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Emily O’Brien 1060814- EDU 403 Task 2 Storyboard Steph Menzies

EDU 403 Emily O’Brien 1060814 TASK 2- Storyboard of Unit of Work ‘Giraffes Can’t Dance’ by Giles Andreae

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1 Introducing, Listening, Viewing and Deconstructing

View: https://www.youtube.com/watch?v=kVzblgpqQnk

2 Listening, Recognising Rhyme and Creating Characters

Listen: https://www.youtube.com/watch?v=kVzblgpqQnk

3 Reading with Expression and Making Connections

4 Recalling Information and Jungle Party

5 Assigning roles and Practicing of Performance

6 Practice and Preparations for Performance

7 Practice and Prepare for Performance

8 Performance for parents and caregivers

https://www.youtube.com/watch?v=kVzblgpqQnk





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Lesson Number One

Objective- students will be introduced to the story called Giraffes Can’t Dance. They will also be asked to deconstruct the story using the five ‘W’ questions of: Who, What, Where, When and Why

Resources

- Classroom environment including teachers and students

- Giraffes Can’t Dance Text- Worksheet 1- Pencils- Erasers- Computer- Internet- YouTube Clip- Desks - English Book- Glue

Beginning (10minutes)- Show the students the front cover of the book- Ask the students what they think the story is about- Read the students the blurb- Ask the students to think about the animals in the story- Read the story, students follow, listen and look at the story

Transition- prepare the students for the deconstruction of the story allowing them to listen to the full story first before telling them the task.

Middle (15minutes)- Guide the students to complete the task at hand- Discuss as a class and answer the 5 ‘w’ questions- Remind the students to answer questions in full sentences

Transition- provide students with ample time to complete this task and when all complete gather students on the carpet to watch a digital version of the story.

End (5minutes)- Students are sat on the carpet and watch YouTube clip of the story

and listen to another person reading the story.

Catering to all students

By providing the students with many copies of the story initially they can follow when being read the story. This allows auditory students to follow and listen carefully whilst catering to visual students and giving them ample cues to their learning. Students that struggle with the writing component of the task can show their understanding by drawing pictures in the boxes whilst still answering the five ‘w’ questions of Who, What, Where, When and Why.

Guiding Questions

- What do you think the story is about?

- What animals do you think are in the story?

- Why do you think that?- Do you think the story was fair?- Did you like the story?- Who was the main character?- What happened?- When did it happen?- Where did the story take place?- Why was the story interesting?

Curriculum Link

English/Year Two/Literature/Responding to Literature/ ACELT1589

Compare opinions about characters, events and settings in and between texts

Assessment: There is no assessment in this lesson as it is in the introduction to a new text for all students as well as the teacher.

Year Two English


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Lesson Number Two

Objective- students will review the story and begin to acknowledge and recognise rhyme in the story. Students will also re- create the main character in the story, Gerald the giraffe. This will be made using scissors, split pins and coloured pencils

Resources


- Giraffes Can’t Dance Text- Worksheet 2- Pencils- Erasers- Split pins- Desks - Chairs- Poster paper- Blue tack - Marker

Beginning (10minutes)- The students will be exposed to the story again- This time they will identify the rhyming words in the book- This will be written on a poster and demonstrated on a wall in the

classroom- Group collaboration and team work will be used to identify rhymes

Transition- students will work together for the first part and then independently for the second task. Nominated students will help gather materials for the second task.

Middle (15minutes)- Guide the students to complete the task at hand reminding them

of safety with split pins and scissors- They may work in small groups to create the giraffe- The teacher will help students when using split pins for safety

reasons Transition- provide students with ample time to complete this task and when all complete gather students on the carpet to show each other theirdancing Gerald’s.

End (5minutes)Catering to all students

By providing the students with many copies of the story initially they can follow when identifying rhymes in the story. When recognising the rhymes students will be acknowledged and they will be shown the rhyme as well it will written on the poster for future reference. Artistic and creative students will be given opportunities in this lesson to demonstrate their skills of colouring and making the dancing giraffes. Group collaboration will be encouraged as well as reinforcement of safety.

Guiding Questions

- What is a rhyme?- What rhymes do you know?- Which rhymes can you recognise?- Can you help anyone with their

dancing giraffes?- What could you do different if you

made another giraffe?

Curriculum Link

English/ Year Two/ Literature/ Examining Literature/ ACELT1592

Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs

Assessment: There is no assessment in this lesson as it is in the introduction to a new text for all students as well as the teacher. Within this lesson students are examining rhyme but are not being assessed but will be monitored for understanding.


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Lesson Number Three

Objective- students will be asked to remember the story and make connections to the story. They will complete a y chart and fill it out in relation to feels, sounds and looks like in relation to Gerald the main character and the setting of the Jungle Party.

Resources


- Giraffes Can’t Dance Text- Worksheet 3- Pencils - Chairs- English Book- Glue

Beginning (10minutes)- The students will be creating a y chart an complete it in relation to |

how Gerald feels, what it looks like and sounds like at the Jungle Party

- Students will work in pairs for this task as more detail will be created

Transition- students will work together for the first part and then in small groups for the second task. The students will be given independence to work in groups but the teacher will monitor

Middle (15minutes)- Once finished the y chart they will glue this sheet into their

English books accordingly- They will then read the story in small groups and with expression

Transition- provide students with ample time to complete this task and when all complete gather students on the carpet to read the story aloud

End (5minutes)- Students are sat on the carpet and will listen and watch others read

the story aloud whilst showing carpet and peer etiquette


For students who struggle to work independently both of the tasks today include them working pairs and in small groups. Students may wish illustrate y chart rather than write and may wish to use drama skills when read the story with expression. As for reading the story students will nominate roles within the group and will need to work collaboratively to achieve the learning goals of this lesson.

Guiding Questions

- Explain what a y chart is to students

- Ensure students choose their groups wisely

Curriculum Link

English/ Year Two/Literature/ Literature and Context/ ACELT1587

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

Assessment: There is a formative assessment in this lesson as students are creating a ‘Y’ Chart on the main character and the setting of the story and are asked to recall information and demonstrate this in the ‘Y’ Chart.


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Lesson Number Four

Objective- students will be rewarded with this lesson as they will be having their own JUNGLE PARTY! Students will need to recall information from the story such as animals and the dance moves.

Resources


- Oval- CD’s CD Player- White board and white board

marker

Beginning (10minutes)- The students will need to remember what animals are in the story,

in what order and what move they do at the Jungle Party- This will be noted on the white board for the students future

reference

Transition- students will reminded of courtesy and respect when learning outside the classroom

Middle (15minutes)- The students will spend the remainder of the lesson on the oval

dancing to music that relates to the story of Giraffes Can’t Dance- They will be asked to dance like the animals from the story with

similar dance moves

Transition- students will be constantly reminded of safety and respect when learning outside the classroom

End (5minutes)- On returning to the classroom students will be reminded of how to

act when walking around the school and respected other learners

Guiding Questions

- What animals and moves werein the story?

- What makes you remember that?

- What are the rules when outside the classroom?

- How do we treat each other outside the classroom?

- What are the rules on the oval?- What do we need to remember

when coming back to the classroom?

Curriculum Link

English/ Year Two/Literature/Creating Literature/ACELT1593

Create events and characters using different media that develop key events and characters from literary texts


For students who struggle to remember things from the story they may talk to another member of the class about what they do remember to trigger other ideas. Not all students will want to dance but will be encouraged by others as well as teachers. The songs will be relevant to the story and may stimulate further learning experiences.

Assessment: Similar to the previous lesson students are being formatively assessed by asking them to recall information whilst reading the text as well as make connections between them and the main ideas in the story.

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=create


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Lesson Number Five

Objective- students will nominate roles for the class production of the story Giraffes Can’t Dance. The roles will consist of a narrator, Gerald, Scenery, War-hogs, Rhinos, Lions, Chimps, Baboons, a Cricket and some other giraffes.

Resources


- Scripts or copies of story- CD’s CD Player- Materials needed to make

costumes or scenery for the production

- Stage

Beginning (10minutes)- The students will asked to learn their lines of their character in

class production of the story- The teacher will nominate roles- Students may also wish to spend five minutes decorating their

tickets for their family (each student gets 2 tickets) (worksheet 4)- A deconstruction will also occur where each animal or role is

analysed into what their role involves and what they need to do to make the production successful

Transition- students will asked to make their own costumes and practice their role in their own time as well as class time

Middle (15minutes)- The students will spend the remainder of their time practising for

the production which will occur after three more lessons

End (5minutes)- Students will have time during this lesson to practice but they

need to spend extra time getting things prepared practicing- Lunch times can be allocated to this as well as after school

Guiding Questions

- What is your role in the production?

- Are you participating?- What can you do to help

others?- Do you know your lines and

actions?- Are you listening to others?- Will you be ready for the

performance in time?-

Curriculum Link

English/Year Two/English/ Language/ Language Variation and Change/ ACELA1460

Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background


For students who struggle to remember lines will be assigned either a dancing or scenery role in the performance. A strong reader will be the narrator as well as the main character Gerald. Not all students will want to dance but will be encouraged to do so by other members of the class including the teacher. The songs will be relevant to the story and may stimulate leaning experiences. The class production is a team effort and students will be reminded of the importance of participation.

Assessment: There is no assessment in this lesson as the students are preparing themselves for the summative assessment of the class production of the book. They are told about what their assessment will involve and be reminded they are being closely monitored to ensure they are on task

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=context

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=audience


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Lesson Number Six

Objective- students will continue with preparation for the class production of the story. Resources


- Scripts or copies of story- CD’s and CD Player- Materials needed to make


- Stage

Beginning (10minutes)- The students will be asked to continue learning their lines as well as creating the costumes of their characters

Transition- students are practicing their role in the production


the production which will occur after two more lessons


need to spend extra time getting things prepared practicing- Lunch times can be allocated to this as well as after school

Guiding Questions





performance in time?-

Curriculum Link

English/Year Two/English/ Language/ Expressing and Developing Ideas/ ACELA1469

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words


For students who struggle to remember lines will be assigned either a dancing or scenery role in the performance. A strong reader will be the narrator as well as the main character Gerald. Not all students will want to dance but will be encouraged to do so by other members of the class including the teacher. The songs will be relevant to the story and may stimulate leaning experiences. The class production is a team effort and students will be reminded of the importance of participation.

Assessment: There is no assessment in this lesson as the students are preparing themselves for the summative assessment of the class production of the book. They are told about what their assessment will involve and be reminded they are being closely monitored to ensure they are on task


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Lesson Number Seven

Objective- students will continue with preparation for the class production of the story. Resources


- Scripts or copies of story- CD’s and CD Player- Materials needed to make


- StageUse

Beginning (10minutes)- The students will be asked to continue learning their lines as well as creating the costumes of their characters

Transition- students are practicing their role in the production


the production which will occur after two more lessons


need to spend extra time getting things prepared and practicing- Lunch times can be allocated to this as well as after school- Finally students will be told that tomorrow is the big show and

that they will be assessed on their creativity, expression, pronunciation and overall performance, delivery of the production

Guiding Questions





performance in time?

Curriculum Link

English/Year Two/English/ Literacy/Interpreting, Analysing, Evaluating/ACELY1668

Identify the audience of imaginative, informative and persuasive texts


For students who struggle to remember lines will be assigned either a dancing or scenery role in the performance. A strong reader will be the narrator as well as the main character Gerald. Not all students will want to dance but will be encouraged to do so by other members of the class including the teacher. The songs will be relevant to the story and may stimulate leaning experiences. The class production is a team effort and students will be reminded of the importance of participation and everyone’s participation.

Assessment: There is an assessment in this lesson as the students are performing their class production of the book. They are re- told about what their assessment will involve and be reminded they are being closely monitored to ensure they are on task. The students are also re told that their assessment will involve a marking criterion of: creative, expression, pronunciation and overall performance and delivery of production. A final reminder will be given that their assessment is the next lesson (tomorrow).



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Lesson Number Eight

Objective- THE PERFORMANCE OF GIRAFFE’S CAN’T DANCE

Resources


- CD’s and CD Player- Costumes- Parents and caregivers- Chairs - Tickets- Stage

Beginning- Parents and caregivers will be seated and ready to watch the

performance- Students will do one final run through

Middle

- PEFORMANCE- students will be reminded before hand of the their assessment and during the performance the teacher will record it for future reference when assessing students.

End

- Students will spend 10-15 minutes with parents and caregivers before heading back to class to continue with the day

Guiding Questions




actions?- Are you ready?- Are you ready to have fun?- How can I encourage others?

Curriculum Link

English/Year Two/English/Literacy/ Interacting With Others/ACELY1667

Rehearse and deliver short presentations on familiar and new topics


For students who are nervous to perform will be encouraged by other students in the class as well as the teacher. They will be encouraged to have a go and have fun whilst remaining in character and participating.

Assessment: There is an assessment in this lesson as the students are performing their class production of the book. They are re- told about what their assessment will involve and be reminded they are being closely monitored to ensure they are on task. The students are also re told that their assessment will involve a marking criterion of: creative, expression, pronunciation and overall performance and delivery of production.


Worksheet OneGiraffes Can’t Dance

Dissect a story- Who, What, Where When and Why?

NAME: ______________ DATE: ___________

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WHO?

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

________

WHAT?

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

________WHERE?

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

________WHEN?

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

________

WHY?

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

________


Worksheet Two

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Worksheet Three

Giraffes Can’t Dance Y- Chart

NAME: ____________ DATE: ___________

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FEELS LIKE

SOUNDS LIKE

LOOKS LIKE


Worksheet Four

Giraffes Can’t Dance Script for class performance

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Narrator: Gerald was a TALL giraffe. His neck was long and slim but his legs were awfully bandy.

Narrator: He was very good at munching leaves from the trees.

Narrator: But when he tried to run around.... he buckled at the knees.

Narrator: Now every year in Africa they hold a Jungle Dance.

Narrator: Poor Gerald felt so sad because when it came to dancing he was really, really bad.

Warthog: The warthogs stared waltzing

Rhino: And the rhinos rock ‘n’ rolled

Lion: The lions danced a tango which was elegant and bold

Chimp: The chimps all did a cha-cha with a very Latin feel

Baboon: And 8 baboons teamed up for a splendid Scottish reel

All the animals: HEY look at clumsy Gerald! Giraffes can’t dance, you silly fool!

Narrator: Gerald simply froze up and he started walking home

Gerald: The moon can be so beautiful

Cricket: Excuse me

Narrator: Said a cricket

Cricket: But sometimes when you’re different you just need a song. Listen to the swaying grass and listen to the trees. To mean the sweetest music is those branches in the breeze.

Narrator: With that, the cricket picked up his violin, and then Gerald felt his body do the most amazing thing and leapt in the air.

Gerald: I am dancing, I am dancing, I AM DANCING!!!

Narrator: Gerald cried

All the animals shouted: It’s a miracle! We must be in a dream, Gerald’s the best dancer. That we have ever SEEN!!!

Narrator: Then he raised his head and looked up at the moon

Gerald: We all can dance,

Narrator: He said

Gerald: If we find the music that we love

EVERYONE: THE END!!

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Year Two Literacy Performance Criteria Sheet

Student Name: ______________________________________Teacher Name: Miss O’Brien

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Justification

The story of Giraffes Can’t Dance is directed at a young audience and is delightful to read. With the use of colour illustrations and rhyme this story is easy to read and involve young children. Within the use of humour and detailed text, I believe the story is most catered to children in Year Two as it teaches children about the importance of acceptance, risk taking and that is okay to be different, all of which are fundamental to life and lives experiences for all including adults.

Synopsis

Told through the eyes of Gerald the giraffe, we the readers and audience see him get teased by other animals but on the occasion of him dancing at the local Jungle Dance he is laughed at. With the help and support of a cricket, Gerald soon begins to dance again but this time by listening to the sounds around him and his body the other animals watch him in admiration and welcome him to Jungle Dance.

Historical Time Frame

Catered to contemporary readers, Giraffes Can’t Dance is modern and can be taught to twenty first century and future learners. The book was first published in 1999 and has themes and ideas that can be explored either now or for future readers.

Teaching and Learning Strategies

The unit created from this story has been assigned to Year Two Literacy and explores many different teaching and learning strategies. These including: deconstructing the text, class collaboration, open discussions, team/ group work, acknowledging rhyming patterns, recognising independent success, applying feeling-emotions- thoughts to all learning experiences and finally but most importantly utilising and absorbing all creativity.

Australian Curriculum

Providing teachers with the skeleton, for this unit, The Australian Curriculum has been used to identify the key aspects identified in order for it to be successful as well as cater to the diverse learning styles in the classroom. As well as promoting the use of each child’s set of skills and abilities. The following Australian Curriculum statements in order can be found in each lesson plan and also below.

1. English/Year Two/Literature/Responding to Literature/ ACELT1589 Compare

opinions about characters, events and settings in and between texts

2. English/ Year Two/ Literature/ Examining Literature/ ACELT1592 Identify,

reproduce and experiment with rhythmic, sound and word patterns in poems, chants,

rhymes and songs

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Australian Curriculum Continued

3. English/ Year Two/Literature/ Literature and Context/ ACELT1587 Discuss how

depictions of characters in print, sound and images reflect the contexts in which they

were created

4. English/ Year Two/Literature/Creating Literature/ACELT1593 Create events and

characters using different media that develop key events and characters from literary

texts

5. English/Year Two/English/ Language/ Language Variation and Change/ ACELA1460

Understand that spoken, visual and written forms of language are different modes of

communication with different features and their use varies according to the audience,

purpose, context and cultural background

6. English/Year Two/English/ Language/ Expressing and Developing Ideas/

ACELA1469 Identify visual representations of characters’ actions, reactions, speech

and thought processes in narratives, and consider how these images add to or

contradict or multiply the meaning of accompanying words

7. English/Year Two/English/ Literacy/Interpreting, Analysing, Evaluating/ACELY1668

Identify the audience of imaginative, informative and persuasive texts

8. English/Year Two/English/Literacy/ Interacting With Others/ACELY1667 Rehearse

and deliver short presentations on familiar and new topics

Theory

Between all of theoretical perspectives the one that most pertains to the text of Giraffe’s Can’t Dance is the Psychological Theoretical Perspective. This relates to the literature in ways that expresses personality, state of mind, feelings and desires from the author. Within this theory it is believed that readers can do an in- depth analysis of the characters as well as related to the psychological aspects that pertain to the author. Through this perspective is and can believed that writers express their true identities through their work and with this come new concepts and identities being shaped to suit the twenty first century. Related to this is the concept of Educational Psychology which can be defined as the study of human learning. This may form either cognitive or behavioural perspectives but in all facilitate and promote learning processes.

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http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=context


http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=create


YouTube Clip

The following YouTube clip can be accessed in order to view the audio and visuals of the text as well as allows the catering to all different learning needs of students. This YouTube clip will be used throughout the lessons and be a great source for all students and teachers within this unit.

Link: http://www.youtube.com/watch?v=G745TRClOVo

CD

A CD will be provided that has three tracks on it, which are all useful in the completion of this unit. The tracks consist of tribal and the jungle surrounds in which students will use when participating in their JUNGLE DANCE as well as doing their final performance for parents and caregivers.

USB

A USB will be supplied to teachers as a digital method which contains all the necessary materials needed to complete this unit successfully. This includes the storyboard, lesson sequence, all the worksheets, criteria sheet as well as justification. The USB caters to teachers that prefer digital copies of materials but also provided is the hard copy.

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http://www.youtube.com/watch?v=G745TRClOVo

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