Here are instructions
In this assignment you will develop a mini unit of work that teaches a factual genre and a relevant aspect of grammar related to that genre in the context of learning about a Science and Technology or PDHPE topic. You will write a rationale for your unit of work, which justifies your KLA topic and choice of genre and aspect of grammar to enhance learning in the topic and relevance to the age/stage of students targeted in the development of the mini unit. In addition, you will complete an e-learning module on assessment of a student’s piece of writing using concepts of grammar at the text, paragraph, sentence and word level learned in this unit.
Length: approx 2000 words
What do I need to submit?
Mini unit of work with 10 distinct lessons/ learning experiences (with the 11th lesson/learning experience being the joint construction)
Rationale for unit.
A signed cover sheet (found at the end of this Learning Guide)
Marking criteria for Assignment 2 (found in this Learning Guide)
Turnitin Originality report for rationale and mini unit (written text only, no appendices)
Assessment of a student’s writing: written report, submitted to vUWS
¦ Submission details:
Submit a draft of your assignment to Turnitin by Monday 5 May so that you have time to review your Originality Report and edit your work.
Submit an electronic copy of your final assignment to Turnitin by Friday 9 May by 6pm (Do not include your cover sheet but do include your reference list) AND
Submit a hard copy of this assignment (i.e. the same one you submitted to Turnitin but also include appendices and cover sheet) by Friday 9 May by 6pm, by placing it into your tutorial tutor’s assignment box (NOT the Unit Coordinator’s box, UNLESS the Unit Coordinator is your tutorial tutor).
You must keep a copy of your assignment.
In this assignment you will develop a mini unit of work that teaches a factual genre and a relevant aspect of grammar related to that genre in the context of learning about a Science and Technology or PDHPE topic. You will write a rationale for your unit of work, which justifies your KLA topic and choice of genre and aspect of grammar to enhance learning in the topic and relevance to the age/stage of students targeted in the development of the mini unit. In addition, you will complete an e-learning module on assessment of a student’s piece of writing using concepts of grammar at the text, paragraph, sentence and word level learned in this unit.
Length: approx 2000 words
What do I need to submit?
Mini unit of work with 10 distinct lessons/ learning experiences (with the 11th lesson/learning experience being the joint construction)
Rationale for unit.
A signed cover sheet (found at the end of this Learning Guide)
Marking criteria for Assignment 2 (found in this Learning Guide)
Turnitin Originality report for rationale and mini unit (written text only, no appendices)
Assessment of a student’s writing: written report, submitted to vUWS
¦ Submission details:
Submit a draft of your assignment to Turnitin by Monday 5 May so that you have time to review your Originality Report and edit your work.
Submit an electronic copy of your final assignment to Turnitin by Friday 9 May by 6pm (Do not include your cover sheet but do include your reference list) AND
Submit a hard copy of this assignment (i.e. the same one you submitted to Turnitin but also include appendices and cover sheet) by Friday 9 May by 6pm, by placing it into your tutorial tutor’s assignment box (NOT the Unit Coordinator’s box, UNLESS the Unit Coordinator is your tutorial tutor).
You must keep a copy of your assignment.
Purpose – How this assignment relates to learning outcomes
The purpose of this assignment is for you to:
discern the similarities and differences between spoken and written language;
consider the rationale, outcome statements, scope and sequence charts of the English K-10 Syllabus as they pertain to ES1 to Stage 4, with particular focus on talking (speaking) and writing outcomes;
distinguish the structure and grammar of the literary and factual texts;
examine aspects of grammar at the level of the sentence;
examine strategies for teaching, spelling, punctuation and handwriting;
apply knowledge about text and grammar in teaching and assessing children’s talking (speaking) and writing;
apply understandings of curriculum design and the use of technologies regarding the teaching of text and grammar in integrated units of work.
Process
Mini unit of work: The purpose of this assignment is to assess your effectiveness in programming text and grammar in line with the guidelines discussed in this unit. While you may draw upon this unit during your professional experience in schools it need NOT be designed to specifically cater for the class that you are allocated.
You will need to:
decide on year level and stage for the mini unit of work;
decide on a topic or theme from Science and Technology or PDHPE appropriate to the year level/stage;
decide on the genre that will assist students to demonstrate understanding of the topic;
decide on the aspect of grammar (EITHER paragraph level OR sentence level OR word level relevant to the chosen genre) you will teach in context of learning about the chosen genre;
decide on the English (K-10 English syllabus) and Science and Technology OR PDHPE outcomes or objectives and indicators or content descriptors your unit of work will work towards achieving;
** use the above information to create an overview page for your mini-unit of work.
create a 2-3 week mini unit of work of 10 distinct lessons/learning experiences (with the 11th lesson/learning experience being a joint construction) to:
explicitly teach the writing of the selected genre (text type) and its organisational structure;
explicitly teach the ONE aspect of grammar EITHER paragraph level OR sentence level OR word level relevant to the selected genre appropriate to the year level and stage;
teach the KLA content or concepts (builds the students field knowledge) in a meaningful way;
integrate the use of ICT into the learning/teaching of the Science and Technology or PDHPE content and/or genre and/or grammar and/or critical literacy.
be sure to design your own worksheets and include in an APPENDIX, numbering each worksheet and referring to that appendix number in the resource section of the lesson template. Any commercially produced material included needs to be appropriate to the level of the students and directly related to the coverage of the content of the specific lesson or learning experiences and referenced appropriately. Most commercially produced material will need adaptation for use in your mini-unit of work.
use the template provided to write up the mini unit. Lessons or learning experiences should:
have a title, for example, Learning about the organisation of an explanation; Experiment on evaporation and condensation. NB: Lesson One is NOT a title;
include enough detail so a teacher could pick up the unit and know what s/he would be doing and what the students would be doing; include grouping of students, resources,
include how you would assess students achievement in the lesson related to the outcomes ;
consider whether lessons or learning experiences will be going for an extended time across one lesson, for example, researching natural disasters (over 3 lessons in the library), so note this next to title of the lesson or learning experience. However, this lesson or learning experience only counts as ONE lesson or learning experience towards the 10 lessons required for the assessment task.
You must present your work professionally, using appropriate and clear academic writing and APA 6th referencing style.
The purpose of this assignment is for you to:
discern the similarities and differences between spoken and written language;
consider the rationale, outcome statements, scope and sequence charts of the English K-10 Syllabus as they pertain to ES1 to Stage 4, with particular focus on talking (speaking) and writing outcomes;
distinguish the structure and grammar of the literary and factual texts;
examine aspects of grammar at the level of the sentence;
examine strategies for teaching, spelling, punctuation and handwriting;
apply knowledge about text and grammar in teaching and assessing children’s talking (speaking) and writing;
apply understandings of curriculum design and the use of technologies regarding the teaching of text and grammar in integrated units of work.
Process
Mini unit of work: The purpose of this assignment is to assess your effectiveness in programming text and grammar in line with the guidelines discussed in this unit. While you may draw upon this unit during your professional experience in schools it need NOT be designed to specifically cater for the class that you are allocated.
You will need to:
decide on year level and stage for the mini unit of work;
decide on a topic or theme from Science and Technology or PDHPE appropriate to the year level/stage;
decide on the genre that will assist students to demonstrate understanding of the topic;
decide on the aspect of grammar (EITHER paragraph level OR sentence level OR word level relevant to the chosen genre) you will teach in context of learning about the chosen genre;
decide on the English (K-10 English syllabus) and Science and Technology OR PDHPE outcomes or objectives and indicators or content descriptors your unit of work will work towards achieving;
** use the above information to create an overview page for your mini-unit of work.
create a 2-3 week mini unit of work of 10 distinct lessons/learning experiences (with the 11th lesson/learning experience being a joint construction) to:
explicitly teach the writing of the selected genre (text type) and its organisational structure;
explicitly teach the ONE aspect of grammar EITHER paragraph level OR sentence level OR word level relevant to the selected genre appropriate to the year level and stage;
teach the KLA content or concepts (builds the students field knowledge) in a meaningful way;
integrate the use of ICT into the learning/teaching of the Science and Technology or PDHPE content and/or genre and/or grammar and/or critical literacy.
be sure to design your own worksheets and include in an APPENDIX, numbering each worksheet and referring to that appendix number in the resource section of the lesson template. Any commercially produced material included needs to be appropriate to the level of the students and directly related to the coverage of the content of the specific lesson or learning experiences and referenced appropriately. Most commercially produced material will need adaptation for use in your mini-unit of work.
use the template provided to write up the mini unit. Lessons or learning experiences should:
have a title, for example, Learning about the organisation of an explanation; Experiment on evaporation and condensation. NB: Lesson One is NOT a title;
include enough detail so a teacher could pick up the unit and know what s/he would be doing and what the students would be doing; include grouping of students, resources,
include how you would assess students achievement in the lesson related to the outcomes ;
consider whether lessons or learning experiences will be going for an extended time across one lesson, for example, researching natural disasters (over 3 lessons in the library), so note this next to title of the lesson or learning experience. However, this lesson or learning experience only counts as ONE lesson or learning experience towards the 10 lessons required for the assessment task.
You must present your work professionally, using appropriate and clear academic writing and APA 6th referencing style.
Rationale:
Read references about the teaching of genre in the classroom.
Write a 300 word account justifying, with reference to at least TWO articles, chapters and/or books:
the genre you have chosen to explicitly teach based on the Science and Technology OR PDHPE topic and year level/stage of students;
the choice of the grammar (paragraph or sentence or word level) as it relates to the genre you have chosen;
strategies used in teaching the genre, and aspect of grammar for the year level/stage of students;
strategies used in teaching the Science and Technology OR PDHPE topic (building students field knowledge, understanding and skills) for the year level/stage of students.
Include a reference list in APA 6th style.
Read references about the teaching of genre in the classroom.
Write a 300 word account justifying, with reference to at least TWO articles, chapters and/or books:
the genre you have chosen to explicitly teach based on the Science and Technology OR PDHPE topic and year level/stage of students;
the choice of the grammar (paragraph or sentence or word level) as it relates to the genre you have chosen;
strategies used in teaching the genre, and aspect of grammar for the year level/stage of students;
strategies used in teaching the Science and Technology OR PDHPE topic (building students field knowledge, understanding and skills) for the year level/stage of students.
Include a reference list in APA 6th style.
This is criteria
Assessment Criteria
1. Develops students’ field knowledge in Science and Technology or PDHPE topic in a meaningful way.
2. Chooses and explicitly teaches a relevant genre for the topic chosen in an authentic manner and in context.
3. Chooses and explicitly teaches in a meaningful way and in context of the genre ONE grammatical feature.
4. Lesson sequence is logical and integrates the teaching and learning of the Science and Technology or PDHPE topic and English outcomes and objectives and employs the teaching and learning cycle, as presented in textbook, with 10 lessons or learning experiences and a joint construction as the 11th learning experience.
5. Outcomes and/or objectives and/or indicators and/or descriptors chosen match the lesson or learning experiences and assessment for the lesson or learning experience relevant Outcomes and/or objectives and/or indicators and/or descriptor.
6. Mini unit includes effective use of ICT.
7. Rationale: includes why the genre was suitable for the topic of the mini unit; why the grammar focus was chosen in relation to the selected genre; and includes relevant reference/s.
8. Rationale: includes how strategies chosen in the mini unit build students’ understandings of the topic and includes relevant reference/s.
9. Completes assessment of a student’s writing sample and submits 250-300 word report to vUWS.
10. Presents work professionally, using appropriate and clear academic writing and APA referencing style within the word limit.
1. Develops students’ field knowledge in Science and Technology or PDHPE topic in a meaningful way.
2. Chooses and explicitly teaches a relevant genre for the topic chosen in an authentic manner and in context.
3. Chooses and explicitly teaches in a meaningful way and in context of the genre ONE grammatical feature.
4. Lesson sequence is logical and integrates the teaching and learning of the Science and Technology or PDHPE topic and English outcomes and objectives and employs the teaching and learning cycle, as presented in textbook, with 10 lessons or learning experiences and a joint construction as the 11th learning experience.
5. Outcomes and/or objectives and/or indicators and/or descriptors chosen match the lesson or learning experiences and assessment for the lesson or learning experience relevant Outcomes and/or objectives and/or indicators and/or descriptor.
6. Mini unit includes effective use of ICT.
7. Rationale: includes why the genre was suitable for the topic of the mini unit; why the grammar focus was chosen in relation to the selected genre; and includes relevant reference/s.
8. Rationale: includes how strategies chosen in the mini unit build students’ understandings of the topic and includes relevant reference/s.
9. Completes assessment of a student’s writing sample and submits 250-300 word report to vUWS.
10. Presents work professionally, using appropriate and clear academic writing and APA referencing style within the word limit.
This is the template you need to use – https://vuws.uws.edu.au/bbcswebdav/pid-1031458-dt-content-rid-13036133_1/courses/101586_2014_1h/101586%20Lesson%20Plan%20Template%201H%202014%20.doc
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