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Template: English: Level 3-4 Long Term Literacy Experiences Overview - Term 1 2 3 4

KEY COMPETENCES
VALUES
INDICATORS
ACHIEVEMENT OBJECTIVES (highlight Key
(highlight Values that
(highlight indicators you will cover) Competencies that you
you will cover)
will cover)

selects and reads texts for enjoyment Excellence, by aiming


Listening-Reading- Viewing Students will: and personal fulfilment Thinking high and by persevering
in the face of difficulties
Processes and strategies Integrate sources of information, Using language, symbols,
recognises and understands the
processes, and strategies with connections between oral, written, and and texts
These skills and knowledge Innovation, inquiry,
developing confidence to identify, visual language
underpin the strands outlined Managing self and curiosity, by
form, and express ideas
below thinking critically,
integrates sources of information and
prior knowledge with developing Relating to others creatively, and
confidence to make sense of reflectively
increasingly varied and complex texts Participating and
contributing
 Diversity, as found in
Selects and uses a range of processing our different cultures,
and comprehension strategies with languages, and
growing understanding and confidence heritages

thinks critically about texts with  Equity, through
developing confidence fairness and social
justice
monitors, self-evaluate, and describe 
progress with growing confidence
Uses a developing understanding of the  Community and
Speaking- Writing- Students will: connections between oral, written, and participation for the
Presenting visual language when creating text common good
Integrate sources of information, 
Processes and strategies processes, and strategies with creates a range of texts by integrating  Ecological
developing confidence to identify, sources of information, and processing sustainability, which
These skills and knowledge strategies with developing confidence includes care for the
form, and express ideas
underpin the strands outlined environment
below seeks feedback and makes changes to 
texts to improve clarity, meaning and  Integrity, which
effect involves being honest,
responsible, and
is reflective about the production of accountable and acting
own texts monitors and self-evaluate ethically and to respect
progress, articulating learning with themselves, others, and
growing confidence human rights
Purpose – Ideas – Language Features - Structure

My theme/Current Event:

Theme: What are the effects of human industrialisation on the environment?

Current Event: Climate Summit 2019

Purpose for theme/current event:

Environmental conservation and the human-driven destruction of the Earth is something that will always have relevance to any generation. It is important that students are
equipped with actions they can take to protect and improve the environment. Students should be encouraged to become critical and forward thinking idividuals in regard to
their own futures, and climate action is one of the topics they will be required to engage with throughout their lives.

Teacher knowledge building/ Teacher Research before the Novel Study


unit/Resources you might engage and provide learners to gain
conceptual understanding Title: Hoot

What is Conservation Education? – Teaching Resource Author: Carl Hiaasen


https://www.doc.govt.nz/get-involved/conservation-education/what-is- Published: 2002
conservation-education/#big-picture
Summary: Hoot follows a young boy named Roy who moves to a new town and makes
friends with another boy nicknamed ‘Mullet Fingers’. They work together to try and stop
Planning the teaching inquiry cycle – Teaching Resource the construction of a new restaurant that would destroy the habitat of a family of burrowing
Poster owls. They have to navigate school, bullies, and the ignorance and greed of the franchise
https://www.doc.govt.nz/globalassets/documents/getting- ‘Mother Paula's All-American Pancake House’. Together, with Mullet Fingers’ step sister
involved/students-and-teachers/integrated-inquiry-learning-cycle.pdf Beatrice Leep, they manage to expose the existence of the owls and stop the development of
the restaurant.

Reading To:
What do I need to do to prepare/read/engage to ensure I know my One chapter (give or take regarding the length) – Approx. 10 minutes. Everyday
theme? List below.
Summarise how the novel specifically links to your theme/current event:
An over view of the 2019 Climate Summit:
https://www.un.org/en/climatechange/un-climate-summit-2019.shtml This novel explores ideas of conservation action and the importance of fighting for what you
believe in. The students will be exposed to a story of someone around their own age fighting
for what he feels is right in order to help protect the environment. This book discusses how
DOC resource: The Marine World and Te Ao Māori – to familiarise myself industrialisation and big corporate companies can pose a threat to the environment if they do
with the correct Māori words in regard to environmental conservation: not take care when expanding their franchises.
https://www.doc.govt.nz/globalassets/documents/getting-
involved/students-and-teachers/marine-reserves/marine-reserves-resource-
activity-5.pdf Why did you select this novel? Critical response.

Picture Quilt instructions – Teaching Reading Comprehension Strategies, This book is a fun and exciting read that will engage the whole class. The students can relate
by Sheena Cameron. to the characters in the novel as they are around similar ages. As well as this many of the
students will be able to connect with the idea of moving to a new school and being forced to
make new friends. This book carries a strong moral message of standing up for what you
believe in. The mystery and suspense aspects of the novel will keep the students captivated.
The language of the novel is not too advanced and is child friendly so all the students in the
class should be able to follow along relatively easily.

Key Learning Designing Literacy Resources

Experiences/Activities/Tasks – What do the students do?


What learning? What Brief explanation of the task below. Give the task a name; explain in brief What resources will you find/refine/adapt/create/co-
level of critical what the student/s have to do; think about how you will assess this; think about create that will support the learning
thinking? the skills, knowledge and strategy required to engage in the task itself

(use NZC/LLP)

Intended Learning: Task detail: What students will do.


Creative writing task Various Prompt pictures relating to the environment
Locating and Students will choose one of the prompt pictures provided and write a piece of sourced from Pobble 365.
summarising ideas creative writing. Their writing must use the picture as a starting point but does not
have to be a literal translation of the picture. Their writing should include themes of A language feature prompt poster to help give ideas
Select, form, and the environment and environmental conservation. Their writing should use a lot of about types of language feature that could be used.
communicate ideas on rich descriptive language and use language features to enhance this.
a range of topics
After they have written and edited their writing and are happy with the final result
Use language features their work will be published and displayed in the classroom.
appropriately, showing
a developing Engagement:
understanding of their Students will be encouraged to use the picture as a prompt but it will be emphasised
effects that they have the freedom to adapt the topic and make it their own.

Assessment:
Students should produce a final product that demonstrates engagement with the task
and the use of rich language features throughout the whole piece.

Persuasive writing
Locating and Get Your Hands Dirty, by Karen Phelps
summarising ideas Students will write a persuasive letter to the principal of the school to convince them School Journal Part 01 No. 04, 2009 (Pgs. 22-32)
as to why the school should take on more sustainable measures. Their writing should
Show an understanding make reference to why this is an important action to take and what the best path to Hukanui Enviroschool: Ten Years On by Feana
of how texts are shaped take would be. Tu’akoi
for different purposes Students should be drawing on ideas from the text and use their inferencing skills to Connected Journal No. 02 2010
and audiences. think about how these such ideas could be used in their personal context.
Suburban Backyard Video
Show a developing After drafting their writing students will use chrome books to publish their work.
understanding of text These will then be put into a google doc for the principal to access and read. https://www.doc.govt.nz/get-involved/conservation-
structures activities/meet-the-locals-videos/fourth-series/suburban-
Engagement: backyard/ - Gives examples of what may be in their own
Students will sit/ work in mixed ability groups. backyard and what they could do to help such
Students are given a timeline of when things should be completed by to help them environments,
stay on track – includes a monitoring sheet that they can mark off to self-monitor.
Teacher monitoring that everyone is on task and is understanding the task Students will have access to chromebooks for personal
research
Assessment:
Correct use of surface and deeper language features. Have presented and justified
their argument with researched facts.

Haiku
Show a developing https://www.kidzone.ws/Poetry/haiku.htm - Examples
understanding of text Students are to use what they have learnt from the texts they have read throughout of haiku poems to be discussed as a whole class and used
structures the unit so far to produce a haiku poem that relates to environmental conservation as reference for independent work.
and more specifically the Climate Summit Event. The poems should have the correct
structure which will be discussed as a whole class before the students begin to work Students will have access to chromebooks for personal
independently. Students will be encouraged to include non-English words in their research
poems as long as they fit – for example using Te Reo Māori words such as tikanga
or rāhui,

Extension:
If students finish their haiku quickly they can write more if they want or they can
practice orally presenting their haiku and can have the option to present it to the
whole class.

Engagement:
Set up a work station that students can come to for extra help or to generate ideas.
Any and all students can join the discussion, this is not just a space for the lower
achieving students.

Assessment:
Students have successfully followed the instructions and produced a poem in the
haiku structure. The haiku is related to the subject of environmental conservation.
Poster To Spray or Not to Spray? By Trish Puharich
Create texts by using School Journal Part 04, No.3 2005
meaning, structure, Students create a ‘call to action’ poster outlining what can be done to help improve
visual and the environment. Students will have the freedom to choose what every sub-topic of This journal provides students with an example of an
graphophonic sources environmental sustainability they want, e.g. litter reduction, habitat protection etc. environmental debate that is child friendly and New
of information Each students should produce a brainstorm regarding their topic before they begin to Zealand based.
create their poster, this brainstorm will be shown to the teacher to ensure they have
gathered enough information for their poster.
Te Ara Online – Historical Resource
Before the students begin their independent work there will be a whole class ‘Protect Native Birds’ Poster, 1926-7.
discussion about both what a poster is and also different types of writing/sentences. https://teara.govt.nz/en/zoomify/11931/promoting-
Students will be encouraged to think back to their persuasive writing and the types conservation
of wording they used. The idea of imperative sentences will be introduced and there
will be a whole class brainstorm to get the students thinking about how to make their Te Ara Online – Historical Resource
writing more persuasive/imperative. ‘Care for your Coast’ Poster, 1977
https://teara.govt.nz/en/ephemera/9132/conservation-
Engagement: poster
This task gives students a lot of freedom so they will be able to choose a subtopic
that interests them the most. Students can work in groups to research their topic but These poster show historical examples of environmental
must produce individual posters. Teacher will monitor that students are on task and protection efforts. They will give students ideas of what
give help/guidance is needed. poster need to look like and what they might need to put
on their own poster.
Assessment:
As a whole class students will discuss what sort of things need to be on a poster and Fabulous Facts About Auckland’s Native Birds Poster
this will provide a marking rubric for their own posters. This should include things
like, title, colours, relevant information and visually appealing structure. This will https://www.doc.govt.nz/globalassets/documents/getting-
provide students with a way to self-assess if they have completed their poster to an involved/students-and-teachers/posters/fabulous-facts-
acceptable standard before presenting it to the teacher. land-birds.pdf

A Department of Conservation produced poster that


demonstrates a colourful informative well laid out
poster.

Students will have access to chromebooks for personal


research
Speech
Constructs texts that Using the information that they gained from creating their poster the students will Students will have access to chromebooks for personal
show a growing write a one minute speech regarding the topic of their poster. The speech should be research
awareness of purpose persuasive and informative. The students will then have the option to present their
and audience through speech either to the whole class or to a smaller group of peers. Experiencing Native Trees in Your Green Space
careful choice of - The student who has difficulties with their speech and is seeing a speech
content, language, and language therapist can present their speech to someone he feel confident https://www.doc.govt.nz/get-involved/conservation-
text form. around, eg. a parent. This would defend on what the SLT referral was in education/resources/experiencing-native-trees-in-your-
regard to and the severity of their speech impediment. If their difficulties green-space/
Conveys and sustains with speech was too severe they would have the option to just write their
personal voice where speech and not present it to anyone. Alternatively they could record
appropriate themself saying their speech in private and then present the pre-recorded https://www.doc.govt.nz/globalassets/documents/getting-
tape to the teacher.
involved/students-and-teachers/investigating-introduced-
Students should be encouraged to think about the cultural importance that the land
holds and use these ideas in their speech. predators-resource.pdf
Engagement:
Students will often find the idea of presenting to a larger group very intimidating, A good source of research.
because of this they will be given the option to present to smaller groups with the
teacher also present. This resource also includes a list of places students can
The speeches will be on topics that they have already researched for their posters so go to gather more information about the topic, including
they should be familiar with the topic and hopefully it is something that they enjoy. websites, school journals, books, and video clips, which
would be beneficial in structuring further and extensional
Assessment: research.
The speech will be assessed on the content of the speech as well as how it is
presented. As a teacher it will be important to take into account the disposition of
each student and how presenting in front of a larger group may affect them. Students
for whom English is their second language may struggle with their pronunciation
and their oral presentation and this should be taken into account. These such student
will have the option to present their speech in their mother tongue if they would
rather, in this case a suitable translator would be organised.

Creating Children’s Picture Books


Constructs texts that A trip to the school library will allow students to look
show a growing Students will use their prior knowledge, research skills, and collaboration to create a children’s picture books to gain an idea of what should
awareness of purpose 5-10 page, illustrated picture book. This book will either relate to the climate be included in their own.
and audience through summit itself (e.g. depict someone going on a journey to speak etc.) or show another
careful choice of aspect of environmental conservation that the students feel is important. Students will have access to chromebooks for personal
research
content, language, and Before beginning students will research what a picture book is, they will have a trip
text form. to the library to look at different picture books. They will need to looks at sentence
structure, what makes these books appealing, and what sort of illustrations/colours
Organise texts, using a are used. The students will then work collaboratively with the teacher to design their
range of appropriate own set of requirements their books should adhere to.
structures
Students will work in takirua (pairs) or takitoru (threes). The books can either be
illustrated using the student’s drawings/art work or the students can make scenes
using props and take photos of these to use as their illustrations. The picture books
should use language aimed at younger children aged 5-7 so the students will have to
make sure they use age appropriate language and sentence length. The books will
need to have a beginning, middle and conclusion. The students should make sure
their story is entertaining and would appeal to their intended audience. Students will
be encouraged to use their culture to influence the book, if they wish to write it in a
language other than English that they are familiar with they can but should include a
translation at the back of the book (this translation can be organised and completed
with another person if needed).

Engagement:
This task required only simple sentences and does not require students to write that
much so it would be appropriate for all of the students to complete with little
assistance, it does however require students to think about the structure of a picture
book and to create an engaging storyline so still needs the students to think
critically. Students who enjoy art can choose to draw/paint their illustrations while
students who do not enjoy art as much can choose to photograph their illustrations
instead, meaning students can pick what they are comfortable doing.

Assessment:
The picture books should follow a standard progression of events, they should be
easy to read and visually appealing, especially to younger students. The rubric
created by the students at the beginning of this task will be used by the students
throughout the process to self-assess if they are on the right track and have included
everything that is necessary for a picture book. If the books are of a high quality
they will be published in a ring bound book and these books will be presented to the
junior school to read and give feedback on.
Constructs texts that Drama piece
show a growing Various School Journals that contain play for the
awareness of purpose In groups of 4-6 students will choose one of the picture books they created and turn students to use as references.
and audience through it into a short drama piece. Before they begin to adapt their own drama piece
careful choice of students will look at various plays in school journals to think about how plays are Students will have access to chromebooks for personal
content, language, and structures. They will need to think about characters and if they will need to adapt research
text form. anything from the picture book to make it work for the play. All students in the
group must be involved in the play, this may mean the story needs to be adapted to
work and students need to be aware of this.

Students will adapt, rehearse and perform their plays which will be videotaped and
compiled into a google drive so they can all have access to the finished products.

Engagement:
The groups will be mixed ability and also mixed confidence. Students who find
public speaking easy should be encouraged to help those who may struggle.

Assessment:
Students should make sure they adapt their picture book into a play that makes
sense. The plays should follow a logical progression and be concise enough that the
audience knows what is going on. Everyone in the group will need to have a part,
the parts do not all have to be speaking parts if any of the students, such as the SLT
refereed student, do not feel too comfortable saying lines out loud. However, non-
speaking parts must still be completely involved in the ‘action’ of the play. The
students should perform the play with clear loud voices.

Picture Quilt

Students will design and create a collaborative picture quilt. They will use this to Students will have access to all the tasks they have
display the facts they have discovered over the course of the unit. These facts should worked on throughout the course of the unit so they
be anything they found imperative or interesting. Each ‘quilt section’ should have a gather their information from their own work.
drawing or photo in the middle with the student’s fact written around the outside.
There is not a decisive number of quilt pieces students need to make, they must They will also have access to their chromebooks for
make at least three but then have the freedom to make as many more or less as they personal research.
would like. Once all the quilt pieces are finished they will be assembled to create a
wall display that resembles a whole quilt and demonstrates what the class have
learnt over the course of the environmental conservation unit.

Engagement:

This is a flexible activity that is all about demonstrating what the students have
learnt. They will be encouraged to make it personalised and unique, giving them the
freedom to create a personalised outcome.

Assessment

The quilt itself acts as an overall assessment of what students have learnt throughout
the course of the unit. Students will be encourages to use their memories to
brainstorm ideas and show what they have learnt. The final product should be a
colourful and bold representation of the students learning and engagement.

Possible adaptations (know your learners)

How will you know the students know/can do the learning intended for the above activities/texts/tasks? Are there any adaptations that are required to ensure all
learners in your class are able to access your creative literacy designs? Provide a critical response below that considers how you might modify/adapt etc. your
tasks.

All of the task chosen for this unit plan are flexible and are able to be adjusted to suit a variety of students who are learning at different levels. For most of these activities
students are able to adapt the task in certain ways to suit their personal learning needs. These tasks allow for students to work on and write about their personal interests,
within the subject of environmental conservation this would give them some freedom which would hopefully keep most of the students engaged in the task. Throughout all
of these tasks students will be encouraged to include their own culture, including writing some aspects in their own language e.g. the picture book and the speech. The
freedom to write and perform in a language they are most comfortable using will give students the opportunity to be comfortable in their ability, something they may
struggle with if English is not their first language. Due to the fact that these tasks are flexible students of all different levels will be able to produce acceptable work. It may
be that these tasks need to modified for the highest achieving students, for example the student attending the gifted students class, and in this case an extension activity
could be added. The one students I have struggled to consider in this plan is the student who is wears hearing aids, this is because there is simply not enough information to
know if this student would need special consideration or not. Is this student hearing impaired or do they have auditory processing disorder? Is the classroom fitted with a
sound field or is the student fitted with a Roger Focus RM? This would all influence any decisions made in regard to this student.

Your rationale and justification

These tasks involve a multitude of different activities that not only involve the ‘listening, reading, and viewing’ and ‘speaking, writing, and presenting’ categories of
literacy but also include other curriculum strands. Science, Art, Drama, and Social Sciences are all included throughout these tasks in an effort to create an integrated
learning approach. These tasks contain a combination of traditional (paper and live) technologies and new (digital-electronic) technologies (Bull & Anstey, 2010, p.2) to
allow students to become proficient in both all forms of communication technologies. These tasks attempt to create a well-rounded, curriculum inclusive literacy unit.
Students learn research, communication, presentation, and language structure skills and strategies that will help them throughout their schooling. These tasks also provide
opportunities to observe and assess students in all aspects of literacy by embracing and combining achievement aims and learning progression aim throughout all the tasks
(Ministry of Education, 2010, p.16).

I have tried to ensure all students would feel comfortable embracing both their own culture and New Zealand culture, students are encouraged to make use of different
languages if they wish (Te Kete Ipurangi, 2016). This connects to the idea of creating culturally responsive classrooms and pedagogy as discussed by Mere Berryman,
Dawn Lawrence, and Robbie Lamont who state that teachers must “respect and come to know who our students and their whānau are, where they come from and what
their prior knowledge and cultural experiences are and what this means for our self and others” (Berryman, et al., 2018, p. 5), within a highly diverse classroom it is
essential that the cultures and backgrounds of students are embraced. The idea of culturally responsive classrooms also connects to the idea of making decisions and
adapting practises in a responsive manner, meaning that a ‘one size fits all’ approach cannot be taken (Berryman, et al. 2018, p.5) and tasks must be open for interpretation
to create an inclusive environment. These tasks are flexible and adaptable, giving students some autonomy over their learning while ensuring they are growing in regard to
the literacy learning progressions (Bull & Anstey, 2010, p.2).

I made the decision to allow students to present their speech in groups of to the whole class because although I feel the presentation side of speeches is important to master,
practicing this skill in front of people the student is comfortable with is equally as valuable as performing it in front of a larger group. Students are still learning how to
annunciate their speaking and be aware of their presence but without the added pressure of possible public embarrassment. As these speeches are short practice speeches, I
feel giving students the option to choose their audience is most likely to get positive results. This connects with the decision to give the student visiting a weekly SLT a
variety of options to choose from in regard to their presentation.

References:

Ministry of Education. (2016). ESOL Learners and Literacy. Te Kete Ipurangi Online.
Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural Relationships for Responsive Pedagogy, A Bicultural mana ōrite perspective.Set 2018: no.1. NZCER. Pp.3-
10

Bull, G., & Anstey, M. (2010). Evolving Pedagigies; Reading and Writing in a Multimodal World. Education Serives Australia. Pp.1-20

Ministry of Education. (2010). Literacy Learning Progressions. Learning Media Limited, Wellington. Pp.15-16

Ministry of Education. (2007). The New Zealand Curriculum.. Learning Media Limited, Wellington. Pp.15-16

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