EEP Assignmet 2

EEP306 Pedagogy in Diverse Classroom ASSESSMENT 2 – Cultural Diversity: Connecting with Practice 60% Part A: Visual Unit Plan Part B: Rationale for learning and teaching Part C: Reflection and engagement Name: Michelle O’Toole Student Number: 11542305 Due Date: 05/10/2023

Novel: Storm Boy iPad: Snap Core First (Non-verbal/Limited verbal, ESL) Computer: Research Storm Boy Film (2019) Coorong National Park Teacher Resource Pack Learning Intention: Students will develop their comprehension skills through the following skills summarizing, questioning, clarifying, and connecting. Students be able to identify the main ideas and details in order to demonstrate their understanding of the text. Students will research and analysis the information to identity the key information about culture and the environment. Activities: Activity 1: Whole class research into the Coorong National Park and its History. Students should learn about the Coorong's diverse habitats, the unique species found in the park, and the importance of preserving it for future generations. They should also research the history of how the Coorong was formed and its relationship with the Murray River. Finally, students should brainstorm ideas for how to protect the Coorong. Activity 2: Create a Character profile on either Storm Boy, Hideaway Tom, or Fingerbone Bill. Students should research the lives and backgrounds of the characters and create a character profile that includes their physical characteristics, personality, and motivations. The profile should also include the character's goals, strengths, weaknesses, and obstacles. It should also include what other characters they interact with and how they change throughout the story. Finally, the profile should include the character's role in the story and how they contribute to the overall plot. Activity 3: Students will research storms or pelicans in the Coorong National Park. Students researching storms will be looking at different types of storms, their causes, their effects on the are, how storms have impacted the Coorong in the past and what the future holds. Students researching pelicans will be looking at why pelicans are important to the Coorong, how the pelicans are helping, as well as the threats they face in the Coorong, how pelicans are being protected in the Coorong and the past and future impacts of pelicans on the Coorong National Park. Activity 4: As a whole class, compare the novel with the 2019 film adaptation. Discuss how the characters, plot, setting, and themes changed from the novel to the film adaptation. Talk about how these changes affected the overall story and viewing experience. Syllabus Outcomes : EN3-OLC-01: Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-HANDW-02: Selects digital technologies to suit audience and purpose to create texts EN3-RECOM-01: Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension GE3-1: Describes the diverse features and characteristics of places and environments GE3-2: Explains interactions and connections between, people, places, and environments Teaching Strategies:  Direct Teaching  Explicit Teaching  Scaffolded Learning  Feedback  Modelled learning  Goal setting  Differentiation  Collaborative  Metacognitive  Sharing knowledge  8 ways Story Sharing Symbols and images Learning Across the Curriculum Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability Civics and citizenship Difference and diversity Work and enterprise English/Geography Novel: Storm Boy Stage: 3 Year: 6 Assessment Task: Students will create an informative poster on the Coorong National Park using the information that they have learnt/researched over the term. Type of School: Primary Geographic Context: Regional Demographic: o 41% First Nation Australians o 3% English is a Second Language o 25% Students with Diagnosed Disability Class Demographic: The class consists of 24 students. 10 students are First Nation Australians, 1 student is from a family with English as a Second Language. 2 students are Non-Verbal or have limited Verbal language. There is a School Learning Support Officer (SLSO) to assist with the learning of those students. 2 students have been diagnosed with a high functioning level of Autism/Anxiety.

Part B: Storm Boy is a classic Australian novel written by Colin Thiele, published in 1964. There are several reasons why Storm Boy can be taught to a year 6 class. We as educators can foster a deeper understanding of the world and the forces that shape it through a rich learning experience that encompasses literature, culture, ethics, and the environment (Gibbons, 2002, p.228). The platform provided by Storm Boy is appropriate for addressing these objectives. I am passionate about teaching this unit because of its potential to foster a deeper understanding of empathy, environmental conservation, as well as cultural diversity among students. Therefore, Storm Boy is an excellent teaching tool for educators looking to create a meaningful learning experience for their students. Using students' prior learning and background knowledge is one of the most fundamental aspects of effective teaching. Storm Boy does this by providing an opportunity for students to engage in meaningful dialogue and debate, as well as reflect on their own experiences and beliefs. It also provides a platform for teachers to explore issues of identity and social justice with students. It is possible to gain insight into students' prior learning by using charts such as the KWL (know, want to know, learned), which can provide insight into their interests and existing understandings. A variety of other methods may be used to draw upon the student's prior learning. These methods include pre-assessments, class discussions, concept mapping, personal narratives, group activities and scaffolded learning. This information can then be used by teachers to build activities and tasks that challenge students to think critically about their learning and identity as they build on their existing knowledge. This can help them develop a stronger sense of self-awareness and identity, while also providing them with an opportunity to express their ideas and opinions. Ultimately, this can help foster an environment that encourages students to explore and challenge their existing ideas. "Storm Boy" can provide rich and inclusive learning experiences for students from a wide range of linguistic, cultural, religious, and socioeconomic backgrounds. It provides a unique platform to explore themes of friendship, loss, and acceptance. The movie also allows students to discuss topics such as sustainability, conservation, and Indigenous rights. Since Storm Boy celebrates First Nation Australian cultural heritage and stresses the importance of traditional knowledge and values, it is culturally relevant. Besides providing a platform for First Nation Australians to voice their challenges, it also keeps their culture alive by reminding them of their resilience. Differentiating students' learning can be done by offering different versions of the text, such as physical and digital copies. This allows students to access the material in a way that is convenient for them. It also allows teachers to customise the learning experience to their class’s needs, by providing different activities or resources. Finally, it encourages students to think critically about the text, as they are presented with different versions of the same story. Students' comprehension can be enhanced by using visual aids such as maps, diagrams, and illustrations. This encourages students to explore the story in more depth and make more connections. Additionally, visual aids can be used to help explain the more difficult concepts in the text. The use of flexible grouping strategies in the classroom can also be used to enhance differentiation. It can be accomplished by students working