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In relation to Leannes MYLO message. Leeanne has organised an area of interest which is fine with me. Only upon reading the assessment outline we are only to do 1 lesson plan each and Leeanne has 8, so not sure about that. Does anyone know if we are allowed to use two different curriculums due to two different states being represented? I would like to do a critical analysis on advertising. I would give a group of 5 (20 students) an advertising picture without the text. I would like the students to analyse based on Leonie Rowens (critical analysis) and discuss between the group. When all groups have discussed to Rowens outline they are to show the other students the picture and discuss what they have analysed. At the end of each group I will provide the group with the missing text. Tomorrow I will work on the justificaiton of this lesson so in time everyone will have done one to make life easier with the final justification. Just one thought for the day. Ingrid.

Ok this is my notice for our Unit Overview. I have to do some work now as I'm at work tomorrow. Sunday off then back Mon/Tues/Wed so hope this helps. I will get on board after work though to check our status. This unit is based on the Tasmanian English-literacy curriculum Standard 3. By the end of this two week unit students will be able to: || || Outcome 1- Critical analysis || Tasmanian English-Literacy Curriculum: Standard 3, stage 6 Speaking and Listening; || Discuss with class what they see when viewing an advertisement page in a newspaper or magazine. Have an advertisement for an example to introduce text analysis. Discuss the breaking down questions. Give an example of a question and answer e.g. who/what is included? Students to collaborate in groups working through the analysis questions. Each group is to present to the class their verdict of the advertisement. || 1.Interpret a range of meanings to form their own viewpoints 2.Understand how to deconstruct communications designed for particular effects 3. Students to be clear about what is being assessed and how this connects to life and further learning. ||
 * 1) critically analyse advertisements by collaborating in small groups, using magazine/newspaper advertisements.
 * Outcome **
 * Curriculum links ** ||
 * Learning activities ** ||
 * Assessment **
 * // Speak and listen through discussions, conversations and presentations in small and large, mostly informal groups such as when organizing an activity, retelling and inventing stories, retelling jokes and riddles and participating in class meetings. //