Year8+PLC_Trash


 * Trash PLC 19/4/12**

- To design activities that will help teach the skills required the final assessment.
 * Goals for Trash PLC**

· Picture of Raphael and Gardo – competitive get them to swap images and then note how many details they have in their images. Forces them to use evidence from the text.
 * Visualisation**

· guided prediction, ask them to think about genre, theme and character. · Use evidence to show why they think this · Use their prior knowledge about the genre to make a predictions about the text · Recognise the text features in the text to make a connection.
 * Prediction**

· Teaching them to scan and skim for meaning. · Who wanted to but so – Would work better just for the minor characters. Raphael, Olivia · 5 point summary · Summary for DVD cover – look at models, how to make a summary that hooks your audience. (teach the hook words of summarising) prepositions and time words?
 * Summarising**

· Form some ideas about what the formative will be to refer students
 * Future planning - PRTI**

Present MN &TH Apologies NK Working on QAR questions for Trash - modeling for students. Worksheet on server.
 * 26/4/12 **


 * __PLC 3/5/12__**

MN – used the QaR questions – some group work. Worked well as a start.

NK – on writing folio, verb work happy with students work.

5 point summary Teach the rules
 * __Summary__**
 * Delete, Substitute, Keep, condense.


 * If you left it out would it still make sense?
 * Does this adhere to the author’s message?

Who Wanted But So – for the minor characters


 * Summary for the DVD cover** – to look at how to summarise for a DVD cover. Eg: selling the story without giving away the ending. Looking at the words used to describe time.

What do you do with students who can get ‘On my Own questions.’ - give them your own On my Own/author and you questions. - Looking at what they are writing and see if you can extend them from there. - Give them something that they would be interested in doing, that uses some higher order skills. Eg: Creative writing, what would you do if you were in that situation – what needs to be done to help kids who live in these rubbish.? Next PLC Looking at summary – what are they getting? How can we teach differently to help?
 * QaR – extension**

10/5/12 Looking at Critical PLC work.

TH - Pacing - need to look at same skills.

'The Piano' 'Granny O Grimm' - for teaching voice. MN - using google docs to look at summary. Do they need to add detail about setting/character, or do they just need to follow the action.

Poverty Corruption Loyalty Morals Community Belonging
 * Big Ideas/Themes**

Look at language features perspective simile/metaphor
 * Author and You**

Homework
 * 17/5/12**
 * Do we need to look at it as a whole school?
 * Use of diaries?
 * Get form teachers to sign teacher diaries to see

MN – QaR

Choose a theme and write about how that connects to each of the questions? Get students to ask language techniques for ‘Author and You’

Discussed different ways of teaching voice for writing folio.
 * Voice**

31/5/12
 * End of term 1 'Truman show' as an introduction for 'The Giver'.
 * Goal: The Giver - to look at how to teach writing for the final response to 'The Giver'. With a focus on voice and word choice.
 * Looking at extension, and PRTI and classwork for those students who aren't getting it in class.

__**14/6/12**__ __**Semester 2**__

What writing traits we can focus on where?


 * The Giver - Analytical response - Idea, Organisation
 * Writing Folio - Word Choice Utopia, Dystopia, Word Choice
 * Radio - Talkback, Voice
 * Alice - Heroes Journey, Creative task,write a heroes journey?

Why are kids in the middle not able to write in detail in an extended response? Could we look at drafts and see how to extended those who can't write.

Writing in 'The Giver' - how can we get students to write more through the course instead of the end of the unit? Looking at getting them to write more during the semester. Stamina in writing. Getting students to write more.


 * __21/6/12__**


 * __Writing Activities__**

How do we get students to write more in their analytical responses?


 * Insectopia, to look at utopias. Martin Luther King 'I have a dream' - to look at what his dream for a perfect world. NK is getting them to write a speech about what they think their perfect world would be like.
 * Truman show - look at opening sequence. What is the world like? Connect to idea of a utopia.
 * Look at Utopia's first and then introduce, Dystopia
 * Education, Power, Freedom, Rights and Responsibilities, Environment, Individuality
 * 'The Pedestrian' - Ray Bradbury. Could do a compare contrast with 'Examination Day'
 * Canadian's girls [|Speech] - good to look at a persuasive speech.
 * Get students to experience the idea of being watched. Get a teacher to watch over students and get them to think about how it felt.

28/6/12
 * TH - Writing Folio, looking at how to write setting
 * NK - oral, present your Utopia, 3 min speech. Persuade the audience to go to your Utopia. Peer assessment, got students to take notes on each others orals.
 * MN - comparing Truman show with The Island.

Stamina Writing
 * Think about doing it once week. Getting them to write once a week.
 * TEEL paragraphs. Looking
 * Is conformity a good thing?
 * Should people in power be able to use surveillance?
 * Individuality more important than community. Discuss
 * Censorship is a form of protection?
 * Agree/Disagree, post-it note with their name on it. Class discussion about their position on the board.
 * Post-box. Boxes with themes on it. Get students to ask their own questions about themes. Then divided the boxes up and get the students and answer the question.

Term 3 - try to get them to write a TEEL. paragraph at the start of the term to see where they are at.

19/7/12 Reading Guide - using the wide reading period to get students to keep up with reading. Looking at a rubric to use for TEEL paragraphs.

26/7/12
 * Looking at TEEL paragraphs.
 * MN - looking at TEEL paragraphs. H M L
 * All students got the structure.
 * Looking at how they expand their explanation.

2/8/12
 * GNAG - Pollock follow up
 * Looking at TEEL paragraphs
 * Next week - language for analysis, looking at student models.

9/8/12
 * Not looking at national curriculum because of the union ban
 * Conformity - Collins St 5pm
 * New questions - 'Everyone is equal
 * http://www.youtube.com/watch?v=0H46xTcrCjw - link for career's lesson...
 * Integrate quotes.
 * Need to be sure that students have the room answer both ways to the question.
 * Next time - look at some good example, start a word bank.

6/9/12 13/9/12
 * The Giver - essay
 * Introduction? Conclusion?
 * NK - Look at the stories message. What does it mean to be human?
 * The Giver - look at student writing. Next term.
 * Next Meeting: Radio Assignment. Plan.
 * Looked at radio assignment what and how we will teach it.
 * Need to look a bit more closely at what they are doing on their radio assignment.
 * Look at students work from 'The Giver'.

20/9/12
 * looking at an issue, how we teach them about issues/stakeholders
 * Diagnostic device, look at what they all ready know about radio
 * War of the Worlds - H.T Wells,
 * Scripts - mosaic has something about how to teach scripts.
 * Persuasive devices - Logic/emotional. Tone, Anecdote, Appeals, Evidence
 * Suggestion. Record talk-back sessions.

11/10/12
 * Looking at 'The Giver' essays.
 * Refer students to PRTI - to look at how they can bring up the standard of their essays.
 * Next PLC look at a few low-satisfactory to see how we can help on the Alice assignment.
 * HACK - Triple J
 * Next PLC - Bring range VG G S, look at how to push students on the Alice assignment.

18/10/12
 * Looking at Giver essays.
 * Moderating to see if we are marking on the same scale.
 * For low students. List of rules, about analytical essay.
 * Choose verb, noun and expand those terms explain what they need.
 * Choosing correct quotes to support ideas.
 * Next PLC - looking at L students seeing if there is a patten in what they are getting wrong.

25/10/12
 * Low students they pick a side and stick to a side.
 * Low essays - not using quotes.
 * Using quotes - get students to think about how their notes connect to their essay questions.
 * Quotes - writing quotes on cards, putting them together at the end of the unit so they are organised into themes.
 * Quotes - google docs as a way of sharing planning.
 * Where were are going to push them with Alice - incorporating film techniques into their analysis.
 * For teaching camera angles -muddle up the definition with image. Then get students to take photographs that demonstrate they understand the devices.
 * Essay question on how film devices, help us to tell Alice's story.
 * How does Burton use cinematic devices and symbolism to show the difference between good and evil.
 * Looking at quotes sheet.
 * Grammar - looking at sentence length, compound and complex sentences.

1/11/12
 * Use interactive board to work on grammar.
 * Look flip-charts to use on the interactive board.
 * Homework - write a heroes journey
 * NK - using the Jabberwokki as a model. Getting them to write a heroes journey based on that.
 * Quotes - getting students to collect quotes as they go.
 * How Burton depict good and evil?
 * Radio? For 2013? Do we keep b/c it's not on the national curriculum.

8/11/12
 * Writing Folio - no time to do both Jaberwoki and Hero's journey
 * Could look at teaching a writing skill like sentence length/establishing setting with writing foilio
 * Reports due week 9
 * Writing workshop - MN, small sharp activities to help students think about how to write creatively.
 * Symbolism for Alice
 * How does Burton use cinematic devices and symbolism to show how Alice is lead on her heroes journey.
 * Get stronger students to focus on cinematic devices or a particular message in the text.
 * Look at ideas of madness/ believing in the impossible/sense of hope/subverting convention

15/11/12
 * Looking at grammar text books
 * Perhaps look at having a text book in year 8 - mosaic book looks good.
 * How do we teach the standard that relate to language and change.
 * Also, look at classic texts - how language has changed Eg: Henry Lawson
 * Looking radio - and replacing it with writing folio that's more writing focused.

29/11/12
 * Looked at group work/analytical writing in groups
 * For reports
 * Reading
 * Creative/Expository
 * Persausive
 * Analytical
 * Transferable skills.

13/12/12
 * What are the priorities? Magazines or Radio?
 * Speaking and Listening - do we need to assess?
 * Semester 2 - what can we do with persuasive language? Writing folio creative/persuasive.