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7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
QUALITY TEACHING ANALYSIS OFYOUR PEER TEACHING LESSON
ElementYOUR
Score
YourPeer/s
Score
Substantiation for YOUR score, including some
comment re the feedback from your peers
INTELLECTUALQUALITY
Deep Knowledge 5 5
I made a conscious effort to integrate this element. I
explicitly asked the students to present and then
evaluate knowledge, and the coder recognised this.
Deep Understanding 5 4
Following this evaluation, students were asked to justify
their evaluation, this was recognised as deep
understanding
Problematic Knowledge 4 3
I believe in the evaluation of the knowledge I
demonstrated that it was problematic. Comment was
that it was evident, no suggestion of why a 3 was given.
Higher-order Thinking 4 4
I made it obvious to students that this lesson was to
include HOT, especially in group work task, and this
was recognised as the higher-order thinking component
Metalanguage 3 3
I used and explained terms such as image and tone,
but I did not discuss or elaborate in length, so some
students may have not understood
Substantive My lesson was mostly teacher directed and I probably
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Substantive My lesson was mostly teacher directed and I probably
Sonia Carpenter c3109550 Michael Linich
Student Direction 1 2
I did not aim to include this element in my introductory
lesson, and I deliberately regulated activities and the
lesson progression, student direction still recognised.
SIGNIFICANCE
Background Knowledge 5 4/4
Accessing the students background knowledge was
central to my lesson objectives; only my first activity
was explicitly recognised as demonstrating this element
Cultural Knowledge 5 2/5
Cultural knowledge was also a central aim. One coder
only saw it in class discussion but the other recognised
it as more sustained throughout the lesson.
Knowledge Integration 2 2/3Links to geography and history were recognised but the
lesson was fairly centralised.
Inclusivity 4 3/3
I encouraged those who did not actively participate to
contribute in discussions, but was still observed that
some students were the dominant participants
Connectedness 4 2/5
I believe that the lesson showed high connectedness
but one coder believed that student discussion of
themes would have raised lesson connectedness.
Narrative 5 4/4
Centred on stories, this lesson had narrative central
and throughout, both in texts and in personal
anecdotes by me and the students
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
QUALITY TEACHING ANALYSIS OF
ONE OFYOUR PROFESSIONAL EXPERIENCE LESSONS
ElementYOUR
Score
Substantiation for YOUR score, including somecomment re the feedback from your Cooperating
Teacher about the quality of your lesson
INTELLECTUALQU
ALITY
Deep Knowledge 4
Lesson was an introduction to Haiku and Cinquain. The
meanings, forms and features were central to entire
lesson and all activities
Deep Understanding 3
Some students showed evidence of a deep
understanding in their samples while others repeatedly
asked for clarification and assistance
Problematic Knowledge 3
Poetic forms were introduced as social constructions,
with variations presented and history of theirconstruction and formation over time told
Higher-order Thinking 4
The students were an advanced year 7, and they
sustained HOT throughout most of the activities
presented
Metalanguage 3
As terms and metalanguage of poetry was revised, it
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
Student Self-Regulation 3
Students were variably focused and distracted. The
main behavioural problems occurred during group work
activities
Student Direction 2Student control was minimal. Teacher commented this
was preferable due to upcoming assessment task
SIGN
IFICANCE
Background Knowledge 3
Background knowledge was not central, but teacher did
comment that she saw my effort to connect lesson to
previous learning of poetry in and out of school
contexts songs, movies, stories, primary school
Cultural Knowledge 3
Haiku and Cinquain cultural histories were discussed,
and students were encouraged to write about cultural
experiences, but many did not
Knowledge Integration 1Knowledge was restricted to the subject matter of
poetic forms and features
Inclusivity 4All students and groups were questioned and all
contributions valued and effort expected
Connectedness 2Some connection evident in introduction and revision,
but not central to lesson content or objectives
Narrative 3
Narrative of poetry and poetic forms was used
throughout the lesson teacher commented on effective
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
POINTS OF COMPARISON BETWEEN PEER TEACHING EXPERIENCE AND THE
LESSON DURING YOUR PROFESSIONAL EXPERIENCE PLACEMENT
I certainly felt more in control of my peer teaching lesson, especially over content and
activities, and this reflected as a more positive experience and a greater ability to design
a lesson that I felt the students could engage with. As I had completely designed the
lesson myself it was not subject to any school scope & sequence. This gave me more
control, and I used this to incorporate as many elements of the Quality Teaching model
(Ladwig & Gore, 2009) as possible. The lessons I taught in my professional experience
were on two poetic forms and they were required knowledge for a half-yearly
examination on poetry. I accessed resources and made a lesson plan that I coded using
the Quality Teaching model, but I certainly found it harder to incorporate, especially
elements such as knowledge integration and connectedness.
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
TWO TARGETS FOR IMPROVEMENT, INFORMED BY FEEDBACK ON YOUR
TEACHING AND RELATED TO QUALITY TEACHING
My peer and teacher feedback observed that knowledge integration and explicit quality
criteria were lacking in both my peer teaching and practical experience lesson. In
recognition, I need to work on explicitly stating to students the quality I expect of their
work (Ladwig & Gore, 2009) and the links their work has to wider knowledge and
contexts. (Burke, 2003)(Zeichner & Liston, 1996) emphasise order, and this was a
weakness in the group work activities I attempted in both lessons; I have a passion for
the strengths of peer and collaborative learning, but I need to improve my strategies for
implementing group work activities. As a practical decision (Valli, 1992) , I would shorten
periods allowed for the completion of group work activities(Killen, 2009), making certain
that this was communicated to students along with explicit quality criteria of the work
expected within the given time.
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
EDUC6771 AT2 Word Count: 4415 7
KLA : English Class : Year 7 Date : Time :
Syllabus outcome/s and indicator/s:
Outcome 6: A student draws on experience, information and ideas to
imaginatively and interpretively respond to texts
Specifically:
6.5 Identify the ways characters, situations and concerns in texts connect to
students own experiences, thoughts and feelings
Additionally:
Outcome 2: A student uses a range of processes for responding to and
composing texts
Specifically:
2.1 Uses a range of listening, reading and viewing strategies, including
skimming, scanning, predicting and speculating, reading and viewing in depth
and rereading and re-viewing, according to the purpose and complexity of the
texts
In this lesson the learners will:
Recognise how The Riveras a story is created and why, through a close study
facilitated through a range of processes:
- comparison to other texts
- The picture book test and review of the test
Understand how stories move between times and places through specific
textual techniques
Think about how their background knowledge can be material for a story of
their ownin the same way as The River; using their own familial and cultural
backgrounds thus connecting the characters and plot ofThe Riverto their own
experience, information and ideas
TEACHING AND LEARNING ACTIONS
Orientation: 8minutes
Focus: today we are continuing to learn about picture books! Today is especially
important because we are going to think about why we like picture books, and how to
understand the way that picture books work.
Engage: Teacher Last lesson I explained what a picture book is. Remember? Well my
favourite picture book is the arrival by Shaun Tan: it has no words at all! Everyone
here probably has a favourite picture book, and now we are going to think about what
they are - Opening Activity group picture book shortlists 5 min max!
Access: Share the shortlists with the class as a group, talk about why they were
chosen, whose favourites they were and why (show and tell) 3 min max!
Reflection:minutesConsolidate: ask ID students something new t hey learnt about their favourite picture
book or The Riverand how it works as a picture books, and why they like certain picture
books.
Reflect: has what we have learnt today changed how you look at picture books?
Challenge/Extend: homework of the lesson is to find out about their family history
through asking their parents in preparation for next lesson, where we will use this
information to write a story of their own that moves between t heir present and a story
of the past. Also, challenge the students to bring in a picture book they have at home if
they wantand let the class do the picture book test on it.
Content Time Discovery& Exploration Class
Structure
Teachers
Role
What - AssessmentHow Resources
Group
activity fav
picturebooks
5 min
Students will be split into groups nominated by the
teacher. They will discuss their ID favourite picture
book/s with their groups and group will choose 2
Group
work
Group
work
organising
Students
analytical range
of processes for
Picture book
favourite
activities:
Paper for group
shortlists
Internet to
Beyond the River Lesson PlanPeer Teach Lesson
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
EDUC6771 AT2 Word Count: 4415 8
for a group shortlist
Encourage students to discuss their reasons for
choices and their process of e limination with each
other
responding to
texts & their
experiences and
ideas on
responding to
texts
Group shortlists
> class shortlist
Justification of
choices
Discussion of
texts as
representations
of the real world
and real cultures
and people
search for books
they cant
remember
details of?
Share group
shortlists &make class
shortlist
2 min
Groups will present their shortlists simply list
them in turn to the teacher who will write or typethem into a class shortlist on the board groups
will be questioned on their choices for their
shortlist out of all member favs.
Group
present toclass
Teacher
response togroup work
Smartboard or
whiteboard forsharing of class
shortlist
Class
discussion of
class list
2 min
Students think about class choices and are
introduced to the concept of books as a mirror of
the real world - they are introduced to analysis of
textual representations
Whole
class
Teacher
response to
group work
6.5 Reflecting
on choices,
student will
learn how
texts connect
to their own
exp.
Introductionof the Picture
book test and
testing ofThe
River
6 min
Last week we read The River, and now we are goingto talk about it in the same way that we just
discussed your picture book favourites. We know it
is about Chinese culture everyone remember
where China is on the map? Now we are going to
look at a picture book test that measures how much
a picture book looks at different cultures and how
well they are shown in the book
Whole
class
Reflection
and
Consolidation
of learning
3 min Reflection activities see reflection box Whole
class
Direct
instruction
and
studentresponse
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
EDUC6771 AT2 Word Count: 4415 9
KLA : English Class : Year 7 English Date : __/__/12 Time : 75 mins
Syllabus outcome/s and indicator/s:
Students learn to:
4.1 Identify and describe the purpose, audience and context of texts
4.3 adapt texts for different purposes, audiences and contexts and
articulate the effects on meaning
4.5 selectively use dictionaries, thesauruses, spellchecks and other
reference texts
Students learn about:
4.7 The effectiveness of specific language forms and features and structures
of texts for different purposes, audiences and contexts and for specific
modes and mediums.
4.8 The ways in which specific language forms and features and structures
of text are used to shape meaning including, in written texts: medium,
organisation, sentence structures, grammar, punctuation, [] the use of
formal or colloquial language and figurative language
In this lesson the learners will:
Learn about Haiku as a form of poetry. They will learn about Haikus:
- History
- Influences
- Features
- Rules
They will learn how to compose Haiku the whole process. From brainstorming
ideas to using these to write drafts according to rules, then evaluate and edit
these drafts before they share them with the class.
TEACHING AND LEARNING ACTIONS
Orientation: 8minutes
Focus: today we are continuing to learn about poetry, but today we get to write
some! One of the easiest forms of poetry to write is Haiku because it doesnt need
to rhyme and it has very strict rules. We are going to learn these rules and write
our own.
Engage: Teacher Over the last few lessons you have been looking at particular
poetic techniques. Haiku and Cinquain are types of poetry. They sometimes use the
techniques you have been learning about. Opening Activity Haiku or Cinquain?
Quiz 5 min max!
Access: Quiz, on board brainstorm. What we already know about Haiku and
Cinquain. Can you guess which samples and features are which poetic form?
Reflection:minutesConsolidate: ask ID students something new they learnt about how they can use poetry to
express the way they feel and see the world.
Reflect: has what we have learnt today changed what you think of poetry?
Challenge/Extend: make your poems into a poster with one or more illustrations
describing or depicting what the poems are about. Students can make a single posters for
Haiku or they can also write a Cinquain next lesson on the same topic and combine them.
(Explain next lesson is Cinquains etc.. BEFORE STARTING ON FINAL POEM POSTER)
Content Time Discovery& Exploration Class
Structure
Teachers
Role
What - AssessmentHow Resources
Class Activity,
board 10 min
As a class students will respond to a big word haiku
and written on the board. Ideas about what they know
Whole
Class
Class control
and
Identify and
describe the
Student learn
through class
Board
whiteboard or
Haiku Lesson PlanProfessional Experience Lesson
(Arranged as separate to following Cinquain lesson, through
circumstance were integrated)
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
EDUC6771 AT2 Word Count: 4415 10
brainstorm
and quiz
or think they know about Haiku and what the word
means.
Samples displayed or written on board, class allowed
to respond with opinions. Features and form rules
quizzed (alternative to direct instruction)
response,
participation
on board
purpose,
audience and
context of texts
AND
The ways in
which specific
language formsand features
and structures
of text are used
to shape
meaning
quiz- Haiku or
Cinquain?
samples, rules
Learn how the
history of Haiku
and its contextinfluences the
rules about how
it is written
smartboard for
sharing the class
ideas and
learning
Smartboard or
whiteboard fordisplaying/writing
summary of
Haiku for
students to copy
Haiku
history,
context,
influence
5 min
Brief historical account of Haiku - Haiku is 17-syllable
verse usually concentrated on natural imagery. It
originated in Japan in the 19th
Century. In Japanese, it
is the singular (explain vs plurals) ofhaikai, in haikai
no renga "jesting linked-verse;" (originally a succession
of haiku linked together in one poem.)
Direct
instruction
from
teacher
Direct
instruction of
essential
content
Content Time Discovery& Exploration Class
Structure
Teachers
Role
What - AssessmentHow Resources
Rules of
Haiku and
how to write
Haiku
5 min
Explain: A haiku is always written in 3 lines. Each
line has a set number of syllables.
The first line - 5 syllables.
The second 7 syllables
The third line - 5 syllables.
A Haiku is inspired by observation of the world!
Simply think about something you like, write a
free description of it and then make that
description fit the rules!
Haiku are commonly accompanied by an
illustration
Whole
class
Direct
instruction,
explain idea
of fewerwords for
potent image
The ways in
which specific
language forms
and featuresand structures
of text are used
to shape
meaning
Instruction in
how the
structure of
the Haiku,
through
syllable count,
shapes
meaning
Board to write or
display
information on,
samples of Haiku
with illustrations
Explanation
of group
activity
Expectations
5 min
Briefly explain parts of speech: nouns, verbs,
adjectives to consolidate (use MadLibs
explanations)
Explain verb evaluation as important HSC - Make
a judgement based on criteria; determine the
value of explain that they need to evaluate
group word choices
Whole
class
Direct
instruction
Grammar
nouns, verbs,
adjectives.
Evaluation
skills
Assessed in
next activity
Board to write on
explanation of
parts of speech
Class writes a Students are split into groups. They are going to Monitor Knowledge of Large A3 or
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
EDUC6771 AT2 Word Count: 4415 11
Haiku
through
group
activities
20 min
brainstorm words about the season of winter.
Group 1 is nouns. Group 2 is adjectives (words
that describe the season.) Group 3 writes verbs
(action words of the season.)
Group
work
group
activities,
correct
mistakes
parts of
speech and
their
differences
required.
butchers paper
for group word
lists
Independent
work 15 min
Students will work independently to write theirown haiku, using words from the charts to help
them generate ideas. Make sure that students
understand that the word lists are for reference
and ideas; encourage them to use their own
words if they think of something that is not on
the charts.
Individualstudent
work
Monitoringand helping
students
who require
it
adapt texts fordifferent
purposes,
audiences and
contexts and
articulate the
effects on
meaning
Adapt originalHaiku
purposes to
describe their
own
experiences of
the season of
winter
Haiku Starterworksheet (with
the spots for the
syllable counts
Haiku starter
worksheet
Reflection
and
Consolidation
of learning
10 min
Students have opportunity to share their Haiku if
it is finished, peers offer feedback. Fast students
can start, or homework is to write their Haiku on
a new piece of paper supplied? And accompanyit with an illustration
Class
response
to peers
Encouraging
students to
share Haiku
and work athome
Public
speaking skills,
audience
etiquette
Sharing of
poetry with
class, class
listens
Blank sheets of
paper for fast
students,
homework task
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
EDUC6771 AT2 Word Count: 4415 12
KLA : English Class : Year 7 English Date : __/__/12 Time : 75 mins
Syllabus outcome/s and indicator/s:
Students learn to:
4.1 Identify and describe the purpose, audience and context of texts
4.3 adapt texts for different purposes, audiences and contexts and
articulate the effects on meaning
4.5 selectively use dictionaries, thesauruses, spellchecks and other
reference texts
Students learn about:
4.7 The effectiveness of specific language forms and features and
structures of texts for different purposes, audiences and contexts and for
specific modes and mediums.
4.8 The ways in which specific language forms and features and structures
of text are used to shape meaning including, in written texts: medium,
organisation, sentence structures, grammar, punctuation, [] the use of
formal or colloquial language and figurative language
In this lesson the learners will:
Learn about Cinquain as a form of poetry. They will learn about Cinquains:
- History
- Influences
- Features
- Rules
They will learn how to compose Cinquain the whole process. From brainstorming
ideas to using these to write drafts according to rules, then evaluate and edit these
drafts before they share them with the class.
TEACHING AND LEARNING ACTIONS
Orientation: 8minutes
Focus: today we are continuing to learn about writing poetry! Two of the easiest
forms of poetry to write are Haiku and Cinquain. We learnt about Haiku last time.
Like Haiku, Cinquain poem dont need to rhyme and have very strict rules. We are
going to learn these rules and write our own.
Engage: Teacher Opening Activity Do you like this Cinquain? - display samples
for opinions and quiz kids on rules of Cinquain
Access: Quiz, on board brainstorm. What we already know about Cinquain.
(Explain it is ok to get them wrong, we are going to learn more about the form
later)
Reflection: minutesConsolidate: ask ID students something new they learnt about how they can use poetry to
express the way they feel and see the world.
Reflect: has what we have learnt today changed what you think of poetry?
Challenge/Extend: make your poems into a poster with one or more illustrations describing
or depicting what the poems are about. Same as the posters for your Haiku, make one for
your Cinquain or, if it is about the same subject matter you can combine them.
Content Time Discovery& Exploration Class
Structure
Teachers
Role
What - AssessmentHow Resources
Class Activity,
board 10 min
As a class students will respond to a big word haiku
and cinquain written on the board. Ideas about what
they know or think they know they are and mean.
Whole
Class
Class control
and
Identify and
describe the
purpose,
Student learn
through class
quiz- Haiku or
Board
whiteboard or
Cinquain is pronouncedSING-KEYN
Cinq is pronounced SANK
Cinquain Lesson PlanProfessional Experience Lesson
(Arranged as separate to Haiku lesson, through circumstance
were integrated)
7/30/2019 c3109550 6771 AT2 Using the Quality Teaching Model for Quality Classroom Practice (Part 3) Analysis of a Peer Teaching and Practicum Lesson Using QT
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Sonia Carpenter c3109550 Michael Linich
EDUC6771 AT2 Word Count: 4415 13
brainstorm
and quiz
Samples displayed or written on board, class guesses
whether they are Haiku or Cinquain. Features and
form rules also quizzed (alternative to direct
instruction)
response,
participation
on board
audience and
context of texts
AND
The ways in
which specific
language forms
and featuresand structures
of text are used
to shape
meaning
Cinquain?
samples, rules
Learn how the
history of Haiku
and its context
influences therules about how it
is written
smartboard for
sharing the class
ideas and
learning
Smartboard or
whiteboard fordisplaying/writing
summary of
Haiku for
students to copy
Cinquain
history,
context,
influence
5 min
Explain historical and phonetic origins of the word
cinquain French word for 5, because the form has
five lines (adaption of French word by an American =
different pronunciation) cinquain "collection of five,"
1711, from Fr. cinq "five" five. 5-lined stanzas of
verse from Adelaide Crapsey (1878-1914.)
Direct
instruction
from
teacher
Direct
instruction of
essentialcontent
Content Time Discovery& Exploration Class
Structure
Teachers
Role
What - AssessmentHow Resources
Rules of
Cinquain and
how to write
Cinquain
5 min
Explain: There are two types of Cinquain - the
type that Adelaide invented, inspired by Haiku.
Like Haiku, the rules are based on the number of
syllables in each line.
A modern adaptation of this is wordcinquain,
where the number of words allowed in each line
is controlled. Cinquain is, like Haiku, inspired by
observation! Normal descriptions can easily be
made into cinquain
Whole
class
Direct
instruction,
explain idea
of fewer
words forpotent image
The ways in
which specific
language forms
and features
and structuresof text are used
to shape
meaning
Instruction in
how the
structure of the
Haiku, through
syllable count,
shapes
meaning
Board to write or
display
information on,
samples of Haiku
with illustrations
Class writes a
traditional
Cinquain as a
group activity
10 min
Students use the word sheets from the previous
lesson to think about how they can use these
same words in a trad Cinquain. Rules:
line 1 - 2 syllables,
line 2 - 4 syllables,
line 3 - 6 syllables,
line 4 - 8 syllables,
line 5 - 2 syllables
Whole
class Class activity Composition
skills +
outcome 4.8
The ways in
which specific
language
forms and
features and
structures of
Participation
and
comprehension
Board to write on
rules, suggestions,
and final class
Cinquain
Class writes a
word
Cinquain as a
10 min
line 1 - one word (noun) a title or name of the
subject
line 2 - two words (adjectives) describing the
Whole
classClass activity
Participation
and
Board to write on
rules, suggestions,
and final class
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EDUC6771 AT2 Word Count: 4415 14
group activity title
line 3 - three words (verbs) describing an action
related to the title
line 4 - four words describing a feeling about the
title, a complete sentence
line 5 - one word referring back to the title of thepoem
text are used
to shape
meaning
comprehension Cinquain
Independent
work 20 min
Students will work independently to write their
own cinquain, using words from the charts to
help them generate ideas. Make sure that
students understand that the word lists are for
reference and ideas; encourage them to use
their own words if they think of something that
is not on the charts.
Individual
student
work
Monitoring
and helping
students
who require
it
adapt texts for
different
purposes,
audiences and
contexts and
articulate the
effects on
meaning
Adapt original
cinquain
purposes to
describe their
own
experiences of
the season of
winter
Graphic Cinquain
Organiser, Apple
Cinquain
Organiser
worksheets
Reflection
andConsolidation
of learning
10 min
Students have opportunity to share their
cinquain if it is finished and peers can offerfeedback. Fast students can start or homework is
to write their Cinquain on a piece of paper
supplied? And accompany it with an illustration,
this may be displayed.
Classresponse
to peers
Encouraging
students toshare
cinquain
and work at
home
Public
speaking skills,audience
etiquette,
evaluation and
reflection skills
Sharing of
poetry withclass, class
listens.
Reflection
worksheet
Cinquain reflection
worksheet, boardto share class
cinquains