resources to apply learning to a new context

Notebook or computers

CLOSURE Consolidate and reiterate teaching content. Revisit learning intentions.

Formative Assessment / check-in:

How do you know if students achieved the intended learning for the lesson?

Examine the success criteria for the lesson and invite students to discuss the main distinctions they found between the novella and the movie.

APPENDIX

Examples of Language, Visual and Sound Resources

Novella and Film excerpts

LESSON 3: AFTER READING/VIEWING CORALINE (MULTIMODAL TASK)

LESSON OVERVIEW

LEARNING INTENTIONS

Students will learn to:

Incorporate their knowledge of Coraline's qualities from the film and the novella.

Create a multimodal presentation including written, visual, and/or audio resources that illustrates Coraline's character.

CURRICULUM LINKS:

EN3-UARL-01analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN3-UARL-02analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

FOCUS

Tick or highlight your lesson focus

Novella BEFORE Reading

Movie

BEFORE Viewing

DURING Reading DURING Viewing

AFTER Reading AFTER Viewing

LEARNING & TEACHING PLAN

LITERACY SKILL IN FOCUS:

You may choose Reading or Viewing

Then specify sub-skill (e.g. Reading-Indirect Characterisation)

You may also specify which aspect of the STEAL model you focusing on.

Creating multimodal texts: Pay attention to how Coraline's characteristics are portrayed via the use of language, images, and sound. LEARNING & TEACHING INTENTIONS

In this lesson, we are learning to/about

Elaborate on the units specific learning intentions listed above

Specify Teaching and Learning Focus, e.g. we are using the STEAL model to identify how a character is developed indirectly using their Speech/Thoughts/Emotions etc. as described in the text

In this lesson, students are learning to:

Students should use words, images, and/or sound to express their comprehension of Coraline's character qualities through a multimodal project.

In their creative work, apply their understanding of indirect characterisation (Speech, Thoughts, Emotions, Actions, Looks).

TEACHING RESOURCES

Book or Film Reference e.g. Chapter/page or e.g. 23.15 to 35.12 in film

Additional resources:

Coraline by Neil Gaiman film and novella

Computers with multimedia software such as powerpoint, canva

SUCCESS CRITERIA

I am doing well when

(e.g. I can identify examples in the text that describe a character indirectly).

I am doing well when:

I am able to produce a multimodal project that successfully conveys Coraline's qualities.

I can defend how I portrayed character development through written language, music, and images.

FORMATIVE ASSESSMENT

assessment as learning

assessment for learning

peer assessment/self-assessment

Keep track of students' development as they work on their projects and provide them comments as they go.

Students will show their multimodal projects to their classmates, who will then evaluate them according to established criteria. DIFFERENTIATION

Adjustments/Enablers:

How will you support students with special needs and/or students who need different levels of support?

Provide guided project templates to students who want more assistance, or let them concentrate on a single media (e.g., only visuals).

Enrichment/enhancements:

How will you cater for students who progress quickly?

Experimentation with more complex sound and visual combinations might help advanced students depict Coraline's persona more fully.

STEP BY STEP OUTLINE OF LEARNING ACTIVITY SEQUENCE

STAGES STEPS

Based on the Gradual Release of Responsibility. Use the prompts to help select HOW you will teach the lesson Teaching resources

INTRODUCTION Make explicit learning intentions and success criteria

Review of prior knowledge

Examine your goals for learning. Inform the students that their task is to produce a multimodal project that demonstrates how they have understood Coraline's character characteristics in both the novella and the movie. Whiteboard/smartboard

FOCUSED/

MODELLED

INSTRUCTION

I do it,

you watch

TEACH

Teacher models new skills and strategies

Teacher verbalises their thinking while demonstrating.

Teacher engages in self-talk and thinking aloud, answering own questions and wonderings as they instruct, model and demonstrate.

Children watch, listen, think and learn.

Present multimodal project examples, such as a character slide with text, sound effects, and graphics. Describe the ways in which each media might enhance characterisation. Novella or Film?

Other resources:

Sample multimodal projects, whiteboard/smartboard

GUIDED/

SHARED INSTRUCTION

We do it

together

TEACH

Guide students to practise new skill/s and strategies

Offer scaffolding and support to the whole class or small groups

Teacher questions, children respond, teacher re-questions, clarifies and builds on responses.

Two-way dialogue occurs.

Children are encouraged to contribute ideas as they participate in the activity.

Students discuss in groups or pairs about how they will use speech, tone of voice, and visuals to represent Coraline's characteristics. The teacher moves around and offers advice.

GUIDED PRACTICE

You do it together

I watch and guide

COLLABORATIVE STUDENT PRACTICE

Students work with peers to consolidate learning and practise new skill/s and strategies.

Students solve problems and apply learning.

Teacher guides, questions understandings, re-teaches and clarifies to the point of need.

Peer support occurs within groups and students are accountable to the group for their contribution.

Students start working in groups or alone to create their multimodal project. Teacher offers assistance and feedback as required.

INDEPENDENT

PRACTICE

You do it

alone

Reflect

INDEPENDENT STUDENT APPLICATION

Students solidify learning by practising the new task independently.

Opportunity to apply, synthesise and transform ideas and skills independently.

Teacher can re-teach or clarify one-on-one at the point of need.

Students apply their understanding of Coraline's characterisation to independently complete their multimodal projects. Use alternative engaging texts and digital resources to apply learning to a new context

CLOSURE Consolidate and reiterate teaching content. Revisit learning intentions.

Formative Assessment / check-in:

How do you know if students achieved the intended learning for the lesson?

After presenting their efforts to the class, students get input from the teacher and their classmates.

APPENDIX

Examples of Language, Visual and Sound Resources

Novella and Film excerpts