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Review the lesson plans attached (Unit of work lesson plan template) to write an
Review the lesson plans attached (Unit of work lesson plan template) to write an essay on how you will teach them in a year 3 classroom in Australian primary education; these lessons follow the codes from the ACARA volume 9.
Write an essay 1200 words
Minimum 20 references APA 7
The essay demonstrates teacher knowledge of complex literacy concepts required to develop literacy- subject writing of a topic’s genre. The essay includes critical analysis, examples of practice and key references to justify decisions related to integrated curriculum, explicit teaching of writing a verbal-visual genre on topic, use of exemplar genre, effective pedagogy to support students’ writing practice and independence, and to assess writing capability against AC9 writing achievement standards.
Explain the following:
Deconstruction and construction of the text. Talk about this was done in this lesson plan. Teacher role in joint construction.
Teacher as scribe, designs think-alouds and strategic questions to negotiate student input and decisions to enhance verbal-visual meanings (eg. for narrative characterisation, point of view, resolution)
Teacher prompts for mediation and review in class joint constructions of genre.
Rewriting to change author perspective in genre.
Teachers need to continuously expand their personal knowledge about language and image resources for meaning, knowledge of genre typically used for subject-specific learning, a metalanguage to talk and teach about language grammar and genre. Additionally, teachers need to draw from a range of pedagogic practices for successful guidance of writers – try an internet search for these well-recognised practices (eg. Hertzberg, 2012, Seely-Flint et al., 2017), including think-alouds, open questions, target questions, paraphasing, prompts to redirect thinking, recasting vocabulary.
In particular, the two teaching strategies of mediation and review are vital in critical conversations for successful joint constructions of written genre.
Revise-adjust what and how to model/deconstruct genre meaning parts (W5) to develop composition
Jointly construct text.
Think out loud to encourage students to engage in the discussion.
Guide questions.
Elaborating.
Which effective pedagogy you will implement to support students’ writing practice and independence
Explicit teaching for writing
Bloom’s taxonomy is incorporated into this lesson. How will it work?
How will the 5es by Byebee be implemented as part of the teaching pedagogies with this lesson plan?
How are your differentiated learning and strategies implemented with these lessons? (Differentiation adjusting to children’s needs, for example, videos for children with reading difficulties, working in groups, and pairing with peers to learn from knowledgeable others ZPD Vygotsky social interaction to learn.
How we can use the systematic functional model (Halliday ana Hasan 1985; Halliday and Matthiessen 2004) with these lessons
W8 Topic notes. Teacher modelling of Writing, Teacher deconstruction of Genre
To progress Literacy: Writing capabilities, it is important that teachers model the writing process, and explicitly teach about the genre to be written. These steps follow opportunities to build topic concepts and vocabulary. Teaching about writing of a multimodal genre (eg. its context, purpose, structure, language-image features) requires the use of exemplar multimodal texts, and their provision to support student learning practice of new writing knowledge (after explicit teaching).
This information will help with the essay: Teacher modelling of the writing process
Drawing from class engagements with exemplars, teachers can model the writing process of draft, revise, edit, publish. In this modelling, teachers can think-aloud the purpose for writing, verbally rehearse each sentence with required info, demonstrate word choices to include or disard, re-read to check or adjust written meanings, exemplify spelling and punctuation decisions, model review of whole text writing for cohesion and logical flow. In early years, the writing process may be completed daily within an hour; in later years, it may take a few days for students to elaborate, polish and produce extended writing for a purpose.
This information will help with the essay: Teacher deconstruction of Genre parts
Explicit teaching about the genre can also be achieved by teacher modelling that pulls apart meanings in parts of a genre. This teacher deconstruction of verbal and visual meanings in genre parts is important, to draw students’ attention to writing choices that matter, if genre writing purpose/s are to be achieved (Winch et al., 2020). For example, teacher deconstruction of meanings in an exemplar genre allows them to use think-alouds around author choices of words for description, demonstrate problem-solving related to authored maps or graphs, exemplify reasoning behind paragraphs structured in logical sequence, model thoughts on author layout choices to align visual diagrams with verbal info, and model thinking to pull apart verbal-visual meanings in exemplar genre. To make explicit points about language and image choices to compose meanings, teachers often choose to box, highlight, circle, colour, shade and bold words, images, paragraphs and layouts (print, onscreen).
Equally, explicit teaching about digital tools to support 21C multimodal composition is important (Kervin, 2015). Teachers can identify and model the purposeful use of digital tools to address AC Literacy Capability intersects with Creative-Critical thinking and ICT (ACARA, 2018). For example, multimodal digital authoring may be enhanced by online tools to map narrative events and enhance characterisation (eg. Storyboard), while aiming to produce comics, flash fiction, long story (eg. Storybird), animations or live action movies (eg. Animaker). Remember also that a wider audience for digital authoring invites class attention to shaping a polished product for school community (eg. class parents, school assembly, a cross-school showcase) and beyond. For example, the Australian Centre for the Moving Image (Melbourne) sponsors a national Screen It competition for school entries.
It’s an exciting time to be a writer, a digital author!
Reading for references must use
W9 Readings
Derewianka, B., & Jones, P. (2022).
Chapter 9 Language for Persuading Others
Humphrey & Vale (2021). Investigating model texts. Hortatory argument to act (p. 97, 108), civic persuasion (p. 85), expositions argue that (p.163)
Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction. PETAA Paper 196.
De Silva Joyce, H., & Feez, S. (2012). Text-based language & literacy education: Programming and methodology. Phoenix Education. Chapter 5 Teaching and learning sequences
Readings
Derewianka, B., & Jones, P. (2022).
Chapter 8 Language for Explaining How and Why
Recommended Reading
Winch et al. (2020)
revisit Chapter 16 The Writing Development Continuum
Chapter 17 Grammar
Chapter 18 Punctuation
Chapter 19 Spelling
McGinley, W., & Tierney, R. (1989). Traversing the Topical Landscape: Reading and Writing as Ways of Knowing. Written Communication 6 (3). https://journals.sagepub.com/doi/abs/10.1177/0741088389006003001
Murray, M., & Beveridge, L. (2019). Let’s Write a Unit. PETAA Paper 215.
Humphrey, S., Sharpe, T. & Cullen, T. (2015). Peeling the PEEL- Integrating language and literacy in the middle years. Literacy Learning- the Middle Years, 23(2), 53-61.
Think and Consider
Mapping 4×4 topic language meanings (narrative ) against whole text, grammar, word and visual knowledge
Traversing the topical landscape – scoping the field/topic ideas and specialised vocabulary in multimodal explanations; graphic strategy to categorise key ideas
Word choices and morphology-phonics for spelling
Strategy to suppport EAL/D pronunication and spelling of specialised vocabulary
Strategy to assess students’ control of specialised vocabulary in dialogic talk
How to deconstruct: box, highlight, circle, shade, bold; think-alouds to demonstrate reasoning; visualise, predict, connect; model decisions for composition of verbal-visual meanings.
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