AAA+-+FINAL+DRAFT+-+AMEND+ME

Please use ANY BRIGHT colour to make and comments/amendments. Also please ignore spacing - the wiki does its own thing.(2/2/10)


 * ** Faculty of Education **

**Assignment Cover Sheet**
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For attention of: Student Name: ||  PittawaySharonGroup25rationalelessonplan  Amanda Smith 095771 Angela Spotswood Brendan Smith Kimberly Spry || ** OFFICE USE ONLY ** Assignment received: ||  || ESH 488 || ||  || Unit Name: |||| Literacy in the Primary Classroom ||  || Collaborative Unit/Lesson Plan ||  || Word Count: |||| XXXXXX(1,819)XXXXXXXXXXXX ||  ||
 * Unit Code: ||
 * Assignment Title/Number: |||| Assessment Task 3
 * I declare that all material in this assignment is my own work except where there is clear acknowledgement or reference to the work of others **and** I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the University website at [|www.utas.edu.au/plagiarism] *

Signed: ** Amanda Smith ** Date: February 5, 2010 || *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration set out above. ** 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. (do you think these numbers should be written??) No as Years and numbers 10 and over may be written numerically.
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** Unit Title: **** The deep blue sea - myths and facts. ** Tasmanian Curriculum Victorian Essential Learning Standards (VELS) ** Learning ** **Area**: English
 * Unit overview **
 * Curricula** : SACSA Framework  (should we say South Australian Curriculum Standards & accountability framework & in brackets SACSA like you did with VELS??????)  Yes, as this is the first time it occurs in our document - I will change it.

Students will interact with fictional/non-fictional texts:
 * Unit Objectives**:
 * 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) Gather information to construct informative writing/oral presentation.
 * 2) Write 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).

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

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&3 ) || ** 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). || Whole class Watch video and 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 **

1,2&3 ) ** || ** Level 3 **
 * (Also relates to Objectives

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). || Teacher led, whole class discussion reflecting on prior lesson within the unit, and the impact humans have upon the environment/inhabitants.

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

Brief whole class discussion about areas which the sutdents 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 dentred discussion/reflection about whyat they have learned from their research and throughout the unit. || Formal assessment based on students' ability to research a topic, formulate opinion and summarise their findings using contextually appropriate language.

Informal assessment of student' speaking and listening skills.

Informal assessment of student' comprehension of both spoken word (teacher reading) and reading material (information sources on the internet). || ** Resource List ** · Interactive Whiteboard · Class computers (6) · Microsoft Office Suite (preloaded) · Internet/school intranet · //HOPE #1 - Amazing Coral Reefs// [] · Wikispaces - class wiki · DVD - //Finding Nemo//
 * Baker, J. (1987). //Where the forest meets the sea//. Lane Cove, NSW: Julia MacRae Books.

· Berger, M., & G. (1999). //Do whales have belly buttons?// Scholastic question and answer series. ·  Llewellyn, C. (1998). //I didn’t know sharks keep losing their teeth.// Mahwah, New Jersey): Aladdin and Watts Publishing.   ** 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: · firstly, the distinction between fictional and non-fictional texts; ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> secondly, reading, researching, extracting, interpreting and classifying information contain in diverse texts; ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> thirdly, a sense of audience and purpose; and ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> lastly, oral and written presentation and multi-literacy skills. 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="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> What lies beneath? ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are they in danger? ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Are we responsible? ·<span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> How can we help? <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). 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. 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.
 * 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?); <span style="font-family: 'Times New Roman'; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> identifying and summarising information and responding to texts (making notes to record information, retelling/rewriting relevant information from a text.

Department of Education, Tasmania (2008). //The Tasmanian curriculum: English/literacy area.// Retrieved January 20, 2010 from []. Department of Education Training and Development. (2001). //South Australian curriculum, standards and accountability framework: Learning areas//. Retrieved January 18, 2010, from []. Green, D. & Campbell, R. (2003). Literacies & learners :current perspectives (2nd ed). Frenchs Forest, NSW: Pearson Education Australia. Hill, S., (2008). //Developing early literacy, Assessment and teaching//. Prahran, VIC.Eleanor Curtain Publishing. Marsh, C. (2008). //Becoming A Teacher, Knowledge, Skills And Issues// (4th ed.). Frenchs Forest, NSW: Pearson Education Australia. Murdoch, K. & Hornsby, D. (1997). //Planning curiculum connections: Whole-school planning for integrted curriculum//. Prahran, Vic: Eleanor Curtain Publishing. Romano, P. (2007, August 30). //Hope:// //Help our planet earth: Amazing coral reefs// [video]. Planet Bonehead. Retrieved January 27, 2010 from []. Woolfolk, A. & Margetts, K. (2007). Educational psychology. Frenchs Forest, NSW: Pearson Education Australia.
 * References: **