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 **__ HERE IS A COPY OF OUR SUBMISSION (IN CASE YOU WISH TO PRINT/SAVE IT)

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Thank you all for sharing your ideas and enthusiasm. Here's to a well deserved short break

__Welcome to Group 25's new Wiki for assignment #3__**

Below is the information copied from our google docs page (thanks Mandy) and on the left are seperate pages for us to work on. Each part of the assignment has been broken down, hopefully making it easier to work collaboratively and include everyones ideas. If we can continue to use the colours we selected for ourselves on google docs and date our entries it will make working here easier. Also lets keep general messages to group members on the collaborative discussion board.

This is a space for all of us so please add, change or do whatever you need to......

> (as soon as MyLO permits after group > discussion Sun 31/1/10) || > on Fri 5/2/10) ||
 * Assessment Task #3**
 * ** Group member ** || ** Role/responsibility ** ||
 * Angela Spotswood || * One complete lesson plan
 * Place context on discussion board Fri 22/1 ||
 * Brendan Smith || * One complete lesson plan ||
 * Kimberly Spry || * One complete lesson plan
 * Create wiki (done)
 * place overview on discussion board
 * Mandy Smith || * One complete lesson plan
 * Submit group assignment by deadline

Just a slight concern, maybe not even a concern but a question, being in Vic and you all in SA will I still be able to link mine to VELs? Will it all still make sense if I do? (23/01) A reasonable question Brendon, some similar concerns have been expressed by others on the discussion board. I have placed SA curriculum on this wiki merely as a reference and starting point. Our objectives/overview should be broad enough to meet any state curriculum. It is in the individual lesson plan that we may each draw on our own curriculum documents (as we should be more familiar with them, and it will make the lesson plans relevant and usable to the individual writers). Of course you are also welcome to copy/paste relevant info from VELS into the wiki. I expected that you would use VELS, (you are of course welcome to use SACSA - whichever makes more sense to you and is easier for the assignment). When you have nominated which lesson you would like and its focus/aim - we can ensure that the unit objectives also reflect your VELS learning outcomes for your lesson.(23/1/10) Thanks Mandy, I figured it would go something like that. I will have another look at SACSA and see how it matches up with VELS and maybe use it as it would make the whole combined effort read better. 26/01/10 Which Year level (3-6) are we most comfortable with? I am more comfortable with Year 3 - but am quite flexible (14/1/10). I am more comfortable with early childhood so would be keen to stay around years 3 & 4 if that suits everyone (17/1/10) I am happy with years three and four if this suits everyone I have spent most of my time with grade 2's and 6's however 3/4 suits me fine. Three, four it is then!(18/1/10)
 * QUESTIONS & ANSWERS (so far)......**

Does anyone have a theme or area of the curriculum they would like to address? Exploring imaginary and non fiction texts? Imaginary and non fiction suits me to a tee.

How many 50min session will be plan for during the two weeks? I would think that literacy is something done daily? Maybe if we did 8 then that gives us 2 each? Is that too much? Believe me, I'm happy to do one each! 4 maybe then we have one session each to plan? Good point, very much taught daily. I'm happy either way!(18/1/10) You are correct, Brendan, literacy is done daily - however are you trying to cover all of literacy (reading, writing, listening/viewing, spelling, grammar - often collectively labelled language or literacy). I had thought we might plan a writing unit of work (focusing on fiction and non-fiction as Angela and you suggest) within the "literacy block". My son has just completed year 3 - his literacy/language lessons were conducted each day in the mornings - there was focus on differeent literacy elements on different days. I imagine that in addition to our writing unit, there would also be perhaps spelling, reading and other literacy units/focuses filling out the rests of the time allocated for literacy during the week. The fact that this then is not the only literacy study our students will be undertaking during the week could/should be highlighted in the rationale/overview. Therefore for this particular unit 4 lessons to explore the concept over a 2 week period - one lesson each to deal with writing fiction/non-fiction - however we see fit - I like taking facts and building fiction around them. The assignment requires us to submit one fully developed lesson each (18/1/10). can we keep it simple and do 4 one each(181/10)

Does anyone have a favourite theory/strategy that we could use/combine? In Ass #1 I covered a socio-cultural perspective - this allowed for the introduction of lots of different strategies, and still met the SA curriculum requirements for collaboration, social context etc (14/1/20). I also covered the socio-cultural perspective, but also incorporated phonics into this I 'm a fan of immersion type learning, although once again I'm happy to do whatever is required so we have a united approach. Socio-cultrual approach suits me (18/1/10)

Does anyone have a preference regarding the audience (teachers, parents etc) for our rationale? Addressing the whole school community? (teachers, parents, students, grandparents....) I think the rationale should be aimed at teachers, so that if they were to read it they would know exactly what is to be undertaken and how it is to be done. Sounds good to me(18/1/10) Me too, it will be more like writing for our normal assessments (18/1/10).

Hi there everyone could you please read the below context I have put together and let me know if there's anything you would like added, taken out or changed. Hopefully I am on the right track. Of course I will type up on a word document and post in the collaborative assessment link, let me know what you think, cheers. Group 25 Literacy Unit Plan Exploring imaginary and non-fiction texts. This unit plan is aimed at a grade three/ four class comprising of eighteen males and ten female students. This unit of work will be spread across two weeks with four fifty minute sessions. We will be exploring imaginary and non-fiction texts to gain understanding of how different texts work. Texts used will be chosen by suitability for this age groups prior knowledge and experiences. Reading and responding to these texts that entertain, inform, report, explain and present opinions will cover the curriculum for literacy learning. We will be identifying some of the values, attitudes and beliefs that are represented in these texts. Learning and behavioural needs have been planned for through instructional objectives to provide positive learning outcomes. Broad instructional objectives that relate to students knowledge, skills, and values allows a socio-cultural approach that incorporates many teaching strategies. Modelling, sharing, interactive, guided and independent learning enables inclusive learning for all levels of student abilities when de-constructing and constructing texts.(19/1/10)

Hi Angela this is a great start, thanks. Have you seen the list of pages on left of screen. The Wiki is set up to have a separate space for each section (its less confusing) There is a page for the context and some suggestions have already been posted there. I have copied and pasted your message onto this page. Would you mind if we worked from there?(18/1/10) Not a problem.(19/1/10) = =