DESIGN A SEQUENCE OF SIX LESSONS The purpose of this assignment is to develop your competency in planning lesson sequences. You will have the opportunity to: (i) apply the content knowledge and...

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DESIGN A SEQUENCE OF SIX LESSONS The purpose of this assignment is to develop your competency in planning lesson sequences. You will have the opportunity to: (i) apply the content knowledge and effective teaching strategies covered in the unit; (ii) build your capability in harnessing technology and other relevant resources for teaching. It requires you to develop a mini integrated unit of work that consists of 6 sequential lessons in the context of learning a particular content related to Science and Technology. A range of resources, including ICT, should be used to engage students in their learning in these lessons. The mini unit of work should include the 2 required appendices (see assignment 2 details). Additional appendices will not be marked. The mini unit of unit should not exceed 25 pages and the 2000 word count includes every input from you, except for: (i) headings given in the template; (ii) references and (iii) the 2 permitted appendices. ASSIGNMENT 2 DETAILS In order to complete this assignment, you need to do the following: 1. Prepare a one-page multimodal instructional text as your mentor/model text. If you wish, you can create your own mentor text but no additional mark is given for this effort. Appendix 1 in your assignment should show a clear and sharp screenshot of the mentor text. The screenshot should fit the dimensions of a standard A4 page. 2. Design a sequence of six lessons for Stage 3 students, using the given template found in the assessment folder on the vUWS site; these lessons do not have to be consecutive but they follow the sequence given in the template. 3. Make assumptions of the targeted students’ prior knowledge and experience for Science and Technology. Please refer to the latest version of the Science and Technology syllabus provided by NESA. 4. Include teaching resources e.g. presentation slides of guiding questions and annotated slides or screens that clearly show your main teaching points (these resources serve to make your teaching explicit and allow you to demonstrate your understanding of the key concepts you intend to teach the students). They should be presented as figures in jpeg format to reduce word count. Appendices and images of non-teaching resources such as descriptions of activities will be added to the word count. Guiding questions presented in appendices will also be added to the word count. 5. Choose only one outcome from Science and Technology and it should remain the same for all the 6 lessons. Include one English outcome and one English content descriptor for each lesson. The English outcome and content descriptor for one lesson can be repeated in another lesson. 6. Demonstrate the affordances of one digital tool or application in lesson 6 to achieve the identified English outcome and content descriptor. Appendix 2 should show the annotated screenshot of the technology affordances. Please read Chapter 10 of Teaching Writing and Representing if you want to know about technology affordances before next week’s lecture and tutorial. PLEASE DO NOT CHOOSE VOCABULARY FOR LESSON 3 (GRAMMAR TEACHING) Updated on 25 Sep, 10: 47 AM The most recent FAQ items are highlighted. Criterion 1: Exhibits sufficient knowledge about text deconstruction and joint construction of the required multimodal texts. 1. Is it true that we should not ask students questions to think about the text. Instead, we should teach it. Does that mean providing students with annotated teaching slides? Asking guiding questions is a form of interactional scaffolding. As a teacher, you are expected to provide the guiding questions in your lesson descriptions. However, to demonstrate your own understanding of the text and meaning making choices, you need to provide the deconstruction points. This also ensures that you are explicit in your instruction. The deconstruction points are the key teaching points for each lesson. Think about how you teach explicitly in classrooms. That will help you in deciding how to present your teaching resources. Providing annotated slides certainly is the best way: (1) it is visual and easier for the stage 3 children to understand; (2) you are pointing out the textual evidence which in turn (3) shows you are explicit and demonstrate a strong understanding of the text and meaning choices yourself as a teacher. 2. In the lesson 5 exemplar, the red comment states: (Criterion 1: This teacher has not presented the deconstruction points. You need to present the multimodal meanings to achieve the purpose of lesson 5.) Would you please be able to reiterate these requirements as I am not completely sure of the expectations for this lesson. In the exemplar, the student teacher provided relevant activities intended for guiding the class in deconstructing the mentor text, including the guiding questions. However, she had not deconstructed the interactions between words and images with the class. In other words, by the end of the lesson, it is not clear to the marker how words and images interact with each other based on the mentor text. The student teacher’s strategies are suitable but she has not demonstrated her own understanding of the multimodal meanings. Do you know how words and images interact with each other after reading her lesson 5? If your answer is “No”, then she has not presented her deconstruction points (the answers to the questions she has asked). In tutorial 6, I showed how she could have presented her deconstruction points using annotated slides: 3. In Lesson 6, as well as a joint construction, are we planning the lesson to also include an independent construction phase? Lesson 6 is about joint construction so it should not cover independent construction. BY the end of lesson 6, the class and you probably will be able to develop a draft of a jointly constructed instructional text. 4. Should the lessons be prepared on powerpoint or can they use another format? ie Notebook? This is entirely up to you as long as screenshots of your teaching resources are provided. 5. Does our mentor text need to be a procedural text? Yes, it has to be an instructional text and not other forms of procedural texts. Please read your assignment 2 requirements carefully. 6. Do we need to include learning intentions and success criteria for all 6 lessons? If we do, would it be included as part of the word count? Use the template to guide you in your development of the mini unit of work. You do not have to explicitly articulate the learning intentions as the key focus, English outcome and content descriptor for each lesson are already expected from you. The success criteria are inferred from the activities you design and the teaching points you demonstrate on your teaching slides. Criterion 2: Provides English outcomes and content descriptors that are relevantly and appropriately integrated with the targeted outcome of the other key learning area; these English outcomes and content descriptors are also suitable for the particular phases of the teaching/learning cycle and the key focus areas. 1. I just wanted to make sure that the word limit for 'Use of Mentor Text in the Integrated Unit' is only 50 words because the exemplar is a lot longer than that. In the annotated exemplar and the planning template, it is mentioned that you should use about 50 words to explain to your tutor how the mentor text is used in the integrated unit. 2. Can I choose lexical cohesion for lesson 3 on grammar teaching? No, a focus on lexical cohesion tends to lead you to teaching vocabulary. Key grammar teaching that is suitable for instructional texts includes imperative verbs, adverbs, sentence structure, and connectives. Criterion 3: Designs appropriate and effective strategies for the particular phases of the teaching/learning cycle and the key focus areas. 1. How many activities can we include in one lesson? There is no fixed number. Typically, you should scope each lesson to fit a 45- 60 min lesson. More importantly, design enough activities to ensure that the English outcome and content descriptor for each lesson are met. 2. Can we include writing in a text deconstruction activity (i.e. different type of procedure)? No, you should not. The idea behind the teaching and learning cycle is to first model the meaning making process before engaging the students in independent writing. Hence, the first 5 lessons are about deconstructing the mentor text which serves as a model text. The entire cycle is a scaffolding strategy so the same genre should be used throughout the unit. 3. In lesson 3, do we have to teach only one key language feature or we can include other features too? Only one grammatical feature (not vocabulary), please. When you teach more than you should, you penalise yourself for criterion 3. Effective scaffolding focuses on one specific aspect to further students’ learning within a limited time frame. . 4. In layout and placement, can other features need to be addressed? Based on Jon Callow’s framework, there are five visual features in design and layout, i.e.: reading path, salience, layout, placement and framing. You only cover layout and placement. If you find that other visual features have an influence on the layout and placement, make an assumption that the students have already learnt them previously. State what their prior knowledge is in the segment (Prior knowledge/experience). 5. Can I teach imperative verbs and imperative sentences in one lesson? That depends on the prior knowledge of your targeted students. Lesson 3 focuses only on one grammatical feature. It makes more sense to start with imperative verbs then imperative sentences. I think to be effective in scaffolding, concentrate on imperative verbs only. In your actual practice when you have a chance to try out your assignment ideas in class, teach imperative verbs in one lesson and imperative sentences in the next. Scope your assignment ideas well to manage your workload. Criterion 4: Demonstrates a good fit when using technology to achieve the identified English outcome, content descriptor and key focus of the selected lesson; technology affordances are clearly described and evidently demonstrated in the selected lesson. Criterion 5: Presents work professionally, with clear academic writing and within the word limit. Uses the APA referencing style correctly for both in-text citations and reference list. 3. Do we need to in-citation the syllabus every time we use it? Refer to your planning template. It is clearly stated throughout the template in-text citations for English or Science syllabus are not needed. 4. Is this the correct way to reference pictures (name of author/source, date)? And how do we reference pictures in the reference list? Please refer to the document given to you in assessment folder on referencing images. 1. How do I reference myself in-text citation and reference list - when I created the mentor text and checklist? Firstly, you need to make sure that
Answered Same DayOct 02, 2021

Answer To: DESIGN A SEQUENCE OF SIX LESSONS The purpose of this assignment is to develop your competency in...

Ashmita answered on Oct 02 2021
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101 586 Assignment 2 Planning Template 2H 2019
Overview
    Title of the Science & Technology content for Stage 3
    Physical World
    Use of Mentor Text in the Integrated Unit
    The mentor text finds its application in the integrated unit to deliver Science and Technology content where the students develop understanding of physical aspects of the world and its mechanism. The literacy aspect is also integrated with the mentor text that would enable students to be
come acquainted with purpose, language, audience and structure through deconstruction.
    State One Science & Technology Outcome Code
    ST2-6PW: Identifying the ways in which heat is produced and is conducted from one object to the other.
    Name of One Selected Digital Tool/Application for Criterion 4 Assessment
    The New Scientist app in Android is the selected digital application tool that newly released to suit the purposes of the young scientists with innovative ideas. This is one type of Android app that facilitates the scientists to explore the different aspects of science.

Brief Description of Lessons
    Lesson 1: Text Deconstruction – Context (Audience, Purpose, Type of Text and Text Type)
    Prior Knowledge/Skills/Experience for English and/or the other key learning area
    The purpose of the author is identified from a wide spectrum of texts including informative articles, reading journals making use of the purpose of the authors, namely, P.I.E chart (Persuade, Inform, Entertain)
The prior knowledge and skills serve as a significant base to facilitate teaching activities. It is imperative for a skilled teacher to teach the learners prior to their assessment or conducting formative assessment.
Manage to create posts with the help of Padlet.
    English Outcome & Content Descriptor
Please choose one outcome and one content descriptor. The outcome and content descriptor for one lesson can be repeated in another lesson.
    EN2-8B
Application of advanced contextual knowledge.
Identification of the audience and the purpose of informative, imaginative and persuasive texts.
    Brief Description of Activities
    Introduction
In the classroom teaching, the teachers provides the learners with a number of relevant texts books, reading materials and informative articles on the same topic for catering to different purposes.
In accordance to the convenience of the students, they collect and pile the reading materials.
The author’s purpose, P.I.E. chart is the selected area to which the students are directed by the teacher.
It is interesting to note that the presence of visual elements in the given text helps in making comparison and contrast.
Discussing on the variability of texts as per their purpose, mentioning for whom they are constructed and places of the availability of the books.
Development
Demonstrate before the class the mentor text and instruct the students to make an identification of the text type and the pile from which it is taken.
Giving an explanation for establishing the fact that it is an informative text and the procedural text is the recommended text type.
On an Interactive White Board, displaying the slide on the selected topic.
The students are paired up for the purpose of discussing the mentor text.
They post their replies on the wall of the teacher with the help of a Padlet.
The students are guided by the teachers to use evidence in the given mentor text that helps them to respond to the questions on topics such as written language and visual elements.
Closure
The Padlet is broadcasted by the teacher on the Interactive White Board (IWB) and conducts a discussion on the topic of the mentor text on the basis of the student replies.
A student is instructed by the teacher to add “procedural text” on the PIE chart of the class.
Recalling the text type along with the social motive of the mentor text on the exit ticket.
(Formative assessment)
    Lesson 2: Text Deconstruction – Structural Features
    Prior Knowledge/Skills/Experience for English and/or the other key learning area
    Able to identify of the purpose of mentor text and procedural text structure.
Capable to comprehend the significance of reading manner in the informative texts.
Capable to draw objects and manipulate them on IWB.
Able to create relevant posts with the assistance from Padlet.
Follow instructions for “boards up” as well as “boards down.”
Have experiences using boards of responses.
    English Outcome & Content Descriptor
Please choose one outcome and one content descriptor. The outcome and content descriptor for one lesson can be repeated in another...
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