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EDLA309 Assessment Task 3 Ashleigh Grech S00129130

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LITERACY UNIT PLANNER

Topic: My Place: Charles 1818 Episode 20: Fencing

Year Level: 5 Term: Weeks: Date:

GRAMMAR FOCUS: (levels)

1. Whole text structure of an Information Narrative • Orientation: An introduction in which the characters, setting and time of the story

are established. Usually the answers to who, when and where are provided in this part of the narrative.

• Complication and series of events: the situations, activities and events involving the main character are expanded upon. These events are written in a fluent and cohesive sequence.

• Resolution (ending): the complication is resolved satisfactorily but not necessarily happily. (Wing Jan, 2009, pp. 235).

Language features for the text-‐type:

• Adjectives and related groups of words (e.g. adjectival phrases and clauses) to provide rich description of nouns (e.g. characters, setting)

• Adverbs and related groups of words (e.g. adverbial phrases and clauses) to add extra information about the verbs (to describe how, when and where events take place)

• First or Third person pronouns

• Dialogue

• Tense changes (present tense in dialogue, usually past tense in remainder of text)

(Wing Jan, 2009, pp. 235-‐236). Section 1 Focus and rationale for planning: CONTEXT: Overview of series of lessons and background information http://www.myplace.edu.au/home.html http://www.myplace.edu.au/teaching_activities/1878_-‐_before_time/1818/episode_landing_20.html Episode 20 | 1818: Charles Unit focus: English Year Level 5 Episode Clip: 1: Fencing Episode Clip 2: The Convict Episode Clip 3: Being a Lady

Text type and mode Listened to Spoken Read Written Viewed Produced

Information Narrative

X X X X X X

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007) 1. Building topic knowledge 2. Building text knowledge/Model the genre 3. Guided activities to develop vocabulary and text knowledge 4. Joint construction of text 5. Independent construction of text 6. Reflecting on language choices

Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model Language Experience Approach (R/W) Picture Chat Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-‐taking, Graphic Organisers: T-‐chart, Y-‐chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow chart, Story map, templates for text-‐types for planning,

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Implementing a range of teaching strategies to suit diverse learning styles.

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Developing a clear learning focus appropriate to the intellectual development of students'.


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Subthemes: Family and community, gender roles and stereotypes, lifestyle, chores, business and employment, social order and education, life of a convict. I have selected this section of the My Place website as a basis for my planning as it covers a range of subthemes which will be addressed throughout the unit. It provides students with the opportunity to engage with Australian history, whilst building topic knowledge and actively making connections between life in the 1800’s and life as it is in the 21st century. It also serves as an effective exemplary for the text-‐type information narrative. Students can deepen their understanding of a factual topic, which will contribute to their development of language skills achieved through oracy and writing activities.

Pre-‐assessment of students’ skills and knowledge: Standardized tests for reading/writing/ NAPLAN Profile of Data Progression of Reading Development Conferences/interviews Student written work samples Self-‐assessments Literacy Learning intention: We are learning the structure and relevant language features of an information narrative, to inform our ability to construct an independent information narrative. Learning behaviours: I need to use the My Place resources to develop my knowledge of the context of the 1800’s era. I will use a range of listening, reading and viewing, oracy and writing techniques. Success criteria: I know I’m doing well if I can

Ø Deconstruct an information narrative Ø Identify and provide examples of the relevant language features of an

information narrative Ø Compare and contrast life in the 1800’s to life in the 21st century Ø Extend my vocabulary using topic knowledge and text-‐type specific words Ø Construct an information narrative (plan, draft, edit and publish) Ø Work collaboratively with my peers Ø Challenge myself to explore wonderings

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning Maker; Text User; Text Analyst Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring; Determining important ideas; Summarising; Finding evidence in the text; Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural. Question types: self-‐questioning; 3 levels; (literal, inferential, evaluative); QAR Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One, Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. eBook online)

Topic-‐specific vocabulary for the unit of work: Era, decade, history, convict, work/employment, child labor, education, gender roles, equality, farming, chores, culture, family values,

Resources: Wing Jan, L. (2009). Write ways. South Melbourne; EPISODE 20: Charles, 1818. English teaching resources downloaded on 11 October 2014 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip 1,2,3 Episode 20; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/

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Students can monitor and take responsibility for their own learning.


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Specific vocabulary related to text-‐type: Introduction, orientation, setting, series of events, sequence, complication, resolution, reorientation, characters, descriptive language, dialogue, adjectives, verbs, adverbs, tense (past, present, future), first person pronouns, third person pronouns, conjunctions Analysing Checking Classifying Cooperating Considering options Designing Elaborating

Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying

Listening Locating information Making choices Note taking Observing Ordering events Organising

Performing Persuading Planning Predicting Presenting Providing feedback Questioning

Reading Recognising bias Reflecting Reporting Responding Restating Revising

Seeing patterns Selecting information Self-‐assessing Sharing ideas Summarising Synthesising

Testing Viewing Visually representing Working independently Working to a timetable

TEACHING & LEARNING

CYCLE (Identify step in the T & L cycle and the literacy learning intention or session’s focus )

We are learning to ...

WHOLE CLASS

Hook or Tuning In (Identify a strategy or a tool

to help activate prior knowledge and/or to introduce the topic.)

MINI LESSON

(Explicitly model the use of a new strategy or a tool to assist with the literacy learning intention or focus

of the session and to prepare students for successful completion of the set task. Reference to Wing

Jan include page details)

INDEPENDENT LEARNING

(Extended opportunity for students to work in pairs, small groups or individually on a set task. Time for teacher to probe students’ thinking or work with a small group for part of the time. Reference to Wing Jan include

page details)

SHARE TIME AND

TEACHER SUMMARY (Focussed teacher questions and summary to draw out the knowledge, skills and processes used in the session) Link back to literacy learning intention and key points of effective reading/writing, speaking, listening and viewing.

ASSESSMENT STRATEGIES

(should relate to literacy learning intention or focus of the session. Includes how & what you will use to make a judgment on students’ attempt/work) Success criteria written for students to know what the minimum expectation is.

1. Building topic knowledge Charles 1818: Fencing

We are learning to identify key ideas from a video clip.

Brainstorm Generate a brainstorm about life in the 1800’s era with students. Record responses on the IWB. Focus Questions: • What do you think

the lives of children living in the 1800’s were like?

• Do you think there may be some similarities between

Modelled Writing Watch ‘First Fleet’ video clip (from beginning-‐ 1:30). http://www.abc.net.au/btn/story/s3934600.htm

Ø Using a T-‐chart (See Appendix 1), model how to view for specific information and write brief notes. (Wing Jan, 2009, pp. 128).

Ø Lay emphasis on the difference between taking

Think-‐Pair-‐Share In pairs, students will view the clip for a second time. They will add any necessary information to the T-‐chart, and justify their entries to their partner. Teacher Focus Group: Watch the clip again. Students will complete a ‘theme’ tree, (See Appendix 1.2) as inspired by a fact tree, with a focus selected by the teacher. (Wing

Share Time Display a blank learning chart on the IWB. (See Appendix 1.3). Allow students the opportunity to contribute to the learning chart. Students are required to explain their response. Prompt students if necessary. Make specific reference to the themes presented in the clip, and identify (and record) the fundamental themes as a

Teacher will assess students working in the focus group through observation and anecdotal notes. Students will be assessed on: Ø Active contribution Ø Ability to effectively

identify key ideas of the clip

Ø Supporting individual responses with a sufficient justification, such as providing evidence from the

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TFG: allows teacher to scaffold and extend activities where necessary, to support student learning outcomes.

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Activate students' prior knowledge to determine current understanding of the topic.

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Students are required to justify and reflect on their learning- this enables critical thinking.

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Scaffolding activities to gradually build topic knowledge and skill development. Suitable to students' development.


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now and then? • Can you identify any

differences between now and then?

• Prompt students to think about school, chores, family, lifestyle, and gender roles and parents’ roles.

notes in dot point form as opposed to full sentences. This allows students to note down a range of themes and ideas.

Ø Watch the ‘Fencing’ clip as a whole class. http://www.myplace.edu.au/teaching_activities/1878_-‐_before_time/1818/1/fencing.html Students will complete a T-‐chart, filling in key ideas and wonderings. (See Appendix 1)

Jan, 2009, pp. 130).

class. video. Ø Responding to and

building on peers’ ideas

Brief Lesson 1: Building Topic Knowledge: We are learning to explore our wonderings of all aspects of life in the era of the 1800’s.

Students have the opportunity to record their individual wonderings on the aspects of life in the era of the 1800’s. Students will develop their wonderings in accordance with the themes as identified in the previous lesson. (For example: gender roles, family values, chores, and work). These will be added anonymously to a “wonderings well” and will be explored as a class. Whilst exploring these wonderings, start constructing a ‘word wall’, with language specific to the era of the 1800’s.

Brief Lesson 2: Building Topic Knowledge: We are learning to identify and explore wonderings and the meaning of topic-‐specific words.

Using a screenshot from the second clip, Charles 1818: Episode 20, ‘The Convict’, facilitate a See-‐Think-‐Wonder. Prompt students to begin thinking about what events may take place following this clip. Encourage students to focus on vocabulary used in the 1800’s. Continue to explore wonderings identified in the Wonderings Well, and add to the Word Wall.

2. Building text knowledge/Model the genre We are learning to review the

Review Display a variety of well known narratives (See Appendix 2) on the floor. Have students sit in a circle surrounding these

Think aloud Ø Model how to deconstruct

and annotate aspects of the structure of an information narrative, using ‘The Relatives Came’

Narrative Ropes Students will construct a narrative rope. They will create several symbols, which will represent specific features of the text that form the

Reflection Circle Bring students back together and facilitate a class discussion. Revise the key features of the structure of narratives (orientation,

Collect student work samples of narrative ropes. These can be used to evaluate students’ current understanding of the

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Use a range of assessment strategies to monitor student learning- use this as a resource for future teaching (scaffold or implement where necessary).


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structure of narratives.

texts. Ask students to pass these around and briefly analyse them. Focus question: What do all of these texts have in common? Identify the structure of a narrative: Orientation, Complication and series of events, and Resolution. Prompt students if necessary.

(See Appendix 2). Ø On a large sheet of paper

write a short narrative as a class. This can be on any topic, as voted by students.

Ø Have students deconstruct the text, by highlighting the structure of a narrative.

Ø Ensure the text has been separated into relevant sections.

structure. Students are required to incorporate: Ø Structure (Introduction,

complication and series of events, resolution)

Ø Plot (beginning, middle, end)

Ø Characterisation (descriptions of main characters)

Ø Setting (time and place) Ø Resolution Ø Key vocabulary Ø Sentence starters

These will serve as a scaffold for future writing. Teacher Focus Group Using one of the texts from the beginning of the session, work with the group to deconstruct the text (See Appendix 2) on the IWB (with specific sections and labels)(See Appendix 2.1). Ask students to identify the relevant sections with the corresponding label. Students are required to justify their choice. (Scott, 2014, sample)

complication, a series of events, resolution and possible reorientation). Students have the opportunity to share their narrative ropes. Explicitly identify the structure of narratives on work samples.

structure of a narrative. Use these as a resource for individual student portfolios.

Brief Lesson 3: Building text knowledge We are learning to review the language features of information narratives.

Recap the structure of a narrative. Revise the language features relevant to the narrative text-‐type. Review the meaning of: descriptive language, dialogue, tense. Explore verbs, adverbs, adjectives, past tense, present tense, first person and third person. Get students to work in small groups and individually to explore these language features, providing examples for each feature.


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Brief Lesson 4: Guided activities to develop vocabulary and text knowledge We are learning the differences between a narrative and an information narrative.

Analyse the difference between a narrative and an information narrative. Focus Questions: What is fiction? What is non-‐fiction? What are some examples of fiction texts? Non-‐fiction texts?

3. Guided activities to develop vocabulary or specific language feature We are learning to use adjectives to provide a rich description of nouns. We are learning to use adverbs to provide extra information about verbs.

Picture Chat Ø Display a screenshot

from the “Being a Lady” clip. (See Appendix 3).

Ø Allow students 1 minute to analyse the image.

Ø Provide students with individual sticky notes.

Ø Ask students to record their perceptions and interpretations of what is happening in the image.

Ø Collect these descriptions. Generate a brief discussion and note the common perceptions on the IWB.

Back-‐To-‐Back Viewing Model how to conduct a back-‐to-‐back viewing, using the ‘Being a Lady’ video clip, 2:15-‐2:39. http://www.myplace.edu.au/teaching_activities/1878_-‐_before_time/1818/3/being_a_lady.html Students will work with a partner, and each pair will complete a back-‐to-‐back viewing. Ø The first student in each

pair will watch the first half of the clip (beginning-‐ 1:30).

Ø As this student views the clip, they will use descriptive language to explain what they can see.

Ø The partner will jot down notes of what the other student articulates.

Ø Students will then swap roles.

Prompting questions: What is happening in the clip? How do you think Charles is feeling? What emotion/s is Liam

Readers’ Theatre Allocate students into small groups. Each group has a short time to explore the following resource, providing background information to ‘A day In the life of a convict’. http://sydneylivingmuseums.com.au/stories/day-‐life-‐convict Using this resource as a basis, students are required to create a script whereby the speech of each character is highlighted. (Wing Jan, 2009, pp. 247).

Ø Each script must have a central focus on the use of adjectives and adverbs.

Ø Students are reminded to use their prior knowledge of the 1800’s era to assist the incorporation of adjectives and adverbs throughout the script. (For example, descriptions of clothing, descriptions of character’s movements).

Ø Groups are invited to turn their script into a role-‐play, however it can remain as a Readers Theatre if

Share Time Each group will present their readers theatre/role play. Following each presentation, each group will list the adjectives and adverbs they use on the IWB. Use these words to develop a word bank. Focus Question: How does the language you used in your readers’ theatre compare to your everyday vocabulary?

Observation The teacher will observe and make anecdotal notes throughout the session, and as the groups present their role-‐plays. The teacher will note students’ ability to incorporate and successfully identify the use of adjectives and adverbs within their script. Teacher will note students’ individual ability to identify and substitute adjectives and adverbs for those working in the teacher focus group.

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Implementing a range of teaching strategies to suit diverse learning styles. For example, this activity appeals to visual and linguistic learners.

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Implementing a range of teaching strategies to suit diverse learning styles. For example, this activity promotes the interpersonal and bodily-kinesthetic style.


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showing? What does this clip tell us about Charles’ nature? How would you feel if you were Liam?

necessary.

Teacher Focus Group: Synonym Substitution As a group, rewrite a known story on the IWB. Substitute synonyms for the adverbs and adjectives. (Wing Jan, 2009, pp. 246). For example: Charlotte waited patiently as her brother slowly walked to the car. New sentence: Charlotte tolerantly lingered as her brother wandered to the car.

4. Guided activities to develop vocabulary or specific language feature We are learning to use first-‐person pronouns.

Reveal Yourself Ask students to stand or sit in a circle. Each person (starting with the teacher) will complete the following sentences: My name is…. I like to..(hobby or interest) My favourite animal is… At the conclusion of the game, ask students what type of language was being used in each sentence. Revise first person pronouns and list examples/forms on the IWB. Singular: I, me, my, mine

Dictogloss Read the work sample ‘Diary of a convict’ (See Appendix 4) to students. Do not allow access to pen and paper. Ø Read through the text a

second time, and without providing students with the text, ask students to individually write down key words, phrases, necessary dates and any other information they deem relevant.

Ø In pairs, students will share their notes and try to make these complete.

Ø Each pair will reconstruct the text in their own words. (Emphasis on use of synonyms for adverbs and adjectives).

Independent Writing Students will use their knowledge of the 1800’s era and the language features of a narrative (for example: adjectives, adverbs, verbs, use of tense, first person pronoun) to construct a diary entry. Criterion: Ø Diary entry will be written

from the perspective of a convict, the night prior to their escape.

Ø Reasons why you are escaping

Ø A plan of your escape Ø Any fears you may have if

you are recaptured or become lost in the bush

(My Place for Teachers: Episode 20, 1818: Charles, Teaching Activities Resource, pp. 2).

Reflection Circle Bring the class back together. Generate a class discussion, and provide students with the opportunity to reflect on the session. This can be achieved through short presentations of individual work samples. Prompt students to articulate specific vocabulary used in their diary entry, and ask them to share their thoughts on what they believe life, as a convict, would have been like.

Teacher will collect work samples of diary entries. Collect student work. Students will be assessed on: Ø Ability to effectively use

adverbs to provide extra information about verbs

Ø Ability to effectively use adjectives to provide a rich description of nouns

Ø Ability to successfully use first-‐person pronouns

Ø Ability to effectively incorporate the correct use of tense

Ø Current knowledge of the 1800’s era: Do students’ fully understand what it


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Plural: We, us, our, ours

Ø Join each group with another pair, now forming groups of four. The new group will reconstruct the text once again.

Ø Compare texts with the original. (Wing Jan, 2009, pp. 113-‐114).

Teacher Focus Group As a group, construct a detailed description of the character Liam. Be sure to include personal traits as well as physical characteristics to ensure there is an emphasis on the application of adverbs.

meant to be a convict? Use these as a resource for individual student portfolios. Student Self-‐Assessment Students will complete an individual self-‐assessment proforma. (See Appendix 4.1).

Brief Lesson 5: Joint construction of text We are creating a storyboard for our information narrative.

After exploring all three video clips of the Charles episode, students should have a deep understanding of his character and persona. As a class, create a storyboard for an information narrative based on Charles’ character.

5. Joint construction of text We are learning how to construct an information narrative.

Revisit Storyboard Briefly recap the information mapped out on the storyboard as created in the previous class. Clarify any queries and add any necessary information.

Shared Writing The teacher and students will construct an information narrative using the storyboard as a planner. Ensure the text follows an information narrative structure: Ø Orientation Ø Complication and series of

events Ø Resolution (ending)

The text must also include the relevant language features: Ø Descriptive language

(verbs, adverbs, adjectives) Ø Dialogue Ø Tense (past, present,

future) Ø First/ Third person

pronouns

Wacky Tales Allocate students into mall groups of 3-‐4 members. Assign each group with a list of characters, providing brief descriptions of each character. (Each group will use the same characters). Each group member is responsible for writing a section of the narrative. Ø Introduction

(orientation) Ø Complication (Series of

events) Ø Resolution (Ending) Ø Students will write these

independently and combine these at the conclusion of the writing period to discover their ‘Wacky Tale’. (Wing Jan, 2009, pp. 248).

Teacher Focus Group:

Share Time Bring the class back together. Each group will have the opportunity to share their ‘Wacky Tale’. Discuss the importance of having a sequential order when writing. Focus Questions: Ø Does your story make

sense? Ø What does this tell us

about planning? Ø How does this inform

your knowledge about information narratives?

Ø What will you consider before planning your information narrative?

Exit Ticket Provide students with individual sticky notes. Each student must answer the following questions on their sticky note and submit it to the teacher as an exit ticket out of class. Focus Questions: Ø What do you know about

life in the 1800’s? Ø What do you think life, as

a convict would have been like?

Ø What is the structure of an information narrative?

Ø Identify 3 language features of an information narrative.

These will inform the teacher


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Conduct a guided writing session with a small group of students. Complete the ‘Wacky Tales’ task.

of students’ current standpoint in the unit. It will provide a succinct summary of the students’ understanding of the topic knowledge, and structure and language features of the text type. This is an effective resource to indicate which students are ready for the independent writing stage.

Brief Lesson 6: Independent construction of text We are researching a convict for the basis of our independent writing.

Students will independently research one of the following convicts: Mary Bryant Alexander Pearce William Buckley John Porter Martin Cash William Swallow

John Graham Once students have obtained sufficient information; they will create character profiles to inform their future construction of an information narrative.

Brief Lesson 7: Independent construction of text We are independently constructing an information narrative.

Students will independently plan, draft, edit and publish an information narrative based on their selected convict. The prior lessons have scaffolded students’ knowledge of the structure and specific language features relevant to this text type. This unit of work has also built students’ topic knowledge on the era of the 1800’s, and has essentially provided them with an insight to the life of a convict. Students will have access to their prior work samples such as narrative ropes, and character profiles to assist their development in constructing an information narrative.

Reflecting on language choices


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Appendices


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Appendix 1 T-‐Chart

Key Ideas Wonderings


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Appendix 1.2 Theme Tree

Life in the 1800’s

Family Values

Gender Roles Children’s Chores

Work (manual labour)

Note any other key ideas in this section:


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Appendix 1.3: Learning Chart

Key ideas from the video clip What I have learnt What I would like to investigate


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Appendix 2: List of Narratives The Relatives Came Rylant, C., & Gammell, S. (1985). The relatives came (1st ed.). New York: Bradbury Press. The Very Hungry Caterpillar Carle, E. (1987). The very hungry caterpillar (1st ed.). [New York]: Philomel Books. Where the Wild Things Are Sendak, M. (1963). Where the wild things are (1st ed.). [New York]: Harper & Row. Hairy Maclary from Donaldson’s Dairy Dodd, L. (2002). Hairy Maclary (1st ed.). London: Puffin. The Cat In The Hat Seuss, Seuss, & Seuss,. (2007). The complete Cat in the Hat (1st ed.). London: HarperCollins Children's. James and the Giant Peach George, R., & Dahl, R. (2007). James and the giant peach (1st ed.). New York, N.Y.: Puffin Books. Appendix 2.1

Orientation (Introduction) Complication and Series of events (Middle)

Resolution (ending)


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Appendix 3

http://www.myplace.edu.au/teaching_activities/1878_-‐_before_time/1818/3/being_a_lady.html


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Appendix 4

http://www.australiancurriculum.edu.au/File/1c3231b1-‐e3bd-‐48fc-‐b61a-‐3fd969427a66 Australian Curriculum, Assessment and Reporting Authority,. (2010). Work Sample: Diary of a Convict (p. 2). ACARA.


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Appendix 4.1 Name: Date: Title: Text Type:

What I think about my writing:

What I would like you to notice about my writing:

What I would do differently next time:

What I know about this type of writing:

(Wing Jan, 2009, pp. 89-‐90).


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Justification for Instruction

The classroom is a shared space whereby teachers and students explore, interact, collaborate, enquire and develop towards achieving learning goals. The

prevailing aim of education is to build students’ knowledge in an appealing and motivating environment, in which they are inspired to explore concepts and

philosophies. The unit of work has been designed to develop students’ competence in acquiring the essential skills to successfully integrate the appropriate

language features of an information narrative. As students have diverse abilities, learning styles and various ways of understanding concepts, a range of

activities has been incorporated into the unit to enrich students’ understanding of the content. The unit promotes active student involvement through self-‐

directed learning. It is important for learners to recognise themselves as the core participants in the learning environment. Moreover, students are

encouraged to become self-‐regulated learners when the learning environment is oriented around the significance of learning, whereby individuals develop

metacognitive skills such as monitoring, evaluating and enhancing the acquisition and use of knowledge (De Corte, Schneider & Stern, as cited in Slavin,

2010).

As the unit is focussed on the text-‐type of an information narrative, several lessons are based on developing students’ understanding and knowledge of the

text structure and language features applicable to this text-‐type. The use of descriptive language has been selected as a core focus for this unit. More

specifically, students will extend their knowledge of adjectives and adverbs. Students will extensively integrate the use of adjectives and adverbs throughout

the unit. It is vital that students are provided with the opportunity to develop their oracy skills before applying this knowledge into their writing. The

development of oracy skills not only scaffolds students’ vocabulary and expression, it provides students who experience difficulty in constructing a coherent

piece of writing the opportunity to articulate their thoughts and interpretations of a concept. A study conducted by Oliver, Haig and Rochecouste (2005),

found oral language is considered beneficial across the curriculum amongst several teachers. The general consensus implies oral language can improve

students’ general literacy, deeming it an integral quality of global linguistic competence.

A similar study conducted by Tichapondwa (2008) found “learners whose teachers had enhanced language awareness showed evidence of improved ability to


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negotiate learning better than counterparts”. These results indicated classroom environments benefit from a conscious fortification of oracy skills, thus

improving learning results (p. 59). Ultimately, the acquisition of oracy skills allows students to formulate their ideas through discourse. This also supports the

accurate use of speech, and essentially builds confidence in learners. Oliver, Haig and Rochecouste (2005) also acknowledged the importance of oracy skills in

a social context, which is particularly crucial for students as they complete a higher level of education and eventually enter the workforce whereby social

interaction is obligatory.

The forms of descriptive language ‘adjectives’ and ‘adverbs’ are built upon throughout the unit. As stated earlier, there is quite a large variation in the

learning activities designed to build knowledge on these language features. The unit involves a range of learning styles, which is directly associated with

Gardner’s theory of multiple intelligences (1997). The theory details the fact that individuals have various intellectual strengths, and these strengths are

imperative to the way in which children learn. This directly impacts one’s cognitive processing, and the way this information is understood and

communicated. The learning activities such as ‘Readers’ Theatre/ Role Play and ‘Reveal Yourself’ directly capture the attention of bodily/kinaesthetic

learners. On the other hand, learning activities such as the diary entry, character profiles and construction of an information narrative appeal to linguistic

learners. Visual and spatial learners have the opportunity to engage with constructing narrative ropes and making comparisons using learning charts and T-‐

charts.

Another significant activity, which appeals to many learning styles, is viewing and responding to a video clip. This appears as an activity of choice amongst

students, as opposed to reading a text. Students are introduced the third clip, ‘Being a Lady’ through the capture of a screenshot. Students are presented one

still image, and are asked to interpret what they believe is occurring during this scene, and are asked to visualise what might happen next. Students are then

shown the video clip in two sections. This essentially allows students to begin their focus on decoding the story, and making meaning of the text. Being a text

meaning-‐maker includes searching for meaning (Hill, 2006) in the scenery, character expressions and body movements, sentence structure and tone. Even

though there is no physical text, students still have the opportunity to act as a text code-‐breaker, which essentially involves understanding the text structure,

(Freebody & Luke as cited by Emmitt, Zbaracki, Komesaroff & Pollock 2011, p.225). Students will recognize the structure of the text (video), which will enable


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them to identify the plot, setting, characters and theme whilst watching the short clip. Students have the opportunity to listen to dialogue, view body

language, eye contact and facial expressions, essentially providing a basis for the development of descriptive language.

The second focus language feature is first-‐person pronouns. Students will have prior knowledge of this language feature, however, they may not be familiar

with its’ formal label. The unit provides students with several opportunities to apply the use of first person pronouns, each time they are asked of their

individual opinion, interpretation, or perspective on a concept. Moreover, students will build on this language feature through the development of oracy skills

before applying it to their writing. The diary entry and game ‘Reveal Yourself’ are primary examples of how this language feature is scaffolded to apply the

correct use of language in meaningful contexts, in both oral and written forms. In turn, students have the opportunity to improve their comprehension skills,

build on their knowledge of text structures, purpose and the author’s intent. This will assist students in structuring their information narrative, and ultimately

improve writing skills.

Effective teaching for students with low cognitive abilities incorporates purposeful instruction in viewing, reading and writing, access to an extensive variety

of texts (print and digital), motivation for work, and authentic opportunities to practice rich reading and writing learning activities on a daily basis (Fisher and

Frey, as cited in Lin & Cheng, 2010). The effective use of the Gradual Release of Responsibility Model upholds this statement. The process of introducing a

text-‐type or concept through modeling, moving towards guided practice and finally advancing to independent practice is beneficial for the learning of all

students. This process moderately scaffolds students’ knowledge and ability to engage with and acquire the skills necessary in relation to the relevant unit of

work. In this unit of work, students are gradually introduced to the structure and language features of an information narrative. In accordance with the GRR

Model, students have the chance to extend their topic knowledge on Australian history, build knowledge of language features, enhance reading

comprehension and learn how to effectively construct an information narrative. Teaching text structures is an effective means of improving reading

comprehension. A study lead by Meyer and Wijkumar discovered that “teaching text discourse patterns and structures through the use of model texts-‐ and


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then applying these in children’s writing helped them to simultaneously improve comprehension and writing composition” (as cited in Clark, Jones & Reutzel,

2012).

Collaboration is defined as an “active process and a coordinated effort by which learners pursue joint goals, solve problems, and build a mutual

understanding of a particular issue” (Schratzenstaller, 2010). This unit of work allows students to work collaboratively to achieve a specific learning goal.

Students can support one another and feed off peers’ ideas, perceptions and understandings. A learning environment that advocates collaborative learning,

allows students to take responsibility for their own learning, particularly when group members are assigned individual tasks (tvoparents, 2010). Essentially,

students are provided with the opportunity to engage in rich learning activities in a collegial manner, whilst maintaining a self-‐regulated approach.

Word Count: 1250


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References

Clark, S., Jones, C., & Reutzel, D. (2013). Using the Text Structures of Information Books to Teach Writing in the Primary Grades. Early Childhood Education Journal, 41(4), 265-‐-‐271.

Emmitt, M., Zbaracki, M., Pollock, J., & Komesaroff, L. (2010). Language and learning: An introduction for teaching. (5th ed). Oxford: Oxford University Press.

EPISODE 20|1818 Charles English teaching resources downloaded on 4th of October from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 20; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/ Gardner, H (1997). Big Thinkers: Howard Gardner on Multiple Intelligences. Retrieved from http://www.edutopia.org/multiple-‐intelligences-‐howard-‐gardner-‐

video

Hill, S. (2012). Developing early literacy: Assessment and teaching (2nd ed). South Yarra: Eleanor Curtain. Lin, N., & Cheng, H. (2010). Effects of gradual release of responsibility model on language learning. Procedia -‐ Social And Behavioral Sciences, 2(2), 1866-‐1870.

doi:10.1016/j.sbspro.2010.03.1000 Oliver, R., Haig, Y., & Rochecouste, J. (2005). Communicative Competence in Oral Language Assessment. Language And Education, 19(3), 212-‐222.

doi:10.1080/09500780508668675 Schratzenstaller, A. (2010). The Classroom of the Past. In K. Makitalo-‐Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the Future: Orchestrating

Collaborative Spaces (pp. 15-‐39). Netherlands: Sense Publishers. Slavin, R. (2010). Co-‐operative learning: what makes group-‐work work? The Nature of Learning: Using Research to Inspire Practice, OECD Publishing.


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Tichapondwa, S. (2006). Oral interaction and the guided construction of knowledge. Language Matters, 37(1), 59-‐80. doi:10.1080/10228190608566252

Tvoparents. (2010, February 18). Does ‘Group Work’ Work?: Is It the Best Way for Children to Learn? [Video file]. Retrieved from

http://www.youtube.com/watch?v=Tdt-‐b4yMp-‐M Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press.

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