EDFD 472 – Section 3, lesson plan modification for online learning.

*The annotations will be marked on the lesson plan in red and numbered, each annotation will correspond with its number below.

This lesson plan was for my year 7 class at Maronite college, in this lesson my class was conducting a film study of Dreamwork’s animated film How to Train Your Dragon. The overall goal for this lesson was to teach the class how to create a film review which was an activity that was included in their end of term project. In each annotation, you will find how this specific task would be adapted to teach in an online environment effectively. It’s important to me to keep the constructivism approach to this lesson as I find students tend to engage more when they get to physically test the skills they have been learning. For this lesson, I am assuming each student would be signed into Zoom or an equivalent program. All materials used within this lesson would also be placed into their google classroom page so they can have 24/7 access to the materials.

1.  Section One was a mandatory part of all lessons taught at Maronite College, to adapt this section for online each student would be asked to type their name into the chat as they sign into the meeting along with sending me an invitation to the google doc which they would be doing their writing in for that lesson, this lets me monitor the students work in real-time.
The prayers would then be read by a student as required by the college.
I would then share screens with the students which would contain either a word doc or a PowerPoint slide which would contain the lessons learning intentions and success criteria. This would be read out loud to the students followed by a minute or two in which they can ask questions about the lesson.
This section-time would also be cut down from 20 minutes to 15, allowing an extra 5 minutes for their writing in section 4.

  1. A few adaptions would be made for this section:
    Firstly, The students would receive a link for a YouTube video of a short animation rather than doing this activity with an entire film. I have chosen to approach the task this way as students may not own a copy of the film.
    Secondly, students would be different slides, the student reading the slide could be picked at random. After each slide, a question could be asked revolving around what they have just learnt. For example, “What is the setting for the short animation?”, Students would then write their answers down in their google docs which I can view in real-time to see how they are interacting with the work. Some of these questions may lead to a discussion which would also be encouraged.
  2. Students will be given a link to a film review which will be read out by selected students. This will allow students to see what a professional film review looks like. Again, a discussion is encouraged with this section.

4. This is the section where the constructivism mainly comes into play as students will now engage in creating their review.
For this section, the time limit would be changed to 20 minutes to allow students time to type as I have found through teaching online that student output is slower when typing at this age.
Students would be given 20 minutes to write their review on the provided short animation, this would be completed in their google doc. The reason for students reviewing the animation instead of the movie itself is because some students may not own the movie, whereas if the class is online they would have access to Youtube which the small animation would be hosted on.
Students would be encouraged in this section to ask any questions they may have about the process of reviewing and they will also have access to the slideshow via their google classroom.

EDFD 472 – Section 2, Artefact 2 reflection – Storyboard.


The second artefact Is an example of a storyboard I created for my year 7 class to help aid them with their end of term assessment which included:

1. Creating a Short storyboard of a “deleted” scene from How to Train Your Dragon.
2. A short speech, reviewing the film.

Looking back at this artefact I can understand why showing the class a storyboard like this may have made the task more overwhelming. Their storyboard was only expected to be six panels long and was supposed to include small details such as camera movements and a brief description of what is happening in the scene. The example I have presented them is a much more detailed version of their task as I drew too heavily from experience working as an animator.
While I don’t think this was a terrible storyboard to give to the students as it does show what a professional storyboard could look like, I do believe it may have set up unrealistic expectations for how their work had to look which in turn may of discouraged students who believed they couldn’t draw.

If I were to teach this class again I would use this knowledge to tone back my example and would have created an example that better reflected their task. To do this I would:

1. Create the storyboard to be based on the same text they are studying.
2. Constrict myself to the same expectations they had, e.g. Only using six panels and colouring it in.
3. The example would be much neater.
4. I would use the same sheet that they were expected to use.


EDFD 472 – Section 2, Artefact 1 reflection – Lesson Plan.

The following lesson plan was taken from a Year 7 class I taught during my GTPA, while the lesson wasn’t a disaster, in hindsight it did not meet my personal goal of being a constructionism style lesson as a constructionism style lesson is achieved by building knowledge through means that are tangible and shareable (Ackerman, 2009).
The lesson aimed to do the following:

1. Be a scaffold that students can use within their final assessment which they had to include a small review of the film How to Train Your Dragon.
2. Teach students what a film review is, and why they are created.
3. To give a real-life example of a written film review.
4. To have students create a written review.

In this context, this would be creating a piece of work that the students could share with their peers.
If I were to reteach this lesson, I would make some distinct changes to how the activity would have been approached, these include:

1. Students would be given a smaller animation to use for this task instead of trying to create a review for an entire film. The reason for this was that I found students struggled to remember certain aspects of the film, and when given such a limited time it proved to be difficult for them.
2. The task would be changed into creating a group video, with each member contributing to a script and filming.
3. Students needed more time for the creation aspect, time would also have to be made in a follow-up lesson for them to present their report.


EDFD 472 – Assessment 2 Section 1 – Statement of teaching philosophy.

When it comes to learning I believe everyone has their own way in which they prefer to learn, some people prefer to listen to a lecture while taking notes, some like to have a more hands-on, constructionist approach where they are physically engaging with an activity, and others like more Socratic method approach, in which ideas between both Teacher and students are exchanged calmly and respectfully. I find that I learn best through a combination of interacting with a physical activity and discussion around that specific topic. Because this how I learn I have also aimed my teaching practices to mainly revolve around a combination of Constructivism and the Socratic method, this is done through a series of steps:

  1. Find out what the students know about a topic before engaging them in the study. This allows the teacher to see their students strengths and weaknesses on the topic, which in turn helps the teacher create a robust and meaningful learning environment for the students varying needs. (Halpenny, 2013)
  2.  Student’s are taught theory on the subject to broaden their understanding of the topic.
  3. An activity is given to the students in which they need to produce a piece of work.
  4.  Students engage in an open discussion about the task they have completed, asking probing questions to gain a deeper understanding of the topic and reflecting on how the theory affected their work.

I would like to show you this method of teaching in action, while it may be anecdotal I have included images of student work to show the procedure and outcome of such teaching methods.


1. This artefact shows step one, in which students would complete a weekly quiz. This quiz was designed to see what students knew about the upcoming topic.
2. Artefact 2 shows students engaging In theory work, in this case students were looking at the role of a Hero. This work worked as a scaffold to lead into the physical activity. This is also when students would be given example work (see the artifact in Part 2 of the storyboard)


3. After learning the theory of storyboards students worked independently to create their storyboards based on a missing scene from How to Train Your Dragon.

4. Student’s would then share their storyboards with the class. This was done so students could give feedback on each other’s work as well as giving them time to ask any questions about storyboards.
Student’s were encouraged to be honest and reflect on what aspects of their work they liked and what they thought they could improve on.

While this may be anecdotal the results of this teaching practice show for themselves. Each week student quiz results were tracked (See the image below, sir names have been removed for the students privacy) and a class average was recorded. While this may have only taken place over 4 weeks the class average did rise by nearly 3 marks, going from an average of 5/10 to 7/10.


Project L: Dev Blog #2 – Meet Child Laurie + Lauries room.

So today I spent some time writing down some main plot points of the game’s story and decided what rooms I need to make for the demo. I also decided to stream some art for the game tonight on my Twitch channel. I was asked how I do characters tonight by a new viewer so I decided to show them my process by making Child Laurie which will be a playable character in the game.

I also decided to create Laurie’s room (going to get updated soon again) + redesigned the main apartment area. I’ve decided to make the rooms similar in perspective to Katana Zero.

YoungLaurie_RLauries RoomApartment_021059_feature

Keeping this blog active – The Birth of Project L.

So I have this blog, and since I don’t have any more English literature units I didn’t see it getting used much, so, I decided I’m going to start updating this with a project I’ve recently started working on. Something I’ve wanted to work on for years now.

Before attending Uni with hopes of getting my teaching degree so I can jet off to Japan and teach English I made games. Well, I helped make games, one game. It was bad and I’m not telling you what it was. I also animated too, That I was actually good at, if you want to see that go look up an ABC cartoon called Prisoner Zero. Anything that’s 3D in that, Buildings, Spaceships, 3d Animation, I probably modelled it and animated it.

This is beside the point, I’m going to be using this blog to make updates on a new project I’m just referring to as “Project L.” Project L is a (for now, I might try to implement keyboard or gamepad controls) a point and click adventure game themed around depression, Mental health and the Butterfly Effect. I’ve had this idea for a while now and it wasn’t until the last couple of weeks when seeing Team Harvesters “The Cat Lady” that I realised that my idea fit the point and click, story-driven puzzle game genre more then I realised. So with all that said, I’d like to introduce you to Laurie (white hair) and her childhood friend/roommate Hayley (blue beanie). While these are by no means 100% finalised character designs, I do like the look of them.

HUMA318 – Literature Blog #3 – Poetry Blog

For the final Literature blog, I have chosen to look at a Mid Twentieth Century poem by Tupac Shakur and replicate his style to create my own poem of my travels through New York. The poem I looked at for this is Tupac’s “Demise” poem.

In the event of my Demise
when my heart can beat no more
I hope I die for a principle
or a belief that I had lived 4
I will die before my time
Because I feel the shadow’s depth
so much I wanted 2 accomplish
Before I reached my death
I have come 2 grips with the possibility
and wiped the last tear from my eyes
I loved all who were positive
In the event of my Demise!

Just quickly the noticeable features I need to try and replicate are every second line rhymes with each other e.g. No more, Lived 4. He also uses multi-syllable rhymes in different sections of the poem e.g. Shadow’s depth, reached my death.

I wanted to do a short poem about walking about in the rain and getting to go to Central Park on the tour.

The streets are packed with people
clambering to get out of the rain
The streets are so damn busy
It’s driving me insane
I did initially like the commotion
The hustle and bustle of city life
But the hustle and bustle ain’t so fun
When you can’t sleep at night
But the Park is a break from the rush
a gentle resting place
A place where I can relax my mind
Where my mind can get things straight.
And so I enjoy my walk through history
it’s quite interesting, all the sites.
But regardless of how hard we pulled
We just couldn’t take that damn spike.

HUMA318 – Literature Blog #2 – Walt Whitman



Blog Entry – Walt Whitman Poems.

For this blog entry, I decided to look at the 2nd stanza in Whitman’s poem Song of Myself.

Houses and rooms are full of perfumes, the shelves are crowded with perfumes,
I breathe the fragrance myself and know it and like it,
The distillation would intoxicate me also, but I shall not let it.

The atmosphere is not a perfume, it has no taste of the distillation, it is odorless,
It is for my mouth forever, I am in love with it.
I will go to the bank by the wood and become undisguised and naked,
I am mad for it to be in contract with me.

The smoke of my own breath,
Echoes, ripples, buzz’d whispers, love-root, silk-thread, crotch and vine,
My respiration and inspiration, the beating of my heart, the passing of blood and air through my lungs,
The sniff of green leaves and dry leaves, and of the shore and dark colour’d sea-rocks, and of hay in the barn,
The sound of the beth’d words of my voice loos’d to the eddies of the wind.
A few light kisses, a few embraces, a reaching around of arms,
The play of shine and shade on the trees as the supple boughs wag.

The delight alone or in the rush of the streets, or along the fields and hill sides,
The feeling of health, the full-noon trill, the song of me rising from bed and meeting the sun.

Have you reckon’d a thousand acres much? Have you reckon’d the earth much?
Have you practis’d so long to learn to read?
Have you felt so proud to get the meaning of poems?

Stop this day and night with me and you shall possess the origin of all poems,
You shall possess the food of the earth and sun, (there are millions of suns left,)
You shall no longer take things at second or third hand, no look through the eyes of the dead, nor feed on the spectres in books,
You shall not look through the eyes either, nor take things from me,
You shall listen to all sides and filter from yourself.

I think this stanza shows Whitman’s love and admiration for the area he is living in, It’s somewhere he truly believes is beautiful, and one that pleases all his senses. At the same time, I also think Whitman is claiming that instead of reading about such scenes that the viewer should instead indulge their senses and go out in the world to discover them first hand. Something that we did in NYC as we roamed around on our free days, Because of this I have written the following short poem about my experience, not in Washington square like Whitman, but instead of the trip I took out to the Bronx and further up north to a small Super Smash bros melee tournament I attended. (it’s probably not that good sorry)


The streets thick with cuisine, the aromas travel softly in and out of the sinuses, tempting passerbys in,
The taste of cheese permeates my tongue but now is not the time to indulge and so I carry on.

The metal beast roars forward, screeching and howling as it is pulled to a stop, but the beast is tamed and despite the sweet smells slowly simmering away only to be replaced with sourness, I know that I am on the right path.

With a smile and a wave greetings are exchanged, and even in the cold it only takes a smile to warm oneself.
And soon that bitter coldness would fade away and instead be replaced by the neon lights, softly humming along to dreamland and drinks.

If you listen closely the constant clicks clattering about can be distinguished.
Attah! Hiyuh!
Y, Down, A, Down, B, Y, Diagonal Down, R, C-stick up,  D-pad Up.
Come on.
Those are the sounds of victory.


HUMA318 – Drama Blog #3 – True West


truewestFor this Blog, I wanted to look at the play True West, and a theme I think was prevalent throughout the whole play, Whether or not the “truth” matters, does a stories real-life authenticity matter when trying to deliver a message?

Now when I speak about “truth” in this context I’m specifically referring to a stories real-world authenticity, ie, is it historically accurate, and if this even matters when the aim is to deliver a message?

Within the play we constantly see Austin trying to make an authentic western story. He strives to create a work that accurately represents the western life (And when I say western I don’t mean it in the modern sense, I mean it in the whole, Wild West, Jessie James and Billy the Kid style West) Austin is constantly reminding Lee and the Producer that his script is authentic to the way life was back in that time. But does that matter? Does a story need to be set in reality to portray a message? I don’t think so.
Now originally I was going to use the fact that the Producer chooses Lee’s idea over Austins as a kind of proof that the play gives this message too, but after thinking about it I think that Lee’s was chosen instead of Austins due to it being an idea that would be easier to make and probably a bigger crowd drawer in the mind of the producer.

But then why did I still chose to bring this topic up? Well, to be honest, I thought it was interesting. The concept that a story doesn’t or does need to be a certain way to convey a message.

I find it interesting because there are multiple ways a storyteller can convey their message and story and found it increasingly interesting that the producer of the Broadway version we saw was designed to be eerily realistic, despite being able to clearly see this “realistic” world in a box, almost like a toy box. And I think it’s through the play itself, from the staging, the sound effects, the lighting and the acting that the producer has been able to challenge the notion that something has to be seen as realistic to be able to send an impactful message. I want to look at each aspect mentioned and why I think they worked so well to give a sense of uncanniness that helps drive home this plays message on whether or not audiences even care about realism.\

Staging: The whole play is set within two, very detailed, and very realistic looking rooms. It’s as if someone took a room from an old house and plopped it inside a box and put it on a stage. Yet as the audience we can clearly see that this realist set is displayed all within a large box. Much like a toy doll house this set gives off an extremely uncanny vibe. I think this helps sell the notion that a story doesn’t need to be realistic to deliver a message.

Sound design: The sound design in this play was quite minimal, often only acting as a faint chirp of crickets, the howling of a coyote or the ringing of a telephone. Other than that the sound is nearly non-existent. Now while I understand this could also be because this is a play, and the audience needs to be able to hear the actors properly, I can’t help but feel that this choice was intentionally done to heighten the audience’s senses to the play and have them focus more on the uncanniness of the production.

Lighting: The lighting for the most part (as much as I can remember) was somewhat realistic, often only having lighting coming from places that a ceiling light would give light from. Again to me, this feels intentional to make the scene be as realistic as possible. 

Acting: This is where I’m torn up, on one hand, you have Lee and Austins performances in which they felt slightly over the top in areas and in others genuinely sincere. Possibly playing on the fact that the audience knows this isn’t real and that to be more engaging they need to be more over the top? The mother too was quite strange, seemingly unphased by the destruction of her home and death of her plants, which in my mind, could symbolise the thought of “Who cares if it’s real as long as it was entertaining”.

Overall True West quite honestly, was my least favourite of the plays we watched, I give it Five “Extremely overpriced theatre drinks” out of Ten.

HUMA318 – Drama Blog #2 – Waitress


Blog Topic – Waitress, Are we normalising toxic relationships?

For this blog entry, I felt encouraged to explore a slightly different topic that was brought up within our morning meetings when it came to the Waitress, and that was relationships and if we are normalising Toxic relationships. Relationships are often depicted as being the end all and be all and if you’re not in one, something’s probably wrong with you. But when it comes to relationships, in reality, are they really all that cracked up to be?

Within the Waitress, I think we get our answer on relationships as a whole, whether intentional or not. And in the eyes of the viewer i think relationships have become simultaneously a big joke and something we as humans put on a pedestal and treat it as if it’s the ultimate goal, to find Mr or Mrs Right, the other half of us, the Ying to our Yang, The Moe’s fingers to Curly’s eyes… too far? Well personally i quite like the last analogy so deal with it.

The reason I’m claiming that relationships in today’s society are seen as something that is overpraised and quite frankly not taken as seriously as they should be is from looking at the divorce rates within America with some researchers going as far as claiming a 40%-50% divorce rate. 40-50%!? That’s tremendous if someone asked you to get a surgery where the mortality rate was 40-50% How many people do you think would actually go through with it?  Now while I can’t accurately check those numbers, and it may be hearsay, it’s still a terrifying number to think about.


Now your probably thinking “Ok, so what does this have to do with the Waitress?” Well within the Broadway adaptation think back to Ogie. Now personally. I don’t like this character, but I understand why and I don’t think you’re meant to like him either. Think about who he is as a person. Someone who meets a girl for a FIVE MINUTE DATE, becomes absolutely obsessed and follows her back to her place of work and refuses to leave without seeing her. Does this sound healthy to you? How about we look at some of the lyrics from his song “Never Ever Getting Rid Of Me” I mean the title alone is enough to know this guy is a creep.

“I’m not going, if it seems like I did I’m probably waiting outside”…
“I love you means you’re never ever ever getting rid of me”

“She (A stray Cat Ogie found) played hard to get hissing while she scratched me, what she was trying to say was Ogie come and catch me!”
“Wherever you go I won’t be far to follow”


After reading these lines it should be setting of alarm bells in your head because holy crap they are creepy. Now I’m fine with having a stalker character, nothing wrong with it. But when this character is presented to be a lovable guy who’s just “quirky” there’s something seriously wrong with how we perceive relationships and the idea of romance. The fact that this character is praised, rewarded and cheered on by the audience, in all honesty, makes me feel extremely uneasy.


Saying this I can separate the performance from the message, and the actors did one hell of a job, Waitress was extremely well put together, the songs and scene transitions were top- notch and there wasn’t a single second where I was bored during the play.

I have to give Waitress Seven “Hey, your pretty good” Pies out of Ten. I deducted two because the way Ogie was represented still makes my skin crawl, and I also ate one of the pies…