Overview

OVERVIEW (600 words) - Outcomes, Strategies, Activities

Word count now 649 (1/2/10) Context **

This unit of work is designed for a year 3 class containing 24 students, 14 girls and 10 boys. It is envisaged that extension will be required by six students, and detailed modelling/direct instruction by eight students (three of whom have individual learning plans). To address these learning needs, tasks will need to be engaging and adaptable/flexible to suit individual student capabilities. Heterogenous groups will be utilised to encourage effective peer support. A teacher's aid is allocated six hours in class to support one of these students. All students have basic literacy and ICT skills and have access to six computers in the classroom. This unit of work contains four lessons of 50 minutes each, over a two week period exploring fictional and non-fictional texts.


 * Unit overview **


 * Unit Title: The deep blue sea - myths and facts **** . **


 * Curricula ** : SACSA Framework; Tasmanian Curriculum; Victorian Essential Learning Standards (VELS)
 * Learning** **Area**: English

**Unit Objectives**:

Students will interact with fictional/non-fictional texts: 1. Extending prior knowledge and developing interpretive understandings. 2. Developing: speaking/listening/researching skills; and understandings of formulating an argument. 3. Questioning: What lies beneath? Are they in danger? Are we responsible? How can we help?


 * Unit outcomes: **

By the end of this unit students will be able to: 1. Gathers information to construct informative writing/oral presentation. 2. W rite a letter/email/blog for a range of audiences.


 * ** Objective/ Outcome ** || ** Curriculum links **  || ** Learning activities **  || ** Assessment **  ||
 * ** Lesson 1 **

Objective 1

(Relates to Outcome 1)  || ** Texts and Contexts ** "**Standard 2.1** Listens to a range of texts to identify specific information about familiar topics and to respond to others' views." (DETE, 2001, p. 67). || Whole class discussion.

Watch a segment of DVD //Finding Nemo//.

Small group oral presentation to class. || Formative.

Observe and document student participation in small group situation - sharing of ideas, listening to others. ||
 * ** Lesson 2 **

Outcome 1  || ** Standard 2, stage 6 **


 * Speaking and listening ** - Speak and listen through discussions, listen to texts aloud, recalling information and asking questions (DET, 2008, p.10).


 * Reading** **and viewing-** Discuss the ways in which information texts report and explain information and events (DET, 2008, p.5).


 * Writing and representing-** Write texts, venn diagrams, create texts for a range of purposes (DET, 2008, p.7).  ||  Whole class discussion- General characteristics of sharks, whales, and dolphins. Are they a threatened species?

Rotating reading stations for group discussions, various ability groupings.

Venn diagram activity, recording relevant information. Paragraph writing on what students find the most interesting, sharing with classmates. || Informal assessment of understanding and recording information for paragraph and venn diagram work.

Informally assess reading levels at reading stations, while reading.

Assess Venn diagrams and paragraphs for appropriate audience/ grade level performance. ||
 * ** Lesson 3 **

Outcome 1&2

(Also relates to Objectives 1&2)  || ** Texts and Contexts ** "**Standard 2.1** Listens to a range of texts to identify specific information about familiar topics and to respond to others' views." (DETE, 2001, p. 67).

“**Standard 2.4** Composes a range of texts that include interrelated ideas and information about familiar topics and shows an awareness of different audiences, purposes and contexts.” (DETE, 2001, p. 71). || Watch video.

Whole class discuss importance of coral reefs/detrimental environmental factors.

Heterogenous groups create email/letter/blog to friend/newspaper/ politician expressing views on coral reef welfare.

Group spokesperson reports to whole class. || Assessment - ability to extract information from aural text to inform writing; group participation; demonstrated understanding of purpose/audience/context. ||
 * ** Lesson 4 **


 * Outcome 1 **

** (Also relates to Objectives 1, 2 & 3) ** || ** Level 3 ** Students vary their speaking and listening for a range of contexts, purposes and audiences. They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions (VCAA, 2009).
 * Speaking & Listening **

Reading
Students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features (VCAA, 2009).

Writing
Students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics (VCAA, 2009). || Teacher led, whole class discussion reflecting on prior lesson within the unit, and the impact which humans have upon the environment/inhabitants.

Teacher reads, 'Where the forest meets the sea', by Jeannie Baker, to the class with particular focus on the closing paragraph.

Brief whole class discussion about areas which the students are aware have been damaged by human activity.

Students research areas affected by human interference and write a paragraph, using appropriate language, about how this action would impact on the environment and its inhabitants.

Student centered discussion/reflection about what they have learned from their research and throughout the unit. ||  Formal assessment based on students ability to research a topic, formulate an opinion and summarize their findings using contextually appropriate language.

Informal assessment of students’ speaking and listening skills.

Informal assessment of students comprehension of both spoken word (teacher reading) and reading material (information sourced on internet). ||