EDLA 309 Assessment Task Three

Name: Gehan Haidar Student Code: S00119462 Word count: 1890

Unit of work (KLA/ Stage & Specific title):Human Society and Its Environment (HSIE)

History unit of work: “Australia as a Nation”

Stage 3, Year 5 class from South Eastern Sydney made up of many immigrant students (high numbers of EAL/D students).

Content area outcome to be addressed (include code and full outcome)HT3-4: describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples

HT3-3: identifies change and continuity and describes the causes and effects of change on Australian society

Summary of content (skills, knowledge & understanding) relevant to outcomeBy the end of the five consecutive lessons, students will be able to reason on the many inquiry questions related to the outcomes HT3-4 and

HT3-3 such as how Australian society changed through the twentieth century and as to what contributions to Australian society have been

made by certain individuals and/or groups such as Indigenous people like David Unaipon. The main skills that students will explore and gain

understanding through the historical content include: perspectives and interpretations, analysis of sources, comprehension, explanation and

communication and perspectives and interpretations. Thus, students by the end of the lessons below will be able to distinguish between terms

such as continuity and change, significance, perspectives and cause and effect.

RationaleThis literacy program assists to cater for a wide range of language and literacy skills within the ‘Australia as a nation’ History unit. Gibbons

(2009) intellectual practices that are reflected in the designing and making of the 5 lessons include intellectual practice 4: “students engage in

substantive conversations”, include intellectual practice 6: “students take a critical stance towards knowledge and information” and include

intellectual practice 1: “students engage with the key ideas and concepts of the discipline in ways that reflect how ‘experts’ in the field think and

reason” (Gibbons, 2009, p. 21-28). Thus, from the development of intellectual practices in classrooms ELLs are able to obtain the support

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needed to excel within an environment of intellectually challenging instructions and scaffolds (2009). Scaffolding is enforced in the activities as

the dual notion of “high challenge “and “high support” is of most importance for all students as they need instructional guidance within a

balanced literacy program (2009, p.2). The teaching and learning cycle (also known as the curriculum cycle) stages; building the field, modeling

the genre and joint construction are explored through lessons 3 and 4 (Gibbons, 2009, p.115). The fiction text My Place by Nadia Wheatley as

well as three other factual texts mentioned in the lessons below will assist the jointly constructed exposition lesson as well to assist with

differentiation of fiction and non-fiction texts. Williams (2002) emphasises that it is unrealistic to presume ELLs are familiar with the language

especially when an independent activity is set. Therefore, it is crucial that when students are asked to produce a written text such as the

interview script (lesson 2) or exposition (lesson 4) that they understand the social purpose, structure and particular language features required.

Acevedo and Rose (2007) present the importance of the reading to learn program for students with low levels of literacy development and

achievement so that outcomes are achieved. The lessons below attempt to teach all modes within a History context with a focus on conjunctions,

topic sentences, evaluative and emotive language.

Lesson Plan: Lesson 1

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Lesson aims and activities This lesson focus will be on the significant contributions certain individuals have made to the development of

Australian society. A whole class discussion through ‘The last word’ activity will be held on David Unaipon, a

well known Australian political figure whom the students know about (Gibbons, 2009, p.98). The non-fiction

text Heroes of the Aboriginal struggle by Alex Barlow and Marji Hill (pages used 22-24) will be used.

Language To state clear and effective sentences (looking at simple-complex sentences)

Key historic words such as; best-known Aborigines, success, represents, great respect, inventor and

succeeded.

Written-like language will be enforced to challenge and encourage students to extend their language

use.

Teaching/ learning strategies To recap on David Unaipon, shared reading of the set pages chosen from the non-fiction text Heroes of

the Aboriginal struggle will utilise the reading and viewing mode as students need to be able to choose

aspects that they can expand upon.

The talking and listening mode is crucial as “The last word’ requires students to listen to others before

they give their own opinion which is usually the opposite of what happens in normal class discussions.

Students working in groups of four so that peer scaffolding is catering for the less confident speakers.

Students will be encouraged to use non-verbal cues as they speak such as nodding when in agreement,

smiling and making eye contact.

Whole class debrief discussion (Gibbons, 2009, p.69)

Assessing student learning According to Fletcher (2006) student self assessment and peer assessment is a “valuable tool in monitoring

students’ own perceptions of themselves as learners” (p.74). Allows the teacher to see students own insights

into learning as well as how they reflect on the activity through the debrief (EN3 – 2A)

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Lesson Plan: Lesson 2

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Lesson aims and activities Moving on from the prior lesson students working in pairs will be devising an interview in the form as a

recorded dialogue script between an interviewer and David Unaipon for a radio broadcasting channel.

Language Teacher will explain to students how variations in the spoken language vary in relation to the context

(GCSE English Language, 2012).

Technical language: refer to the GCSE English Language (2012, p.8-9) table of commonly use

transcript codes/symbols. Link in reference list below.

looking at dialogue- present tense form

Teaching/ learning strategies The writing and representing mode will first be modelled to students through a David Unaipon YouTube clip

as it provides students with a visual appeal to what interviews consist of for eg; breaks and pauses between

questions and types of questions asked (link in references list).

Have students write out a basic script outline (paired work, no need to model as students have written

up scripts before yet, a recap may be necessary)

Whole class based Word wall of simple concepts that allow students to describe and analyse the script

they will be writing about. Such concepts may include the context of opened-ended questions (how do

you think Unaipon would have addressed his responses), the accent, performing pauses to allow the

speaker to think and the dialect being used (formal, calm tone?, present tense).

Students will be exploring ICT usage to record their interviews (note students may not be able to record just

yet). iPads will be used where students will be able to practice how their tone, clarity and sound should be like-

presenting mode. Modeling of open-ended questions and the importance of sequencing them.

Assessing student learning Formally and summatively measured: enables demonstrated outcomes to be collected systematically. To assess

students as they plan and devise their interview transcripts looking for a sustained awareness of how spoken

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language is used, selected and adapted (EN3 – 2A, EN3–1A, EN3 – 3A)

Lesson Plan: Lesson 3

Lesson aims and activities (Curriculum cycle stage; Building the field and modeling the genre)

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A critical and social approach to reading will be explored with students with the fiction text My Place by Nadia

Wheatley. This lesson will be on building the field of continuity and change along with modeling the genre of

expositions. (Refer to Appendix 2 for further details). ‘Word wall’ and the Burger layout guide will be used to

model the genre (Refer to Appendix 1).

Language Language focus on continuity and change.

Word splash; evaluative language, connectives (indicating time), and topic sentences

Terminologies from My place that overlap with the History unit include migration, convict, slavery, the

making of agriculture/farms and Aboriginal people.

The Literary Secretariat Paper (2001) will be used to model a sample argument in preparation for the

lesson below (Appendix 3)

Teaching/ learning strategies Open-ended questions that encourage students to take a critical stance towards the text My Place to

assess comprehension of the texts’ meaning, grammar and vocabulary in relation to continuity and

change (Gibbons, 2009, p.99).

During- reading activities proposed by Freebody and Luke (1990, as cited in Gibbons, 2009) such as

pause and predict and after-reading activities like the Venn diagram which allows students to draw on

reader roles where they gain a deep focus on the text’s information allowing room for classification of

text types.

Modeled approach: Social purpose of an argument is to persuade the reader to agree with a claim

(Gibbons, 2009, 111). Gibbons analytical genres section on expositions/arguments (2009, p.176). Word

wall on what text connectives and evaluative language is.

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Shared reading; exploring the framework of images in My Place that support the maps drawn showing

concepts or ideas rather than actions in the way which creates a relationship between the viewer, the

image and the image maker.

Burger exposition layout guide: visual diagram of argument stages (appendix 1)

Assessing student learning Anecdotal notes and observation of students during the reading activities as well as the word wall for

exposition requirements. Venn diagrams will be shared with the class looking for how effectively students are

able to compare and contrast fiction and non-fiction texts (EN3 – 6B, EN3–1A)

Lesson Plan: Lesson 4

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Lesson aims and activities (Curriculum cycle stage; joint construction)

Teacher and students will collaboratively construct an exposition/argument through joint construction (shared

writing) on whether Australian society has changed overtime? Has equal treatment of Indigenous communities

(such as the stolen generation) become evident in terms of equity and fairness? Students will use the

knowledge gained above on the struggle for human rights especially from the Stolen generation.

Language Key points for writing effective expositions (refer to lesson 3 and appendix 3).

History vocabularies that will form the basis of the exposition include continuity and change, cause and

effect, human rights and inequality.

evaluative vocabulary, topic sentences (Refer to lesson 3 language needs)

Teaching/ learning strategies Oral engagement; developing key knowledge of the topic which is on the stolen generation; through an

exposition. The writing mode is used in this lesson here, so that students are aware of what components

are needed when writing an exposition.

Joint construction: ‘thinking aloud’, what sounds right, what could be changed, synonyms, proof

reading looking for punctuation, effective conjunctions to sequence arguments/ideas.

Scaffolding: giving examples of creative language features that express emphasis.

All Factual texts stated above including Barlow and Hills’ Bosses Ourselves to further support their

views on the topic.

Assessing student learning Ongoing assessments will be undertaken during joint construction such as observation of all students

(anecdotal notes; how well they have participated, understood the main content and information needed to back

up their point), questioning (open-ended, why do you think that?) and purposeful roving of all students. (EN3 –

6B, EN3 – 5B, EN3 – 2A)

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Lesson Plan: Lesson 5

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Lesson aims and activities This lesson will model the analysis of academic language. Students will engage with the making of a dictogloss

(Gibbons, 2009, p.66). This activity will provide further content knowledge on ATSI peoples struggles for

human rights for the last two stages of the teaching cycle in future.

Language Write short summary texts with effective cohesion

To write in a more formal manner rather than in the spoken-like language where students are then able

to consistently and appropriately use technical language when needed

To be able to identify what the key ideas in a text are, that is; how to summarise texts without re-

wording.

Specific vocabulary from the factual text includes injustices, petitions and activists.

Teaching/ learning strategies 3 paragraphs from Trish Alberts Fighting for Rights text (2009, p.3, p.22).

Identifying paragraph parts: topic and final sentences (Gibbons, 2009, p.98)

Language analysis Understanding that passages read come from an informative, clear and direct factual

text.

Collaborative group work and writing in third person.

Assessing student learning This lesson will assess students through ongoing assessment. Observational checklists as students engage and

cooperate in the dictogloss activity. This may allow the teacher to identify weaknesses faced by some students.

With regards to the final summaries presented on A3 paper students will be engaged in a peer-assessment

based upon jointly derived criteria for activity completion. Teacher will analyse who satisfactorily identified

relevant key information and presented them in new formats and structure (EN3–1A, EN3 – 6B).

ELLs overall During lessons 3-4 the curriculum cycle stages 1-3 are used whilst stages 4-5 of the cycle will be present in future lessons to

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support summary in all five lessons.

come. The use of this cycle is crucial as ELLs face grammatical challenges with genres such as exposition/argument writings

(Gibbons, 2009). Therefore, through both modeling the genre and in joint construction all students are able to understand the

“purpose, organization and language features” of an exposition (2009, p.113). In lesson 3 the fiction text My Place and the

factual texts stated above as well as utilising the socio-cultural approach to learning broaden students’ literacy abilities as an

emphasis is placed on the use of conjunctions, evaluative and emotive vocabulary and topic sentences. ELLs have the

opportunity to work with native English speakers thus ensuring substantive conversations are sustained. Hence, all activities

improve ongoing interaction between peers but especially with ELL’s as they may feel at ease where peer scaffolding is present.

References

Acevedo, C & Rose, D. (2007). Pen 157 Reading (and writing) to learn in the middle years of schooling. Australia: PETA

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Alberts, T. (2009). Fighting for Rights. Melbourne: Pearson

Barlow, A & Hill, M. (1987). Heroes of the Aboriginal struggle. Melbourne: Macmillan

Barlow, A & Hill, M. (2006). Bosses Ourselves. Victoria: Heinemann

Colamn, P. (2007). A new way to look at literature: A visual model for analysing fiction and non-fiction texts. Language Arts 3, (84). Retrieved fromhttp://education.illinois.edu/smallurban/chancellorsacademy/documents/Visualmodelforanalyzingtext_colman.pdf

Courcy, M., Dooley, K., Jackson, R., Miller, J & Rushton, K. (2012). Teaching EAL/D Learners in Australian Classrooms. Australia: PETAA

Fletcher, M. (2006). Pen 154 Embedding assessment in the middle years. Australia: PETA

GCSE English Language. (2012). Studying Spoken Language: Variations, choices, change in spoken language. Retrieved October 14, 2013 from http://www.wjec.co.uk/uploads/publications/12950.pdf

Gibbons, P. (2009). English learners, academic literacy and thinking. Portsmouth, N H: Heinemann.

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Jimtrim100. (2012, July 3). David Unaipon Interview - Secondary OP. [Video file]. Video posted to http://www.youtube.com/watch?v=vbWe8GTc29U.

Literary Secretariat (2001). Engaging in and Exploring Persuasive Writing. Retrieved October 13, 213 from http://www.decd.sa.gov.au/accountability/files/links/link_156373.pdf

NSW Board of Studies. (2012).Human Society and Its Environment. Modules. Sydney: Board of Studies. Retrieved October 17, 2013 from http://leo.acu.edu.au/pluginfile.php/623606/mod_resource/content/1/history_s3_sampleu2.pdf

Sheppard, B. (2005). Timeline Australia; Book 4 1965-2005. Victoria: Binara

Wheatley, N. (1987). My Place; The story of Australia from now to then. Victoria: Collins Dove

Williams, M. (2002). Pen 136 In the past…I was clue less; Writing scary stories in the middle school. Australia: PETA

Appendix

NSW English K-10 Syllabus: Stage 3

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Outcomes Content Learning ActivitiesObjective A: Communicate through speaking, listening, reading, writing, viewing and representing

EN3 – 2A: Composes, edits and presents well-structured and coherent texts

explore and analyse the effectiveness of informative and persuasive devices in text

understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language

compose imaginative and informative texts that show evidence of developed ideas

Students engage in making an interview transcript on their knowledge of David Unaipon. (Refer to lesson 2)

Students engaging in a discussion through a word wall activity on the requirements needed in expositions/arguments. Looking at persuasive and evaluative language, simple-complex sentences and connectives that indicate time (sequence of their arguments) (Refer to lesson 3 and 4)

Joint construction of Indigenous peoples struggles for human rights. (Refer to lesson 4)

Engage in ‘the last word’ activity (Refer to lesson 1)

EN3 – 3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

understand how texts vary in purpose, structure and topic as well as the degree of formality

compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

analyse how text structures and language features work together to meet the purpose of a text

understand that the starting point of a sentence gives prominence to the message

Students learn and engage with the structure and requirements of writing a transcript. Looking at the language for eg; dialogue speech marks, certain keys/symbols to indicate who the interviewer/interviewee is (Refer to lesson 2).

Students compare the presentation of key concepts/ideas from the fiction text My Place with the non-fiction text Timeline Australia based timeline formats.

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Outcomes Content Learning Activitiesin the text and allows for prediction of how the text will unfold

recognise evaluative language, including emotive language and modality

navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

summarise a text and evaluate the intended message or theme

EN3–1A:Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

Students design, make and construct an interview with David Unaipon, an Aboriginal Australian politician. Students are given time to rehearse their interviews, are well aware of the types of questions needed to suit the intended audience as well as clarity (Refer to lesson 2).

Evaluates between fiction and non-fiction texts through a whole class discussion (Refer to lesson 3)

Share their thoughts on the set exposition topic stated in lesson 4 as well as stating their view with the content knowledge gained from the factual texts as relevant support.

Share information and evaluate their summaries in the ‘dictagloss’ activity (Refer to lesson 5)

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Outcomes Content Learning ActivitiesObjective B: Use language to shape and make meaning according to purpose, audience and context

EN3 – 5B: Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

understand the uses of objective and subjective language and bias

Contribute in the discussion analysis of expositions and what is required of them in terms of persuading the reader. Will be done through joint construction (Refer to lessons 3 and 4)

Are able to critically asses and judge the types of information presented in My Place with Timeline Australia. Further, engaging in a joint construction of an exhibition on Indigenous peoples struggles for human rights with a focus on emotive language (Refer to lesson 3-4)

EN3 – 6B: Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

understand that language is structured to create meaning according to audience, purpose and context

understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts

investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

experiment with different types of sentences, eg short sentences to build tension and complex sentences to add detail

Word wall and burger exposition model, providing room for discussion on what an effective exhibition looks like as well as joint construction activity (Refer to lesson 3-4)

Constructively joint exposition looking at evaluative language as well as topic sentences and other language devices deemed relevant in persuading(refer to lesson 4)

Engage in the Dictagloss activity (Refer to lesson 5)

sentence structures in Dictagloss so that summaries are altered (Refer to Lesson 5)

thinking aloud (Refer to lesson 4)

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1) Lesson 3-4; Burger layout Exposition Model

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2) Lesson 3: Fiction and non-fiction text comparison discussion/Venn diagram

The factual text Timeline Australia by Barrie Sheppard is a text students are familiar with. As My Place is also set in the form of a timeline students will be given the opportunity to recall on any similarities or major differences evident between them both. A discussion will be held on the types of information presented, the structure and format of the text such as the layout of the print, visuals and navigation around the texts.

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Students will also be encouraged to think of the type of information presented with in each text that differentiates it from being a fictional to a non-fictional text. A Venn diagram will be completed by students looking at what is fiction and non-fiction.

The following table by Colman (2007) provides a visual for analysing fiction and non-fiction texts which can be used to differentiate between

No Made-up Material1 All Made-up Material

Minimal Information2 Lots of Information

Simple Structure3 Complex Structure

No Narrative Text4 All Narrative Text

No Expository Text5 All Expository Text

No Literary Devices6 Many Literary Devices

Minimal Author’s Voice7 Intense Author’s Voice

No Front/Back Matter8 Copious Front/Back Matter

No Visual Material9 Copious Visual Material

3) Lesson 3: Modelled exposition from Literary Secretariat (2001)

An annotated example of an Argument - Topic: Let’s Stop Homework! Year 5 -7 text. Text Structure

TEXT Language features - examples

INTRODUCTION Many primary schools give their Present Tense: give

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Topic can be introduced with a definition. Position statement follows.

students homework at least two nights a week. Homework is supposed to help students with their learning but does it? There are some good arguments why primary schools should not give their students homework

Rhetorical question tag: but does it?Modality: should not

1st argumentTopic sentence must be an argument. The paragraph is expanded with specific details

Firstly, homework takes away from family time. Students already spend thousands of hours in school and they need to be able to do things with their families such as meal preparation. Also they may have responsibilities to other members of the family such as looking after younger siblings.

Conjunctions to organise- text: Firstly, Secondly, Furthermore, FinallyForegrounding: ‘homework’ is put at the beginning of topic sentencesEvaluative language: thousands of hoursNominalisation: responsibilities

2nd argument Secondly, homework time stops students being involved in sporting activities or other interests like music. Children need time to practice these interests and build their teamwork skills.

Nominalisation: activities, interests

3rd argumentIn this paragraph the argument is extended by bringing in a related idea

Furthermore, homework does not help students with social skills. Children need time outside of school to meet with their friends either face to face or through networking sites. Here they can have rich experiences, learn to be part of social groups and better

Evaluative language: rich experiences, better

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prepare themselves for society

4th argumentIn this paragraph the argument is expanded with an Expert voice ‘

Finally, there is no convincing evidence that homework improves learning. Experts agree that real learning occurs in an interactive classroom where students are engaged happily and work together.

Evaluative language: no convincing evidence, real learning, engaged happily

CONCLUSIONSummary of body of text. NB No new ideasRestate belief/positionRecommendation

It is clear that homework does not result in further learning and imposes on students’ personal and family lives. Time would be better spent building other skills and knowledge outside of school work, and socialising more.Parents of primary school students need to discuss this issue with the schools and recommend to them that homework be stopped.

Modality: It is clear that , would be betterNB Consistent use of simple present (timeless present) tense throughout text.

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