English+LOTE+Intercultural+Component

** Unit Overview **

 * ===** Unit Title: One Tale, Many Stories. **===

|||| ====** Dimensions/Domains for Assessment: **====

** (Possibly Interpersonal) **
|| ====** BUILD POSITIVE RELATIONSHIPS ** : ====

Engaging students – particularly boys who may be disengaged by the LOTE in Term 4 of Year 8.
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 * ====** FOCUS ON INTELLECTUAL QUALITY: **====

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 * ^  || ====** CATER FOR DIVERSITY: **====

Scaffolded charts, diagrams
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 * ====** ENCOURAGE CREATIVITY, STUDENT INVOLVEMENT & VOICE: **====

|| ====** DEVELOP TEAMWORK & COMMUNITY LINKS: **====

Final Cinderella stories to be published to Scholastic online and/or shared with the local Primary Schools.
|| ====** USE VARIED ASSESSMENT “AS, OF & FOR” LEARNING: **====

==== Anecdotal notes assist in keeping track of individual student needs. These notes can also provide information on how well students understand certain concepts and can be used to reteach difficult concepts. ====

==== The blog rubric describes the criteria for their writing from a different point of view and is used while students are writing and again to assess their final products. ====

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** VELS Standards **

 * ====** English **==== || ====** Reading **==== || ==== At Level 5 students read imaginative … and informative texts that explore ideas and information related to challenging themes and issues. They identify the themes and issues explored in these texts, and provide supporting evidence to justify their interpretations. They produce personal responses. ====

They compare the presentation of information and ideas in different texts.
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 * ^  || ====** Writing **==== || ==== At Level 5 students produce, in print and electronic forms, texts for a variety of purposes, including … reflecting. They write arguments that state and justify a personal viewpoint and … evaluations of texts presenting challenging themes and issues. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors. ==== ||
 * ^  || ====** Speaking and listening **==== || ==== At Level 5 students express … responses to texts, themes and issues. They identify main issues in a topic and provide supporting detail. They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes. They use a variety of multimedia to support individual presentations in which they inform or persuade an audience. ====

They identify key ideas and take notes. They show an awareness of the influence of audience on the construction and presentation of spoken texts.
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**LOTE Level 5**
====Students reflect on culture and language, and the skills that can be acquired in intercultural understanding and language awareness. They begin to generalise and reflect on the relationship between languages and cultures beyond both English and the language being studied.====