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EDLA : AT3 1

Lara Perera, S00138514

EDLA 369: LITERACY EDUCATION 2


Assessment Task 3: Oracy and writing skills for Year 5 students Part A and Part B
UNIT OF WORK

Literacy Unit learning intentions


In this unit we are learning to develop our understanding of a persuasive text type, specifically how to structure
arguments.
Learning behaviours
- I need to ensure that students are taking risks by participating during discussion.

LESSON 1
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria

In this lesson we WHOLE CLASS FOCUS: Assessment Type


are learning
about the
- Using modeled reading, the class learns Wheatley, N. & Rawlins, D.
about the chapter 1808 and undertakes set (1987). My Place.
chapter and - Collection of set
tasks. This will improve on active listening
comparing Australia: Collins Dove tasks.
and linking new information to existing
similarities and Publishers, 1808
information.
differences of
persuasive text Success criteria for
TASK:
type. whole class
- Read aloud
- Discussion on chapter / text type I am doing well if
Language - Group work to create a Venn diagram. I..
features: (APPENDIX 1)
- Can list 3
- High lighting DIFFERENTIATION STRATEGY: similarities and
words that are differences.
- Videos are shown of era 1808 - Can list 3 pros and
persuasive
- Discussion cons. (tChart)
- Verbs - T chart with the help of the teacher
(APPENDIX 2)
OUTCOMES REQUIRED:
- Use and respond to spoken language to
explore with others story and life experience.
- Developing the ability to extract specific
items of information.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Modeled Reading Teacher reads chapter 1808 to the What is happening in the story?
students, followed by discussion. What are the pictures telling us?
How does this video make you feel?
What do you know about persuasive text?
EDLA : AT3 3
Lara Perera, S00138514

Learning behaviours
- I need to ensure that students are engaged through shared writing, by asking them prompting questions about
the text.

LESSON 2
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria

- We are WHOLE CLASS FOCUS: Wheatley, N. & Rawling, D. Assessment Type


learning to (1987). My Place.
- Through shared writing the class focuses on - Collection of
understand
identifying language features of a persuasive Australia: Collins Dove persuasive text to see
persuasive
writing and
text. This will improve on viewing and Publishers, 1808 how much theyve
discussing the text. highlighted.
identify its
features. TASK: Success criteria for
Language - Example of a persuasive text on the smart whole class
features of board.
this text type - Highlighting parts of the text that make it I am doing well if I..
examined in persuasive (language features). (APPENDIX 3) - Can highlight 3-4
this lesson: - Table groups, students are given a different language features.
piece of a persuasive text.
- Use of first - Highlight language features & different
person. arguments that they find.
- Action verbs - Can identify 2-3 of
- Passive the arguments.
voice DIFFERENTIATION STRATEGY:
- Emotive
language - Guided reading of persuasive text.
- Series of - Discuss background information.
- Students have to identify the arguments.
arguments

OUTCOMES REQUIRED:
- Developing the ability to sequence
information appropriately.
- Students are able to identify key points from a
brief discussion.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Shared writing Class works with the teacher to highlight What is the issue?
language features. Is it written in first or second person?
Guided reading Small group works with teacher to What makes this an argument?
EDLA : AT3 5
Lara Perera, S00138514

understand the text. What are the opposing viewpoints?

Learning behaviours
- I need to be aware that students are respecting each other during learning time.
- students feel comfortable when expressing their opinions and believe that is fine to change their opinion.

LESSON 3
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
- In this lesson WHOLE CLASS FOCUS: Using shared writing; the Wheatley, N. & Rawlins, D. Assessment Type
we are class learns how to start an argument using signal (1987). My Place. Think pare share.
learning to words with prompted questions.
Australia: Collins Dove
construct Success criteria for
arguments Publishers, 1808
whole class
by starting TASK:
with signal I am doing well if I
words. - Focus on the topic Chores, and seek the can
students viewpoints/opinions.
Language - List the pros and cons on a T chart. - list 4 pros and
features of - Rank 3 to 4 of the pros/cons and write these as cons.
this text type topic sentences for each argument paragraph.
examined in - Model an example of an argument with signal - Start my argument
this lesson: words. with 1 signal word.

- Signal - 2-3 arguments


words and DIFFERENTIATION STRATEGY: and present it to
word - List signal words on the board Eg. Firstly, Secondly, the class.
groups to Finally ect.
indicate - Discussion
sequence - Assist this group by doing the arguments with
points. them.
- Series of - 3 sentences of why they should/shouldnt do
arguments chores.
to support OUTCOMES REQUIRED:
opinion.
- Students will be able to form opinions.
- Students will also develop viewing and then
discussing opinions.
EDLA : AT3 7
Lara Perera, S00138514

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:


Shared writing Teacher starts to write an argument on the - Do you think you should do chores at home?
board with the help of the students. - Do you agree of disagree?
- What are some ways you can start off an
Independent writing Students complete the Tchart. argument?

Learning behaviours
- I need to ensure that students can improve on their resilience, by learning from their mistake when constructing a
argument.
LESSON 4
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria

In this lesson we WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
are learning to (1987). My Place.
- Through independent writing, students are to - EBI (even better
take a stance
construct arguments for their stance. Australia: Collins Dove if..)
for/against
chores at home.
Students will have opportunity for discussion. Publishers, 1808 Constructive peer
feedback.
TASK:
- Stance if they are for/against chores at home.
Language - Discussion as to why/why not Success criteria for
features of - Write detailed paragraphs of arguments with whole class
this text type supporting evidence individually.
examined in I am doing well if I
this lesson:
DIFFERENTIATION STRATEGY: - can write 3
arguments with
- Teacher scaffolds their ideas. supporting
- Stance - In groups they write in simple sentences. evidence.
- Arguments
- Can up with 2
ideas during
discussion.

OUTCOMES REQUIRED:
- Students use a graphic organizer to list
arguments for and against. (APPENDIX 4)
- Form opinions.
EDLA : AT3 9
Lara Perera, S00138514

- Have opportunity for discussion time.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:


Independent writing Students write their arguments with Why should we do chores home?
supporting evidence. Why should we not do chores?
What evidence can you back your stance up
with?
Learning behaviours
- I need to ensure that students are able to work independently, so that I can believe that they can help themselves
when they are stuck.
- I need to ensure that students are participating in peer feedback by articulating their responses.

LESSON 5
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria

We are learning WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
to construct a (1987). My Place.
Through Independent writing, students are to write - Check list
persuasive text
a letter to their parents as to why they should or Australia: Collins Dove (APPENDIX 5)
in the form of a
letter.
shouldnt do chores at home. Publishers, 1808

TASK:
Language
features of - Persuasive letter to their parents.
this text type - Arguments addressed. Success criteria for
examined in - Present to the class. whole class:
this lesson: I am doing well if I
DIFFERENTIATION STRATEGY: can..
- Series of
argumen
- Use of iPads - construct a
persuasive text.
EDLA : AT3 11
Lara Perera, S00138514

ts - Start to write letter with assistance - 3 arguments for


- Passive either against or
voice for.
OUTCOMES REQUIRED: least 3 points of
constructive
- Construct a persuasive piece independently with feedback to my
substantial about of language features included. peers.
- form their own opinion on whether they should
or should not do chores.

INSTRUCTIONAL STRATEGY/IES CHOSEN : PROMPTING QUESTIONS:

What can you identify in your peers work that


Independent writing Students have the chance to complete shows characteristics of a persuasive text?
their own persuasive text.
What will make it a good argument?

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