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This is a website to **diary of a wimpy kid** (//novel in cartoons)//. He is writing a journal but using comics within the journal and I thought this would also be helpful explaining how comics can be written and use of comics as an illustration. Hope this makes sense. I thought it is good. This is a good example of different multi-model text in one book. Erica

[] (diary of a wimpy kid) A good reading- its quite long though but you can skim it. About pedagogy and teaching multimodal literacy.

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media type="custom" key="20275036" Hey girls these are the only good ones i could find ill keep looking tho kassie

Hi Ladies This weblink can be used for students to create their own comics. [] also great website with examples of comic strips that can be used to teach students. [] Erica

Hey :) = This will show our Collaboration together.Any ideas for each part just put on the appropriate page. Maureen:) =



**__Guidelines for completing Assessment Task 1__** In the first weekly topics of this course, you will build an understanding of **a functional approach to learning about language.** This is the approach that underpins the Australian curriculum and is described as **language in use within a contextual framework**. To complete the first assessment task, you need to have a secure understanding of what this means and how it affects text selection and the focus for explicit teaching of the content in the English curriculum. The following steps outline precisely what you are expected to do to demonstrate the criteria for Assessment Task 1. > > > >
 * 1) Assessment Task 1 requires you to firstly examine the content descriptions at a specific year level and identify where specific knowledge related to multimodal or digital texts is taught i.e. knowledge about visual, gestural, audio, video or digital content and knowledge about print in combination with one or more of these elements. You need to summarise this content and provide an overview of what must be taught to interpret or construct multimodal or digital texts at the given year level. You might find it useful to view the content descriptions for your year level by mode to help you locate and organise this content for the presentation. To do this, when you go to the Australian curriculum website to view the English curriculum, click on the first icon next to the word “View” just below the Filters menu bar (the symbol m) which will show the content for a particular year level according to (a) Reading, (b) Writing, and (c) Speaking and Listening.
 * 2) The second step of the assessment task requires you to locate specific resources that you could use to teach this knowledge to learners in the year level and identify why they are suitable for the purpose. This is what is meant by an annotated bibliography. You need to select texts that **reflect the complexity described in the Year level descriptions** of the Australian curriculum for your focus year level **and** that include good examples of the key features that are the focus of explicit teaching as described in the content descriptions you have identified in step 1. Your annotated bibliography must include texts that can be used as models for demonstrating these features so that learners can make links between reading and writing to not only analyse, interpret and evaluate the texts but be able to create these text types themselves. (For digital and multimodal texts this will necessarily involve understanding how images, tables, diagrams, symbols etc work in combination with print and the particular navigation practices required to both access (read) and present (construct or write) texts in this form.) The most important thing is to address the criteria by choosing texts that are excellent examples for teaching the content for the year level. Note: The purpose for creating an annotated bibliography is to contribute to the development of a folio of suitable resources for implementing the Australian curriculum. This purpose underpins the reason for uploading the annotated bibliography to the moodle site so that the features of suitable resources can be shared or evaluated for use by individual students as they develop planned units of work for AT2. The template below may be used as a guide for completing the entries for your annotated bibliography.

> > > > Hey guys, here is my part. > Ashley.
 * 1) presentation, you are required to demonstrate **how** a learning manager would teach the content described in Step 1 using sample texts from the annotated bibliography. This demonstration must draw on the theory and research related to teaching multimodal and digital texts provided in the written documentation (Part B). Step 3 therefore requires you to complete independent research to identify what experts say about appropriate strategies and approaches to teaching multimodal and digital literacy. Many materials to help you have been provided in Topics 4 and 5 on the moodle site but you may wish to (or need to) go beyond these readings. Theory or research should be used to justify the way in which you demonstrate teaching strategies and learning activities in the presentation and submitted as documentation for Part B on the day of the presentation.
 * 2) Plan engaging and interesting ways of teaching the knowledge, skills and processes you have identified as part of the curriculum for your year level. You may wish to use your tutorial group as your proposed “learners” to show how demonstration, modelling, questioning, etc would be used to develop meaningful learning experiences around the texts you have chosen. You should view this aspect of the task as professional development for your peers where you describe and show what English instruction around multimodal and digital resources should look like and sound like at the year level allocated to you.
 * 3) The final aspect of your presentation requires you to conclude with a short explanation of why teaching language use and literacy in this way is important for learners at this year level. Use the rationale of the Australian curriculum and research or theory to support your claims and consider the types of texts learners in the middle and upper primary years will be required to use or produce as learn in other curriculum areas or as they participate in literate activity in the real world.
 * 4) You must submit documentation that includes your annotated bibliography, an overview of research or theory into teaching English through the use of digital and multimodal texts, and a justification that links the theory to your suggestions for teaching the curriculum using your chosen texts i.e. the teaching strategies and learning activities you demonstrated for your peers during the presentation. Documentation must make effective use of academic writing and use references as support for all explanations and pedagogical decisions.