EDCURRIC 622 - Language and Literacy -Semester Two, 2019

You will plan an integrated curriculum map/overview for a 3-5 week thematic unit that is based around a recent or current event that has taken place in 2019.
The subsequent 8-10 indicative literacy experience (activities and tasks) that you design and plan will centre on this core theme or big idea. The unit should
address the objectives outlined in the English learning area. You might use the templates provided on CANVAS or design your own making sure to include the
required information. To ensure that you consider well-balanced, creative, critical and detailed learning tasks, we do suggest that you complete the integrated
map, and ensure you develop literacy tasks that meet both Listening-Reading-Viewing (receptive) equally, alongside Speaking-Writing-
Presenting (productive) aspects of literacy. It is expected that there will be evidence in the planned tasks that require higher order thinking, involve students in
reading multiple texts (print, visual, digital) engage learners in varied critical thinking tasks, have multiple opportunities to express their thinking on the core
theme and have opportunities to be innovative and creative as they work on these well-designed tasks and towards and understanding of the key knowledge’s
and understanding of the unit.

In planning the unit, you must consider the strengths and personal resources of the class described in Module 1, including their linguistic, cultural and social
resources. You will also consider possible adaptations you may (or may not) need to include, depending on how tasks designed fit in with the students'
capabilities in this class. The unit plan must include a novel that considers your theme. You will provide an indication of key or culminating learning that
engaging in each task you design will add.

In addition to your plan, you will also provide a brief rationale for the key design decisions that you made. You will need to highlight the key decisions that you
made, and why you made them. To do this, you may draw on any readings from the course or other relevant readings. You may also draw on the key policy
documents from New Zealand (e.g. NZC, Literacy Learning Progressions). There is a word limit of 500 words (excluding references) for the rationale.

Please cite your sources and provide a reference list. The reference list will not count in the word count, however, you will not get credit for simply including
references. Your references must link to citations and you need to show how the reading has contributed to your thinking, and therefore your plan.
 Template: English: Level 3 Long Term Literacy Experiences Overview - Term 4

KEY COMPETENCES
VALUES
INDICATORS (highlight Key
ACHIEVEMENT OBJECTIVES (highlight Values that you
(highlight indicators you will cover) Competencies that you will
will cover)
cover)
selects and reads texts for enjoyment and Excellence, by aiming high
Listening-Reading- Viewing Students will: personal fulfilment Thinking and by persevering in the face
of difficulties
Processes and strategies Integrate sources of information, processes, Using language, symbols, and
recognises and understands the connections
and strategies with developing confidence to texts
These skills and knowledge underpin between oral, written, and visual language Innovation, inquiry, and
identify, form, and express ideas
the strands outlined below Managing self curiosity, by thinking

integrates sources of information and prior critically, creatively, and
Relating to others reflectively
knowledge with developing confidence to make
sense of increasingly varied and complex texts
Participating and contributing • Diversity, as found in our
Selects and uses a range of processing and different cultures, languages,
comprehension strategies with growing and heritages
understanding and confidence •
• Equity, through fairness and

thinks critically about texts with developing social justice

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

My theme/Current Event: How can we identify and break stereotype?
Purpose for theme/current event:
Stereotype refers to the broadly accepted, rigid and oversimplified image or idea of a specific category people or thing. Once the preconceptions are planted inside,
people are prone to make snap judgements based on immediately visible characteristics such as gender, race, or age. That is often how bias is formed and applied.
Unfortunately, stereotypes exist in many occasions in our life such workplace, mass media, and even some schools and families. The young generations may pick up the
stereotypes and start to view their surroundings with bias unconsciously, which may bring about inequity and disparity now or in their future.
In New Zealand, students are encouraged to value equity “through fairness and social justice” (Ministry of Education , 2007). Breaking bias, including stereotypes, is the
precondition of achieving fairness and equity. The theme I chose for this unit plan aims at the following purposes:
• Understand the concept of stereotype;
• Realize the existence of stereotype in daily life;
• Be able to identify some stereotypes;
• Break the stereotypes students already have by using a series of critical thinking skills;
• Encourage students to keep an open mind and minimize stereotype and bias (acting proactively);
This theme also provides opportunities for teachers to embed concepts in Social Studies into the learning experience, preparing students for the learning of social justice,
discrimination, and other correlated concepts.
 Teacher knowledge building/ Teacher Research before the unit/Resources you Novel Study
might engage and provide learners to gain conceptual understanding Title: The World’s Worst Teachers
Knowledge building& research: Author: David Walliams
• What is stereotype? Where can we see stereotype? Published: Harper Collins Children's Books
Reading To:
• Why must we break stereotypes?
5-10 minutes per day (depends on the length of each story), one story per week.
• How can we identify and break stereotype? (critical thinking skills) (read aloud)
• Identify and collect stereotypes that children are familiar with from Summarise how the novel specifically links to your theme/current event:
children literatures, movies, and TV shows (potential sources of This book is divided into ten parts. Each of them tells a story about one of the most
stereotype); hateful teachers in the world, such as
• Identify stereotypes and bias that students already have; • The math teacher, Mr Pent, who tried to confiscate all the balls in school;
Potential resources: • Mr & Mrs Lovey-Dovey who revoltingly expressed their affection to each
• School journal story other in school;
1) Egbert And The Princess: A Fairy Tale (Katie Fuize) • Miss Spick, the librarian, who is passionate about fining students for
School Journal, August 2013, level 3 absurd reasons;
Ø This is a story about a dragon being bullied by the princess
• Doctor Dread, the monstrous and unhygienic science teacher who
that he captured and lived with.
constantly farted;
Ø Even though it is a “fairy tale”, it breaks the stereotypes of
• etc.
dragon and princess in the traditional fairy tales.
Connection with the theme:
Ø By reading this story and completing the HOT map, students
This novel is chosen as it is about stereotypes identified in school life, which makes
are expected to realise the existence of stereotype and some
it appealing and understandable for students. Large amount of stereotypes about
of them, maybe even a big proportion of them, are holding
teachers are described in this book. For example, “sport teachers have to wear
stereotypes unconsciously.
tracksuits even if they are less active than a sloth” (Walliams, 2019), “(Doctor
Ø This story can be used as a foreshadowing of introducing the
Dread) loved the fact that all the kids at Grunge Hill were terrified of him”
concept of stereotype.
(Walliams, 2019) etc. Some of these stereotypes are probably held by students in

real life. Through the hilarious and exaggerating stories, students can see
 2) No Fangs (Hera Lindsay Bird) stereotypes do not only exist in stories, they are actually quite common in daily life.
School Journal, November 2017, level 3 Even though it seems that all the teachers mentioned in this book are either evil,
Ø This is a story about a girl vampire trying making friends with weird, or simply just crazy, the stories actually leave room for readers to reflect
human beings. She suffered from isolation because of the critically. By digging into the personalities of those teachers with critical thinking
stereotype about vampires people held. skills, readers may find out the rationality in those “evil” or “crazy” characters.
Ø By reading this story, students are expected to understand Apart from reading aloud, this book can also be used as a supplementary material
that negative effects brought about by stereotypes. for the advanced learners and faster finishers to practice decoding the text from
• Picture book differentiated perspectives with critical thinking skills. Meanwhile, this is also a
The Wolf’s Story: What Really Happened To Little Red Riding hood piece of work suitable for students at or above reading level two to read for
(continued) personal enjoyment.
(Toby Forward)
Ø This book challenged one of the most famous and classic
fairy tale, The Little Red Riding Hood, by retelling the story
from the wolf’s perspective. The author bravely and
creatively broke the wolf’s stereotype which is held by almost
all the young children and even adults.
Ø The story itself does not reach any conclusion about the wolf.
Instead, it leaves plenty of room for imagination.
Ø Students need to use a series of critical thinking skills, such as
reasoning, evaluating, problem solving etc., to reach a
conclusion on their own.
Ø This book encourages students to take the courage and risk
to break the long-lasting and widely-accepted stereotypes
built up by the authority.
 Key Learning Designing Literacy Resources
What learning? What level Experiences/Activities/Tasks – What do the students do? What resources will you
of critical thinking? Brief explanation of the task below. Give the task a name; explain in brief what the student/s have to do; think about how you will find/refine/adapt/create/co-create
(use NZC/LLP) assess this; think about the skills, knowledge and strategy required to engage in the task itself that will support the learning
Intended Learning: Task detail: What students will do. Key literacy resources
1. build up character 1. Guided reading Egbert And The Princess: A Fairy Tale under the guide of the HOT map (see required
profiles by Egbert And The Princess: A
attachment 1).
decoding the text Fairy Tale (Katie Fuize)
Ø The HOP map has two focuses, comparing the stereotypes of dragon and Egbert the School Journal, August 2013,
level 3
dragon, and building up the profile of Egbert the dragon.

Ø The first focus aims at helping students to realise the existence of stereotype and the fact
that people may hold stereotypes unconsciously. This will be followed by a short
introduction about the concept of stereotype, equipping students with the fundamental
comprehension of it.
Ø The second focus aims at enhancing students’ comprehension about the characters by
identifying concrete examples in the text and decoding the text.


2. Guided reading No Fangs under the guide of the HOP map (see attachment 2) No Fangs (Hera Lindsay Bird)
School Journal, November
Ø Based on the first learning experience, this guided reading lesson is designed to reinforce
2017, level 3
students’ awareness of stereotype.
Ø The HOT map is used to guide students to make comparison between the stereotypes
about vampire held by the villagers and the actual persona of Madeline the Vampire.
Ø The HOT map is also used to help students build up the character profile of Madeline the
Vampire.
Ø Through the comparison and the character profile, students will be encouraged to explore
the detrimental effects caused by stereotype.
 3. Guided reading Fangs The Sequel under the guide of the HOT map (see attachment 3) Fang The Sequel (Hera Lindsay
Bird)
Ø Based on students’ exploration about the negative impacts brought about by stereotype,
School Journal Level 3 August
this guided reading lesson is about breaking stereotypes. 2018, level 3

Ø The designed HOT map helps students to identify the transformations of the characters’

attitudes and emotions before and after the stereotype was broken.
Ø By building up the character profile through guided reading and HOT map, students will be
encouraged to explore the approaches of identifying and breaking stereotypes.

2. Decoding the text 4. Guided reading The Wolf’s Story: What Really Happened To Little Red Riding hood (continued) The Wolf’s Story: What Really
from more than Happened To Little Red Riding
Ø Based on the three previous guided reading learning experiences, this lesson focuses on
one perspectives hood (continued)
breaking stereotypes using critical thinking skills. (Toby Forward)

Ø Students will be encouraged to decode the text from different perspectives and reach their
own conclusions by using a series of critical thinking skills, including reasoning, evaluating,
analyzing etc. (The book has an open ending)

5. Debate regarding to the truth of the Little Red Riding Hood
Ø This activity is designed for practicing breaking stereotype by using critical thinking skills.
Ø Students are required to collect a series of evidence from the two versions of the story, the
Little Red Riding Hood’s and the Wolf’s, scientific research, any other books, and even
common sense and students’ life experience, to support their standpoints and refute their
rival’s.
Ø Through debating, students are expected to find out that fair and objective opinions are
based on research, evidence, and comprehensive evaluation. Meanwhile, critical thinking
skills help us to break stereotypes.
 6. Persuasive writing: who should we believe, the Little Red Riding Hood or the Wolf?
Ø This is a task based on the previous two learning experience four and five, aiming at
cultivating and maintaining students’ ability of decoding the text from differentiated
perspectives using critical thinking skills.
Ø This task shares similarity with task 5 as they both involve establishing arguments,
collecting evidences, and drawing conclusions.
3. Develop 7. Hot seat: an interview with Egbert and the princess (drama) Egbert And The Princess: A
character’s Fairy Tale (Katie Fuize)
Ø This activity is designed for supporting task 8 (narrative writing) by providing students the
persona by School Journal, August 2013,
soliloquy first-hand experience of having conversations with the “characters” in the story with level 3

drama pedagogy.
Ø Students, or even teachers, will be invited to play the roles of Egbert and the princess,
sharing their feelings and stories.
Ø The rest of the class will be the interviewers who prepare and ask questions to the
characters and collect information for their writing.
8. Narrative writing, rewrite the story between Egbert and the princess (guided reading material one)
from the princess’s perspective.
Ø This task integrates the previous two learning intentions. To portray the princess’s inner
world, students are required to build up her profile by decoding the text from the
princess’s perspective.
Ø To put themselves into the character, students are required to re-read the material,
identify, and collect helpful information.

Your rationale and justification
In addition to your plan, you will also provide a brief rationale. You will need to identify the key decisions that you made, and why you made them. To do this, you may draw on any readings from the course or
other relevant readings. You may also draw on the key policy documents from New Zealand (e.g. NZC, Literacy Learning Progressions). There is a word limit of 500 words (excluding references) for the rationale.
Just share your thinking and provide references for these ideas; do not write an essay. Please cite your sources and provide a reference list. The reference list will not count in the word count, however, you will not
get credit for simply including references. Your references must link to citations and you need to show how the reading has contributed to your thinking, and therefore your plan.

Stereotype refers to the broadly accepted, rigid and oversimplified image or idea of a specific category people or thing. Once the preconceptions are planted inside,

people are prone to make snap judgments based on immediately visible characteristics such as gender, race, occupation, or age (Bolton, 2014). That is often how bias is

formed and applied. Unfortunately, stereotypes exist in many occasions in our life such as workplace, mass media, and even some schools and families. The young

generations may pick up the stereotypes and start to view their surroundings with bias unconsciously, which may bring about discrimination, inequity and disparity now

or in their future. In New Zealand, students are encouraged to value equity “through fairness and social justice” (Ministry of Education , 2007, p. 10). Breaking any forms

of bias, including stereotypes, is the precondition of achieving fairness and equity. Additionally, breaking stereotypes also aligns with one of the principles, the

foundations of curriculum decision making, inclusion, because each identity, language, ability, and talent should be embraced by the curriculum (Ministry of Education ,

2007). That, however, can never be achieved without breaking any form of bias, including stereotype. Therefore, “identifying and breaking stereotypes” is chosen s the

theme of my unit plan.

The unit plan consists of learning experience in listening, reading, speaking and writing. They are all designed based on the requirements of The New Zealand Curriculum

(Ministry of Education , 2007) and The Literacy Learning Progressions (Ministry of Education , 2015). Thinking critically with a series of skills is the core requirement runs

through the whole unit plan because students working at level three (English) are expected to “think critically about texts with confidence” (Ministry of Education , 2015).

By cultivating and enhancing students’ ability of critical thinking, they will gradually be able to “evaluate the reliability and usefulness of texts with increasing text”

(Ministry of Education , 2015). Moreover, the reading materials that contains plenty of topics and stereotypes students are familiar with are purposely chosen to

encourage them to make connection between their prior knowledge and experience and the learning experience for achieving understanding of the abstract concepts.

This also aligns with the success criteria listed in The Literacy Learning Progressions (Ministry of Education , 2015). In terms of writing, the main purpose of integrating
 the topics of reading, debating, performing and writing is to encourage students to constantly “forms and expresses ideas and information with increased clarity, drawing

on a range of sources” (Ministry of Education , 2007).

Drama pedagogy is applied in my unit plan for enhancing students’ understanding of the characters because with appropriate arrangement and management, drama

can be one of the core ways in which students “learn about the world, about themselves and especially about human nature-how and why other people behave the way

they do” (O'Toole & Dunn, 2002, p. 3)

Bibliography
Bolton, E. (2014, August 13). Why Stereotypes Are Bad and What You Can Do about Them. Retrieved from AAUW: https://www.aauw.org/2014/08/13/why-stereotypes-
are-bad/
Ministry of Education . (2015). The Literacy Learning Progressions . Wellington: Learning Media Limited .
Ministry of Education . (2007). The New Zealand Curriculum . Wellington : Learning Media Limited .
O'Toole, J., & Dunn, J. (2002). Pretending to learn: healping children learn through Drama . Frenchs Forest : Pearson Education Australia .
Walliams, D. (2019). The World's Worst Teachers . London : HarperCollins Children's Books .

Self-Assessment Task
 Criteria
Theme and The New Zealand Curriculum
A key theme linked to a recent/current event and the New
Zealand Curriculum is identified, explored and justified with
reference to research and key policy documents
Resources
Resources relevant to the theme and students are identified
and justified with reference to research and key policy
documents
Key Experiences
Key experiences intended to build knowledge of
achievement objectives are described and justified with
reference to research and key policy documents
Rationale
A rationale for the key decisions made whilst designing the
unit based on student profile and justified with reference to
research and key policy documents.
Describing words:
Describing words:
Hobby:
Dragon
Egbert
Things it d be doing after Things
it captures a princess: doing after he captured
a princess:
Excellent
The theme arises from a recent/current event, is suitable
for the class profile and supports high order critical
engagement with New Zealand Curriculum content at an
appropriate level. Justification shows critical and
insightful application of research or policy documents.
Excellent
Highly engaging and informative resources support the
understanding of current event, are suitable for the class
profile and support high order critical engagement with
New Zealand Curriculum content at an appropriate level.
Justification shows critical and insightful application of
research or policy documents
Excellent
Highly engaging key experiences support the
understanding of the recent/current event, are suitable
for the class profile and support high order critical
engagement with New Zealand Curriculum content at an
appropriate level. Justification shows critical and
insightful application of research or policy documents
Excellent
The rationale for key decisions within the unit arises from
the recent/current event, is suitable for the class profile
and supports high order critical engagement with New
Zealand Curriculum content at an appropriate level.
Justification shows critical and insightful application of
research or policy documents.
Because:
(evidence from the text)
Hobby:
Because:
he has been
(evidence from the text)
Ratings
Merit
Theme arises from a recent/current event, is
mostly suitable for the class profile and supports
high order thinking about New Zealand
Curriculum content at an appropriate level.
Justification shows insightful application of
research or policy documents.
Merit
Engaging and informative resources support the
understanding of current event, are suitable for
the class profile and support high order thinking
about New Zealand Curriculum content at an
appropriate level. Justification shows insightful
application of research or policy documents.
Merit
Engaging key experiences support the
understanding of the recent/current event, are
suitable for the class profile and support high
order thinking about the New Zealand Curriculum
content at an appropriate level. Justification
shows insightful application of research or policy
documents.
Merit
The rationale for key decisions within the unit
arises from the recent/current event, is mostly
suitable for the class profile and supports high
order thinking about New Zealand Curriculum
content at an appropriate level. Justification
shows insightful application of research or policy
documents.
Achieved
Theme arises from a recent/current event, is
somewhat suitable for the class profile and
supports engagement with New Zealand
Curriculum content at an appropriate level.
Justification shows application of research or
policy documents.
Achieved
Resources support the understanding of current
event, are somewhat suitable for the class profile
and support engagement with New Zealand
Curriculum content at an appropriate level.
Justification shows application of research or
policy documents.
Achieved
Key experiences support the understanding of
the recent/current event, are somewhat suitable
for the class profile and support engagement
with New Zealand Curriculum content at an
appropriate level. Justification shows application
of research or policy documents.
Achieved
The rationale for key decisions within the unit
arises from the recent/current event, is
somewhat suitable for the class profile and
supports engagement with New Zealand
Curriculum content at an appropriate level.
Justification shows application of research or
policy documents.
Developing
Insufficient evidence that theme is linked to a
recent/current event or promotes an aspect of New
Zealand curriculum content at an appropriate level.
Justification shows little evidence of engagement with
research or policy documents.
Developing
Insufficient evidence of resources to support the
understanding of current event, which are suitable for the
class profile and support high order critical engagement
with New Zealand Curriculum content at an appropriate
level. Justification shows little evidence of engagement
with research or policy documents.
Developing
Insufficient evidence of key experiences to support the
understanding of the recent/current event, which are
suitable for the class profile and support high order
critical engagement with New Zealand Curriculum
content at an appropriate level. Justification shows little
evidence of engagement with research or policy
documents.
Developing
Insufficient evidence that the rationale is linked to current
events or promotes an aspect of New Zealand curriculum
content at an appropriate level. Justification shows little
evidence of engagement with research or policy
documents.

WALT: understand the characters by decoding their behaviours

How do they look like?

Because
Behaviour 1

The Vampire
What do they usually do? Behaviour 2
Vampire

Madeline
Because

Any other information

Behaviour 3
and description?
Because


Fangs The Sequel
When Zac threw the flyer on the ground and stalked off, When Zac first knew Madeline, he felt
Madeline felt…

Because… Because…

When Zac got lost, Madeline felt… When Madeline saved Zac from the vampire , he felt…

Because… Because…

When Zac accepted Madeline, she felt… At the end of the story, Zac felt…

Because… Because…