Unit planner template -- Blank template for teachers
Unit planner template
|School Name: |Unit title: |KLA(s): Literacy Rotations |Year level(s): |Duration of unit: wk7 |
|Identify curriculum |
|Content Descriptions |
|Language |
|Language for interaction |
|Understand that language can be used to explore ways of expressing needs, likes and dislikes |
|Expressing and developing ideas |
|Explore the different contribution of words and images to meaning in stories and informative texts |
|Know how to use onset and rime to spell words |
|Sound letter knowledge |
|Recognise rhymes, syllables and sounds (phonemes) in spoken words |
|Literature |
|Responding to literature |
|Share feelings and thoughts about the events and characters in texts |
|Literacy |
|Interacting with others |
|Listen to and respond orally to texts and to the speech of others in informal and structured classroom situations |
|Interpreting, analysing, evaluating |
|Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge |
|Use comprehension strategies to understand and discuss texts listened to, viewed or read independently |
|Language |
|Expressing and developing ideas |
|Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words |
|Literacy |
|Interpreting, analysing, evaluating |
|Use comprehension strategies to understand and discuss texts listened to, viewed or read independently |
|Creating texts |
|Produce some lower case and upper case letters using learned letter formations |
|Context for learning |School priorities |
| |Literacy is the key to learning and is a focus area for staff and students at Clinton. All classes participate in a 2 hour uninterrupted literacy block. |
|In this unit, students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter |Students read daily. |
|knowledge, a range of language features and identify common visual patterns. |Students read a range of texts that are specifically suited to their ability levels, |
|They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning: focused teaching and learning, play,|Students are learning how to decode, comprehend and how to critically analyse texts. |
|real-life situations, investigations and routines and transitions. Students will create and recite a rhyming story to a familiar audience. They will show |Students write daily. |
|understanding of the rhyming story by creating some gestures to go with it. Students will write and draw a personal response to a rhyming story including |Students practise writing a variety of genres each term. |
|justification for their opinion. | |
|Develop assessment |Make judgments |
|Type of assessment |What will be assessed |When it will be assessed |Purpose of assessment |Assessable elements |
|Worksheet - Comprehension |Can the student:- Can the student: |Completion of Rotations |Students will: |Interpreting, analysing, evaluating |
| |relate their experiences to those in the book? | |understand how to talk about the meanings in a chosen book |Read predictable texts, practising phrasing and fluency, and monitor meaning|
| |attempt to work out words using context, semantic, | |understand how to use context, semantic, grammatical and phonic knowledge |using concepts about print and emerging contextual, semantic, grammatical |
| |grammatical and phonic knowledge? | |understand how to read some high-frequency words in context |and phonic knowledge |
| |read some high-frequency words in context | |understand some letter–sound relationships |Use comprehension strategies to understand and discuss texts listened to, |
| |identify words that begin with the same sound? | |understand how to produce simple handwriting movements using correct pencil hold |viewed or read independently |
| |hold a pencil correctly and produce simple | |understand how to construct some letters after clear demonstrations. | |
| |handwriting movements? | | | |
| |follow clear demonstrations of how to construct | | | |
| |letters? | | | |
|Worksheet – Tracing I |Can the student:- |Completion of Rotations |To ensure students are familiarising with letters of the alphabet and their |Sound and letter knowledge |
| | | |corresponding sounds |Recognise the letters of the alphabet and know there are lower and upper |
| | | | |case letters |
|Picture word arrangement |Can the student:- |Completion of Rotations |Students understand that meaning is conveyed through the text and illustration |Expressing and Developing Ideas |
| | | |layout and structure |Recognise that texts are made up of words and groups of words that make |
| | | | |meaning |
| | | | | |
| | | | |Explore the different contribution of words and images to meaning in stories|
| | | | |and informative texts |
|Worksheet – Missing Alphabet |Can the student:- |Completion of Rotations |Ensuring students are able to identify letters and their position in the alphabet |Sound and letter knowledge |
| | | |sequence |Recognise the letters of the alphabet and know there are lower and upper |
| | | | |case letters |
|Worksheet – Write the word/draw the picture |Can the student:- |Completion of Rotations |Ensure students recognise the letter/sound relationship of ‘or’. |Expressing and developing ideas |
| | | | |Know that spoken sounds and words can be written down using letters of the |
| | | | |alphabet and how to write some high-frequency sight words and known words |
|Sequence learning |
|Learning experiences and teaching strategies |Adjustments for needs of learners |Resources |
|Wk 6 | | |
| | |PM Readers |
|Activity One – Comprehension – Desk set one | |Worksheets |
|Students read book | |Pencils |
|Students do Worksheets | |Glue |
| | | |
|Activity Two – Tracing the Capital I – Desk set Two | |Worksheets |
|Students trace the capital I and draw pictures of things beginning with an ‘I’ |Extension students write words beginning with ‘I’. |Pencils – Grey / Colour |
| | |Glue |
|Activity Three – Little Miss Muffet – Desk set three | | |
|Adult helper reads the nursery rhyme ‘Little Miss Muffet |IEP students use interactive whiteboard – learning object ‘Insects are itching’ | |
|Each student is issued a set of words and set of pictures |Extension students issued with set of pictures. These students write corresponding |Little miss muffet nursery Rhyme |
|Students arrange sentences/pictures into their correct order, pasting them into their literacy books |sentences next to the illustrations in their literacy books. |sets of mufpic & mufword (individualised) |
| | |Scissors |
| | |Gluesticks |
| | |Coloured pencils |
| | | |
|Activity Four – Missing Alphabet – Desk Set four | | |
|Students fill in the blanks on the ‘missing alphabet’ worksheet. | |Worksheet Missing Alphabet |
|Students paste into literacy books | |Greylead pencil |
|Extension students fill in missing spaces, glue into literacy book and then on the next page in their scrapbooks write a word which begins with one of the missing letters they | |Glue |
|found. | | |
|IEP students | | |
|Worksheet with fewer letters to find | | |
| |IEP students think of rhyming words and say these aloud | |
|Activity Five – Grapheme ‘or’ – Floor | | |
|Students work with a partner |Extension students re-write word on paper, draw picture and write rhyming words on | |
|One partner holds up a flashcard |piece of paper |Grapheme flashcards |
|Student sounds out the word on the flashcard. | |Clipboards |
|Students write the word on their piece of paper and draw a picture of the word. | |Lined pieces of paper |
| | |Coloured pencils |
|Use feedback |
|Ways to monitor learning and assessment |
|Provide students with descriptive encouraging |
|While marking encourage students to self-assess their work ie. Are all your letters in the correct sequence. Have a look at the visual aids/desks mats to check your work. |
|Ask students to assess each others work by swapping completed worksheets and identifying one thing the students has done really well and one thing the students could improve on |
|Identify common errors and provide whole class feedback |
|Ask students to apply their understandings to other familiar contexts |
|Mark work and provide feedback. Ie. You’ve done this really well. Next time, focus on… |
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