WALKING TALKING TEXTS

PLANNING A Unit of WORK incorporating the

NT Curriculum Framework

  • Choose a book
  • Analyse the text for the language items (sheet)
  • Evaluate the book's suitability for the class, given what you now know about the language in the book. If the language is too hard or too easy, begin the process again with another book.
  • Decide on two or three of these language items to concentrate on for the unit. These will become language outcomes - locate linguistic outcomes in the NTCF on page 200 in the ‘broad outcomes’, under Linguistic Structures and Features.
  • Brainstorm activities which are linked to the concepts/content in the book, to do with students in the integrated curriculum areas
  • Categorise the brainstormed activities into curriculum areas and culture areas
  • Go to the NTCF and locate outcomes from Learning Areas for this unit of work and for the levels of students in your class
  • Write learning outcomes for each of the activities you have identified which link to the levels of the students in your class, for the curriculum areas identified
  • Fill in the petal or column planner or the Tiwi snake with the brainstormed activities for the curriculum areas
  • Write the outcomes in your program.
  • Go ahead and plan the rest of the activities and exercises in the petal, column or snake planner.

©Fran Murray. Petal Planner Version: 0106 Page 1 of 6

FRAMEWORK FOR DEVELOPING ASSESSMENT TASKS FOR THE INTEGRATED STUDIES SECTION (Activities 27/28/29 and 30)

Select an outcome/linked outcomes from the NTCF (Write in code and page numbers): / What do I want the students to learn?
List the key words from each of the outcomes selected:
List the main skills and processes that students will need in order to achieve/demonstrate the outcomes listed above, e.g.
Evaluate – students will need to make judgements, justify their opinions, compare options, identify advantages and disadvantages
Write down the reasons why you have selected these outcomes. (
Link this to one/two EsseNTial Learnings / Why do I want them to learn this?
Brainstorm a range of activities you could undertake to enable your learners to work towards/practise/develop their skills and understandings of these outcomes. / How will I know when they have learned?
Outline an assessment task you could set which would allow learners to demonstrate their understandings/abilities of the outcomes. If possible, break this assessment task into a series of smaller assessment events that together allow the bigger task to be completed.
(E.g.: a mini investigation may involve developing an information retrieval chart, making some models, setting up some experiments, giving oral presentation as well as a final report.)
List the main criteria you could use to assess each student’s abilities: Make sure this criteria links back to the outcomes selected (focus on the key words of the outcome) / What evidence can I use for reporting purposes?
Prepare a context sheet with the assessment task and a simple visual rubric to give to the students.
Plan the integrated tasks using the DO TALK RECORD model and insert into the appropriate place in Activities J, L N. / How can I help the students learn?

Now proceed to the beginning of the PETAL planner and fill in details for each activity or exercise pertinent to the text you are using.

LANGUAGE ANALYSIS OF THE TEXT

Tense

/ Sentence form
(questions/statement) / Person / Negative forms
Pronouns / Prepositions / Articles / Expressions of quality
Expressions of quantity / Prepositional phrases / Possessive forms / Conjunctions
Nouns / Genre

______(unit of work)

Now identify the grammatical items (not more than 2 or 3 boxes) that you will focus on in this unit of work based on your knowledge (from previous assessment of the learners) of the students’ language learning needs and those that are pertinent to the text you are using.

PLANNING FOR ORAL LANGUAGE

(The Integrated Activities)

©Fran Murray. Petal Planner Version: 0106 Page 1 of 6