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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154

Assessment Task 3- Oracy and Writing Skills using My Place by Lydia Nolan
PART A: RATIONALE and PART B: LESSON PLANNING TEMPLATES
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text

PART A: RATIONALE

INTRODUCTION

Using the website My Place http://www.myplace.edu.au/teaching_activities/2/a_greek_garden.html and the information found in 1958 Episode 6: Michaelis,
this unit of work focuses on the development of persuasive text type and the language of persuasion. The Episode follows Michaelis and his father as they
proudly work in their garden to grow vegetables and fruit. During this era growing of your own fruits and vegetables was essential as a way for surviving and
creating traditional meals. Over the five sessions in this unit of work students will build an understanding of the benefits of a sustainable and self-sufficient
garden. Students will develop arguments and opinions based on the content they have learned, which will develop their persuasive metalanguage.

RATIONALE & JUSTIFICATION

This unit of work is comprised of five lessons that follow a planned sequence. This sequence will enable students to move from novices in their learning to
experts by the conclusion of the unit of work. This unit of work follows a process referred to as the gradual release of responsibility model (Seely Flint et al.,
2014). Research shows that this model can advance primary students’ performance. Students will go through different stages, from ‘modelled instruction,
guided instruction, peer cooperation and independent learning’ (Lin, & Cheng, 2010). Throughout these lessons the teacher shifts from scaffolding and
mentoring students learning to allowing the students to have more accountability for their own learning (Seely Flint et al, 2014).

In this unit of work the persuasive text type is used to explore My Place. Self-sufficient gardening is an important issue. It is an issue that was so relevant back in
the 1950s and it also relates to today’s society and the issues we face based around the environment, economy and society which links into the Victorian
Curriculums Sustainability priority. Students are reflecting on the past to understand what sustainable practices they can take part in during the present and how
that will also impact the future (VCAA, 2017). There are also arguments against self-sufficient gardening, such as time constraints, limited gardening space or
people requiring low maintenance gardens and this allows for persuasions to occur (Wing Jan, 2015).

The two main language features from the text type that are used in this unit of work are the language of persuasion and emotive language. There are several
ways to encourage oral language development (Seely Flint et al., 2014). These two main language features have been established through the oral language
activities of class discussions, word walls, word clouds and brainstorming. Students are provided with examples and encouraged to use their own words to
practice orally the vocabulary they are learning. Research shows that refining student language use during class discussions expands their vocabulary (Seely Flint
et al., 2014). Supporting students to understand how they can appropriately use persuasive words and emotive language is a goal of the lessons and achieved
through use of the semantic cueing system (Seely Flint et al., 2014). Throughout the five lessons students begin to use persuasive language and process new
information about the topic through creating their own opinion and articulating their ideas in class or peer discussions. (Seely Flint et al., 2014). Halliday’s theory

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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154

on how language is learnt supports this unit of work as his model shows that there is a certain way that we speak, following a set of rules that are known as
grammar. More specifically, these lessons use the personal function of Halliday’s model which is learning about language to express thoughts and opinions
(Halliday, 1975).

Providing students with authentic literature such as the article supports students to understand language patters, new vocabulary, nuances in persuasive
language and structural features in persuasive text. (Seely Flint et al., 2014).

The instructional strategies used in this unit of work include the KWHL chart, shared writing, guided writing, modelled writing and independent writing.
The first lesson uses a KWHL Chart to collate students understanding of the topic of self-sufficient gardening. This was chosen to encourage students to actively
engage and listen while watching the episode. A KWHL Chart is used to activate prior knowledge, prompt inquiry questions and reflect on their learning. (Seely
Flint et al., 2014). The second lesson uses a PMI Chart to engage students in the text and support them to develop a point of view on the topic. Independent
writing is used in the following lesson to support students in consolidating and practicing their literacy skills. As well this lesson enables students to use the
knowledge and understandings they have developed in whole and small group instruction (Seely Flint et al., 2014).

Both shared writing and guided writing are used within the lessons. Shared writing encourages greater interaction between students and teachers, giving
students the opportunity to take more control of their own learning. The teacher is both the guide and scribe within shared writing while a text is constructed
together. This strategy scaffolds the structure and vocabulary of persuasive text. Guided writing is a strategy used to support the learning of enabling and EALD
students as the teacher guides students in the development of writing a persuasive text. Guided writing is an opportunity for teachers to provide individualised
feedback. (Seely Flint et al., 2014).

Modelled writing is an approach used in this unit to demonstrate and model specific writing behaviours pertinent to persuasive writing, to support this, mini
lessons are used to target vocabulary development.

Working in smaller groups with EALD students during these lessons enables students to better understand the specific language features used in persuasive
texts. This supports students to better understand vocabulary by putting different words in a context they are able to understand and relate to (Allison, 2011).
Scaffolding learning is an important strategy for teaching EALD students. Throughout the unit students are assisted in their learning to complete the tasks, so
that they are later able to work independently on a similar task. This is exemplified through students working in smaller groups on guided writing tasks (Taplin,
2017). Within this unit EALD students are provided ample time to practice a skill as this will support them in doing it independently (Dobinson & Buchori, 2016).

The differentiation method used in this unit of work is small group work which allows all students to accomplish and meet the outcomes set out by the teacher.
Working in small groups ensure that the teacher is aware of problems that occur during the learning process (Taplin, 2017). Strategies for managing a
differentiating classroom that are used in this unit of work are guided writing and small group work for enabling students and EALD students. During the lessons
the teacher is aware that students have different needs and the lessons have been planned so that all levels of students can express their learning differently.
Each student will demonstrate the skills that the teacher has outlined in the learning outcomes of the lesson, although there will be variation of the complexity
of work between students. The tasks are open ended which means that the expression of their learning is up to the individual students (Tomlinson, 2017).

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EDLA309 Literacy Education 2_2017 Lydia Nolan, S00129154

REFERENCES:

Allison, D. (2011). Learning our Literacy Lessons: EAL/D Students, Critical Literacy, and the National Curriculum. Australian Journal of Language and
Literacy, 34(2), 181-201.

Dobinson, T., & Buchori, S. (2016). Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in
One Australian Setting. Australian Journal of Teacher Education, 41(2), 32-52.

Halliday, M. (1975). Learning how to mean: Exploration in the development of language. London, UK: Edward Arnold.

Lin, N., & Cheng, H. (2010). Effects of gradual release of responsibility model on language learning. Social and Behavioral Sciences, 2(2), 1866-1870.
My place. (2011). Episode 6 | 1958 : Michaelis. Retrieved from http://www.myplace.edu.au/teaching_activities/episode_landing_6.html

Seely Flint, A., Kitson, A., Lowe, L., Shaw, K., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for engagement. Queensland, Australia; John
Wiley & Sons.

Taplin, A. (2017). Accounting for the needs of EAL/D students in the mainstream classroom. Metaphor, 1, 48-50.
Tomlinson, C. (2017). How to Differentiate instruction in Academically Diverse Classrooms (3rd ed.). Alexandria, VA: ASCD.
Victorian Curriculum and Assessment Authority. (2017). Cross Curriculum Priorities. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/overview/cross-
curriculum-priorities
Wheatley, N., & Rawlins, D. (1987). My place. Blackburn, Vic: Collins Dove.

Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford University Press.

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