Assessment Task 3-Oracy and Writing Skills Using My Place by Nadia Wheatley and Donna Rawlins
Assessment Task 3-Oracy and Writing Skills Using My Place by Nadia Wheatley and Donna Rawlins
Assessment Task 3-Oracy and Writing Skills Using My Place by Nadia Wheatley and Donna Rawlins
Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins
PART A: RATIONALE and PART B: LESSON PLANNING TEMPLATES
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text
Learning behaviours
I need to plan my writing before creating a draft persuasive text. I need to revise and edit my work before publishing. I need to refer to class collaborative
work to support my opinions and writing.
Topic Specific Language for the Unit of Work: Major Resources for the Unit of Work
Modal verbs i.e. May, might, must, could, should.
Sensing Verbs i.e. Think, believe
Signal Words i.e. Because, therefore My place. (2011). Episode 6 | 1958: Michaelis. Retrieved from
Emotive language i.e. http://www.myplace.edu.au/teaching_activities/episode_landing_6.html
Sentence starters i.e. I think… It appears to me… In my opinion…
Themed vocabulary i.e. Gardening, self-sufficient Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford
Use of first person for an active voice University Press
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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154
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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154
about self-sufficient
gardening.
Think-Pair-Share
Students think
independently about how
they will found out about
self-sufficient gardening
and then find a partner
and share their ideas.
In between Students will watch a whole episode of MY PLACE, 1958 to build topic knowledge during this lesson. Model how to take notes during a
lesson viewing session. While students are watching, they take notes that are impertinent to the topic.
Tuning students into external factors that might have led the family to have a garden. For example; financial, cultural, environmental
factors. This lesson will support students to develop an opinion of their own about self-sufficient gardening.
We are learning
to list our
understandings
of the topic.
Lesson 2 of 5 Whole Class ‘Making Use the article Recycling Guided writing Exit Slips
choices’ activity. in the garden: inspiring
We are learning Review the article again Student write one
kids and busting myths as
to build a point As a whole class as a small group. As a positive, one negative
guided reading
of view on self- prompt students to group discuss and share and one interesting
experience. Read the
sufficient be involved in making one positive, one fact from the article at
article as a whole class.
gardening. a choice. Ask negative and one the end of the class.
Provide students with
questions such as; interesting fact from the
time to reread the article
article. Students record
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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154
Lesson 3 of 5 Whole Class Word A persuasive text Modal verbs Enabling group/EALD Peer assessment
Cloud/map checklist.
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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154
We are learning As a whole class Provide class with an Create a word wall as a class, to As a small group teacher Students will provide
to use language prompt students to persuasive to analyze allow students to refer to in will support students to feedback to their
of persuasion. come up with some persuasive language (see when writing. work on writing peers during the
persuasive language appendix 1). Prompt sentences lesson while following
they have heard or students to find emotive independently. The an assessment
seen before i.e. language and phrases, teacher will provide the checklist.
modal verbs and group with sentence
Discuss and Teachers observes
specialized vocabulary starters. For example, I
demonstrate how both the whole class
within the text. believe… In my opinion…
opinions may be and small group
The benefits of self-
expressed. For Independent writing. during the lesson.
sufficient gardening
example, I think… It Teacher will gather
Students construct 3-5 are…
appears to me… In anecdotal notes.
sentences using
my opinion…
persuasive language to
convince their partner of
their views around self-
sufficient gardening.
Lesson 4 of 5 Viewpoints/opinions. Model writing. Emotive language Guided writing Class collaboration
Add emotive language examples group/EALD
We are learning Seek students’ Teacher asks the students to the word wall. Using the google doc
to create a viewpoints and to order two to three of As a small group teacher as a class select three
persuasive text opinions around the the pros and use these as will support students to or four argument
topic of longer lunch topic sentences for each write collaboratively on paragraphs that have
times. Students to list argument paragraph. a paragraph using one of been created by the
the arguments for the topic sentences. students and place
and against using a T Model writing of the them under the
chart. introduction in a google introduction. Ask the
doc. students to suggest
ways to best edit the
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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154
Independent writing.
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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154
We are learning
to create a
persuasive text
REFERENCES:
Allison, D. (2011). Learning our Literacy Lessons: EAL/D Students, Critical Literacy, and the National Curriculum. Australian Journal of Language and
Literacy, 34(2), 181-201.
Dobinson, T., & Buchori, S. (2016). Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in
One Australian Setting. Australian Journal of Teacher Education, 41(2), 32-52.
Halliday, M. (1975). Learning how to mean: Exploration in the development of language. London, UK: Edward Arnold.
Lin, N., & Cheng, H. (2010). Effects of gradual release of responsibility model on language learning. Social and Behavioral Sciences, 2(2), 1866-1870.
My place. (2011). Episode 6 | 1958 : Michaelis. Retrieved from http://www.myplace.edu.au/teaching_activities/episode_landing_6.html
Seely Flint, A., Kitson, A., Lowe, L., Shaw, K., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for engagement. Queensland, Australia; John
Wiley & Sons.
Taplin, A. (2017). Accounting for the needs of EAL/D students in the mainstream classroom. Metaphor, 1, 48-50.
Tomlinson, C. (2017). How to Differentiate instruction in Academically Diverse Classrooms (3rd ed.). Alexandria, VA: ASCD.
Victorian Curriculum and Assessment Authority. (2017). Cross Curriculum Priorities. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/overview/cross-
curriculum-priorities
Wheatley, N., & Rawlins, D. (1987). My place. Blackburn, Vic: Collins Dove.
Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford University Press.
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