Rationale

 Please either scroll to the bottom, or view the First Draft page to see our completed rationale - any and all comments/amendements are welcome (2/2/10)

RATIONALE, Justify: (1,000 words - must be collaborative)

- Justify: o Learning outcomes o Literacy strategies o Assessment strategies o The content of the lesson/unit o Appropriateness for the cohort

- Format, written to fellow teachers/peers

__just incase you didn't catch a post from Sharon i thought i would put a section of it here to help us....(2/2/10)__ **My point is this: there is a big difference between justification and description.**


 * If you have prepared a presentation for a group of parents and you have described your unit - what it's about; what the learning outcomes are; what the activities are; what resources you're using - then you have not fulfilled the requirements of this assessment task.

You were asked to justify, which is not the same as describing.

Can I ask that you go over your justification and consider if you have described it or justified it. Justifying is answering the why question: why have you decided upon this issue/generative question? Why have you decided on these learning outcomes (which is not the same question as 'what are the learning outcomes?'). Why have you decided to use these texts/resources (which, again, is not the same question as 'what resources have you decided to use?').

Please ensure that you have justified and not described. We don't need a description because we can see your unit overview and your lesson plans.

If you have any questions about this, please ask.

Sharon** **Unit/Lesson content**
 * 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). 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:


 * What lies beneath?
 * Are they in danger?
 * Are we responsible?
 * How can we help?

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-fiction 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). ( Thanks for the start Mandy, the idea of addressing teachers in presentation format is great 2/2/10) I have to give credit to Angela - she has written most of this (along with you) I have only added/modified a few sentences so far - so thanks to both of you (2/2/10) so sorry Angela i forgot who's colour belonged to who well done (2/2/10) No worries, well done everyone! 3/2/10   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:
 * Learning outcomes **
 * firstly, the distinction between fictional and non-fictional texts;
 * secondly, reading, researching, extracting, interpreting and classifying information contain in diverse texts;
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">thirdly, a sense of audience and purpose; and
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">lastly, oral and written presentation and multi-literacy skills.

<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%;"> **Literacy strategies** <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Modelling, sharing, interactive, guided and independent learning enables inclusive learning for all levels of student abilities when de-constructing and constructing texts (Winch, et. al, 2008). <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Teaching strategies have been incorporated to encourage modelling, sharing, interactive, guided and independent learning. Through whole group discussion, sharing, debating, modelling and interactive activities this unit allows inclusive learning for students of all abilities. <span style="font-family: 'Times New Roman',Times,serif;">To develop effective comprehension strategies we have included in our planning, students prior knowledge of the topic (age appropriate resources e.g 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 e.g Are sharks dangerous?), identifying and summarising information and responding to text (making notes to record information, retelling/rewriting relevant information from a text. Our lesson plans have responding to the text as a strong literacy focus/strategy. Students are made to feel 'ownership' of this unit by discussing facts/information from their own view point, questioning the author's viewpoint. By helping students learn to employ these srategies, 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, p. 314, 2008).


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment strategies **

<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%; font-family: Times New Roman;">

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **Appropriateness for the cohort** Texts used will be chosen by suitability for this age group's prior knowledge and experiences. Through resource materials like //Finding Nemo//, prior knowledge enables students meaning, context and a sense of "ownership" to their learning. The aim of any literacy program should be to teach students to construct and interpret a wide range of texts (Winch, et. al, 2008). In doing this we have integrated resources and activities into our unit that will activate students prior knowledge. Learning and behavioural needs have been planned for through instructional objectives to provide positive learning outcomes.


 * Other Ideas?**

__I would like to include something like this to support my choice of group work.....not sure where it fits?__ 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. (1/2/10)

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”(Green, D. & Campbell, R. 2003. p 46). (2/2/10)

Social constructivism is based on Vygotsky’s theory, who believed that learning develops through more knowledgeable members of a person’s culture and community (Woolfolk and Margetts. p 54). (1/2/10)

<span style="color: #6d00ff; font-family: 'Times New Roman',Times,serif;">These could go under strategies - but we must remember to have a strong focus on Literacy Strategies. I guess it would be approriate to remove the headings when we are finished - they just help collate our information (1//2/10)//

970 words

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).<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%;"> 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: <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%; font-family: Times New Roman;"> <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%; font-family: Times New Roman;">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.
 * <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%; font-family: Times New Roman;">What lies beneath?
 * <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%; font-family: Times New Roman;">Are they in danger?
 * <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%; font-family: Times New Roman;">Are we responsible?
 * <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%; font-family: Times New Roman;">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.<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: white none repeat scroll 0% 0%;"> 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.