Little J feels lucky when he wears a new pair of yellow undies. After Old Dog destroys them, he loses his confidence. Big Cuz saves the day with the remnants of the undies made into a sweat band, and Little J finds confidence to play the basketball game and win the day.

Evaluate - Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose.

Theme - TEXTS

Evaluate what students have learnt (know and can do) from the activities in relation to the English curriculum content descriptions.  Assess the success of the module through reflecting on: How well students -

• modelled texts that entertain and inform
• visualised and predicted screen texts, reconstructing alternative text endings
• described characters in ‘universal’ terms
• used procedural/informational texts identifying the steps and information required
• acknowledged and engaged with Aboriginal games and Torres Strait Islander games, their rules and procedures
• viewed, read, retold, comprehended and created oral texts, images, various types of print and digital descriptions and stories, non-fiction, film, multimodal texts, dramatic performances, demonstrations.

As a culmination of the learning in the module, students could:

• use active and descriptive words within captions, titles and speech bubbles to complete the missing processes in procedural texts
• record expressive narration for a picture book using sound effects, music and spoken words
• learn traditional Aboriginal games and/or Torres Strait Islander games and organise a competition with other groups of school students, perhaps instigating the ‘Aboriginal and/or Torres Strait Islander Olympics”
• combine gesture, voice, facial expression and costume with sounds to instruct others about as aspect of their favourite hobby.

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students needed to acquire through the module.

• Where applicable, construct a self-evaluation as a poll, rating their responses using:
  • Kahoot
  • Quizlet
• Use Early Years writing using rubrics to provide feedback to students.
   
• Students can use a learning worm to evaluate their work, adapted from link below:
  • Learning Worm 

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add, change or omit in future? Ask students to rate your efforts and recommend areas for improvement. You may want to refer to broader resources for reflection or for gaining feedback, for example:

• Demonstrating impact 
• ‘How-to’ guide: Learning walks 
• Reflection on Practice Tool