Marriott_C_18448643_EDP333_Ass_2

EDP333 Pedagogies and Planning for English

Integrated Curriculum Teaching Plan

Caroline Marriott

18448643

Contents

1.Learning Module Overview

2.Curriculum Links

5.Knowledge Domains

6.Intended Learning Outcomes

7.Learning Activities Overview

Learning Pathways

Knowledge Outcomes

About the Author

Learning Activities 1.

Learning Activities 2.

Learning Activities 3.

Learning Activities 4

Learning Activities 5.

Learning Activities 6.

Learning Activities 7.

Learning Activities 8.

References

Resource List

Appendix A. Guided Reading Timetable and Plan

Appendix B. Guided Writing Timetable and Plan

Appendix C. Framing Text and Ideation Collaboration

Appendix D. Mapping: Learning by Design Collaborative Placemat

Appendix E. Mapping

Appendix F. Sequencing

8.Rationale

Introduction

Planning

Framing Text

Ideation

Mapping

Assessment

Evidence

The Teaching Plan

Analysis of student data

Related Texts

Sequencing

Literacies Pedagogies

Differentiation

Conclusion

References

  1. Learning ModuleOverview

Title: Foreign Invaders. The learning module has been developed around the double entendre title as it will explore both early settlement and the environmental impact of introduced animals to Australia.
Authors: Caroline Marriott and Sharryn Bloor
The school is located in a rural town of Western Australia and comprises 8 single stream classes with part-time kindergarten students joining the Pre-Primary class 3 days a week. The school has a 1035 ICEA value and is in a medium socio-economic area with the learning programs supported by programs with a sustainability and STEM focus. The Year 5 classroom is well resourced with an Interactive Whiteboard [IWB], a bank of 10 iPads, and access to an adjoining computer lab with 20 Windows based personal computers. The classroom has 1 part-time Education Assistant to support the students during the Literacy Block each morning and a parent volunteer roster.
The class group consist of students 27 students; 13 female and 14 male. A broad range of diagnostic literacy assessment has been conducted to identify specific skill deficit and to group students according to common needs, chronological reading age levels and stanine rankings. When cross referenced with the First Steps Reading phases, 33% working below average to a year 3 and year 4 literacy achievement standard; the transitional reading phase, 44% of students working at the average normative student achievement level for students in Year 5, the proficient phase of reading, and 18% working above average to a year 6 literacy achievement standard; identifying them as gifted and talented and working at the accomplished phase of reading (Department of Education [DOE], 2013). This meant that planning needed to provide for students working in a broad range of ability levels. All students demonstrate lower comprehension levels when working with non-fiction text compared to fiction texts.
Prior Knowledge
There is an expectation that students will have had opportunities to interact with various text types and used critical thinking skills to form and express opinions based on the texts, understand language features, actively contribute to class discussion, and plan, edit and create texts using grammar, punctuation and vocabulary relevant to the text type and audience (Australian Curriculum and Reporting Authority [ACARA], 2016a). There is an expectation that students will have some understandings of the First Fleet journey, arrival, and contact with Aboriginal and Torres Strait Islander people, with prior connection made to sustainability issues (ACARA, 2016b).

2.Curriculum Links

Australian Curriculum
 English
 Humanities and Social Sciences
 Languages
 Arts / General Capabilities
 Literacy
 ICT
 Critical and Creative Thinking
 Intercultural Understanding / Cross- Curriculum Priorities
 Aboriginal and Torres Strait Islander Histories and Culture
Learning Area / Specific Teaching Focus / Assessment linked to Curriculum
English: LANGUAGE
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACARA, 2016c, ACELA1504).
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub-pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACARA, 2016c, ACELA1797).
Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACARA, 2016c, ACELA1513).
Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACARA, 2016c, ACELA1511).
ENGLISH: LITERATURE
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACARA, 2016c, ACELT1608).
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACARA, 2016c, ACELT1795).
Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACARA, 2016c, ACELT1798).
ENGLISH: LITERACY
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACARA, 2016c, ACELY1698).
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements(ACARA, 2016c, ACELY1700).
Navigate andreadtexts for specific purposes applying appropriatetextprocessing strategies, for example predicting and confirming, monitoring meaning, skimming andscanning(ACARA, 2016c, ACELY1702).
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosingtextstructures,language features, images and sound appropriate to purpose andaudience(ACARA, 2016c, ACELY1704).
HASS: HISTORY
The nature of convict or colonial presence, including the factors that influenced patterns ofdevelopment, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how theenvironmentchanged(ACARA, 2016d, ACHASSK107).
HASS: GEOGRAPHY
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACARA, 2016d, ACHASSK112). / READINGTASKS: Word Recognition, Fluency, and Comprehension. Students read aloud, collaborate with peersand answer teacher questions related to levelled text in teacher guided, pre-reading, post-reading and independent reading tasks.
READING TASKS: Spelling. Students spell dictated words targeting specific letter patterns and rules with practice in reading and writing weekly tasks. Spelling tests are conducted at the end of the 3-week program, and at the end of the term.
VIEWING TASK:
Students complete graphic organisers to identify and explain and the meaning systems used in the print and film to influence the interpretations of characters, settings and events in pre-reading, post-reading and independent tasks.
VIEWING TASK: Students will analyse the visual elements of text, critically analysing the illustrations and images of a picture book to interpret meaning.
WRITING and CREATING TASK: Following the reading and analysis of the exemplar narrative text, students apply new knowledge by demonstrating independent writing using a multimodal narrative quest plot.
WRITING TASK:Following the guided reading of non-fiction readershistory readers, students apply knowledge of text structuresand embed the genre features into writing activities.
WRITING and CREATING TASK: Following the guided reading of student authored digital texts, the class review the narrative text type and features and complete writing activities.
SPEAKING and LISTENINGTASK:Reading aloud during guided reading and speaking during the presentation of texts to the class will enable students to demonstrate receptive and expressive modes of communication.
SPEAKING AND LISTENING TASK: Recording of story narration for a multimodal presentation using a written script in one-take session. / GUIDED READING
ASSESSMENT: Formative – Progress monitoring of student reading development including word recognition and comprehension capacity.
EVIDENCE: Teacher Records and Observation.
Student Guided Reading Log and Reading Journals.
GUIDED READING
ASSESSMENT: Formative and Summative.
Active monitoring of spelling and self-correction in writing tasks. Regular testing of dictated words.
GUIDED WRITING
ASSESSMENT: Formative– In preparation for writing informative texts, students will demonstrate the ability to organise and classify information to guide thinking by creating a visual map.
EVIDENCE: Graphic Organisers
HASS EXEMPLAR TEXT
ASSESSMENT: Formative- Interpretation and analysis of visual text will be determined when students identify symbolism and analyse image sequencing used when conveying meaning in a picture book.
EVIDENCE: Imagery and Illustration Analysis Report
GUIDED WRITING
ASSESSMENT: Summative Assessment Rubric–students will demonstrate an understanding of planning, writing, editing, rehearsing and recording of a multimodal narrative text.
EVIDENCE: Multimodal Narrative Text
GUIDED WRITING
ASSESSMENT:Formative Assessment – studentswill demonstrate knowledge and skills to plan and create a variety of text types.
EVIDENCE:Students Writing Journal entries.
GUIDEDWRITING
ASSESSMENT: Formative Assessment– students demonstrate an understanding the narrative text type by editing, extending, changing or creating a narrative text.
EVIDENCE: Student Writing Journal entries.
GUIDED READING
ASSESSMENT: Formative – Progress monitoring of student oral reading development including fluency accuracy, rate and prosody (Bayetto, 2009), and ability to use a range of skills to interact with others in a coherent and clear manner.
EVIDENCE: Teacher Records and Observation.
Student Guided Reading Log and Reading Journals.
GUIDED WRITING
ASSESSMENT: Formative Assessment – students demonstrate the use of pitch, tone, volume and pace during an oral presentation.
EVIDENCE: Oral presentation of written texts.

5.Knowledge Domains

English / HASS: History / HASS: Geography
Scope of Learning:
  • Analyse and explain the literal and implied meaning of visual texts, and de-code words and contextual knowledge of printed text.
  • Develop a point of view with the use of images, ideas and information.
  • Identify text and visual language elementswhen interpreting characters, setting and events.
  • Explain how text structures and visual text organisation assist in the understandings of text.
  • Plan and create written text and multimodal text using text structures and language structures.
  • Use a range of vocabulary; spoken and gestural.
  • Demonstrate accurate spelling and use of spelling strategies and use punctuation to support meaning.
  • Edit for structure and meaning.
  • Speak clearly and coherently.
(School Curriculum and Standards Authority [SCASA], 2016a) / Scope of Learning:
  • Identify the significance of an historical event and outlines the experiences of an individual and/or group from the past.
  • Identify some causes and effects of significant events.
(SCASA, 2016b) / Scope of Learning:
  • Identify the characteristics of places and natural environments
  • Identifies how people manage and change characteristics of the natural environment.
(SCASA, 2016b)

6.Intended Learning Outcomes

As a result of completing this Learning Module students will be able to:
  • Explain how text structures and language features influence understandings and interpretation of texts.
  • Use a variety of modes and meaning systems to understand and convey meaning.
  • Create and present various text types for different audiences and purposes.
  • Describe concepts of colonisation and environmental impacts.
  • Investigate, analyse, and communicate information related to sustainability.

7.Learning Activities Overview

Learning Activities 1. HASS: History/Geography. In interacting with the exemplar text ‘The Rabbits’ by John Marsden and Shaun Tan, students will share prior knowledge about colonisation, the impact on Aboriginal and Torres Strait people and the environment, and make connections to the class novel. Using questioning and responding teaching strategies, students will record an analysis of visual meaning modes in a report style response.
Learning Activities 2. HASS: History. Guided Reading Plan[Appendix A]:In interacting with the non-fiction guided reading texts students will apply reading strategies to new texts. Students will focus on meaning to identify historical issues and impacts during teacher directed sessions and engage in purposeful pre-reading, post-reading, scaffolded, and independent activities.
Learning Activities 3. Daily Free Writing. Students will generate thoughts by writing uninhibited, uninterrupted, and continuously for 20 minutes without concerns about spelling or grammar, and without self-editing.
Learning Activities 4. HASS / Sustainability. Guided Reading Plan [Appendix A]:In interacting with the non-fiction guided reading texts students will apply reading strategies to environmental themed texts to identify issues and impacts during teacher directed sessions. Students will also engage in purposeful pre-reading, post-reading, scaffolded and independent activities to build new knowledge necessary for the multimodal narrative writing activitiy in Learning Activity 8.
Learning Activities 5. Guided WritingWeek 1 [Appendix B]. Students will embed the features of each genre into a simple playscript, report, explanation, persuasion, and poetry writing task, whilst connecting literacy concepts to other learning areas.
Learning Activities 6. HASS/Sustainability. Excursion. Students will engage in authentic activities to support understandings of endangered species and the steps required to reduce our ecological footprint. New knowledge and experiences will support the multimodal narrative writing activitiy in Learning Activity 8.
Learning Activities 7. HASS: Geography. Guided WritingWeek 2[Appendix B]. Utilising a range of Enviro-stories written by primary age children, students will use the text as stimuli for writing.
Learning Activities 8. Guided WritingWeek 3[Appendix B]. In engaging with the class novel; Bilby’s Ring: Out of the Spinifex by Kaye Kessing, students will synthesise their knowledge of endangered species and experience with the quest plot of anarrative text to analyse how meaning in conveyed and create their own quest narrative in a multimodal presentation for a specific audience.

Learning Pathways

Following the current 3-week program, students will continue to demonstrate literacy skills and language knowledge while developing semantic, pragmatic, and critical thinking skills (SCASA, 2016). The program could be broadened with an integrated focuson the Biological Science learning area in an inquiry unit about animal adaption and sustainability. The class novel could be the second of the Kaye Lessing Bilby’s Ring trilogy: Across a Great Wide Land.

Knowledge Outcomes

As a result of completing this Learning Module students will be able to:
•Explain how text structures and language features influence understandings and interpretation of texts.
•Use a variety of modes and meaning systems to understand and convey meaning.
•Create and present various text types for different audiences and purposes.
•Describe concepts of colonisation and environmental impacts.
•Investigate, analyse, and communicate information related to sustainability.

About the Author

My teaching philosophy is regularly changing as I progress through my university studies and practicum placements. I want students to become independent and critical thinkers and be confident in applying knowledge and skills beyond the classroom to real-life experiences, and in collaborative environments in the future. There are many components that I believe are important for effective literacy instruction. I believe a balanced program needs to include all the modes and strands of the English curriculum in a developmentally sequenced program (DOE, n.d.) that targets and respond to the individual needs of each student. Targeting the literacy needs of students means determining content and evaluating and selecting resources to move students forward in their learning, making critical links between teaching, learning, and assessment (Readman & Allen, 2013, p. 5) using reliable and comparable judgements (Australian Institute for Teaching and School Leadership [AITSL], 2017). To achieve my goal to becoming and effective teacher of the English learning area I recognise that a variety of teaching approaches and teaching strategies are required to meet the needs of a diverse range of student abilities. My understanding of literacy pedagogy together with an appreciation of the need to continually update my own knowledge and skills of literacy research and changes in teaching practices will enable me to provide individual pathways in literacy, language, and literature for my future students. In promoting reflective practice both of my own teaching practice and by students of their own learning and achievement, I will be able to create a learning environment that reflects authentic learning (Readman & Allen, 2013, p. 97).

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Marriott_C_18448643_EDP333_Ass_2

Learning Activities 1.

HASS: History/Geography. In interacting with the exemplar text ‘The Rabbits’ by John Marsden and Shaun Tan, students will share prior knowledge about colonisation, the impact on Aboriginal and Torres Strait people and the environmentand make connections to the class novel. Using questioning and responding teaching strategies, students will record an analysis of visual meaning modes in a report style response.
Listening and Speaking
Students will share prior knowledge of how different books evoke emotional responses using a Think-Pair-Share activity.

Students will listen to the story The Rabbits text; taking notes about the purpose of the writing, as well as any figurativelanguage.
Guiding Question:
How does the author's word choice affect the meaning and tone of the novel? / Listening, Speaking and Viewing
Students will identify the literal and implied meaning of the visual text discussing how the use of colour, placement of images and repetition is used to convey meaning.

Other books by Shaun Tan will be viewed, and compared for similar and contrasting features using a whole class Venn Diagram.