Teaching Sequence

5 minutes – Part A: Lesson Introduction
15 minutes – Part B: Modelling Skills
30 minutes – Part C: Student Activity
10 minutes – Part D: Reflection

Work through this resource material in the following sequence:

Part A: Lesson Introduction

Step 1. Write the learning intentions and success criteria on the whiteboard for students to see and invite them to read them out loud. They have intentionally been written in the first person perspective to assist students to internalise them as their own goals for the lesson.

Step 2. After the learning intentions and success criteria have been discussed, ask students the question:

‘What can we do if we come across a word we do not understand when we are reading?’

Asking this initial question of the students encourages them to access their prior knowledge and experiences with this topic. While students provide responses to this question, pay close attention to the level of understanding they have and use this to guide the way you explain concepts in later parts of the lesson.

As students provide responses, record them on the board. Once students' ideas have been listed, ask the question:

‘Which of these strategies can we use without any resources other than ourselves?’

Discuss this question with the students and underline any strategies that do not require access to additional resources.

Save the student responses for reference at the end of the lesson.

Part B: Modelling Skills

Step 1. Project the reading resource Faber-Castell - Colour Theory & Techniques and ensure students all have access to their own printed copy. Explain that the first section of the text is about colouring.

Read page 1 of the resource to the students. Discuss the text type and key points, ensuring students understand:

This page is an introduction to a text which explores art theory.
It introduces the concept of colour by explaining how it has been used throughout.
This page begins to explain how to plan for effective use of colour in your art work.

Step 2. On the board, locate the third sentence of paragraph 3:

You can create beautiful colour schemes by following traditional methods described or you can break the mould and create custom schemes to suit your mood.

Point out or highlight the phrase break the mould. Discuss that to some, this would be an unfamiliar phrase. Refer to the fact that it is figurative language which means the actual (literal) meaning of the phrase does not apply in this context.

Explain how there are two contrasting parts of this sentence that can help find the meaning of the phrase. State that the phrase or you can is key in this sentence as it shows that there are two different options. The first option is following traditional methods or you can break the mould.

Pose the question to the class: If breaking the mould is the opposite of following tradition, what does the phrase break the mould mean?

Ensure that students understand that breaking the mould means doing something different to the norm or the tradition.

Emphasise that this strategy involved comparing the contrasting options in a statement in order to find the meaning of a word or phrase.

Step 3. Read page 2 of the text. Emphasise to students that this section of the text explains different colour schemes that can be used in art works.

Direct students to the section on analogous colour schemes. Explain that in this instance there is a definition of this colour scheme as the text directly states uses colours next to each other on the colour wheel. State that this definition helps us understand what an analogous colour scheme is, but doesn’t tell us much about the meaning of the term ‘analogous.’

Explain to students that in this instance, different pieces of information need to be put together, or synthesised to develop understanding of the word. Point out the following clues:

We know that analogous colours are next to each other on the colour wheel.
If we look at the colour wheel we can see that the colours near each other are similar.
If we read the paragraph, it states that analogous colour schemes are harmonious, which means they are consistent, in agreement or are similar.

By putting together or synthesising these three clues, we can work out that the term analogous means same or similar.

Step 4. Direct students' attention to the paragraph on triadic colour schemes. Emphasise the word versatile. Explain that a phrase with a similar meaning is used in the second sentence and provides a synonym for the word which can help understand it.

Sentence 1 states: The most versatile of the colour schemes
Sentence 2 states: It gives the flexibility to…

Explain that sentence one describes that it is versatile, and sentence 2 goes on to explain that this is because it gives flexibility. This indicates that being versatile is about being flexible and so the words must have similar meanings.

Part C: Student Activity

Step 1. Invite students to form mixed ability pairs so that more confident students are able to assist their partner to read the text and support them to engage in the conversation around the meaning of words. Distribute a copy of Vocabulary Definitions - Worksheet for each pair to complete and allow time for them to complete the activity.

Step 2. Invite students to join with another pair and compare their interpretations of the terms. Encourage students to add to their own worksheet during these discussions as their ideas change or develop.

Step 3. Project the Vocabulary Definitions - Worksheet and view as a group.

For each term in the table:

Ask the class for the meaning and the clues they used to find the meaning.
Allow other pairs to add information and details.
Re-state the meaning of the word and the clues used to find it.

Suggested answers can be found here:Vocabulary Definitions - Answers.

Step 4. Again refer students to their responses you collected at the beginning of the lesson, and add any new strategies developed in the lesson, including:

Prefixes
Rephrasing the same meaning
A contrasting statement with the opposite meaning
Definition provided in the next sentence or in brackets
Key words that provide information about the term
Illustrations and diagrams

Reflection

Step 1. Share the following questions with students (questions also available on the Student Worksheet):

What new strategies have you learnt today?
How will these strategies be helpful in the future?

Encourage students to share responses using a Think-Pair-Share structure:

Differentiated Learning

Working in mixed ability pairs allows for both extension and support of students as needed. Those who find it difficult to decipher text can be supported by their partner. The more capable students will refine their ideas through the process of explaining to and guiding their partner.

Teacher Reflection

Vocabulary in Context (Reading Skills NAPLAN)

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

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