Say+It!

== =media type="custom" key="9840177"= Xtranormal.com - three free goes then you pay ;)

=Time to THINK != =Why do you think this jug of water has been placed on the car ?= =What can we assume (from the many clues in this photo) about where this place is and how the people may live here ? http://whatcoulditmean.wikispaces.com/What+Does+It+ACTUALLY+MEAN+Key= media type="custom" key="5415677" information, processes and strategies to identify, form and express ideas. L2 - "Converse, ask questions, and talk about events and personal experiences in a group." connections among oral, written and visual language. || Teacher questions/models to establish recall of what they did at the beach)etc Students offer their ideas and experiences Students draw an image of their idea in MS Paint Teacher discusses the picture's content and the actions depicted their picture Teacher uploads image to voicethread with student, either records and saves student voice or uses mic with student in voicethread. Save work. Teacher &student(s) model process to whole class, students support each other. Upon completion: embed in online class site. || Voicethread media type="custom" key="5415689" || Embed in online class site. Review with students. Compare voice story with written story - words and details. How could either be improved? || procedural text. Develop a rubric identifying qualities needed to successfully convey the message. Students plan and draft sandwich instructions - then bring ingredients etc and attempt it - taking photos of each essential stage. Students sequence photos in Photostory, or powerpoint and add voice instructions (or video process). Share and review with peers (use rubric) - make necessary alterations. Upload completed project to online video host. Embed in class site or eportfolio. RETELL -My Visit to Australia || [|How to make a sandwich] Download James and Joshua's story [|My visit to Australia] || Add reflections on learning - what was difficult -what they will do next time etc. Choose another topic and apply skills as personal learning project. || Discuss how best to promote their "Alien" food. Students create own Ads in each format and develop rating forms to measure effectiveness of Ads. media type="custom" key="5432789" || media type="custom" key="5432823" ||  || Have ideas that suggest awareness of a range of dimensions or viewpoints. || Read about the new baby elephant at Melbourne zoo. Watch Baby elephant video. []. Discuss relevant issues - Why do we keep animals in zoos? What is it like for the animals? How is life in a zoo different from living in the wild - for elephants? What are the advantages -disadvantages etc Use main points from the discussion to put yourself in the elephants place.Select photos to record yourself in Blabberise. OR; All young creatures need care and protection to grow healthy and be well prepared for the world. How is this true of humans? || media type="custom" key="5429449" || Investigate other forms of animal captivity. What is acceptable - what is not ? Establish a set of rights for animals in human care. Make some blog posts. Discover how some animals can be helped. Raise funds for suitable charities that are doing the work you support. || Students develop individual goals and a rubric to assess their degree of achievement. Each students reflects upon the process and records their progress at 2 stages during the camp (eg Survivor Diaries). Students embed these and an overall evaluation in their pages in a class camp eportfolio. Camp Evaluation What did you enjoy most about camp? What did you find most challenging? If you could do it again, what would you do differently? || media type="custom" key="5416987" || Students review two other students and place feedback about the degree of achievement of their goals. Students share learning with parents in online sites and plan opportunities to achieve further goals. ||
 * **Learning Intentions** || **Acts of Teaching**
 * / Student Action** || **e-learning Integration** || **Next Steps** ||
 * **Level 1** Acquire and begin to use sources of
 * Indicators:** The student has an awareness of the
 * 1) Student writes an accompanying story to explain
 * 1) Student explains ideas orally - adding further detail
 * L2/3 - Using texts from different genres tell stories, recite, read aloud, present, perform - sequencing material and conveying meaning clearly and accurately. || PROCEDURAL - "Making a sandwich". - Immerse in
 * L3 Discuss persuasive/emotive language used in advertisements: action words,, positive words, colourful comparisons, metaphor, imagery, etc. Determine: what is being marketed,facts as stated,and how audience is targeted. || ADVERTISEMENTS - Examine a range of Ads (posters, TV- Youtube, Audio -Radio) and discuss commonalities. Rate them for message delivery and effectiveness. Determine the most effective visual, oral and text features.
 * L3 Form and express ideas and information with increased clarity, drawing on a range of sources.
 * L3 Form and express ideas and information with increased clarity, drawing on a range of sources.
 * L3 ...be reflective, monitor and self-evaluate progress, articulating learning with growing confidence. Seek feedback. || Class Camp

Resources [|Digital Storytelling in the classroom] - download an ebook

Are you using Skype in your classroom? [|Room 2 explains a mihi]