Focus on Learning

Stage 3

Writing:

In stage 3, students have been working on writing skills by uplevelling and identifying the important elements of writing in their own work. The latest writing piece we have been working on is a diary entry. With modelled and guided experiences, we have been using 'what a good one looks like' (WAGOLL) diary entry. We discussed and created a class poster, of all the important diary entry elements we recognised. Using this poster, the WAGOLL, activity experiences and discussions, the students then independently created their own diary entry, recounting one or more events from our mentor text through the perspective of the character 'Sasha'. 

Following this 'Big Write', the students then worked in pairs with their 'breakdown buddies' to provide a self-assessment with editing on their own writing and a peer-assessment on their breakdown buddies writing piece, against the criteria. This enabled the students to identify what they think they did well in and what they could use more of or improve on for future writing activities. See below for a couple samples of the students 'Big Write' writing pieces. 

Drama:

Over the past couple weeks in drama, stage 3 has been focusing on learning to apply drama elements in order to create meaningful dramatic experiences, in the form of  a 'monologue'. To do this, the students have been practicing how they implement the elements of voice, role and character, mood and atmosphere, as well as what the elements look and sound like in a performance. Using this knowledge, understanding and developing skills, the students have chosen their own monologue.

Each student is performing their monologue in front of our class to showcase their drama skills. Peers will then provide constructive feedback to reflect on and support each student's development of drama skills. 

This constructive feedback allows students to reflect on what they should be using or doing in their own performances, as well as acknowledging when elements could be improved on. Here are a couple samples below, of monologues some students have chosen to perform: