Esl CM Assignment

ESL Curriculum & Methodology Semester 2, 2014
Unit Plan
Nyasha Kerr 1193949
Contents
Unit Plan
Page 2
ACARA
Page 5
Lesson Plan
Page 7
Formative Written Assessment Task
Page 8
Summative Oral Assessment Task
Page 10
Summative Written Assessment Task
Page 12
Excursion Plan
Page 14
Cleland Wildlife Park ESL Program
Page 15
Excursion Consent Form
Page 16
Reflection
Page 17
UNIT PLAN
Class:
Year 8 English as an Additional
Language or Dialect (EALD)
Unit Focus:
Australian Wildlife
Program Duration:
4 weeks
Language and Literacy Levels:

Most students are at level 7 and
8, but there are two students at
level 6 and one at level 9.
Student Cohort:
Class of 20 students, all
international students or exchange
students. 10 from China, 3 from
Korea, 3 from Japan, 2 from
Indonesia, 1 from Germany, 1 from
Italy.
Most work is therefore targeted

around level 7/8, but to all
extents it is also made accessible
for the level 6 students, and also
open-ended enough to allow the
level 9 student to be challenged.
Desired Learning Outcomes:

Students continue to
develop and improve their
speaking, listening, reading
and writing skills.
Students develop awareness
of diversity of Australian
wildlife and an
understanding of their
environment, whilst growing
their vocabulary in this area.
Students develop their
understanding and usage of
correct grammar,
particularly in the given
focus areas (see below).
Assessment Pieces:
1. Formative Written Task:
Animal Comparison Report
(150-250 words).
2. Summative Oral Task:
Group Kids TV Show
Segment.
3. Summative Written Task:
Individual
Recount/Reflection on
Excursion to Cleland
Wildlife Park (200-300
words).
Grammar:
Adjectives, Superlatives,
Comparatives, Relative Clauses,
Forming Questions.
Vocabulary:
Australian Animals, Habitats,
Describing Words, Classifications
(Mammal, Reptile, etc.).
Genres:
Report, Recount.
Lesson 1
Whole class
brainstorm/discussion name as
many Australian animals as
possible, give as many interesting
facts about these animals as
possible.
Week 1
Distribute Handouts: Australian

Wildlife Vocab List 1. Go through
these words with the class, giving
explanations.
Powerpoint/Worksheet:
Cloze exercises for new vocab.
Images or sentences with blanks
for using the new vocab.
Interactive.
Introduce unit on Australian
Wildlife and upcoming excursion
to Cleland Wildlife Park. Explain
that we will be learning more
about these animals and their
habitats in preparation for this
excursion.
Lesson 2
(SEE LESSON PLAN)
Building the Field
Class brainstorm of adjectives
images of Australian animals
shown on screen. Class calls out
adjectives that describe the
images. e.g. colours, shades,
textures, etc.
Modelling and Deconstruction
Go through Australian Wildlife
Vocab List 2 with class (this list
contains mainly adjectives).
Joint Construction: Pair Work
Describe & Draw
Independent Construction: Cloze
Exercise
End of lesson Vocab Quiz
Handout: Excursion Permission
Form
Week 2
Students are asked to think of one

secret question they would like to
know about an Australian animal.
They put their questions into a box
for later.
Handout: Australian Wildlife
Vocab List 4

Vocab List 5
Grammar Exercise: Continue

Adjectives, Superlatives and
Relative Clauses
Formative Assessment Task:

Students do research for
comparative animal report.
Distribute Formative Written

Assessment Task Handouts
Genre Teaching: What is a

Report? (Introduction, Body,
Conclusion, Structured
Paragraphs, Linking words).
Lesson 3
Vocab List 3
Grammar: (Modelling)
Superlatives and Relative Clauses
e.g. The biggest Australian
mammal is
e.g. The animal which has the
longest tail is
Deconstruction: As a class, work
through a text, identifying use of
superlatives and relative clauses
Pair Work: (Joint construction)
Students are put in pairs with
sentences that contain relative
clauses and superlatives that have
been cut up. Students must work
as a team to re-arrange the
sentences correctly.
Individual Work: Various images
of Australian animals are
displayed at the front of the class.
Students have to use what theyve
learnt to write sentences about
the animals using superlatives and
relative clauses.
Formative Assessment Task DUE:
Handwritten in class. Due at the
end of the lesson.
Reminder: Excursion Permission
Forms due back Lesson 1 next
week.
Week 4
Week 3
Lesson 1
Lesson 2

Vocab List 6
Handout: Australian Wildlife Vocab

List 7
Return Formative Assessment

Work
(Initially non-graded so that
students read their feedback.)
Pairs/Groups assigned for

Summative Oral Assessment Task.
Grammar: Revise how to ask

questions in English (in
preparation for Cleland Guided
Tour). Who What When Where
Why. Invert subject verb.
Subject Verb agreement etc.
Modelling: Example Kids TV Show

clip shown to class (e.g. Backyard
Science or BTN).
Activity: Prepare set of

Australian wildlife questions for
Cleland guided tour.
Deconstruction: Class discussion and

brainstorm to deconstruct the Kids
TV Show segment. Go through the
marking rubric as a class with
respect to the clip investigate each
element of the marking criteria e.g.
enthusiasm, teamwork, audience
appropriateness.
EXCURSION
Class discussion: Post-excursion

debrief reflection on experiences.
Summative Oral Assessment

Task: Students create short
episode of Kids TV Show on
Australian Animals. Groups of 2
or 3.
Group Work: Finish Editing

Summative Oral Assessment Task.
Lesson 3
Whole class Gameshow Quiz:
Review of Australian Wildlife
Vocabulary, Lists 1-7.
Students work in groups to prepare
for their Summative Oral
Assessment Task.
Last minute reminders about the
excursion, what to bring, and being
punctual!
In-class Summative Written

Assessment Task: 200-300 word
recount about the excursion to
Cleland Wildlife Park.
Due at the end of the lesson.

DUE by end of lesson (? Or end of )
Please note that in all instances where an Australian Wildlife Vocab List is introduced, the words and concepts will be
explained and discussed as a class. In this way students will be familiar with these concepts by the time they go on
excursion to Cleland Wildlife Park.
ESL Curriculum & Methodology Semester 2, 2014 Nyasha Kerr
ACARA Cross-Curriculum Priorities

Sustainability
The Sustainability priority provides the opportunity for students to develop an appreciation of the necessity of
acting for a more sustainable future and so address the ongoing capacity of Earth to maintain all life and meet the
needs of the present without compromising the needs of future generations.
This priority will allow all young Australians to develop the knowledge, skills, values and world views necessary
for them to act in ways that contribute to more sustainable patterns of living. It will enable individuals and
communities to reflect on ways of interpreting and engaging with the world. The Sustainability priority is futuresoriented, focusing on protecting environments and creating a more ecologically and socially just world through
informed action. Actions that support more sustainable patterns of living require consideration of environmental,
1
social, cultural and economic systems and their interdependence.
This unit on Australian Wildlife meets the ACARA cross-curriculum priority of sustainability. Throughout the
four week unit both leading up to and during the excursion, students will learn about native animals, their
habitats and ecosystems, and the beauty and fragility of their natural environment, particularly with respect
to rare and endangered native animals. This learning will be consolidated with an excursion to Cleland
Wildlife Park where the students will take part in a special ESL program that is designed to engage educate
the students about conservation and biodiversity.
ACARA General Capabilities

A number of relevant General Capabilities are included here, as well as how they relate to
this unit.
General
Capability
Description from the ACARA website2
Literacy
In the Australian Curriculum, students become

literate as they develop the knowledge, skills and
dispositions to interpret and use language
confidently for learning and communicating in and
out of school and for participating effectively in
society. Literacy involves students in listening to,
reading, viewing, speaking, writing and creating
oral, print, visual and digital texts, and using and
modifying language for different purposes in a
range of contexts.
Information and
Communication
Technology
(ICT) capability
In the Australian Curriculum, students develop ICT

capability as they learn to use ICT effectively and
appropriately to access, create and communicate
information and ideas, solve problems and work
collaboratively in all learning areas at school, and in
How the Capability will be

Enhanced by this Unit of Work
During this unit, students will be
encouraged at all times improve
their literacy in all areas by taking
part in numerous activities which
are designed to encourage the
students to continue to develop a
range of skills, in listening,
speaking, reading, writing.
An example of ICT use in this unit
is the Summative Oral
Assessment Piece which allows
students to use their mobile
(Australian Curriculum, Assessment, and Reporting Authority, 2014) Available online from:
http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html (Accessed August 2014)

2
(Australian Curriculum, Assessment, and Reporting Authority, 2014) Available online from:
http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/general-capabilities-in-theaustralian-curriculum (Accessed August 2014)

their lives beyond school. The capability involves
students in learning to make the most of the digital
technologies available to them, adapting to new
ways of doing things as technologies evolve and
limiting the risks to themselves and others in a
digital environment
phones to film a creative

segment of a Kids TV Show.
Critical and
creative
thinking
In the Australian Curriculum, students develop

capability in critical and creative thinking as they
learn to generate and evaluate knowledge, clarify
concepts and ideas, seek possibilities, consider
alternatives and solve problems. Critical and
creative thinking are integral to activities that
require students to think broadly and deeply using
skills, behaviours and dispositions such as reason,
logic, resourcefulness, imagination and innovation
in all learning areas at school and in their lives
beyond school.
Students are encouraged to be

creative throughout this unit, in
both lesson activities and
assessment tasks, e.g. the Kids
TV Show video clip.
Personal and
social
capability

personal and social capability as they learn to
understand themselves and others, and manage
their relationships, lives, work and learning more
effectively. The capability involves students in a
range of practices including recognising and
regulating emotions, developing empathy for others
and understanding relationships, establishing and
building positive relationships, making responsible
decisions, working effectively in teams, handling
challenging situations constructively and developing
leadership skills.
Pair work and group work are a

common feature within this unit.
These features are encouraged as
they help students develop their
personal and social capability as
they learn to build positive
relationships and work in teams.
Intercultural
understanding

intercultural understanding as they learn to value
their own cultures, languages and beliefs, and
those of others. They come to understand how
personal, group and national identities are shaped,
and the variable and changing nature of culture.
The capability involves students in learning about
and engaging with diverse cultures in ways that
recognise commonalities and differences, create
connections with others and cultivate mutual
respect.
EALD is by nature a subject that

encourages intercultural
understanding as it involves
students from all around the
world working together to
achieve the same goal. This unit
continues in that vein by always
valuing the diverse classroom,
and using the different cultural
backgrounds to the advantage of
the class by involving this in the
classroom. For example, with the
first formative task that asks
students to compare an
Australian animal with an animal
from their home country.
Lesson Plan
Subject: Year 8 EALD
Date: Week 1 Lesson 2
Learning Focus
Learning a wide range of descriptive words.
Unit: Australian Wildlife
Specific Learning Outcomes

Practicing speaking and listening
Practicing problem-solving
Practicing using adjectives
Materials
Power point with images of Australian animals for
adjective brainstorming.
Prior Knowledge
Students will have an existing knowledge base of a
range of adjectives and Australian animals.
Australian Wildlife Vocab List 2 x 20

Cloze Text Worksheet x 20
Activities
Building the Field
Class brainstorm of adjectives images of Australian animals shown on screen. Class calls out adjectives that
describe the images. e.g. colours, shades, textures, etc.
Modelling and Deconstruction
Go through Australian Wildlife Vocab List 2 with class (this list contains mainly adjectives).
Joint Construction: Pair Work Describe & Draw
Students sit back to back from each other. One starts drawing an imaginary animal. As they draw, they
describe what theyre drawing in as much detail as possible (using adjectives from earlier in the lesson) to
the other student, who attempts to draw the same animal from the description that they hear. After a
number of minutes, the students compare images and then swap roles. This can also be done with
photographs of Australian animals, where one student describes the animal.
Independent Construction: Cloze Exercise
Students are given a text that describes and compares a number of different Australian animals. However,
the adjectives have been left out of the text, but not provided. Students need to find suitable adjectives to
fill in the gaps.
Handout: Excursion Permission Form
Previous Lesson
Introduction to the unit
What went well?
Next Lesson
Superlatives and Relative Clauses
Post-lesson Reflection
What could be improved, and how?
Formative Written Assessment Task

Your task is to choose one native Australian animal and one animal that is native to
your home country. You are to research these animals and then write a report of
length 150-250 words that compares and contrasts them.
You should include information about their:
Appearance
Size
Habitat
Diet
Behaviour
Classification (mammal/reptile, etc.)
Status (common/rare/endangered, etc.).
Any other interesting facts that you discovered in your research.
Remember to make use of as much of the vocabulary and grammar that we have
been learning in class as possible.
Appropriate use of
language to convey
mostly complex
meaning in a range
of unfamiliar and
familiar contexts.
Appropriate use of
language to convey
both complex and
simple meaning in a
range of familiar,
and some
unfamiliar,
contexts.
Appropriate use of
language to convey
simple meaning in a
narrow range of
familiar and
unfamiliar contexts.
Occasionally
appropriate use of
language to convey
simple meaning in
familiar contexts.
Occasionally
appropriate use of
language to convey
literal meaning in
highly familiar
contexts.
Accuracy of
Information
Consistently
accurate facts and
information
presented
Usually accurate
facts and
information
presented
Generally accurate
facts and
information
presented
Occasionally
accurate facts and
information
presented
Consistently clear
and coherent
writing, using a
sophisticated
vocabulary.
Usually clear and

coherent writing,
using a sound
vocabulary.
Generally clear and

coherent writing,
using an
appropriate
vocabulary.
Occasionally clear
and coherent
writing, using a
restricted
vocabulary.
Consistently correct
use of grammar,
particularly the
structures that the
class has been
learning over the
unit.
Usually correct use

of grammar, with
significant use of
the structures that
the class has been
learning over the
unit.
Generally correct
use of grammar,
some use of the
structures that the
class has been
learning over the
unit.
Makes correct use

of a very large
amount of
Australian Wildlife
Vocabulary
The recount is very
well structured and
flows as a cohesive
body of writing.
Makes mostly
correct use of a
significant amount
of Australian
Wildlife Vocabulary
The recount is well
structured and
readable as a
cohesive body of
writing.
Makes mostly
correct use of a
number of words
from Australian
Wildlife Vocabulary
The recount is
reasonably well
structured and
cohesive.
Occasionally
correct use of
grammar, a few
attempts at the
structures that the
class has been
learning over the
unit.
Makes mostly
correct use of a few
words from the
Australian Wildlife
Vocabulary
The recount lacks
structure and is
disjointed.
Structure &
Cohesiveness
Australian
Wildlife
Vocabulary
Use of Grammar
Communication
Clarity and
Expression
The following rubric will be used to give you feedback about your work.
Not very accurate

facts and
information
presented
Limited clarity and

coherence in
writing, using a
limited vocabulary.
Mainly incorrect
use of grammar, no
attempt at the
structures that the
class has been
learning over the
unit.
Does not attempt
to make use of
Australian Wildlife
Vocabulary
The recount is not
well structured, nor
is it cohesive.
Further comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________________________

Video Clip for Kids TV Show
Your task is as follows:
In a group of 2 or 3, you are to create a 5-7 minute video clip about Australian wildlife whilst on location at
Cleland Wildlife Park.
This video clip is to be a segment of a Kids TV show. As a result, it should be designed appropriately for that
audience. It should be entertaining and enjoyable for kids aged between 8 and 13.
You should make use of as much of your new Australian Wildlife vocabulary as possible.
In terms of content, you can be flexible and creative. You could focus on just one animal, or many different
types of animals. You could focus on just one feature of an animal, or many features of an animal. Its up to
you and your group to decide.
You will have one lesson before the excursion to do some research and plan what you would like to include
in your TV clip.
Each member of the group must be involved in presenting a section of the TV show that totals at least 2
minutes in length (this may be all at once or in a number of different parts).
You will have one lesson after the excursion to edit your clip and finalise the video.
It is due at the end of that lesson.
Language
Appropriate use of
language to convey
mostly complex
meaning.
Appropriate use of
language to convey
both complex and
simple meaning.
Appropriate use of
language to convey
simple meaning.
Occasionally
appropriate use of
language to convey
simple meaning.
Occasionally
appropriate use of
language to convey
literal meaning.
Accuracy of
Information
Consistently
accurate facts and
information
presented
Usually accurate
facts and
information
presented
Generally accurate
facts and
information
presented
Occasionally
accurate facts and
information
presented
Consistently clear
and coherent
speaking and
pronunciation,
using a
sophisticated
vocabulary.
Usually clear and

coherent speaking
and pronunciation,
using a sound
vocabulary.
Generally clear and

coherent speaking
and pronunciation,
using an
appropriate
vocabulary.
Occasionally clear
and coherent
speaking and
pronunciation,
using a restricted
vocabulary.
use of grammar,
particularly the
structures that the
class has been
learning over the
unit.
Usually correct use

of grammar, with
significant use of
the structures that
the class has been
learning over the
unit.
Generally correct
use of grammar,
some use of the
structures that the
class has been
learning over the
unit.
Makes correct use

of a very large
amount of
Australian Wildlife
Vocabulary
Shows very strong
evidence of having
worked
enthusiastically and
having worked well
together as a team
Extensive evidence
of creative ideas in
the production and
presentation of the
video clip.
There is evidence
of a great deal of
thought and
consideration
towards making the
final product highly
audience
appropriate.
Makes mostly
correct use of a
significant amount
of Australian
Wildlife Vocabulary
Shows good
evidence of having
worked
having worked well
together as a team.
Evidence of many
creative ideas in
the production and
presentation of the
video clip.
There is evidence of
much thought and
consideration has
gone into making
the final product
very audience
appropriate.
Makes mostly
correct use of a
number of words
from Australian
Wildlife Vocabulary
Shows some
evidence of having
worked
having worked well
together as a team.
Evidence of some
creative ideas in
the production and
presentation of the
video clip.
There is evidence of
Some thought and
consideration has
gone into making
the final product
generally audience
appropriate.
Occasionally
correct use of
grammar, a few
attempts at the
structures that the
class has been
learning over the
unit.
Makes mostly
words from the
Australian Wildlife
Vocabulary
Limited evidence of
teamwork or
enthusiasm.
Audience
Appropriateness
Creativity
Teamwork &
Enthusiasm
Australian
Wildlife
Vocabulary
Use of Grammar
Clarity and
Pronunciation
The following rubric will be used to mark your work and give you feedback.
Limited evidence
creative ideas in
the production and
presentation of the
video clip.
There is not enough
evidence of
thought or
consideration gone
into making the
final product
audience
appropriate.
Not very accurate

facts and
information
presented
Co Limited clarity
and coherence in
speaking and
pronunciation,
using a limited
vocabulary.
Mainly incorrect
use of grammar, no
attempt at the
structures that the
class has been
learning over the
unit.
Does not attempt
to make use of
Australian Wildlife
Vocabulary
Evidence of
teamwork and/or
enthusiasm almost
non-existent.
No evidence any
creative ideas in
the production and
presentation of the
video clip.
The final product is
not at all audience
appropriate.
Summative Written Assessment Task

Your task is to write a recount about your excursion to Cleland Wildlife Park. Your recount should be
between 200 and 300 words long. You should describe in detail what happened throughout the day.
Your recount should cover the following topics:
How did you get to Cleland Wildlife Park? Did it take long?
What was the scenery like at Cleland Wildlife Park?
What did you learn about during the guided tour?
What was your favourite part of the day?
Which animals did you see? Describe them. You may use comparisons to other animals.
You may include any other information you would like. Just remember that the recount needs to flow
together as one piece of writing.
Appropriate use of
language to convey
mostly complex
meaning in a range
of unfamiliar and
familiar contexts.
Appropriate use of
language to convey
both complex and
simple meaning in a
range of familiar,
and some
unfamiliar,
contexts.
Appropriate use of
language to convey
simple meaning in a
narrow range of
familiar and
unfamiliar contexts.
Occasionally
appropriate use of
language to convey
simple meaning in
familiar contexts.
Occasionally
appropriate use of
language to convey
literal meaning in
highly familiar
contexts.
Accuracy of
Information
Consistently
accurate facts and
information
presented
Usually accurate
facts and
information
presented
Generally accurate
facts and
information
presented
Occasionally
accurate facts and
information
presented
Consistently clear
and coherent
writing, using a
sophisticated
vocabulary.
Usually clear and

coherent writing,
using a sound
vocabulary.
Generally clear and

coherent writing,
using an
appropriate
vocabulary.
Occasionally clear
and coherent
writing, using a
restricted
vocabulary.
use of grammar,
particularly the
structures that the
class has been
learning over the
unit.
Usually correct use

of grammar, with
significant use of
the structures that
the class has been
learning over the
unit.
Generally correct
use of grammar,
some use of the
structures that the
class has been
learning over the
unit.
Makes correct use

of a very large
amount of
Australian Wildlife
Vocabulary
The recount is very
well structured and
flows as a cohesive
body of writing.
Makes mostly
correct use of a
significant amount
of Australian
Wildlife Vocabulary
The recount is well
structured and
readable as a
cohesive body of
writing.
Makes mostly
correct use of a
number of words
from Australian
Wildlife Vocabulary
The recount is
reasonably well
structured and
cohesive.
Occasionally
correct use of
grammar, a few
attempts at the
structures that the
class has been
learning over the
unit.
Makes mostly
words from the
Australian Wildlife
Vocabulary
The recount lacks
structure and is
disjointed.
Structure &
Cohesiveness
Australian
Wildlife
Vocabulary
Use of Grammar
Communication
Clarity and
Expression
The following rubric will be used to give you feedback about your work.
Not very accurate

facts and
information
presented
Limited clarity and

coherence in
writing, using a
limited vocabulary.
Mainly incorrect
use of grammar, no
attempt at the
structures that the
class has been
learning over the
unit.
Does not attempt
to make use of
Australian Wildlife
Vocabulary
The recount is not
well structured, nor
is it cohesive.
Further comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________________________
Excursion Plan
LOCATION: Cleland Wildlife Park
ADDRESS: Cleland Conservation Park, Summit Road, Crafers SA.
TRANSPORT: From Currie Street (Stop E1 Northern side) take bus no. 864 to Crafers ParknRide (Stop 24A).
Thence take bus no. 823 to Cleland Wildlife Park (Stop 27).
AIM/PURPOSE: Students consolidate their unit on Australian Wildlife by taking part in an engaging and
hands-on program that teaches about conservation and diversity. Students gain a greater appreciation of the
beauty and fragility of Australian animals and their native environment. Students make use of the language
they have learnt in a relevant context and see up-close the animals that they have been learning about.
Students work in groups of 2 or 3 to produce an assessment piece that demonstrates what they have learnt
throughout the unit. Additionally, it is hoped that they will grow and develop their relationship as a class.
DAY PLAN:
8:30am 10:30am
10:30am 10:45am
On the Road.
Check in.
Meet at school at 8:30am to take the bus into town at 9am.

Arrive in town 9:20am.
Take bus from Currie Street at 9:30am. Arrive Crafers at 10:10am.
Take bus to Cleland Wildlife Park, arrive 10:30am.
10:45am 11:30am
Take part in Cleland Wildlife Park ESL Education Program, Introduction to

Australian Animals (see Cleland Wildlife Park sheet).
11:30am 11:45pm
Class Meeting to discuss assessment task (See Summative Oral Task).
11:45pm 12pm
Lunch
12pm 2pm
Students given two hours to explore the Wildlife Park in their groups. During this
time they will be finalising the collection of information for their TV clip and filming
their clip.
2pm 3:40pm
On the Road again.

Whole class meets up at 2pm.
2:10pm bus from Cleland to Crafers, arrive 2:30pm.
Bus from Crafers to Currie St, arrive 3:10 pm.
Take bus from City at 3:20pm back to school, arrive 3:40pm.
Dear Parent/Caregiver,
On Monday of Week 4 our Year 8 EALD class will be taking an excursion to Cleland Wildlife Park. This park,
located in Cleland Conservation Park in the beautiful Adelaide hills, is home to all kinds of native Australian
animals, including kangaroos, wombats, wallabies and koalas.
At Cleland, the students will take part in a guided educational tour, followed by an afternoon where they will
be exploring the park in small groups and working on their assignments.
On the day, the students will need to arrive punctually and meet at 8:30am at the front gates of the school.
From there we will be taking a bus into the city and then two buses up to Cleland.
Please note that the cost of the entrance fee will be covered by the school. However, it is essential that all
students bring their own bus tickets or money for the return fare ($4.80 per student).
It is recommended that students bring a packed lunch, however there is a caf on location.
Any enquiries can be forwarded to me at nyashakerr@yahoo.com.au.
Regards,
Mrs Kerr
Please Note:
Parents are welcome to accompany us; the entrance fee for any additional adults is $22.
If any parents would rather drive with their students directly to Cleland Wildlife Park, they can do so
if organised with me in advance (with written parental/caregiver permission). They will need to get
there by 10:30am. Similarly, students may be picked up directly from Cleland Wildlife Park at 2pm.
If it is more convenient for a student to catch a bus from the city directly home, then they will need
written permission from a parent/caregiver.
Please sign the consent form below, tear it off, and return it by Monday of Week 3.
--------------------------------------------------------------------------------------------------------------------------------------
I _________________________, give permission for _____________________ to attend the

Year 8 EALD excursion to Cleland Wildlife Park on Monday of Week 4.
Signed: ____________________________ Date: __________
Reflection
My thoughts on the completed Unit Plan assignment
It was both an enjoyable and an eye-opening experience to do this assignment. On the one hand, I feel so
excited by what I have produced for my imaginary class that I would like to go and start teaching it right now
but on the other hand I now know how much work goes into just one four-week unit! No wonder teachers
share unit plans and lesson plans and other resources.
I chose to go about this assignment by first deciding upon the location for my excursion, and then building
my unit around that topic. I thought Cleland Wildlife Park would be a great location for the excursion as my
class of international students and exchange students would love the opportunity to see so many Australian
animals close-up. After having chosen Australian Wildlife as my topic, I then had to think What language
features could I build into this unit? That was probably the hardest part of the assignment. In the end I
chose to look at two main genres a report and a recount supplemented by some grammar work on
adjectives, superlatives and comparatives, and relative clauses. I have learnt from this assignment that this
was not necessarily the best way to have gone about writing a unit. Next time I would prefer to first choose
my main resource a workbook, or a website (e.g. BBC English) and then build my topic and excursion
around that I think that would then have a more sound curriculum. It was frustrating that no proper SACSA
guidelines existed for what content should be involved in the unit plan. It was hard enough writing for an
imaginary class of imaginary levels, let alone with absolutely no rules about what should or could be included
in terms of topic, grammar or genres to be taught. But all things considered I think my unit plan should work
well as a whole.
I had not realised that there existed an ESL tour at Cleland when I had chosen it as the destination for my
excursion. However, it is really good to know that such a tour exists! It saves me as the teacher from having
to write my own script for what I would be showing the students that day which would be a lot of work
and would involve much research on my part so instead I am delighted that a tour already exists that has
been approved by the Education Department. It meant that I was able to focus more of my time on the
learning outcomes and designing a fun and challenging assessment piece for the day.
Something else worth noting is that the Summative Oral Assessment Task (the Kids TV show) is obviously
designed with the assumption that sufficient members of the class have digital cameras and/or smart phones
that could record their work. This unit is tailored to international students, in which case I dont think the
assumption of smart phones is unreasonable, especially as they are working in groups of two or three, so less
than half of the class would need to own one. Obviously I would not design such an assignment if I had a
class full of refugeesor at least I would provide video cameras from the school.
I used the Teaching Learning Cycle for preparing my lesson plan and sections of the unit plan. I worked with
this during my first prac and found it a really useful tool to make a well-rounded lesson. I think that the
modelling and deconstruction followed by a group element and then an individual element is an extremely
effective way of learning, from what I have seen in the few classes I have taught.
This was the first time that I have ever made my own rubrics. I found it extremely difficult to begin with, as it
was so hard to put my finger on exactly what I would be looking for in each assignment. They are definitely
not as good as they could be, but I like to think that they would be able to provide the students with fair and
reasonable feedback.

Esl CM Assignment

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Esl CM Assignment

Transféré par

Droits d'auteur :

Formats disponibles

ESL Curriculum & Methodology Semester 2, 2014

Formative Written Assessment Task

Summative Oral Assessment Task

Summative Written Assessment Task

Cleland Wildlife Park ESL Program

Excursion Consent Form

Language and Literacy Levels:

Most work is therefore targeted

Desired Learning Outcomes:

Distribute Handouts: Australian

Students are asked to think of one

Handout: Australian Wildlife

Grammar Exercise: Continue

Formative Assessment Task:

Distribute Formative Written

End of lesson Vocab Quiz

Genre Teaching: What is a

Handout: Australian Wildlife

Handout: Australian Wildlife Vocab

Return Formative Assessment

Pairs/Groups assigned for

Grammar: Revise how to ask

Modelling: Example Kids TV Show

Activity: Prepare set of

Deconstruction: Class discussion and

End of lesson Vocab Quiz

End of lesson Vocab Quiz

Class discussion: Post-excursion

Summative Oral Assessment

Group Work: Finish Editing

In-class Summative Written

Summative Oral Assessment Task

ESL Curriculum & Methodology Semester 2, 2014 Nyasha Kerr

ACARA Cross-Curriculum Priorities

ACARA General Capabilities

Description from the ACARA website2

In the Australian Curriculum, students become

In the Australian Curriculum, students develop ICT

How the Capability will be

http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html (Accessed August 2014)

http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/general-capabilities-in-theaustralian-curriculum (Accessed August 2014)

ESL Curriculum & Methodology Semester 2, 2014 Nyasha Kerr

phones to film a creative

In the Australian Curriculum, students develop

Students are encouraged to be

In the Australian Curriculum, students develop

Pair work and group work are a

In the Australian Curriculum, students develop

EALD is by nature a subject that

ESL Curriculum & Methodology Semester 2, 2014 Nyasha Kerr

Date: Week 1 Lesson 2

Unit: Australian Wildlife

Specific Learning Outcomes

Australian Wildlife Vocab List 2 x 20

ESL Curriculum & Methodology Semester 2, 2014 Nyasha Kerr

Formative Written Assessment Task

ESL Curriculum & Methodology Semester 2, 2014 Nyasha Kerr

Usually clear and

Generally clear and

Usually correct use

Makes correct use

Not very accurate

Limited clarity and

I _____, give permission for _ to attend the

Signed: __________________ Date: