First+Draft

On this page we could perhaps paste things about which we have some agreement. Perhaps if discussions were not made on this page it would be clear to see exactly what we have so far toward the assignment. (29/1/10)

Here is a formatted draft version of the assignment for your to view and provide comment/amendments. I am very happy to make changes - just thought you would like to see how it is shaping up. Brendan's part of the overview table will be changed to correspond with his modified lesson plan. (3/2/10)

CURRENT WORD COUNT: **1,723**


 * 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) ** || ** Level 3 **

Students vary their speaking and listening for a small 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). || Whole class discussion centered around the dredging of Port Phillip Bay and the potential impact on the ocean environment.

Groups use internet and provided print media to research the subject.

Groups combine findings, allocate teams (for and against) and write up their argument.

Whole class debate regarding potential impact on the environment in and around Port Phillip Bay. || Assessment based on students’ ability to formulate an argument and their use of vocabulary appropriate to the context.

Informal assessment of their ability to research a topic and summarize findings.

Informal assessment of students’ listening skills. || ** Rationale **

Good morning fellow teachers.

We welcome you here today to this presentation of the rationale behind the integrated literacy unit titled //The deep blue sea - myths and facts.// This unit of work is underpinned by social constructivist theories, whereby knowledge is constructed in a social context, making individualised meaning from socially shared perceptions (Marsh, 2008). These social constructivist theories are based on the Socio-Cultural theory of Vygotsky’s (cited in Woolfolk & Margetts, 2007, p. 54) who believed that learning develops through collaboration with more knowledgeable members of a person’s culture and community.

This unit has a strong focus on //reading, writing, listening// and //viewing// - the key literacy elements around which the South Australian, Victorian and Tasmanian English curricula have been developed (DETE, 2001; DET, 2008; and VCAA, 2009). The objectives and outcomes, which directly relate to these curricula links, have been designed to extend students’ prior knowledge and develop the following understandings: An authentic and purposeful topic has been constructed with ease through focusing on the way the world works (Murdoch & Hornsby, 2007). As there is presently a wealth of information in the media about the human impact on the oceans’ inhabitants and their environment, this integrated unit has been developed around an oceanography theme, exploring these key inquiry questions: Fictional and non-fictional texts will be explored to further develop students’ understandings of how different texts work. Constructing and de-constructing fictional and non-fictional texts, discussing, and creating relevant verbal and written texts gives students the opportunity to engage with and understand what is happening in the world around us (Hill, 2008).
 * firstly, the distinction between fictional and non-fictional texts;
 * secondly, reading, researching, extracting, interpreting and classifying information contain in diverse texts;
 * thirdly, a sense of audience and purpose; and
 * lastly, oral and written presentation and multi-literacy skills.
 * What lies beneath?
 * Are they in danger?
 * Are we responsible?
 * How can we help?

The aim of any literacy program should be to teach students to construct and interpret a wide range of texts (Winch, et. al, 2008). Resources and activities that will activate students’ prior knowledge have been integrated throughout this unit. Texts, like the //Finding Nemo// clip, have been chosen for their ability to connect with this age group’s prior knowledge and experiences, thus providing context which enhances their ability to make meaning on an interpretive level and take ownership of their learning (Winch et al., 2008). Learning and behavioural needs have been addressed during planning. Instructional objectives, outcomes, lesson content and teaching strategies have been selected for their ability to facilitate positive learning outcomes.

This unit fosters inclusive learning for students of all abilities. Teaching strategies have been incorporated which utilise modelling, sharing, interactive, guided and independent learning. These elements enable inclusive learning for all levels of student abilities when de-constructing and constructing texts (Winch, et. al, 2008). Throughout this unit these elements are implemented through: whole and small group discussion; sharing; debating; modelling; and interactive activities.

To develop effective comprehension strategies we have included in our planning: A strong literacy focus of the lesson plans within this unit is responding to texts. Students are made to feel ownership of this unit by discussing facts and information from their own view point, questioning the author's viewpoint.
 * students prior knowledge of the topic (age appropriate resources eg movie and books);
 * predicting skills (text type and content);
 * generating/answering questions (group discussions);
 * inferring (combine what they already know with what the text says to come to conclusions eg Are sharks dangerous?);
 * identifying and summarising information and responding to texts (making notes to record information, retelling/rewriting relevant information from a text.

According to Murdoch and Hornsby (2007) when working together in small groups learners are able to access a larger pool of experience, skills and knowledge. At times co-operative learning calls for students to be part of the process of choosing who to work with and at other times it is important for the teacher to structure the learning process. This integrated unit of work enables students to make sense of their world whilst allowing them to make connections between the earth, sea and the environment.

Within the smaller group environment students were encouraged to share, discuss, question, make notes and interpret information covering the 4 aspects of an effective literacy program; speaking, listening, reading & writing. Green & Campbell (2003) believe that when children share and have experiences with supportive others they “learn to learn”(p. 46).

By helping students learn to employ these strategies, teachers assist students to become more effective as readers (Winch, et. al, 2008). Children who become familiar with non-fiction texts early on may have a smoother transition in later grades when they make the switch from “learning to read … [to] … reading to learn" (Hill, 2008, p. 314,).

As recommended by Winch et al. (2008), a range of assessment techniques have been utilised throughout the unit which have strong connections to the lesson content and unit objectives and outcomes. Prior formative assessment, from observations of students’ performance during other lessons will inform initial implementation of the lessons. During each lesson formative assessment will assist the teacher in determining appropriate scaffolding, modifications and extensions (Marsh, 2008). Informal assessment based on teacher observations may be recorded anecdotally or on a pre-determined checklist. Formal performance-based assessment will be undertaken by recording scaled student outcomes against predetermined criteria (Marsh, 2008). Reflective assessment enables the teacher to review the effectiveness of various elements of the unit to inform future practice (Winch et al.).

We thank you for your time in attending this presentation. We hope that you are inspired to tackle the literacy block creatively, through planning and implementing integrated units of work, which increase student engagement and build in success by connecting to their real world.

