2.Part+B

 Texts- Possible texts (taken from C2C)

• A selection of suitable cartoons, comic strips, comic books, stop-motion animations and computer-generated animations
 * A range of suitable superhero comics such as Superman, The Incredibles, Spider-Man,Super-Heroes, Super Hero Squad and manga comics,for group reading
 * Movie - How to train your dragon (2010), DreamWorks Animation - The trailer

 **__Part B__** Each group must submit written documentation to support the presentation. The documentation should include the following: **__Other important information about the scheduling of presentations__** //The scheduling of// //presentations will depend on the number of groups in each tutorial and negotiation between students and the tutor at each campus. On some campuses, presentations might all be completed in the one tutorial; while at other sites, small group presentations might be scheduled for different weeks. The specific organisation will depend on arrangements at each camp////us, but all presentations must// //be completed by the end of week 6. It is important to note that this task involves **independent research** and **understanding of materials related to Topics 1-3** so this must be taken into consideration when the scheduling of presentations is organised. **A starting point for independent group research is provided in the readings and activities in Topics 4-5 on the moodle site and groups are advised to access these readings and commence work on Assessment Task 1 from the first week of term.**//    xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx   []
 * An annotated bibliography of a **minimum of 4 selected texts** suitable for explicit instruction in the knowledge, skills and processes for learning this aspect of literacy at the chosen year level of the Australian Curriculum: English. The annotated bibliography will be submitted for marking on the day of the presentation **but must also be uploaded through the link for this Assessment task on Friday of week 6 when all presentations have been completed.** (This is primarily for sharing purposes. Annotated bibliographies will be made available for all students to view to assist with possible resource selection at a particular year level for unit development in AT2.)
 * An **explanation and justification** of the approach to teaching the conventions and structures of the chosen texts demonstrated in the presentation. This justification must include references to researchers and educators who have contributed to the development of pedagogical knowledge in multimodal and digital literacy i.e. you must be able to provide support for the teaching strategies and approach to pedagogy that you demonstrated in the oral presentation.

Lesson Plan <span style="background-color: #ffffff; color: #281f18; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px; text-align: left;"> =<span style="background-color: #ffffff; color: #ff0000; display: block; font-size: 1.2em; text-align: left;">Comics in the Classroom as an Introduction to Genre Study(Maureen ) = <span style="background-color: #ffffff; color: #281f18; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px; text-align: left;">

<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.9em; text-align: left;">OVERVIEW
<span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; text-align: left;">This lesson capitalizes on the popular appeal of comics by using them to introduce the concept of genre. Students begin by working in small groups to analyze differences and similarities among a selection of comics from a variety of subgenres. Based on their discussion, they determine what subgenres are represented and divide the comics accordingly. They then analyze the professional comics' uses of conventions such as layout and page design. Finally, they create their own comics using an online tool. [|back to top]

<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.9em; text-align: left;">FEATURED RESOURCES
<span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; text-align: left;">** Comic Creator **: Students use this online tool to create their own comics. [|back to top]

<span style="background-color: #ffffff; color: #333333; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.9em; text-align: left;">FROM THEORY TO PRACTICE
<span style="background-color: #ffffff; color: #281f18; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px; text-align: left;"><span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; text-align: left;">Recently emerging as a genre "worth" studying in school, comics can act as a springboard for genre study as well as tap higher-order thinking skills. Versaci (2001) points out that "[A]side from engagement, comic books also help to develop much needed analytical and critical thinking skills. A common goal, regardless of the level we teach, is to help students read beyond the page in order to ask and answer deeper questions that the given work suggests about art, life, and the intersection of the two. Comic books facilitate this . . ." (64).
 * Further Reading**

<span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; text-align: left;">Versaci, Rocco. "How Comic Books Can Change the Way Our Students See Literature: One Teacher's Perspective." //English Journal// 91.2 (November 2001): 61-67. <span style="background-color: #ffffff; color: #281f18; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px; text-align: left;"><span style="background-color: #ffffff; color: #666666; font-family: 'Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 0.8em; text-align: left;">xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx  THIS LOOKED INTERESTING.( MAUREEN ) USE THIS ONE FOR SURE CHECK OUT COMIC TEMPLATES COOL  <span style="background-color: #ffffff; color: #281f18; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px; text-align: left;"> []

<span style="background-color: #ffccff; display: block; font-family: Geneva,Arial; font-size: 16px;"> [|Archie]

[|Captain Spectre]

[|Classical Comics]

[|Comic Templates]

[|The Ferryman]

[|Five Little Monkeys]

[|Grammarman]

[|Idiom Cartoons]

[|Justin Bieber]

[|Langwich Scool]

[|Marvel Idioms]

[|Nothing is Forgotten]

[|Parts of speech]

[|Students' comics]

[|Thailand Floods]

[|Twilight]

[|Uncle Bob]

<span style="background-color: #ffccff; display: block; font-family: Geneva,Arial; font-size: 16px; text-align: center;">       Grammarman recommends you follow this link for Interactive Tools   <span style="background-color: #ffffff; color: #281f18; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px; text-align: left;"> <span style="background-color: #ffffff; color: #281f18; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 12px; text-align: left;">. = Could this be helpful  = Name: ________________________________ Date: _______________ Narrative Scaffold (every word begins with a capital letter) ** Orientation (introduction): ** Who? ___________________________________________________________ _______________________________________________________________  When? __________________________________________________________ _______________________________________________________________  Where? _________________________________________________________ _______________________________________________________________
 * Title: ** _________________________________________________________

What happened? Why? _______________________________________________________________ _______________________________________________________________  _______________________________________________________________
 * Complication (problem): **

What happened next? 1. ______________________________________________________________ _______________________________________________________________  2. _____________________________________________________________  _______________________________________________________________  3. _____________________________________________________________  _______________________________________________________________
 * Series of Events: **

How is the problem solved? _______________________________________________________________ _______________________________________________________________  _______________________________________________________________
 * Resolution **

How does the story end? _______________________________________________________________ _______________________________________________________________ ||
 * Coda **