Your sequence of activities will be developed around a model text selected from the folder provided.

Each of the model texts for student writing incorporates an aspect of Aboriginal and Torres Strait Islander histories or cultures, which is one of the cross-curriculum priorities in the Australian Curriculum (http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/overview).

EDEE312 students design the sequence for the primary English learning area.

Your portfolio will consist of 4 parts:

Part A.   Analysis of a text to be used as a model for student writing in your sequence of teaching and learning. (You will select a stage-appropriate model text from the resources provided *).

Part B.   A unit plan for teaching student writing-creating developed around the selected model text.  The plan will include a sequence of teaching, learning and assessment activities, and resources to support student writing-creating at each stage of the genre teaching-learning cycle: building field knowledge, modelling, joint construction and independent construction of text. (Use the template provided).

Part C. A full lesson plan detailing teaching and learning strategies for one lesson in your unit from the building field knowledge OR modelling/deconstruction stage of the teaching-learning cycle. (You may use the template provided).

Part D.   A reference list which provides details of resources included in your unit and lesson plans and other material consulted in preparing your portfolio.

Details for each part

Part A:  Model text 

1. Select one of the model texts from the folder provided which relates to the learning area and stage of your teaching. [* EDEE321: If the texts provided do not match your teaching area or stage, you may choose your own model text.]
2. Analyse the model text using the steps below.  The analysis will help you to identify features of the text for explicit teaching in your learning sequence.
3. a)     Identify the text type and its social purpose
4. b)    Identify and label the stages in the structure of the text.
5. c)     Describe its field, tenor and mode.

• field (i.e. the topic or subject matter, and whether the field is an everyday, technical/specialised, literary or factual domain …)
• tenor (i.e. the kind of relationship between the producer of the text and the audience e.g. intimate, impersonal, judgemental, tentative, authoritative …, and how this positions the reader/viewer)
• mode (i.e. the channel of communication and whether the text is spoken, written, multimodal).

1. d)    Identify the salient patterns in the language and/or images from the text that contribute to the effectiveness of the text in achieving its purpose.  This can include how patterns in language and/or images are used to:

• express ideas: identify grammatical and visual patterns in the choices ofparticipants, processes and circumstances used to create a kind of reality in the text
• connect ideas: identify words (conjunctions) and/or or visual devices that connect ideas in the text, and identify the type of relationships they build between ideas
• interact with the audience: identify patterns of speech functions, how attitudes and feelings are expressed, evaluative language and modality to position audiences to see things in a particular way
• create cohesive and well-organised texts: identify examples of how information is organised at different levels, cohesive devices, such as text connectives, reference chains, word associations, that make the text hang together.

1. e)     Select clear examples of the key patterns in the text that you can use in your teaching and learning sequence and explain how these patterns or features contribute to the success or effectiveness of the text in achieving its purpose.

Part B:  Unit plan for teaching writing / creating

Design a sequence of teaching, learning and assessment activities which includes explicit teaching of knowledge about text and language/image from Part A based on the model text you have selected.  Use the template provided to create your plan.

Your unit plan should include:

1. A unit overview
2. a)     Give your unit a title, state the curriculum learning area/s, stage or year of schooling and decide on the timing of your unit (‘Duration’)
3. b)    Identify the text type or genre focus for writing e.g.Review(‘Writing’)
4. c)     Identify a complementary text for reading or building field knowledge (‘Reading’)
5. d)    Identify the language and/or image features you will focus on e.g.language and visual elements for expressing and evaluating ideas(‘Language focus’)
6. e)     Provide a brief description of the class/student profile. Include the following information: composition of the class, social and cultural backgrounds of the students, student interests and engagement in literacy, students’ strengths and weaknesses – what they already know, any special needs to be accommodated. (‘Teaching context’)
7. f)      Identify relevant curriculum/syllabus outcomes and content for your unit (‘Curriculum content’) i.e. what you intend your students to learned by the end of the unit
8. g)    Outline the assessment tasks for the unit i.e. how you will assess what students have learned during and by the end of the unit (‘Assessment overview’)
9. Sequence of teaching, learning and assessment activities

Design a sequence of teaching, learning and assessment activities to cover all 4 stages of the teaching learning cycle:

1. a)     building field
2. b)    modelling text and context (deconstruction)
3. c)     joint construction and
4. d)    independent construction.

The activities should:

• develop students’ knowledge about language and extend their composing skills
• have an explicit language focus
• be suited to the year or stage of schooling you have selected
• include some adaptations to cater for diverse learner needs
• include assessment tasks, which include informal ways of checking student understanding and progress, and more formal ways of collecting evidence to assess achievement against curriculum/syllabus outcomes (e.g. 2-3 formative assessment tasks and 1 summative assessment task)

Part C:  Lesson Plan

Write one lesson plan detailing a sequence of activities from your unit plan for the first OR second stage of the teaching-learning cycle, i.e. building field knowledge OR modelling/deconstruction of text. Use the lesson plan template provided or one that is suited to your teaching area.

Your lesson should include:

1. a)     A clear purpose or aim for the lesson.
2. b)    A sequence of engaging teaching strategies and learning activities for developing students’ explicit knowledge of text and language/visual features and skills for writing/composing appropriate to the stage in the teaching-learning cycle.
3. c)     Adaptations to support students with different language learning needs.
4. d)    Resources used in the activities to support students’ written and multimodal text composition.

Part D: Reference/resources list (The reference list is not included in the word count.)

Include full referencing details of teaching/learning resources mentioned in your teaching plans as well as sources consulted in preparing this assignment.  Use APA style. Details of this style can be accessed at http://www.une.edu.au/current-students/resources/academic-skills/referencing.