Curriculum+Links

I have arbitrarily chosen a writing component - as we are creating collaborating through the computer, having our unit about creating/writing using computers was the first thought that came to mind. I am open to other suggestions. This will help us develop the overall learning outcome for the unit, and give a starting point for writing our overview. Brendan and Angela, you may be able to locate your state's equivalent. (18/1/10)

** SACSA ** [|Primary English Curriculum]


 * Learning** **Area**: English
 * Band:** Primary (3-5)
 * Strand**: Texts and Contexts


 * Key Idea**: Students compose a range of written texts which contain some interrelated ideas and information about familiar topics. They understand that certain text types are associated with particular purposes and audiences and adjust writing accordingly. [T] [C] [KC2]

This includes such learning as: Our four individual lesson plans could each be inspired by a different one of these points.(18/1/10)
 * composing a small range of texts (eg poems, recounts, plays, stories, procedures, job descriptions for class tasks, reviews, graphs, e-mails, advertisements, reports) [C] [KC2]
 * expressing interrelated ideas and information about familiar topics (eg inclusion of several interrelated characteristics when describing an item or person, a few reasons that support a point of view) [T] [KC2]
 * understanding that texts, including data, are composed for particular contexts, purposes and audiences (eg to persuade others of the value of voluntary work in the community) [T] [C] [KC5]
 * reflecting upon and adjusting own written texts in relation to representations of gender, race, class, age and ability [Id]
 * developing confidence with operational techniques in the effective use of current ICTs for the production of visual and written texts (eg constructing an e-mail message for another student, using a software program to organise data or create a narrative) [C] [KC7]
 * interviewing writers about ways in which a sense of audience influences writing. [KC2]

Examples of evidence include that the child: Examples of evidence include that the student: Examples of evidence include that the student: __Tasmanian Curriculum Frameworks__ : Standard 2 stage 6 Reading and viewing Standard 2 stage 6 writing and representing
 * STANDARD 1 || STANDARD 2 || STANDARD 3 ||
 * At Standard 1, towards the end of Year 2, the child || At Standard 2, towards the end of Year 4, the student: || At Standard 3, towards the end of Year 6, the student: ||
 * 1.4 Composes a range of texts that include topics of personal interest and some related ideas, and that can be understood by others. [In] [T] [C] [KC2]
 * identifies the appropriate purpose for the text (eg to describe, entertain, recount) [T] [C] [KC2]
 * constructs the text appropriately (eg a recount of a cultural celebration with a topic, ideas that are related, and two or more events in sequence) [T] [KC3]
 * analyses purpose, audience and context (eg through the content and informal language used in a letter to a friend) [T] [C] [KC1]
 * composes a message to a child in a different setting, using information and communication technologies appropriately (eg uses e-mail and navigates the screen interface and keyboard) appraises feedback in response to written text (eg invites a response from the receiver of the e-mail). [T] [KC2] || 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. [T] [C] [KC2]
 * explains the purpose for writing (eg why particular statistics are presented) [T] [C] [KC5]
 * reconstructs a text appropriately (eg in the style of a fairytale or Aboriginal Dreaming story with a distinguishable storyline and some events clearly related to the resolution of a problem) [T] [C] [KC3] [KC6]
 * demonstrates understanding of purpose, audience and context (eg that junk mail may reinforce stereotypes) [C] [KC2]
 * selects and uses suitable media and modes of presentation (eg presents a storyboard as a series of posters) [KC7]
 * evaluates written text (eg gains oral feedback from an expert writer; identifies sexist, racist, classist and violent ideas and opinions). [Id] [KC1] || 3.4 Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context. [Id] [T] [C] [KC2]
 * examines purposes for writing (eg to persuade an audience to buy a product) [T] [C] [KC1]
 * plans, constructs and communicates texts appropriately (eg an argument stating the issue, presenting a position and making recommendations) [T] [C] [KC2] [KC3]
 * demonstrates critical understanding of purpose, audience and context (eg discusses whether an advertisement would still retain its integrity if the age, gender, culture of the characters were changed) [Id] [T] [C] [KC2]
 * uses a range of software applications in planning, drafting, editing and presenting texts (eg uses a word processor to construct a letter to the editor) [C] [KC2] [KC3] [KC7]
 * evaluates written texts (eg keeps a record of the kinds of texts written, the audience and the purpose, to ensure variety). [Id] [T] [KC1] ||
 * //Literacy frameworks//
 * Discussing the ways in which information texts report and explain information.

Write texts, recounts, narratives, venn diagrams Create texts for a range of purposes, entertain, inform give opinion Planning their writing with a partner

Standard 2 stage 6 Speaking and listening Listen to texts aloud Recall information asking questions Speaking and listening strategies like asking questions to clarify meaning

This is great Angela. Since you have stated goals, does this mean you will not be doing any formal assessment of your lesson? I guess we should all have formative assessement factored in to help us scaffold for the children. Perhaps you wouldl fill your curriculum link details onto the overview page (there is a small heading for each curriculum we are using). If you are only doing objectives, then perhaps you could start a heading and actual objectives there. If you are doing outcomes, then you will see where those details may also be entered on the overview page.(29/1/10) Thanks for all your help, much appreciated ;)