Unit Plan Sequences and Resources - Hopehopebook.com.au/PDF/Hope.pdf · · 2013-06-29Lesson Sequences The lesson sequences ... By providing lesson ideas and activities, ... English

Unit Plan Sequences and Resources

Lesson Sequences

The lesson sequences that make up this unit provide students with a range of learning experiences based on the theme of dreams and hopes for the future. The learning experiences help students: to develop the values of perseverance and resilience; to foster attitudes of hope and positivity; to develop the ability to set goals and practice positive thinking; and to develop higher order thinking skills.

Sequence 1 Sequence 2 Sequence 3 Sequence 4 Sequence 5 Sequence 6

Focus HSIE English PDHPE Mathematics CAPA-Visual Arts and Dance

Science and Technology

Integration of KLAs

English PDHPE/ CAPA

English Science and Technology

Mathematics / PDHPE

Mathematics

Observable Outcome

Read the book Hope

Biographical written and oral texts of “Heroes” or inspirational role models.

Goals and aspirations lists/kite bows. Pocket guides of “How to cope with change”.

Plans of kites drawn, angles measured, materials for kites determined.

Personal identity designs on kites.Interpretive dance for Hope music presentations.

Kites completed and flown, bows attached to the tails, goals displayed on kites in classroom.

This unit overview is written to support the use of the book Hope in Stage 3 classrooms. It has been intentionally designed to provide teachers with lesson ideas and activities that they can adapt to their classroom, rather than being overly prescriptive. Explicit links are made to various KLA Syllabus documents. By providing lesson ideas and activities, teachers are able to use their professional judgement and knowledge of the cohort of students in their classroom to expand the ideas and activities into meaningful lessons.

The unit overview complements the children’s book Hope, published by the University of Newcastle’s Equity and Diversity Unit. It is intended for use in conjunction with the reading of the book, covering the following Key Learning Areas (KLAs): English, HSIE, Science and Technology, Mathematics, Creative Arts and Physical Development, Health and Physical Education. While the KLAs are explicitly and separately included in this unit overview, there are links made between them (for example where students are required to design a kite in mathematics, build and fly it in Science and apply it to creative arts learning), and teachers are encouraged to use their professional judgment in deciding when to deliver the lessons as cross-curricular.

This unit overview, which focuses on the topics of Dreams and Aspirations, is informed by theories of Positive Psychology, which in turn informed writing of the Hope book. Positive Psychology is:

…aimed at enhancing human strengths such as creativity, joy, flow, responsibility, and optimal performance and achievement. Most study of human behavior has focused mainly on what goes wrong in human affairs: failure, and so on. While it is essential to study and contain such pathologies, it is equally important to understand those aspects of human experience that make life worth living. (Claremont Graduate University, 2013, para 1)

This strand of psychology has intentional links to education, with one of the founders of Positive Psychology, Dr Csikszentmihalyi stating: “It’s about creating a learning environment that sustains and supports a student’s natural curiosity and interests” (Maxwell, 2011, para 3).

In short, this unit overview, in supporting the intentions of the Hope picture book, aims to teach students an ethos of

wellbeing that can be achieved through positive education, encompassing skills of achievement (the tangible educational outcomes such as literacy and numeracy) and the skills of well-being (those less tangible outcomes such as happiness, purpose in life and fulfillment).

Teachers will notice that the United Nations’ Declaration of the Human Rights features in parts of the unit. The purpose of incorporating this Declaration is to connect students’ local and individual contexts—which is a feature of positive psychology—to a global context, an important aspect of educating children, particularly as set out in the HSIE Syllabus, as stated in its Rationale (and is repeated throughout the Syllabus):

…students should develop a sense of personal, community, national and global identity and the knowledge, skills, values and attitudes that will equip them to participate as responsible citizens… (BOS, 2006, p. 7)

Enjoy teaching this unit. Your feedback and questions are welcome; please send to the University of Newcastle’s Equity and Diversity Unit ([email protected]).

We anticipate regularly updating the classroom resources section of the website. If you would like to share lesson activities with other teachers who are teaching Hope, please send to [email protected] for review and uploading. Your colleagues in other schools can benefit from reading about what you and other teachers do and then adapt activities to suit their students.

Best wishes,Debbie Bradbery and Heather SharpLecturersSchool of EducationUniversity of [email protected] / [email protected]

ReferencesBoard of Studies. (2006). K-6 Human Society and Its Environment Syllabus. Sydney, Australia: Author.Claremont Graduate University (2013). Positive Psychology. Retrieved from http://www.cgu.edu/pages/4571.aspMaxwell, P. (2011). The power of Positive Psychology. Retrieved from http://www.cgu.edu/pages/8724.asp

Introduction to Hope Unit: Dreams and Aspirations

Sequence 1 : : Reading Hope HSIE and English

OverviewIn this introductory sequence, the picture book Hope is read by teachers and students. Each sequence that follows build on the themes presented in this book, in particular focusing on dreams and aspirations.

Students will create links between the values presented in Hope, such as the right to an education, and having and meeting goals and aspirations and the United Nations’ Declaration of Human Rights and the Convention on the Rights of the Child. By leading with a HSIE outcome, students (with the assistance of their teacher) will be able to see the link between reading (which is generally an English KLA focused activity) and the wider world.

Students will meet the following HSIE outcome: “describes human needs and the efforts of organisations in meeting these needs, eg United Nations…” (p. 35). Through their parallel reading of the children’s books including: We are all born free: The Universal Declaration of Human Rights in pictures (in association with Amnesty International) and Hope.

The activities listed here may take place over various lessons across a week.

KLA and Outcomes

Resources

Sequence SYnopsis

The following outcomes are addressed:

HSIESSSE.7 Social Systems and Structures

Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities.

• Describes universal human needs and the efforts of organisations in meeting these needs, eg United Nations, Red Cross, Amnesty.

EnglishRS3.8 Language Structures and Features

Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts.

• Picture Books:

Hope (published by the University of Newcastle).

We are all born free: The Universal Declaration of Human Rights in pictures (in association with Amnesty International.)(2008), Frances Lincoln Children’s.

Direct Instruction Discussion

What does it mean to have dreams and aspirations?

Read Hope and We are all born free.

Discuss with students the connection between their individual aspirations and dreams and how their rights are protected by governments and organisations. Conduct a general discussion about what happens when rights aren’t respected or upheld.

Teachers could read the book using an interactive whiteboard or Big Book stopping to discuss the main points identified. Specific grammatical features such as metaphors and descriptive adjectives should be identified.

Depending on how the activity is conducted, could be:

• Discussion• Small Group Work • Cooperative Learning• Writing

Post Reading Discussion and Activities

In the resources section, go to “Ideas for post-reading of Hope” and select activities and questions to engage your students with the themes in Hope.

The questions in this resource can be posed as discussion questions, written question and answer format, small group work, think pair shares or other type of cooperative learning. Be guided by the interests of your students.

These pedagogical approaches are drawn from: Killen, R. (2007). Effective teaching strategies: Lessons from research and practice (4th Ed.). Australia: Thomson Social Science Press.

Pedagogical Approach Topic Activities

OverviewHaving read Hope, in this sequence students will start to identify inspirational people, in general; and then build on this by thinking about what characteristics people have who inspire them. This sequence engages significantly with multimodal learning.

Students will be given the opportunity to deliver a presentation that aims to persuade their peers on their selection of “hero” characteristics.

They will demonstrate their learning by publishing their work into a class book titled “People Who Inspire Us.”

This sequence is quite involved, and encourages deep and higher order thinking. The activities listed here may take place over various lessons across a week, or more, depending on the length and number of student presentations and the time taken to plan and rehearse student presentations. You may decide to only focus on a selection of the activities suggested in this sequence. Be guided by your students and their interests.

KLA and OutcomesThe following outcomes are addressed:

English Talking and ListeningTS3.1 TS3.2 TS3.3

English Language Structures and FeaturesRS3.5 RS3.6 RS3.7 RS3.8

English Learning to WriteWS3.9 Learning to WriteWS3.10 Learning to WriteWS3.11 Learning to WriteWS3.12 Learning to Write

English Learning About WritingWS3.13 WS3.14 (EN3-1A, EN3-2A, EN3-3B, EN3-4B)

DiscussionSmall Group Work Individual work

Why are these people inspirational?

TS3.1, TS3.2 (EN3.1A)

Watch the short video, 40 Inspirational Speeches in 2 Minutes (https://www.youtube.com/watch?v=d6wRkzCW5qI)

Hold a class discussion answering the question: What is it that makes these people inspirational?

Discuss with students people who inspire them (heroes). What characteristics do these people possess? Why are they inspirational? On the Smart/whiteboard, list characteristics of inspirational people. Have students write these down in their workbooks.

In pairs, students identify in each other some of these characteristics.

Each student is to plan, rehearse and deliver a 1-2 minute presentation selecting and sequencing appropriate content and multimodal elements making appropriate choices for modality and emphasis to persuade peers of their choice of “hero”.

DiscussionWriting

People Who Inspire Us: Speeches

RS3.5, RS3.6 (EN3.3A, EN3.5B)

Watch the short video Inspiring Speeches of the 20th Century (https://www.youtube.com/watch?v=ONhWgq_vqOQ)

To debrief this video, discuss the common messages that the speakers are presenting.

Watch the short video, and discuss each statement(https://www.youtube.com/watch?v=9ZnlB9fG39E) Pause the video at each statement, or from a selection. Ask students: What do they mean? Generate discussion from their responses.

Read short biographies of inspirational people (for example, those featured in Inspiring Speeches of the 20th Century

• Identify structural and language features of a biography of an inspirational leader (for example, Ghandi)

WritingStudent Research

People Who Inspire Us: Writing a Biography

WS3.9 WS3.10 WS3.11 WS3.12 WS3.13 WS3.14

Create a scaffold—language and structural features—for a biographical text.

Research people who inspire students. Create a spreadsheet of inspirational people for the class (can be displayed on the SmartBoard). Select one to create a jointly constructed biography (one not likely to have been chosen by the students).

Provide scaffolding (available in the Resources section) for students to research and compose their own text about their inspirational person. Focus on attributes students earlier identified as being inspirational, perseverance, resilience, conflict resolution skills, talent, hard work, practice etc…

Publish into a book titled: People Who Inspire Us. Display in the classroom.

Sequence 2 : : People Who Inspire UsEnglish and HSIE

Resources

Sequence SYnopsis

• Youtube Clips

https://www.youtube.com/watch?v=d6wRkzCW5qI

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

https://www.youtube.com/watch?v=9ZnlB9fG39E

• Biography Graphic Organizer (available in the Resources section)

• Writing Note Cards Scaffold (available in the Resources section)




In this sequence, students will, in demonstrating their achievement of the outcomes, produce a series of goals and aspirations to write on kite bows they make. In this unit overview, a kite is symbolic of the jetpacks from the book, Hope, and in Sequences 4 and 6 students will plan, draw and build their own kites.

In addition to making the kite bows, students will also write pocket guides of “How to cope with change” and share these amongst their peers.

Overview KLA and OutcomesThe following outcomes are addressed:

PDHPEGDS3.9 Growth and Development

• Explains and demonstrates strategies for dealing with life changes.

• Student suggests ways of developing new skills and competencies, eg practice, peer tutoring, goal setting, seeking support.

• Students devise strategies to cope with life changes, et puberty, changing friendships, commencing high school.

INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

DMS3.2 Makes informed decisions and accepts responsibility for resulting consequences.

V3 Enjoys a sense of belonging

DiscussionDirect Instruction

Personal identityGDS3.9

Conduct a class discussion on personal identity influences• Sample responses, that students may need prompting to consider, will include

family, friends, community, personal abilities, body changes, increased responsibility, changing needs and requirements, media and culture (see the Graphic Organiser Character Cluster in the Resources section).

As part of the class discussion, look at ways to develop and maintain a positive self concept.

Lead into a discussion on what is means to set goals. Define aspirations and goals for the future. Identify aspirations and qualities required to achieve goals; for example: perseverance, resilience, positive thinking. Record on the Graphic Organiser Cause and Effect (see the Resources section).

Other suggested topics to include:• Influences of media culture (for example, body image)• Feelings about themselves and others (developing a code of behavior)• Gender images and expectations (refer to Hope and the expectations on her

with her brother)

WritingProblem Solving

Dealing positively with changeINS3.3, DMS3.2 and V3

This sequence presents an opportunity to discuss a tangible change that students will be facing in the very near future—starting high school• Identify changes—physical, social and emotional. Make a list and use a PMI

chart to classify the changes into a Plus, Minus or Interesting changes (see the Resources section for a Graphic Organiser PMI Chart)

Brainstorm methods of coping with change—activity, relaxation, stress management. Expand the graphic organizer to demonstrate ways of coping with change. Sample focus points include:• Grief and loss: Dealing with emotions, for example, losing touch with friends

when you go to a different high school. • Uniqueness of self: Identity, goals, development. Create goals and aspirations

lists to attach as bows to the kite tails.• Bows can be made from cardboard or paper (this will be done in

Sequence 5).

Create pocket guides of How to cope with change. Having students then read each other’s pocket guides enables them to see the different ways there are to cope with change, and also to understand the differences and similarities between themselves and their peers.

Students may also like to share their lists with their peers before they build their kite and attach the bows.

Sequence 3 : : Setting GoalsPDHPE and English

Resources

Sequence SYnopsis

• Graphic organisers available in the Resources section:

o Character Clustero Cause and Effecto PMI Chart

• Kite bows for kite tails. Can be made out of paper or cardboard.

• Pens, pencils or other writing implement to write on bows.


DiscussionSmall Group Work

What is a kite? Introduce this sequence by asking students: “What is a kite?” Brainstorm ideas with students on the interactive board/whiteboard. Students who have previously flown a kite (if any) may like to share their experiences. All students should know something about a kite. Sample responses could include:

• A kite flies with a line (tether) that is held securely (usually by a person)• A toy• Kites can be all different shapes and sizes, for example, diamond shaped, fish shaped, three

dimensional (eg box kite)• Cultural entertainment• Kites are used for different purposes, such as recreation, fishing, weather observation

Once the class has exhausted their ideas, divide the class into groups of four and ask them to develop a succinct definition answering the question: “What is a kite?” Allow students five to ten minutes to answer this question and to provide a definition. Then, facilitate a class discussion whereby students negotiate a class definition.

Explain to the class that they will design and make a kite using mathematical and science skills.

Direct Instruction WritingCooperative Learning (if students are to work together to design the kite)PS

Designing the kite

Depending on the cohort of students in the classroom, you could either provide them with a plan of a kite that they redraw onto graph paper so that they can meet the measurement outcomes of this sequence (Two urls for designs are listed below), or you could have students research their own kite plan on the internet or books from the library (if available). This section begins to address outcome ST3-5WT.

If you want to provide students with a ready made plan, the following two sites have designs that students can scale to their graph paper:http://www.ict.griffith.edu.au/anthony/kites/diamond/ and http://www.kiteplans.org/planos/MBKdiamond/diamond-kite-plans.html

Once a plan for the kite has been established, students are to draw their design onto graph paper using a lead pencil and ruler (addressing outcome SGS3.1). The following mathematical skills will need to be taught in order to address the outcomes MS3.1, MS3.2 and SGS3.2b:

Measuring area: Students are to calculate and record the area of the kite. Dividing the diamond kite from the irregular shape into triangles will make this task simpler.

Measuring Perimetre: Students are to calculate and record the perimeter of the kite.

Conversion: Students are to convert the measurements of their drawing from millimetres to centimetres. To extend students, you could also teach students to convert between Imperial and Metric.

Angles: Using their drawing of the kite, students are to measure and record the internal and external angles, classifying them according to whether they are:

• Acute;• Right angle;• Obtuse;• Straight; or• Reflex.

A student-friendly website students can access to learn about angles and practice their angle knowledge is: http://www.mathsisfun.com/angles.html

Symmetry: Making a diamond kite is also a good opportunity to teach students about symmetry, as the kite needs to be symmetrical in order to fly.

Scaling: For an extension activity, students are to scale their kite drawing to larger and smaller kites. Students will need to be taught ratios for this activity.

Conclusion At the conclusion of these activities, students should have accurate plans drawn of their kite, ready to build in Sequence 5.


OverviewIn Sequence 6, students use a kite in order to express their identity through visual arts (VAS3.2). For students to feel a sense of ownership over their kites, and to apply mathematics skills to a practical context, Mathematics and Science and Technology outcomes are used so that students design, draw plans for, and build their own kite.

Students use mathematical skills of measurement and space and geometry to design and construct a kite. In the design phase, students will draw the kite onto graph paper, and use a scale to measure the perimeter of the kite that they will build; calculate the area of the kite by dividing it into regular triangle shapes and adding together the areas; students will measure and record the angles of the kite.

The activities listed here may take place over various lessons across a week.

KLA and OutcomesThe following outcomes are addressed:

MathematicsMS3.1 Measurement OutcomesSelects and uses the appropriate unit and device to measure lengths, distances and perimeters.

MS3.2 Measurement OutcomesSelects and uses the appropriate unit to calculate area, including the area of squares, rectangles and triangles.

SGS3.1 Space and Geometry OutcomesIdentifies three dimensional objects, including particular prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views.

SGS3.2b Space and Geometry OutcomesMeasures, constructs and classifies angles.

Science and Technology (From the Science K-10 (Incorporating Science and Technology K-6) Syllabus.)ST3-5WT Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.

Sequence 4 : : Planning and Drawing a Diamond KiteMathematics and Science and Technology

Resources• Kite plan (using a Diamond, or Eddy, design)• Grid paper• Pencils• Rulers

Sequence SYnopsisPedagogical Approach Topic Activities

Role PlaySmall Group Work

Introducing music to communicate hopes and aspirations.

Play Hope music (available on the Hope website) to students while students create visual images in their minds.

Watch Youtube clip Rhythm is a Dancer (https://www.youtube.com/watch?v=Rn66O7c-RSE) as an example of other people’s interpretation of music.

Using the music composed for the Hope book, break students into small groups. They are to design and perform an interpretive dance expressing their hopes and aspirations for the future. Depending on the existing background knowledge of the students (for example, learnt in previous Creative Arts lessons), students may need to be taught specific dance moves.

As each group performs, students are to peer review each other’s dances providing supportive and constructive reviews.

Individual work Creating art to reflect goals.

Play Hope music (available on the Hope website) to students while students create visual images in their minds.

Show students examples of kites with artistic merit, interesting designs (a sample is available in the Resources section, but you can also find your own examples). You could also show students a clip from the Washington Kite Festival (available at: https://www.youtube.com/watch?v=b9I7LCehGQ8).

Students discuss with a partner which kites appeal to them and why.

Having drawn the plans for their kites during Sequence 4, students are to create a design to decorate their kite (which will be built in Sequence 6). Have students create their design on material that can be pasted onto the kite. The design is to express their identity using a mixture of available media.

Students design bows that they can then attach to the tail of the kite (in Sequence 6). On the bows, students are to write their goals and aspirations from the Sequence 4 lesson/s.


The two separate activities in this sequence: one for the Dance outcomes; and the other addressing the Visual Arts outcomes may be best taught across two distinct lesson periods (for example, on different days).

Overview KLA and OutcomesThe following outcomes are addressed:Dance DAS3.1DAS3.2DAS3.3

Visual Arts VAS3.1VAS3.2VAS3.3VAS3.4

Sequence 5 : : Expressing HopeCreative Arts

Resources

Sequence SYnopsisPedagogical Approach Topic Activities

• Youtube Clips

https://www.youtube.com/watch?v=Rn66O7c-RSE

https://www.youtube.com/watch?v=b9I7LCehGQ8

Depending on whether this is a teacher-directed or student-centred approach, the pedagogical approach will alter.For a teacher-directed approach (which may be necessary given the complexity of the task), Direct Instruction will be the approach.

For a student-centred approach, Cooperative Learning, Small Group Work and Student Research may be the approaches taken.

Problem Solving will also feature as a pedagogical approach in this section of the sequence as the students build their kites from their drawings.

Building the kite Creating the kite may occur across several lessons, depending on factors such as the materials used and their availability for all students to access. It works best when the teacher is well prepared and is clear about what needs to occur to create a kite, as exact measurements are necessary to achieve success. As building a kite can be quite ‘fiddly’, instructions are included in the Resources section.

There are also vodcasts available for students to view for teachers who prefer this pedagogical approach to teaching the skill of kite building. Two vodcasts that follow on from each other narrated and demonstrated by Cliff Quinn include (please note, if you follow these instructions, you will need to add a toothpicks to your resources):

http://www.youtube.com/watch?v=JjtUJik7lTQ It is a US based vodcast, so you will need to explain to students that a ‘yard stick’ is actually a ruler, and the measurements are in inches, rather than centimetres, and ‘cloth tape’ is masking tape. Otherwise, it is an engaging vodcast for students to view. This clip could potentially be used to show all students before they begin to build their own kite.

The follow up vodcast shows students how to attach the bridle line (this potentially is complicated for students, so scaffolding and perhaps group work will be needed at this point). A number of different types of kites are shown, so the whole vodcast will not need to be shown, just the section on making a diamond kite: http://www.youtube.com/watch?v=lk2qiFWMlZI

Problem Solving (if any kites don’t fly)

Flying the kite After the hard work of creating their kite, students will enjoy having the opportunity to see if it flies. This can also present as a ‘teachable moment’ should some students’ kites not fly. Students will need to engage in problem solving if this occurs, which can be linked back to the Hope story, and encouraging students to persevere, to remain positive, and to find creative ways to solve issues. Possible problem solving questions students could address include:• Did weather factors impact the ability of the kite to fly? (for example,

enough wind)• Was the kite measured accurately?• Were materials used suitable for the size of the kite? (think weight, for

example)So that students can experience success with their kite flying, allow sufficient class time for corrections to be made and the opportunity to fly the kite again.

Some safety factors to consider when flying the kite:• Make sure students are in a large, open space and can’t run into each

other;• Don’t fly near overhead powerlines or other obvious dangers, such as

roads and trees;• Don’t fly during inclement weather;• Wear gloves if the kite is likely to cause friction burns; and

Independent Learning Conclusion When students have finished flying their kites, attach the bows they made in Sequence 3 to the tail of the kite and display in the classroom.


The activities here follow on from those completed in Sequence 4, whereby students planned and drew their kite design. For this sequence, students build their kites and test-fly them to see whether or not they work. Depending on your cohort of students, you may like students to work cooperatively, assisting each other to build their kites.

Please note: It is important for students to know that if they want their kites to fly, they must use exact measurements, so care needs to be taken with measuring, cutting and tying various parts of the kite as it is made.

The activities listed here may take place over various lessons across a week. Be guided by your students’ abilities, particularly during the building stage of the kite.

Overview KLA and OutcomesThe following outcomes are addressed:Science and TechnologyST3-5WT (From the Science K-10 (Incorporating Science and Technology K-6) Syllabus.)Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints.

MathematicsSGS3.1 Space and Geometry OutcomesIdentifies three dimensional objects, including particular prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views.

Sequence 6 : : Building and Flying a Diamond KiteScience and Technology and Mathematics

Resources

Sequence SYnopsis


• For the sail: Paper (various kinds such as art paper and wrapping paper), garbage bags, fabric (depending on what is available in your classroom)

• String, wool or plastic garbage bags (for the tail)• String• Wooden or bamboo dowels or bamboo BBQ

skewers (that are flexible)• Paper bows (this are completed in the

Sequence 3)• Scissors, glue, tape, rulers, markers

• Youtube Clips

http://www.youtube.com/watch?v=JjtUJik7lTQ

http://www.youtube.com/watch?v=lk2qiFWMlZI

Access the following online resources to assist with the planning and teaching of this unit. These resources were used to aid the development of this unit overview.

Positive Psychologyhttp://www.cgu.edu/pages/4571.asphttp://www.authentichappiness.sas.upenn.edu/Default.aspx

Flow“You know that what you need to do is possible to do, even though difficult, and sense of time disappears. You forget yourself. You feel part of something larger.” – Csikszenmihalyihttp://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html

Positive Educationhttp://www.psychology.org.au/publications/inpsych/2011/april/green/

How Coaching Workshttp://www.youtube.com/watch?v=UY75MQte4RU

Resources Sequence 1

Ideas for post-reading of “Hope”

General

Predictions of type of text, characters, setting, themes based on cover:

• narrative, Hope, Leo, school children, Sara, parents?Predictions of narrative conclusion pre the final opening:

(Do you think it will be a happy or sad ending? Why?

Home and Community

Do we meet Hope and Leo’s parents? Why/Why not? What is Hope’s role at home?

Compare the openings below. What do you notice? What is being represented by these changes?

• The opening vs the closing ‘end pages’• The 2d background in the walk to school vs the 2d home from school• The 2d depiction of community moving to a 3d depiction in final run to school scene

(with details such as parks, pools, etc)• The first vs the second ‘Wake-Up’ openings in terms

Why are there ants all over the place in this story?

• ANTs represent our Automatic Negative Thoughts, the way they fracture out from one to another, building insecurity and destructive internal dialogues – as in the opening with Hope and the headwind she pushes through in the morning as she heads off to school.

Exploring the ‘spotlight’ theme with a question about this recurring motif:

• Does it represent the ‘bubble’ Hope and Leo enjoy as they support each other?

School

What does the yellow light in the window of the school building represent?

• Warmth? Safety? Creativity?

Classroom and Teacher

Exploring the posters on the walls:

• Conduct an activity identifying and reaffirming student strengths

Uniform/Hair of the teacher: examining the fact that she is represented wearing what can only be a drab uniform imposed on her but rebelling with her wild red hair the colour of flame.

• Is Saras an older Hope?• Sara’s language – focusing on words such as ‘choice’, ‘strong’, the fact that she normalises stress yet

has high expectations of her students

Students can research the text in the speech bubble when Hope ‘says’ reading

Sequence 1 Sequence 2

Backpacks and Jetpacks

What are the contents of Hope’s backpack? What do students think these represent?

How many jetpacks do we see during this story? Who has them and how are they using them?

What does Jetpack Day represent?

• Hopes, aspirations, strengths etc

What else could have been used to represent these hopes and aspirations?

• Guide your students to think about a kite, as this will form the focus of the lesson sequences following this one.

Flow/Reading sequence

Students identify times in their life when they may experiences something approaching a flow state – for example, relationships to strengths. Lots of possibilities to explore.

Dream sequence

What animal is Leo represented as in Hope’s dream? Why do you think this is?

What is happening in the comic strip at the top of Hope’s dream?

• Develop artworks based on Hope’s dream

Links can be made to students’ own hopes, fears and aspirations.

Biography Graphic Organizer

Background Information

Date and place of birth:

Where this person grew up:

Other information about this person’s history:

Description- What adjectives would you use to describe the person? Explain—what from the reference tells you that?

1.

2.

3.

4.

5.

Important Events- What events shaped or changed this person’s life and/or others?

1.

2.

3.

4.

5.

Fun Facts:

1.

2.

3.

4.

5.

Quotations (something said directly by this person-pri-mary source)

(author last name________________)(page # ____________)

Would the world be better or worse if this person hadn’t lived? How and why?

Writing Note CardsRemember: You need at least four sources to support your research. These sources can be books, magazines, interviews, websites, etc.

At least one source should be a PRIMARY source. Examples of Primary Sources: interviews, audio recordings (of the person), speeches, journals, letters, etc.

You need to write a note card with accurate reference information (this means you need at least four note cards). The note cards will be part of your grade. For full points, please follow the format below for the note cards.

Books Source#:___ Author or editor (last name first). Title (underlined). City where the book was published: Publisher, copyright date.

Eg: Miles, Michael C. Hurricane Force. Philadelphia: Countryside Press, 2002.

Magazines Source#____Author (last name first). Article title (in quotation marks). Title of the magazine (underlined) Date (day, month, year): Page numbers of the article.

Eg: Tucker, Libby. “Now That’s Intense!” Science World 17 Nov. 2003: 4-6.

Internet Source#:____Author (if available). Page title (if available, in quotation marks). site title (underlined). Name of sponsor (if available). Date published (if available). Date found <electronic address>.

Eg: Skelton, Renee. “Flying into the Eye of the Hurricane.” National

Geographic Kids. National Geographic. 12 Mar. 2004 <http://nationalgeographic.com/ngkids/0308/hurricane/>.

Encyclopedia Source#:____Author (if available). Article title (in quotation marks). Title of the encyclopedia (underlined). Edition (if available). Date published.Eg: “Hurricane.” World Almanac for Kids. 2004.

Interview Source#:____Person Interviewed (last name first). Type of interview (personal, phone, e-mail). Date.Eg: Rasmussen, Arnold. Personal Interview. 13 Mar. 2004.

Directions: In the left-hand column, write the character traits of the one of the characters in the story. In the right-hand column, list how the trait is revealed in the text. (Traits can be revealed by events, actions, words, thoughts, attitudes, and feelings.)

T rait R evealed by...

Character Traits Word Bank

adventurous, afraid, ambitious, arrogant, bad, bold, bossy, brainy, brave, brilliant,calm, careful, careless, charming, cheerf ul, childish, cowardly, cruel, curious,demanding, depressed, dishonest, eager, eas ygoing, energetic, evil, faithful, fearless,foolish, friendly, funny, gentle, giving, gloomy, graceful, greedy, guilty, happy,healthy, helpful, honest, hopeful, imaginativ e, impatient, impolite, innocent, inventive,intelligent, jealous, kind, lazy, lonely, lovi ng, loyal, lucky, mature, mean, mys terious,nervous, nice, noisy, obedient, peaceful, pl easant, polite, poor, proud, quiet, responsible,rough, rowdy, rude, sad, scared, selfish, seri ous, shy, silly, sly, smart, sneaky, spoiled,strange, sweet, talented, thoughtful, thoughtless, trusting, trustworthy, unfriendly, unhappy,upset, warm, weak, wicked, wise, worried, zany

Character: ___________________________________

© 2006 Education Oasis™ http://www.educationoasis.com May be reproduced for classroom use only.

Sequence 3

How to Cope With Change

Coping with Change Change is a natural part of life, and everyone faces it at one time or another. Most of us are continually making small adjustments that reflect our changing needs or interests—trying a new hairstyle, updating our wardrobe, or finding a more efficient way to do a task at school.

Reacting to change How you react to a change may depend on the results you think it will bring. You may feel excited about change that involves a gain, such as a new baby in the house or a promotion to a new grade. But you may worry about a change that involves a loss, such as a divorce or a move to a new school. Or you may find it much easier to make gradual adjustments than to face a sudden upheaval in your everyday life. Accepting a sudden, unexpected change can be one of the most difficult challenges in life. You want to have control over the situation and make everything better, but no matter how hard you try; you just can’t control some things. A better way to cope is to accept an uncontrollable change for what it is. When you accept the reality that you do not have full control over what happens in life, then it becomes easier to cope. The best strategy for coping with change involves focusing on what you can control, and trying to let go of what you can’t. Even if you look forward to a change, adjusting to new realities can be stressful. One key to coping with the difficulties is remembering that most people can adapt well to change with support. Depending on the nature of the change you face, you may want to turn to your family or friends, your teacher or fellow class members know what you’re going through and want to help.

Understanding the benefits of change Many people have intensely negative reactions when they first hear that they’ll be facing a big change. Some people cry or become angry. Others think, “It isn’t fair,” “I’ll never be able to handle this,” or “I’m too old to learn a new way of doing things.” It may help to remember that a change—even if you didn’t want it—can be beneficial. Some of the rewards of change can include:

• Bringing exciting new opportunities. Almost every new experience has both advantages and disadvantages. If you don’t like certain aspects of a change, you may find that you love other things about it.

• Helping you stay to flexible. It’s easy to fall into a rut or become “set in your ways.” A change in one area of life can help you stay flexible and make other needed changes.

• Building self-confidence. Many experts believe that if people don’t change, they don’t grow. Staying in a comfortable situation can be fine for a while. But over time, it can become tedious or cause you to lose confidence in your ability to do well at other tasks or in another setting.

• Educate. New experiences can bring greater knowledge, awareness, and expertise if you allow it.

• Focusing on your priorities. Change can give you a new perspective on yourself and others. Sometimes when you are forced to make choices and decisions, you realise what is really valuable to you.

• Making you stronger. When you accept a change, you can find something positive in it. When you successfully cope with a tough change, it will help you become stronger for the next change.

Change and stress Although change can be rewarding in the long run, it can seem very stressful at first. Depending on the nature of your adjustment, the difficulties can last anywhere from a few days to several years.

Change can be both physically and mentally stressful. As a rule, the larger the change, the more stress you may face. Many people find it particularly difficult to move from one major stage of life to another—for example, to adjust to leaving school, having a child, reaching midlife, becoming a stepparent or grandparent, or retirement.

There are many different kinds of changes and everyone reacts differently to events. Some people may feel stress because of events that are happy ones, such as a wedding or the birth of a baby. Others may have trouble coping with a divorce, controversy at school, or a move. And there are also smaller events that can bring about change that could cause stress, such as an upcoming holiday, trouble with friends, or even a break in routine.

Because so many different changes can cause stress, it’s important that you are able to recognize the signs of stress.

The physical and mental symptoms of stress may include: - headaches - depression - anxiety - fatigue- overeating or loss of appetite - insomnia - mood swings - poor concentration - stomach aches or other digestive problems - neck- and backaches - dental problems such as grinding teeth at night - eating disorders

If you keep having these symptoms long after a change has occurred, you may want to talk to a doctor or counsellor about ways to cope with stress.

How to Cope With ChangeHelpful tips on coping with change Change is usually easier to accept if you feel confident that you can deal smoothly with new experiences. Here are some tips:

• Anticipate change: Take steps to avoid becoming rigid and afraid of new experiences. Throughout life, keep making friends, exploring a variety of interests and activities, and accepting new challenges at school.

• Take care of your physical and emotional health. If you’re facing a big change, take extra care to eat a healthy diet, exercise regularly, get enough sleep, and limit your junk food consumption.

• Learn some relaxation techniques. You might find it helpful to take a yoga class or listen to relaxation tapes, which are available at most bookstores and public libraries. Or set aside a few minutes each day (in the morning, at night) to visualize yourself remaining calm and happy.

• Keep an open mind. Try not to jump to conclusions about the change you’re facing. Just because you haven’t done something before doesn’t mean you won’t like it.

• Gather information. The most stressful thing about change may be the uncertainty it brings. To ease your anxieties learn as much as you can do about what you’ll be facing. Do research. Talk to friends and fellow class members who’ve faced the same kind of change and ask what helped them the most in dealing with it. Or read a book such as Who Moved My Cheese? (Simon & Schuster, 1998) by Spencer Johnson, which talks about different styles of coping with change.

• Limit or “pace” your changes. Try not to take on a big change before you’ve adjusted to another one or a lot of smaller changes all at once. If you know that you’re already experiencing stress, if possible, try to postpone making big decisions that will bring about more change, and possibly, more stress.

• Talk about your feelings with people who can help. Be as specific as you can about your concerns.

• For example, you might say to your parents, “I have more home work at this new school and it’s become harder for me to help as much with my little brother” (Hope).

• Consider speaking to a teacher or a professional counsellor. Don’t be afraid to ask for help. Even strong people need support and guidance when faced with tough circumstances.

• Hold onto your sense of humour. When you’re feeling stressed, rent a video or DVD of your favourite comedy or have lunch with a friend who always makes you laugh. Or write about your experiences in a journal. Even if you have trouble finding the humour in your situation right away, you’ll be able to see it when you re-read your journal later on, which may help you cope with future changes more smoothly.

Debbie BradberyAdapted from http://mil.ccs.k12.nc.us/files/2012/06/Coping-With-Change.pdf

For a kite plan that is easy to follow, go to

http://www.ict.griffith.edu.au/anthony/kites/diamond/

or

http://www.kiteplans.org/planos/MB

Sequence 5

Sequence 6

Unit Plan Sequences and Resources - Hopehopebook.com.au/PDF/Hope.pdf · · 2013-06-29Lesson Sequences The lesson sequences ... By providing lesson ideas and activities, ... English

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