Assignment 2: Lesson Plan€¦ · Web viewNon-fiction focus text: Hocking, G. (2005). Australia in history: the rush to gold - a world turned topsie-turvey

Valerie Lee - 2121006

Flinders University

EDUC2423

EDUC2423

Assignment 2: Lesson Plans: Catering to Diverse Literacy Needs

Valerie Lee - 2121006 EDUC2423: Students with Literacy Difficulties

Tutor – Chris Mahlburg Assignment 2: Lesson Plans: Catering for Diverse Literacy Needs

Lesson Plans

Lesson: 1

Year levels: 4-6

Sub-strand: Creating texts

Non-fiction focus text:

Hocking, G. (2005). Australia in history: the rush to gold - a world turned topsie-turvey. NSW: Waverton Press.Modes: Listening, Speaking, Reading, Viewing, Writing

Student with disability: Dyslexia

Dyslexia is language- based learning disability that affects individuals in a variety of ways(Lawrence, 2009). In general, it causes difficulties in acquiring and using specific language skills (Aladwani & Al Shaye, 2012). It is often referred to as a learning disability as it creates barriers for students in their academic lives (International Dyslexia Association as cited in Aladwani & Al Shaye, 2012) Literature has found that students who have difficulty reading are likely to experience academic failure as reading is a major requirement for almost all subjects in the curriculum (Davis & Braun, 2010). Without intervention a student with Dyslexia will fall behind his/her peers.

The student with Dyslexia has been placed in Group 1 (Year 4). This student is hard working, however, due to ineffective teaching strategies over the years this student has fallen behind as a casualty of the education system. Various teaching strategies will be implemented during the following lesson and will be highlighted in the lesson plan in green.

Provide students with a graphic organiser: Student will be provided with a KWL chart to help organise their existing knowledge and ideas. They will also be given a brainstorm template. A graphic organiser allows students to organise their ideas in a visual format (TheInternational Dyslexia Association, 2007). Whilst it will be beneficial to the student with Dyslexia, graphic organisers will be given to all students throughout the lesson.

Use step by step instructions: An all-inclusive approach whereby all students will be given instruction in a step by step manner. This in turn will reduce chances of the student with Dyslexia feeling overwhelmed and will allow the individual to focus on the task in small sequential steps (The International Dyslexia Association, 2007).

Use peer- mediated learning: Student will be paired with another student for the reading task; this provides an opportunity to practice their reading skills in a small and encouraging



environment. Working in pairs allows the student with Dyslexia to have a break and listen to information being read to them (Dowson, 2004).

Encourage note sharing: During this lesson students are encouraged to discuss information that they have learnt, this will not only help the student with Dyslexia, but also help students in that group to clarify ideas (Dowson, 2004).

Teacher notes: Prior to this lesson students have had lessons on creating advertisements, writing a newspaper article and persuasive letter writing. The following lesson plan aims to build upon what the students already know to consolidate knowledge and skills. This is their first lesson on the Gold Rush, where the focus text is to be introduced. As there are 3 activities running concurrently, the teacher will walk around the class and will be available to students if they required help. The teacher will begin at Group 1 then move on to Group 2 and 3.

UNDERSTAND

W hat concepts or big ideas can be transferred/ applied to other contexts?

Yea 4/ Group 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)Students will understand the importance of planning a text with purpose and write with a growing understanding of various text structures and linguistic elements.

Year 5/ Group 2Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)Students will understand the significance of planning a written piece with different language features and text structures and understand how thorough planning will impact on the purpose of the text and on different readers.

Year 6/ Group 3Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)Students will understand the importance of planning a persuasive text and the impact of language features on the purpose of the text and its influence on the audience.



KNOW

What do you plan for students to know by the end of the lesson?

Yea 4/ Group 1Students will know language techniques used during this era and how it will impact their target audience. Students will also gain knowledge of key historical facts.

Year 5/ Group 2Students will know how to create an informative and persuasive newspaper article.

Year 6/ Group 3Students will know how develop ideas by holistically investigating the facts.

DO

By the end of the lesson, how will students show what they have learnt?

Yea 4/ Group 1Students will use a brainstorm template to plan their ideas for the task.

Year 5/ Group 2Students will record the requirements of a newspaper article in their workbook.

Year 6/ Group 3Students will organise their ideas into a “pros and cons” chart to develop ideas.

Lesson: 1 Focus student: Dyslexia

Materials needed

Internet access on a large screen Computers Pencil and pens KWL template (Appendix 1) Excerpt from focus book: p.8-9 Brainstorm template Pros and Cons chart Jar of pop sticks with student names on them Range of texts including:

Dugan, M. (1992). The Gold Rush Era. Australia: Macmillan



Education. Morrissey, D. (1986). The Golden Years. South Melbourne:

Macmillan. Parry, A. (2007). Gold Rush Journeys. South Yarra Melbourne:

Macmillan Library. Parry, A. (2007). Riots, Robberies, and rebellions. South Yarra

Melbourne: Macmillan library.

Time allocation10 minutes

30 minutes

Instructional activitiesOrientation with whole class

Introduce topic by showing students an introductory video on the Australian Gold Rush. Watch from 0:19-0:45 seconds: http://www.abc.net.au/btn/story/s2823680.htm

Provide each student with a KWL chart (What I Know? What I Want to Know? What I Learned?) and ask students to form groups of 3 or 4 (or in their table groups) and share what they know about the Australian Gold Rush. Fill in the first 2 columns.http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf

Regroup as a class and ask each group what they wrote in the K and W columns.

Teacher will record examples on the board.Group 1

Provide students their task in written format, introducing the focus task: Imagine you have been asked to create an advertisement to recruit diggers to come to Australia- Part 1-Plan.

Students are to use this lesson to plan how they will go about this task.

Give students an excerpt from the focus book. Students will pair up and read to one another. Get students to discuss what it may have been like to be living in

this era? What was the importance of gold? And why do you think people wanted to come?

Ask students to brainstorm the following: What language techniques would be used in an advertisement? What language would have been used during that era? What would be the layout and format of the advertisement look like based on what they know about that era?

http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf

http://www.abc.net.au/btn/story/s2823680.htm



Students are to record their brainstorm in their language workbooks using the brainstorm template: http://images2.pics4learning.com/catalog/w/web.png

Group 2 Provide students their task in written format, introducing the

focus task: Imagine you have been asked to write a newspaper article reporting on life in Australia during the Gold Rush- Part 1-Plan.

Provide students with a variety of books and websites including: http://www.sl.nsw.gov.au/discover_collections/history_nation/gold/ , http://australia.gov.au/about-australia/australian-story/austn-gold-rush and http://www.sbs.com.au/gold/

Ask students to use the selected resources and discuss with the person next to them: why would people like to come to Australia for the Gold Rush? How would it benefit them?

Ask students to research online and answer the following questions:

What are the key elements of a newspaper?What language features does a newspaper have?What would be the layout and format of the newspaper?

Ask students to brainstorm their language work books. Using separate pages for the Gold Rush information and the newspaper element information.

Brainstorm templates may be used if it is required by students.Group 3

Provide students their task in written format, introducing their focus task: Pairs must write each other the letter regarding the Gold Rush. Person 1 must write addressing the pros and persuading the other to come to Australia and person 2 must write a letter addressing the cons and why it would not be wise to go to Australia for the Gold Rush- Part 1 – Plan

Provide students with a variety of books and websites including: http://www.sl.nsw.gov.au/discover_collections/history_nation/gold/ , http://australia.gov.au/about-australia/australian-story/austn-gold-rush and http://www.sbs.com.au/gold/

Ask students to work in pairs and discuss the pros and cons of coming to Australia for the Gold Rush. Record pros and cons in

http://www.sbs.com.au/gold/

http://australia.gov.au/about-australia/australian-story/austn-gold-rush


http://www.sl.nsw.gov.au/discover_collections/history_nation/gold/


http://www.sbs.com.au/gold/





http://images2.pics4learning.com/catalog/w/web.png



chart: http://www.studenthandouts.com/pros2.pdf (Students are not to select who is doing the pros and cons till lesson 2).

Get students to research persuasive writing techniques and what is required in a formal letter.

5 minutes Lesson closure (How will you draw the lesson to a close?) Bring students together and ask them to fill in the last column in their KWL chart. Pick out names of students from a jar of pop sticks and ask student to say one thing they have learnt about the Australian Gold Rush, the task they are doing and one persuasive language technique they plan to use. Randomly select 10 students. Get students to glue in their KWL chart into their workbooks.

http://www.studenthandouts.com/pros2.pdf



Bibliography

Australian Curriculum, Reporting and Assessment Agency [ACARA]. (n.d.).The Australian Curriculum. English. v7.1.http :// www.australiancurriculum.edu.au/english/curriculum/f- 10?layout=1

Aladwani, A. M., & Al Shaye, S. S. (2012). Primary School Teachers' Knowledge and Awareness of Dyslexia in Kuwaiti Students. Education, 132(3), 499-516.

Davis, R., & Braun, E. (2010). The Gift of Dyslexia, Revised and Expanded: Why Some of the Smartest People Can't Read...and How They Can Learn. New York: The Berkey Publishing Group.

Dowson, R. (2004). Dyslexia—The Least Known, Most Common Learning Disability. The Alberta Teachers’ Association, 84(1), 1-5.

Hocking, G. (2005). Hocking, G. (2005). Australia in history: the rush to gold - a world turned topsie-turvey. NSW: Waverton Press.

Lawrence, D. (2009). Understanding Dyslexia A Guide for Teachers and Parents. Berkshire: Maidenhead McGraw-Hill Education .

The International Dyslexia Association. (2007). IDA Fact Sheets On Dyslexia and Related Language-Based Learning Disabilities. Retrieved from The International Dyslexia Association: http://www.interdys.org/FactSheets.htm

http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1





Appendices Appendix 1

Appendix 2



Lesson: 2

Year levels: 4-6



Hocking, G. (2005). Australia in history: the rush to gold - a world turned topsie-turvey. NSW: Waverton Press.Modes: Listening, Speaking, Reading, viewing, writing, creating

Student with disability: Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that surfaces at a young age (Passmore, 2014). Barkley (as cited in Carpenter & Thompson, 2011) defines ADHD is a developmental disorder that effect an individual’s ability to regulate thus affecting their ability to pay attention. Features of this disorder include a combination of hyperactivity and impulsivity or just hyperactivity or just impulsivity (Selikowitz, 2009).

The student with ADHD has been placed in Group 2 (Year 5). This student has been diagnosed with ADHD with strong symptoms of hyperactivity. This in turn impacts on the individual’s ability to focus in class. The following strategies will be put in place to create an inclusive classroom for this student. Various teaching strategies will be implemented during the following lesson and will be highlighted in the lesson plan in blue.

Clear expectations: At the beginning of the class the teacher will make clear expectations of how students should work and how they should behave. Students with ADHD work well when they have a clear idea of their limits that are to work within (Carpenter & Thompson,2011).

Break complicated task into smaller segments: Activity is given in steps so that the student may focus on one thing at a time will not be overwhelmed or overstimulated (Wheeler,2010).

Covering up worksheet: Student will be given an A5 piece of paper to use to cover up section of the worksheet template they are not using. This will in turn stop distraction and focus the student to concentrate on the activity at hand.

Teacher notes: This is the second English lesson using the focus text. In the previous lesson students explored the Gold Rush and persuasive language techniques. The following lesson will build upon the knowledge of the students from the previous lesson. As the activities are occurring simultaneously, the teacher will walk around the class to observe and answer question students may have. The teacher will start from Group 2 then work their way to Group 3 and then Group 1.



UNDERSTAND

What concepts or big ideas can be transferred/ applied to other contexts?

Yea 4/ Group 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)Students will understand the importance of drafting a text with purpose and write with a growing understanding of various text structures and linguistic elements.

Year 5/ Group 2Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)Students will understand the significance of drafting a written piece with different language features and text structures and how thorough planning will impact on the purpose and on different readers.

Year 6/ Group 3Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)Students will understand the importance drafting a persuasive text and the impact of language features on the purpose of the text and its influence on an audience.KNOWWhat do you plan for students to know by the end of the lesson?

Yea 4/ Group 1Students will know how to apply language techniques used during this era and organise ideas.

Year 5/ Group 2Students will know how to draft an informative and persuasive newspaper article.

Year 6/ Group 3Students will know how develop a draft by organising information they have collected.



DOBy the end of the lesson, how will students show what they have learnt?

Yea 4/ Group 1Students will use knowledge of the Gold Rush collected from last lesson students and begin drafting their advertisement.

Year 5/ Group 2Students will use a template to draft their newspaper.

Year 6/ Group 3Students will use a persuasive letter template to draft their persuasive letter.

Lesson: Focus student: Attention Deficit Hyperactivity Disorder (ADHD)

Materials needed

Student workbooks Internet access Computer Information sheet on advertising techniques A4 sheets of white paper Newspaper template (Appendix 1) Newspaper Writing guide (Appendix 2) persuasive letter worksheet template persuasive letter template Pens and pencils

Time allocation

Instructional activitiesOrientation with whole class

The teacher will begin with a review of the previous lesson. Teacher will talk about class expectations. Ask students to open their workbooks and discuss with the person

next to them their KWL charts they completed last lesson and either their brainstorm template, pros and cons chart or notes they took from the previous lesson

Inform students that they will be moving on with their task and begin to draft their focus task (advertisement, newspapers, and persuasive letter).

Discuss the importance of drafting and its purpose and give instructions for activities for each group.

Ask students to gather in their groups and begin.



Group 1

Students will be shown examples of advertisements from the focus book on page 7 and http://upload.wikimedia.org/wikipedia/commons/thumb/c/c7/Advertisement_1835.jpg/220px-Advertisement_1835.jpg .

Students will be given an information sheet on advertising techniques: http://www.admongo.gov/_pdf/curriculum/FTC_Student_Worksheet_2.pdf

Using their knowledge of the Gold Rush collected from last lesson students are to begin drafting their advertisement on a white A4 sheet of paper.

Group 2 Provide newspaper articles to students. Ask them to review notes taken from the previous lesson; also get

them to review notes and examples of when they learnt how to write a newspaper article. (This was addressed in previous lessons subsequent to the Gold Rush topic)

Provide newspaper articles to students as prompt to refresh memory. Students will be given a newspaper template where they will apply

their planning from the lesson before; they will also be given a newspaper writing guide: http://www.primaryresources.co.uk/english/englishD10.htm

Students will use the template to draft their newspaper.Group 3

Students will be asked to review notes on their persuasive letter writing that they did earlier this term.

Pairs must decide who is doing the letter for the pros and who is doing the letter for the cons.

Provide persuasive letter worksheet template for students to transfer their ideas from lesson 1. Students are to use this to as a guide to consolidate their ideas: http://www.primaryresources.co.uk/english/pdfs/15pers1.pdf

Once students have done this ask them to read thought it with their partner.

Upon completion students are to collect a persuasive letter template and use this template to draft their persuasive letter:http://www.primaryresources.co.uk/english/pdfs/15pers2.pdf

Lesson closure (How will you draw the lesson to a close?) Bring class together

http://www.primaryresources.co.uk/english/pdfs/15pers2.pdf

http://www.primaryresources.co.uk/english/pdfs/15pers1.pdf

http://www.primaryresources.co.uk/english/englishD10.htm

http://www.admongo.gov/_pdf/curriculum/FTC_Student_Worksheet_2.pdf

http://www.admongo.gov/_pdf/curriculum/FTC_Student_Worksheet_2.pdf

http://upload.wikimedia.org/wikipedia/commons/thumb/c/c7/Advertisement_1835.jpg/220px-Advertisement_1835.jpg

http://upload.wikimedia.org/wikipedia/commons/thumb/c/c7/Advertisement_1835.jpg/220px-Advertisement_1835.jpg



Get them to form groups of 3 or 4 and discuss and describe their draft



Bibliography

Australian Curriculum, Reporting and Assessment Agency [ACARA]. (n.d.).The Australian Curriculum. English. v7.1.http :// www.australiancurriculum.edu.au/english/curriculum/f- 10?layout=1

Carpenter, L., & Thompson, R. (2011). Chapter 7: Supporting Behaviour Change. In M. Hyde, L. Carpenter, & R. Conway, Diversity and Inclusion in Australian Schools (pp. 137-168). Melbourne: Oxford Univeristy Press.

Passmore, S. (2014). The ADHD Handbook What Every Parent Needs to Know to Get the Best For Their Child. NSW: Exisle Publishing.

Selikowitz, M. (2009). ADHD. Oxford: Oxford University Press .Wheeler, L. (2010). The ADHD Toolkit. London : SAGE Publications .






AppendicesAppendix 1

Appendix 2



Appendix 3

Appendix 4



Lesson: 3

Year levels: 4-6



Hocking, G. (2005). Australia in history: the rush to gold - a world turned topsie-turvey. NSW: Waverton Press.Modes: Listening, Speaking, Reading, viewing, writing, creating

Student with disability: Asperger Syndrome

Asperger Syndrome (AS) is known as a neurological disorder characterised by features that include poor social skills, repetitive behaviours and communication issues (Carpenter &Thompson, 2011). Students with AS may have a good verbal intelligence, however, often struggle with the social use of language (Carpenter & Thompson, 2011).

The student the AS is high functioning and highly intelligent. They have been put into Group 3 (Year 6). The activities required in group 3 incorporate group work which is often difficult for this student. The following modification will be made to help this student succeed. Various teaching strategies will be implemented during the following lesson and will be highlighted in the lesson plan in yellow.

Location: Group work will be conducted in the corner of the classroom away from the other groups so that there is not a sensory overload (Spencer & Simpson, 2009).

Interests: The student with AS has an interest in History, by dividing the group into smaller groups, the student with AS will be given an opportunity to share their knowledge whilst modelling the “go- round” concept which allows everyone to have a turn speaking (Spencer& Simpson, 2009).

Peer tutoring: Whilst student with AS will be working in a group they will be paired with another student, who they are familiar with. This student will help the student with AS with on- task behaviour and help them with social interaction (Pierangelo & Giuliani, 2012).

Teacher notes: This is the third English lesson using the focus text. In the previous lesson, students drafted their focus task (advertisement, newspapers, persuasive letter). This following lesson will follow on from the last lesson and students will focus on publishing their work. Students will be required to finish their piece of work, if they do not finish it during this lesson they will be given time to finish it during another lesson. Those who finish first will be directed to an interactive online activity http://www.myplace.edu.au/TLF_resources/L702/description.html. Prior to this lesson student have learnt how to use the computer programs listed in the lesson plan.

http://www.myplace.edu.au/TLF_resources/L702/description.html



UNDERSTANDWhat concepts or big ideas can be transferred/ applied to other contexts?

Yea 4/ Group 1Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)Students will understand how to compose a text with purpose and write with a growing understanding of various text structures and linguistic elements.

Year 5/ Group 2Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)Students will understand the use of different language features and text structures and how thorough planning will impact on the purpose and on different readers.

Year 6/ Group 3Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)Students will understand the features needed in a persuasive text and how different linguistic elements will impact on the purpose of the text and its target audience.KNOWWhat do you plan for students to know by the end of the lesson?

Yea 4/ Group 1Students will know persuasive language techniques to create an advertisement.

Year 5/ Group 2Students will know how to create an informative and persuasive newspaper article.

Year 6/ Group 3Students will know how to create a persuasive and informative letter.

DOBy the end of the lesson, how will students show what they have learnt?



Yea 4/ Group 1Students will employ persuasive language to create a period advertisement to target diggers to come to the Gold Rush.

Year 5/ Group 2Students will write a newspaper article about the Gold Rush.

Year 6/ Group 3Students will write about either the pros or the cons of coming to the Gold Rush in a persuasive letter.

Lesson: Focus student: Asperger Syndrome

Materials needed

Workbooks Computer access with Microsoft Word and Microsoft Publisher Pens and Pencils

Time allocation Instructional activitiesOrientation with whole class

The teacher will begin with a review of the previous lesson. Inform students that they will be finalising their piece of work

today, those who finish early will go to an interactive online activity http://www.myplace.edu.au/TLF_resources/L702/description.html and those do not finish in this lesson will be given time in another lesson.

Teacher will give instructions to the class for each group. Ask students to gather in their groups.

Group 1 Student will refer back to the templates and brainstorms they

created in the past 2 lessons. Ask students to review their work and make any additional

changes. Have students log onto the computers and access Microsoft

Word Publisher. They are to use this program to create their advertisement. Students need to incorporate a range of persuasive texts and

their advertisement must be relevant and appropriate.





Group 2 Students will refer back to their draft newspaper. Students are to pair up with someone from group 2. In their

pairs, each students will take turns in reading their draft and giving each other constructive feedback.

Students will make any alterations they think is necessary. Have students log onto their computers and access Microsoft

Word. Using their hand written draft as a basis, students are to use

Microsoft Word to create their newspaper article.Group 3

Students will refer back to their persuasive letter template. All students writing letters for the pros of coming to the Gold

Rush and all the students writing letters for the cons of going to the Gold Rush will become two separate groups.

In their groups students will take turns sharing their letter and members of that group will provide constructive feedback.

Once everyone has received feedback students will log onto a computer and work individually.

Students are to access Microsoft Word and are to create their percussive letter.

Lesson closure (How will you draw the lesson to a close?) Ask students to gather back into the classroom and log off the computers. Students who have finished in each group will give a very brief presentation of their finished work. Those who have not finished their work will be given time over the week to complete the rest of their task.



Bibliography

Australian Curriculum, Reporting and Assessment Agency [ACARA]. (n.d.).The Australian Curriculum. English. v7.1.http://www.australiancurriculum.edu.au/english/curriculum/f- 10?layout=1

Carpenter, L., & Thompson, R. (2011). Chapter 7: Supporting Behaviour Change. In M. Hyde, L. Carpenter, & R. Conway, Diversity and Inclusion in Australian Schools (pp. 137-168). Melbourne: Oxford Univeristy Press.

Pierangelo, R., & Giuliani, G. ( 2012). Teaching Students with Autism Spectrum Disorders. New York: Skyhorse Publishing.

Spencer, V., & Simpson, C. (2009). Teaching Children With Autism in the General Classroom : Strategies for Effective Inclusion and Instruction. New York: Prufrock Press.




Documents

Assignment 2: Lesson Plan€¦ · Web viewNon-fiction focus text: Hocking, G. (2005). Australia in history: the rush to gold - a world turned topsie-turvey