Today's+meeting

Hi guys- this is a plan for our presentation. This main idea being to have a TV show in which we have experts (erica and maureen (intro and conclusion)) and then show pieces of the lesson interspersed with the theory. Ashley- are you able to send us the exact comic strip that we will be using (ie. the one on the annotated bibliography). Next meeting is friday 11-12- where we will be rehersing- please ensure you have all your parts ready. Each section is for a different teacher- so consider what you are going to say (ie. think of a script or practice or whatever you prefer). This is also a guide- so if you have a different idea please share- we can always improve and add more strategies such as KWL's and concepts maps etc. Introduce lesson- review prior knowledge. __Focus q’s__ Who is the protagonist? Who is the antagonist? What is the plot? || Who is the intended audience? What dilemma is faced by the protagonist? How is the dilemma solved? What is the message of the story? How is the dialogue presented? What type of language does the character use? Is the vocabulary concise or flowery? Does the dialogue include verb or noun groups? Which narrative voice is used? First, second or third person? How many characters are presented in each panel? How are the characters placed in each panel? What is the salient image in each panel? || All students in class (ie. audience) also participate in this activity. || I will post some good readings- information later.
 * **Ashley**
 * Situated practice**- Ask students complete a KWL chart to review their knowledge of protagonist, antagonist and plot in a narrative/comic strip. Consider questions to stimulate students recollection of prior knowledge.
 * Shared reading**- Read comic strip as class ( place on ppt). ||
 * **Modelled reading- Sylvia**
 * Overt instruction-** discussion- What are the __features__ of a comic strip. METALANGUAGE. Possibly complete a concept map.
 * **Maureen- teacher essentially directs students to form groups and works with group to critically analyse the comic strip. (select relevant questions- or use the ppt from class)**
 * Guided reading-**
 * Critical framing-** q’s What is the purpose of the comic strip?
 * **Modelled writing- CASSIE**
 * Overt instruction-** Brainstorm ideas on concept map (protagonist and antagonist and dilemma). Model the creation of a comic strip using the online simulation. Use a think aloud-process to design each panel (text, language and visual features). Explicitly show the writing of dialogue in each panel (use of concise vocabulary). ||
 * **We may just gloss over this part due to time. Otherwise Erica.**
 * Guided writing-** brainstorm characters and plot. **situated practice**- what are some things in the students’ lives which they can represent in a comic. ||
 * **Independent writing- Cassie- play the role of main student. Ashley to give direction.**
 * Transformed practice**- write their own comic strip. (**Students to model thinking**) present comic to the class (speaking)- discussing the two characters and dilemma faced.

= looks great this packs all the right punches we need to touch MAUREEEN =