Learning Experience Six

Learning Objective/s

Queensland Curriculum and Assessment Authority

Australian Curriculum


LS 6 (vi) Use words and word groups in complex sentences, including
nominalisations (a process for forming nouns from verbs or adjectives) to
identify or refer to ideas, concepts, people, places and objects and use verb
tenses that locate events in time.

VR 6 (v) - Identify and describe words and word groups that: represent ideas
and relationships in sentences, including extended noun groups and phrases
and extend ideas and show relationships.

VR 6 (vii) - Predict and confirm the meaning of unfamiliar words and decode
them using and combining cues including knowledge about word origins, base
words, prefixes and suffixes.

WC 6 (vi) - Use words and word groups including: noun groups, phrases and
adjectives to create effective, detailed and accurate descriptions, adverbs and
phrases to show time, place and cause and verbs and adverbs to intensify
meanings, expand and sharpen ideas.

WC 6 (x) - Select learning area vocabulary that: adds precision and enhances
meaning.



Understand the uses of commas to separate clauses (ACELA1521).

Understand how ideas can be expanded and sharpened through careful
choice of verbs, elaborated tenses and a range of adverb groups/phrases
(ACELA1523).

Investigate how vocabulary choices, including evaluative language can
express shades of meaning, feeling and opinion (ACELA1525).

Understand how to use banks of known words, word origins, base words,
suffixes and prefixes, morphemes, spelling patterns and generalisations to
learn and spell new words, for example technical words and words adopted
from other languages (ACELA1526).


Classroom Organisation


Assessment

Differentiation/Adjustments

- Direct instruction.
- Cooperative learning
groups.
- Rotations.
- Whole class discussion
and reflection.

Formative Assessment: Questioning, observations and
class discussions, will assist with the assessment of
understanding throughout the rotations.



- Guided with explanations and demonstrations.
- Visual representations, body language and hand
gestures.
- Direct instruction and modelling.
- Cooperative learning groups.
- Four parents and/or teacher aides; to assist with
rotations, support and assistance.


Learning Experience Sequence


Learning Experience Duration:
90 Minutes

NOTE: Prior to lesson commencement, Educator is to write instructions and outline expectations on the
blackboard/whiteboard/smartboard for the class to reference throughout lesson duration.

- 15 Minutes: Educator is to introduce lesson content; explaining that there will be four, fifteen minute rotations.
Each station will have a parent and/or teacher aid, which will provide explanations and instructions, while offering
assistance when necessary.

1. Rotation One focuses on students ability to identify different uses of commas in texts and
separate clauses. Students will be directed to two different websites; Interactive Grammar
Punctuation and Comma Chameleon, and we will be required to complete all activities
(Resource Six, Section A).
2. Rotation Two aims to provide students with the opportunity to comprehend that verbs often
represent actions, recognise adverb groups/phrases and prepositional phrases, know that
the simple present tense is typically used to talk about either present states or actions that
happen regularly in the present and understand that there are various ways in English to
refer to future time. Students will be given a variety of words, which will need to be
segregated into groups; verbs, tenses and adverbs, and arranged into creative sentences
adding extra words to form grammatically correct sentences (Resource Six, Section B).



3. Rotation Three focuses on the students ability to identify the ways in which evaluative
language is used to assess the qualities of the various aspects of the work in question.
Students will be provided with an array environmental text, such as newspaper, reviews
and advertisements and required to highlight the evaluative langue utilised throughout
the text (Resource Six, Section C).
4. Rotation Four requires students to spell new words, using banks of known words, word
origins, base words, suffixes and prefixes, morphemes, spelling patterns and
generalisations. Students will be provided with a dictionary and paper, to create and
write as many words within the time frame. The student who creates the most unusual
word, and provides dictionary meaning, wins the challenge.

- 60 Minutes: Once students have an understanding of each rotation (assessed through questioning), they will be
required to commence the rotations. Rotation content will be explained and students will be provided with a
definition, examples and modelling (if necessary). During this time, Educator is to survey and observe student
achievement, assisting where necessary.
- 15 Minutes: After all rotations have been completed, whole class discussion will commence, regarding each
learning experience and concepts integrated. This in turn will prompt a reflection, allowing Educator to assess
understanding and effectiveness of rotation format.