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LEARNING SEQUENCE PLAN – EDFX343 Assignment 2A – Catherine Miller – S00206614 Year Level: PrepTerm: 4Expected duration: 8-10 Key inquiry question: How do you celebrate and how can this compare to themselves and others?In the foundation year in the curriculum, the students explore the importance of cultural celebrations within the world and the relation it has to their own lives in History which lends itself to the demonstration and representation of different events in the form of re-telling, writing, role play, images etc, which can be seen in the English learning area. Overall, this unit is centred around different cultural celebrations (history) and story retells of stories from different places. This is also aligned with the students’ interests in travel and everyone’s culture. This class is a very multi-cultured one with the majority of the students have parents and grandparents who travelled and moved to Australia from overseas, this is also represented in the school’s data where 41% of the school’s population are EAL/D (My School, 2018) and by data collected by Australian Bureau of Statistics identify that 46.9% of the population in Woodridge (where school is located) are both parents who were born overseas (ABS, 2016). From this the students will be investigating in particular the many festivals and celebrations that are carried out in today’s world and will be making connections to the celebrations they have encountered in their lives. This then also makes strong connections to encouraging students to express their formulated opinions, with reason and to expand their knowledge. Rationale: Through this term the students may be making connections between a chosen celebration for the week’s content to their own personal experiences. They will be having to recall the information discussed, watched and explored as a class, while also reflecting on the similarities and/or differences to the celebrations they have also taken part in, in their weekly portfolio that will be used as a summative piece at the end.The learning sequence shown below alongside the focus task, being their individual portfolios, are highly relevant to the learning outcomes as identified in the scope and sequence and the achievement standards for Prep since the students will be using familiar words, phrases, images to convey their ideas in their writing task. Bicordi and Gardner mention that for the younger years, play is the key to successful learning especially in the development in oral and written literacy skills (2014), therefore the learning content and experiences are centred around play-based learning. Furthermore, Gaedtke shows that by creating relevant and personally meaningful learning environments such as authentic play scenarios such as; hospital where the students can create signs, props, a list of illnesses and waiting room magazines or a cinema where the students can make posters, tickets and programs, it can be a memorable and engaging way introduce reading and writing (2010). The student’s prior knowledge in English includes; knowing their site words, are able to write words based on their sounds, have the ability to check their own work for capitals (beginning and name of things), full stops and whether it makes sense by reading it aloud and changing it if need be. The students will be applying this prior knowledge to this unit’s content and will be challenged to create their own sentences. HaSS: HistoryUnderstanding the importance of the different events used as a notion of remembering, celebrating and embracing past events in the lives of their own and those around them.How they, their family and friends commemorate past events that are important to them (ACHASSK012) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)English: Language and Literature Exploring how the combination of print and images in texts creates meaning.Different demonstrations can be created to represent an event, such as; drawing, writing, role play etc. Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)Retell familiar literary texts through performance, use of illustrations and images (ACELT1580) Identify some features of texts including events and characters and retell events from a text (ACELT1578) Learning Objectives: The students can make similarities and differences between a non-fictional story and informative texts. The students are proficient and capable in checking their own writing for capital letters, full stops and whether it is legible and makes sense. Students have been able to reflect on the tasks completed during class and are able to re-tell/re-call information about celebrations, including; what it is (what is It celebrating, commemorating or remembering), how it is celebrated and where it is celebrated and are able to elaborate and make connections to own lived experiences. Students have the ability to pose questions to help clarify their understanding and contribute to class discussion whilst being respectful of peers.Learning Intentions: I can identify differences between stories and information texts, I have used capital letters and full stops in my writing, my writing makes sense, I can check this by reading it out loud and can make changes, I can write about a celebration that includes more information by writing more sentences about the topic, I can make relevant comments about a topic, I can listen to and think about information from my teacher and friends, I can pose questions to get more information.Learning areaContent descriptors/descriptionsHistory(ACHASSI001), (ACHASSI007)English(ACELA1432), (ACELT1575), (ACELT1783), (ACELY1652) Identify the explicit Cross-Curriculum Priorities and General capabilities:367474519685OI.2Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.OI.8Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society.Literacy: Use short pair, group and class conversations and discussions as learning tools to explore learning area topics and to prepare for creating texts. Compose short learning area texts, with support, to record and report ideas and events. ICT: Identify and safely operate ICT systems to complete relevant simple specified tasks and seek help when encountering a problem. Use purposefully selected ICT tools safely to view information shared by trusted adults.Critical and Creative Thinking: Describe what they are thinking and give reasons why. Connect information from one setting to another. Identify and describe familiar information and ideas during a discussion or investigation. Intercultural understanding: Identify, explore and compare culturally diverse activities and objects. Express their opinions and listen to the opinions of others in given situations. Identify and describe memorable intercultural experiences.00OI.2Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.OI.8Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society.Literacy: Use short pair, group and class conversations and discussions as learning tools to explore learning area topics and to prepare for creating texts. Compose short learning area texts, with support, to record and report ideas and events. ICT: Identify and safely operate ICT systems to complete relevant simple specified tasks and seek help when encountering a problem. Use purposefully selected ICT tools safely to view information shared by trusted adults.Critical and Creative Thinking: Describe what they are thinking and give reasons why. Connect information from one setting to another. Identify and describe familiar information and ideas during a discussion or investigation. Intercultural understanding: Identify, explore and compare culturally diverse activities and objects. Express their opinions and listen to the opinions of others in given situations. Identify and describe memorable intercultural experiences.350520165100Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability020000Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability12709842500 37592041275LiteracyNumeracyICT CapabilityCritical and Creative ThinkingPersonal and social capabilityEthical UnderstandingIntercultural Understanding00LiteracyNumeracyICT CapabilityCritical and Creative ThinkingPersonal and social capabilityEthical UnderstandingIntercultural Understanding Concepts and skillsStages of the learning sequenceTeaching strategies and learning experiencesAssessment of, for and asICT’s/ResourcesActivate How they, their family and friends commemorate past events that are important to them (ACHASSK012) Know how to read and write some high-frequency words and other familiar words (ACELA1817) First week: spent engaging the students and identifying their prior knowledge on celebrations on a whole).1 lesson 1 lesson 1 lesson1 lesson Engaging introduction to unit: Airport check in: Students walk into the classroom as if they are walking into a plane and take part in the Airport role play. Have a world backdrop in the classroom to spark interest also. Introduce topic of cultural celebrations to the students and how we will be will be going all over the world to see how people commemorate past events that are important to them. Prior Knowledge: Start off with a Kahoot quiz (students working in groups of three with an Ipad per group) to quiz the students, to get them engaged on what the titles of the celebrations and what they are celebrating. This is engaging the student’s prior knowledge and applying it to the new situation, perhaps making inferences. An alternative to the quiz could be a Poll which can also be used to gain where their prior knowledge is at. Think/ pair/ share and Group discussion: Inquiry Questions asked to generate discussion: “How do you celebrate?” “How does this compare to others?” [need to share ideas, need to listen and respond] “Why do we celebrate the things we do?” “What other main celebrations can we think of?” “What are they in celebration of?” “Can we group these celebrations?” Create a chart representing similarities and differences, teacher writes the students ideas up. Create a list of all the celebrations the students can think of. Create a Y chart:On celebrations as a whole, the students will create a Y chart as a class; what they smell like, feel like and sound like to them. Then the students will choose a celebration that they have taken part in with their family and create their own individual Y chart on their chosen one [template given]. Higher students: can create two, and compare the two celebrations.Lower performing students: can verbally explain their answer and have the teacher aid/teacher to scribe for them. Music: For added interest, start each lesson with a different sound track that can be associated with the celebration for the week. Formative: Anecdotal records of student’s participation in the game. See where the knowledge is at to inform future learning/teaching. Formative: Anecdotal records of student’s participation in discussions. Checklist to support.Formative:This task can however be added to the summative portfolio. Early Learning HQ, n.d., Ipads, Interactive whiteboardWhiteboard/butchers paper/ markersWork booksAcquireDraw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)How they, their family and friends commemorate past events that are important to them (ACHASSK012) Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)Weeks 2-7 (potentially can extend to 9 depending on how the students are travelling) the students will be delving into specific cultural celebrations (preferably one per week). The entire acquire phase is carried out over the course of many lessons within one week and then repeated again every week. (one week per celebration either Australia Day, Chinese New Year, Christmas, Anzac Day, Diwali or Valentines Day)1 lesson x 6 weeks 2-3 lessons x 6 weeks1 lesson x 6 weeksOverview:Throughout this phase the students will be given the opportunity to engage with material, to make connections between a chosen celebration for the week’s content to their own personal experiences, to recall the information discussed, watched and explored as a class.In the early weeks: What does this image represent?As a class the students will be given an image, for example a Christmas tree, and the students will need to draw conclusions and create an image in their head of what celebration is it used for and why.In later weeks: What is this saying used for?Similarly, to the earlier weeks, the students will make connections between the saying and their meanings, what celebrations they can be used for etc. Explanation:The teacher will explain what the celebration/gathering/festival is for the week, where it is celebrated, why it is celebrated, who is involved in the celebration, what the celebration is, when is the celebration?Watch informative video. Rotations/small activities to continue the interest in the learning: Bingo (word mat, words that are associated with the celebration for the week)Snap/matching activity (key words and illustration) Create their own puppets of characters used in the story of the celebration/gathering/festivals. Themed alphabet puzzles/ sorting strips (reassemble the alphabet in order)Play-doe (creating the words out of play-doe)Online Games on celebrationRead aloud to whole class:Read, view and listen to a range of poems, narratives and non-fiction texts about different cultures and celebrations in order to write about celebrations.Read the book multiple times, once to the class and decode together, second time allow the students to read in small groups, and third time round the student will read individually. Higher students: can potentially have a go of reading to the class. Lower performing students: can focus on reading a page, the sounds of the letters make, the sentence structure and decoding the meaning of one page rather than the whole book. Can use images to help in decoding. Role Play/Freeze Frame:Each week the students will get the chance to physically act out the celebration they have been learning about through Freeze Frame. The students will be frozen in an action, once tapped on the shoulder by the teacher they continue the action and explain what they were doing. The students are able to re-tell, re-call, and re-create their learning by bringing the celebrations into the ‘now.’Formative: Anecdotal records of student’s participation in discussions. Checklist to support.Formative: Checklist to support. This can help support in identifying the student’s ability in reading and at which level they can change to. Formative: Anecdotal records to see whether the students have enough conceptual understanding in order to apply it to a new situation. Images on one celebration and sayings from one celebrationABC Education, 2018, Early Leaning HQ, British Council, Word Mat example:Alphabet puzzles:6223022098000Puppets Example:Story Book: Apply How they, their family and friends commemorate past events that are important to them (ACHASSK012) Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)Know how to read and write some high-frequency words and other familiar words (ACELA1817) Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652) Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)One of the last lessons10 - 20 minutes at end of the unit 10- 20 minutes at the end of every/couple lesson5 mins at the end of every lessonOne of the last lessons5 - 9 lessons (2 weeks)Moving around activities Four Corners/Yes or No:These activity/s can be used to help cement the student’s knowledge on the content covered throughout the weeks. Quick Write:A certain time can be given (usually 7 or so minutes) for the students to write down a response to a question, however for the Prep age audience, this strategy can be used for a reflective task as a summary of the term’s worth of content. Summative Assessment Task: Reflection: At the end of each lesson, or after a couple of lessons the students will get a chance to reflect on the tasks completed during lesson and can able to re-tell/re-call information about celebrations, including the 5W’s, and making connections to own lived experiences. During this time students can pose questions to help clarify their understanding to their peers and teacher.In the early weeks this would obviously have an element of scaffolded (can have guiding questions written on the board for students to refer back to) and have the task modelled to the students (so they are aware of what they need to aim for, and have an example to also refer back to), and in the later weeks the students will hopefully grasp the concept and will be able to work individually. Higher students: there is no limit on how much they can write, students can go into as much detail as preferred and can work on using vivid verbs. Lower performing students: can focus on writing down the key points and working on their sentence structure (capitals, full stops). These students can also incorporate images to help demonstrate their learning.Peer Feedback:During this time the students can review each other’s work and give feedback on it so the student can improve their pieces of work if need be. Sum Up:End with the same Kahoot quiz to wrap up the units worth of work, and to see how their learning has progressed. Final Role Play:Groups of 4-5 will be representing a celebration (either Australia Day, Chinese New Year, Christmas, Anzac Day, Diwali or Valentine’s Day) and as a whole class dressed up, with props, with sayings, with images and in character they will perform a little scene for the school to watch on assembly. Summative: This piece can also be added to their portfolio. Summative: Students complete a celebration portfolio which contains a piece of writing from each celebration. Early pieces have image stimulus and later a space to add a supporting image.Assessment as Learning: Students are assessing each other’s work and therefore self-evaluating their own. PowerPoint, cards stationed around the room (colours in each corner) Interactive whiteboard and Ipads. Papers written, pictures drawn and reflection from each week compiled together.Kahoot quiz, Ipads Costumes, props, imagesDifferentiation of teaching and learning in this unit:Higher Preforming Students: For the students who are working at a higher level than the rest of the class, or the gifted and talented students, the lessons can be extended so they are grasping a richer development of the content. Examples of this can be seen throughout the above unit plan where the students are creating a Y chart in the activate phase, and the higher performing students can create two, and then compare the two celebrations, in the acquire phase when the class is being read a book on the celebration, the higher performing students can similarly have a go at reading to the class, and in the applying phase with their summative assessment piece, there is no restriction, so therefore the higher performing students can use detailed sentences using vivid verbs for example and can write as much as preferred. Lower Performing Students (including the students who identify with ADHD and EAL/D): For those students who are working at a considerably low level compared to their peers, the lessons/activities can be altered and adapted further to suit their needs, while also making sure they are benefitting from the learning. Examples of this can be seen throughout the above unit plan; in the activate stage where the students are creating their own individualised Y chart, these students can have a go at writing the key points, using images, or can verbally explain their answer and have the teacher aid/teacher to scribe for them, in the acquiring stage the students are being read a story book and then are given time to re-read individually, here these students can focus on reading a page, the sounds of the letters make, the sentence structure and decoding the meaning of one page rather than the whole book and can use the images alongside the words to help in decoding, and in the applying stage when the students are creating their summative piece, these students can focus on writing down the key points and working on their sentence structure (capitals, full stops) and can incorporate images to help demonstrate their learning. Low Socio-Economic:Since this is a low socio-economic area, a lot of this unit is dependent on time at school and does not rely on students to be working on this content at home, due to some students having little time to focus on school once home, no technological devices, or parents who do not give the support and guidance if the student is struggling. There is a strong focus on writing in this unit plan, and that is due to the students having little to no fine motor skills, therefore there is a need to be building up these skills. Overall the strategies and resources used are heavily hands-on and play based and the lessons are quite short which accommodates for the students who cannot concentrate for a long time. This unit is also repetitive in nature, and this is also due to the low attendance of the students, by repeating the skills and changing the content, hopefully the students will be able to apply this to other learning areas.Criteria sheet for assessment of learning 142130658164What celebrations have we looked at:Australia Day Chinese New Year ChristmasAnzac Day DiwaliValentine’s Day What have we been doing in our lessons:Reading story booksBingo with word mats Watching informative videos Sorting activitiesRole play and freeze frameMaking puppets Creating images We have been learningWhat to do:Write what you have learnt about each celebration.Add images to support the text.Check to make sure your writing makes sense.Make connections to your own celebrations with your family.Reflect on what you have enjoyed.00What celebrations have we looked at:Australia Day Chinese New Year ChristmasAnzac Day DiwaliValentine’s Day What have we been doing in our lessons:Reading story booksBingo with word mats Watching informative videos Sorting activitiesRole play and freeze frameMaking puppets Creating images We have been learningWhat to do:Write what you have learnt about each celebration.Add images to support the text.Check to make sure your writing makes sense.Make connections to your own celebrations with your family.Reflect on what you have enjoyed.So far throughout the term, we have looked at celebrations that are celebrated in some countries only, and some that the entire world celebrates. We have made connections (similarities and differences) when comparing these celebrations to the ones we have with our families. This is now your turn to reflect on what we have been doing every week, to use your skills in recalling the information discussed, watched and explored as a class on each celebration. CriteriaApplying (AP)Making Connections (AC)Working With (WW)Exploring (EX)Becoming Aware (BA)Productive Mode (skills)Students are purposeful when retelling of events and experiences with peers and known adults.Students are effective when retelling of events and experiences with peers and known adults. Students can retell events and experiences with peers and known adults.Students have some ability when retelling of events and experiences with peers and known adults. Students are unable to retell of events and experiences with peers and known adults.Receptive Mode (understanding)Students have successfully been able to demonstrate a clear and effective ability to recall 90-100% of what was worked on in class. Students have successfully been able to demonstrate a clear ability to recall the 70-100% of what was worked on in class. Students have been able to demonstrate a clear ability to recall more than 50% of what was worked on in class. Students have been able to demonstrate an ability to recall more than 30% of what was worked on in class. Students have shown an attempt to recall more than 10% of what was worked on in class.Quality of Information The student has created a highly developed and creative piece of work and has included clear information relating to each celebration. They have included several supporting details and examples. The student has created a creative piece of work and has included clear information relating to each celebration. They have included 1-2 supporting details and/or examples. The student’s piece of work displays information that relates to each celebration and has given an example for each. The student’s piece of work displays some information that relates to some celebrations. An example is given.The student’s piece of work displays little information that relates to some celebrations. No detail or examples are gives.Amount of Information All topics are addressed and all questions answered with at least three sentences about each celebration. All topics are addressed and most questions answered with at least two sentences about each celebration. All topics are addressed, and most questions answered with one sentence about each celebration. One or more topics were addressed with the key points written down about the celebrations. Student has made little to no attempt in addressing more than one celebration.Mechanics of their writing No grammatical, spelling, punctuation errors or errors with their presentation of writing (use of branches).Almost no grammatical, spelling, punctuation errors, or presentation of writing (use of branches).A few grammatical spelling errors and/or punctuation errors however has spelt how it sounds. Many grammatical, spelling, or punctuation errors, however has spelt how it sounds.The student has made little to no attempt in writing in accordance to the strategies used in class. Use of Pictures/Images Images used are engaging and highly complement the text it is associating with.Images are engaging and complement the text it is associating with.Images complement the text it is associating with.Images do not coincide with the text. There are no images, their response is purely writing, or there are only pictures and no writing. Success Criteria (Overall): The students can make similarities and differences between a non-fictional story and informative texts. The students are proficient and capable in checking their own writing for capital letters, full stops and whether it is legible and makes sense. Students have been able to reflect on the tasks completed during class and are able to re-tell/re-call information about celebrations, including; what it is (what is It celebrating, commemorating or remembering), how it is celebrated and where it is celebrated and are able to elaborate and make connections to own lived experiences. Students have the ability to pose questions to help clarify their understanding and contribute to class discussion whilst being respectful of peers.Appendix 1: Attached Documents: Scope and Sequence of English and History [double click to access] Appendix 2: Situational Analysis. Employing sectorEducation Education sectorPrimary [Public]Context locationWoodridge, suburb in Logan City [Harris Fields State School]Size of school/class25 students in the class; 525 students in the schoolOther school demographicsLow Socio-Economic Status of the area in which the school is located; 15% are Indigenous students [whole school], 41% are EAL/D (language background other than English) [whole school], the school’s ICSEA score is 912 (MySchool, 2018), the highest percentage employment status of parents in coupled families [Woodridge as a whole] are those who are both not working (ABS, 2016).Year levelPrepTeaching area/sEnglish and HaSSFocus of unit of work or learning sequenceRead, view and listen to a range of poems, narratives and non-fiction texts about different cultures and celebrations in order to write about celebrations.Student characteristics in this class:A student with ASD, two students presumed to have ADHD (in the process of getting verified), low SES, high Maori population in the classroom as well as EAL/DAnalysis of student data: Since I have been placed in a prep class, there was little previous data I could get my hand on, other than, some of the students, due to being in a low socio-economic area, they start their schooling years with little to no fine motor skills, so are unable to hold their pencils, work a zip. Strategies that are used to work on these skills can include using play-doe, holding a spoon and marbles, practicing using scissors (following along a line/ cutting around a circle) etc. (Fox, 2007). 674205635000As shown from the graph above (results for the whole school), only 2% of the students are sitting in the top quarter while more than half of the school’s population are sitting in the bottom quarter. In consultation with teacher I concluded what needs to be considered when teaching English and other learning areas to this particular class; there tends to be a low attendance in the class on a daily basis, therefore the previous lessons/sessions/activities are often revised for the students who may have missed the learning content. When working on spelling words (excluding sight words), the teacher allows the students to spell in accordance to what sounds they see, and will not correct them at this stage. When also going through the alphabet, the students have been taught the sound the letter makes and not the name of the letter to avoid confusion. References BIBLIOGRAPHY ABC Education. (2018). Celebrations and traditions. Retrieved from ABC Education: Bureau of Statistics. (2016). 2016 Census QuickStats. Retrieved from Australian Bureau of Statistics: Curriculum Assessment and Reporting Authority . (2016). English . Retrieved from Australian Curriculum Assessment and Reporting Authority : Curriculum Assessment and Reporting Authority . (2016). HaSS. Retrieved from Australian Curriculum Assessment and Reporting Authority : , L., & Garnder, N. (2014). Play and write: An early literacy approach . Retrieved from Informit: Council . (2018). Festivals and celebrations. Retrieved from British Council : , L. (2015). Harris Fields State School Annual Report 2015. Retrieved from Department of Education and Training: Learning HQ. (n.d.). Celebrations & Festivals. Retrieved from Early Learning HQ: , I. (2007, September). Developing Motor Skills. Retrieved from : , L. (2010). ‘Playing’ With the National Curriculum. Retrieved from Teacher Stories: School. (2018). Harris Fields State School, Woodridge, QLD. Retrieved from My School: Curriculum and Assessment Authority . (2018). Prep Year standard elaborations - English . Retrieved from Queensland Curriculum and Assessment Authority : ................
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