UNIT PLAN OVERVIEW - USING LANGUAGE TO LEARN (EDLA309/EDLA369)
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COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number) Unit Orientation Predicting the information that they think will be contained by only hearing the visual features of the books front cover
Students will get to know straight away what the assessment is (objectives of learning is focus for orientation) 1, 2,
Building knowledge of the field Excursion to the zoo and nature walk around the school.
Provide students with reliable resources to initiate research. 2, 3, 14
8, 9, 16
Utilising the non-fiction focus text Dorling Kindersley. (2011). Animals alive: The fight for survival in the wild. London, England: Author. The unit is centred around the topics of the book. Each new learning sequence of lessons will include reading and exploring of the books features. Also acts as a starting point to investigations (motivation to do extra research) 1, 4, 5, 8, 13, 5
Responding to texts Identifying and analyzing the different language choices that a writer makes. (ACELT1615) How language impacts on the conveyance of the overall message 16, 11, 10,
Exploring texts Analyzing and comparing content from a variety of sources (ACELY1713) 4, 8, 9
Examining texts including: Identify, describe, and discuss similarities and differences between texts (ACELT1616) 4, 15, 19, 9 Text structure and organisation Modelling with the students how to write particular types of texts. Discussing text forms with special consideration of oral presentations Using online organisers to plan and draft text types 6, 7, 9, 10, 11, 18 Expressing and developing ideas How visual features contribute to our understanding of texts and concepts 1, 2, 3, 4, 17, 19 2 COMPONENTS EXPLANATION/DETAILS LEARNING EXPERIENCES (provide the number) Visual and multimodal features of texts Students will watch videos for more visual impact and responds appropriately Using multimodal features themselves 10, 11
18, 4
Extending beyond the focus text including: Utilising government websites for research Imagining they have power to change laws and take greater action than ever expected 5, 7, 9, 16 Creating texts utilising print and multimodal texts Creating texts that utilize extended research (also independent) 8, 9, 13
Assessment
Formative (one strategy and instrument) Create a comic book detailing their journey throughout the unit- what they have learnt- chance for them to show their knowledge so far - Teacher uses observational checklist to determine the additional learning needs of the students 17 Summative (one strategy and instrument) Take on a character role (either zoo keeper/curator of government organization) and present and oral presentation on the helpful work that you do. - Task and criteria sheet - Self evaluation sheet Explanation 2 Doing 20
Significant demonstration of learning. Receptive: listen to discussions, clarifying content and challenging others ideas.
Productive: Using content specific vocabulary as a demonstration of learning
Contribute actively in class in a positive manner( all experiences) 7
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