Unit Co-ord./Lecturer Wendy Wilson

OFFICE USE ONLYAssessment received:

Tutor:(if applicable)

Student ID 159668

Student Name Courtney Howell

Unit Code ESH309

Unit Name English-Literacy: Understanding the curriculum

Assessment Task Title/Number AT2 – Writing analysis and lesson plan

Word Count 2174

Signed Date

Assessor’s feedback:

Assessment Task: Assessor’s Signature (optional) : Dated:

Faculty of Education

Assessment Task Cover Sheet

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Part one (a): Analysis

Name: Mason Grade level: 2 Text type: Factual Recount

The best exerxen (excursion) ever!On the 23rd of march 2015 we went to mony (unsure of correct spelling, assuming it is a name) arts sentr (centre).

First we met Sean he sowd (showed) us arand (around) he towd (told) us that the floor was a bit bahsy (unsure what this word is)

Aftr (after) that we went to a park to have reses (recess) and a plae (play)

I had a grat (great) time

Text Social Purpose: The social purpose of a factual recount is to tell the reader what has

happened by documenting the chronological order of events (Humphrey, Droga & Feez,

2012). Mason's recount communicates the chronological order of events that occurred during a

class excursion to an art centre and expresses to the audience what they did during the

excursion.

Text Structure: Mason has demonstrated a comprehensive understanding of the structural

organisation of a recount. For example:

A factual recount needs to begin with an orientation introduction paragraph that

provides information about who, what, where and when (Fellowes & Oakley, 2014).

Mason has set the orientation when he wrote: "On the 23rd of march 2015 we went to

mony arts sentr."

Following the introduction, the record of events will be communicated in

chronological sequence. The writer is required to provide the details about the

happenings and can include "personal comments or evaluation remarks" (Barwick,

1998, p.5). Mason wrote a short paragraph expressing the events when he wrote:

" First we met Sean

he sowd us arand

he towd us that the floor was a bit bahsy"

Next, in a factual recount the writer should provide a reorientation by bringing their

recount to a "conclusion by rounding off the events" (Fellowes & Oakley, 2014, p.

384). Mason rounded off the events when he wrote: " Aftr that we went to a park to

have reses and a plae".

Examples of key grammatical features:

2

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Key grammatical feature associated with a factual recount include:

"Language for expressing ideas": use past tense action processes, noun groups or

pronouns to express participants, and circumstances to express details about time,

place and manner (Humphrey, Droga & Feez, 2012, p. 187). See deconstruction of the

clause in the below table, as all of his sentences can be deconstructed using the same

functions and form categories.

"Language for connecting ideas": text is conveyed in sequence of events using

"complex and compound-complex sentences including dependent clauses of time"

(Humphrey, Droga & Feez, 2012, p. 187). Mason has written the factual recount

sequencing the events but, lacks compound and complex sentences, as most of the

sentences are simple and short or seemed short due to the lack of punctuation. Some of

the clauses are dependent on time which is evident when Mason used, on the 23rd of

march, first, and after.

Clause On the 23rd of march 2015 we went to mony arts sentr. (Mason's spelling)

Group On the 23rd of march 2015

we went to mony arts centre

Function Circumstance: Time (When)

Participant: Who was involved

Process: Action

Circumstance: Place; where we went

Form adverb group Pronoun: Personal Verb: past tense

Adverbials: Prepositional Phrase (to: [preposition] + mony arts centre [noun group]

Paragraph level: Mason is not really demonstrating a strong understanding of paragraphing. He is conveying a topic sentence at each of the structural stages of the factual recount, but does not expand on the topic. For example Mason states when and where he went on the excursion; "On the 23rd of march 2015 we went to mony arts sentr"; but does not show how or why the class went. Mason does have spaces between each structural stage, making it clear where the orientation, records of events and re-orientation begin and finish.

Sentence level: Mason uses simple sentence structures throughout each of his clauses. Each individual sentence in Mason's factual report is comprised of "one independent clause that makes sense by itself" (Jan, 2009, p. 32). For example: "First we met Sean", and " Aftr that we went to a park to have reses and a plae".

Word level: Mason is at phase three of spelling, phonetic spelling, as there is ample evidence that he has "an almost perfect match between letters and sound"(Education Department of Western Australia, 2008, p. 38). For example: "reses", "sentr", "towd", and "arand".

3

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Other: Mason is lacking the use of noticeable punctuation, making it unclear where the sentences finish.

As a result of the above analysis, it is evident that Mason's factual recount communicates

the social and structural aspects of a recount. The social aspect of the recount is to express the

events that occurred while Mason and his peers participated in a group excursion (Robinson-

Kooi, 2013). His writing is supporting the three components that form the concept of register.

According to Winch, Johnston, March, Ljungdahl & Holliday (2013) register refers to "the way a

particular situation affects the language and meaning of a text" (p.31). The three components of

register are field; which refers to the topic of a text, tenor; which refers to the participants of the

text, and mode: which refers to the type of language used (Hill, 2006, p. 30).

According to the summary provided in Fellowes & Oakley (2014), Mason is exhibiting

characteristics that associate with the early phase of writing development in his recount. Mason

is demonstrating that he can write about experiences, feelings and "topics that are significant" to

him, as well as writing simple sentences that express some punctuation and capital letter

knowledge (Fellowes & Oakley, 2014, p. 370). Mason's sentence structure is simple and there

are several spelling errors, although it is clear that Mason tried to sound the words out as the

words seemed to have been segmented into phonemes and the most likely letter was chosen

(Fellowes & Oakley, 2014).

As stated above, Mason is displaying characteristics that assimilate with the phase three

of spelling, which is phonetic spelling. In phase three, students are able to choose letters based

on their sound and "use home-made" spelling rules such as, using 'r' "to represent the final

syllable of word" ending in 'er' (Education Department of Western Australia, 2008, p. 38). It is

evident that someone has underlined Mason's spelling errors, but not corrected them. If Mason

was taught how to use the five stages of the writing process; which "are prewriting, drafting,

revising, editing and publishing"; he would learn how to amend the errors in his writing and

convey a much clearer meaning to the audience (Thompkins, Campbell & Green, 2012, p. 46).

By focusing on the writing process, Mason would develop a stronger understanding of functional

grammar as he would learn how to "critically evaluate" and construct "coherent texts"

(Derewianka, 2012, p. 3).

This discussion has considered Mason's strength and needs, with spelling and punctuation

being identified as the major features that require additional support. There were four main

relevant literacy theories used to consider Mason's strengths and needs, the first being the

concept of register, the second being the phases of writing development, the third was Mason

4

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668) phase of spelling and the forth was the five stages of the writing process and how they can used

to improve Mason's writing.

Part two: Lesson plan sequence

Learning Objective: Upon completion of this lesson students will be able to complete a text using the five stages of the writing process; prewriting, drafting, revising, editing and publishing.

Grade level: Year Two

Focus writing skill: Functional Grammar English Strand:Language

Relevant aspects of the Achievement standard:

Students create texts, drawing on their own experiences, their imagination and information they have learned. (ACARA, 2015, p. 5).

Australian Curriculum for English relevant content descriptor:

Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)

Tim

efra

me:

10

to 1

5 m

inut

es

Stage 1: Setting the context

Getting the Students to tune in:How will you gain the students’ attention and capture their interest to connect to the text?

How will you communicate Learning objectives (Goals):

How will you communicate learning goals to the students?

Yesterday we wrote a factual recount on our excursion to the art centre and learnt about the structure of a recount.

Who can remember what we do before we begin writing a recount?

How is a recount written? Hand out a recount fact sheet

for students to use as a guide (appendix one).

Today we are going to explore how we can improve our recounts by using a writing process to create and edit a recount focusing on the functional grammar.

There are five stages in our writing process what do you think they are?

Hand out a sheet outlining the five stages of the writing process (appendix two & three).

5

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Tim

efra

me:

10

-20

min

utes

(dep

ends

on

the

stud

ents

' abi

litie

s)Stage 2: Deconstruction

Explaining: How will you explain to students what to do and how to do it?

Modelling: How will you model what you expect the students to do?

Bridging: How will you ‘bridge’ from explaining and modelling to supporting students to begin guided practice?

What prompts will you use for those students who need additional support?

To begin our writing process, we are going to read the book Scary Night (Gibbs & King, 2014). We will use this story as the topic for our recount. We are going to identify the five W's in the story, which is stage one of the writing process.

Have a recount organiser table drawn up on the whiteboard and hand out a recount organiser worksheet (appendix four).

Model the activity by deconstructing page one into the five W's on the board, explain reasoning. Changing appropriate words to past tense, as recounts are written in past tense.

Invite the students to try by asking them to organise the information on the next page and so on, until students understand the process.

Document the information in the table; ask students to do the same on their worksheet.

Draw a line after each deconstruction, as this will help us later identify the order of events.

If students are struggling to identify the five W's and how; hand out definition sheet (appendix five).

Use prompting questions to assist students in categorising the information (Appendix six).

Tim

efra

me:

5 to

10

min

utes

Stage 3: Joint Construction

The teacher and students write a text together, considering both the content and the language structures and features

Use the information from the recount organiser to begin writing the recount.

Form a single clause on the board to start the orientation, events, and conclusion; making punctuation and spelling mistakes.

Ask students what they think about the sentences; do they follow the structure of a recount?

Remind students about the stages in the writing process; what stage are we at?

Ask students how the sentences could be edited?

Work with the students to edit sentences, use dictionaries to check spelling, read sentences aloud to see if correct punctuation is used.

6

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Tim

efra

me:

20

min

utes

Stage 4: Independent Construction

What scaffolds and strategies will you put in place to support independent practice?

Using the sentences we just edited, continue writing a recount of the story using the information we categorised into the five W's as your guide and the structural features of a recount.

Remind students that if they are stuck to use the handouts as a guide.

Once students have constructed a recount of the story ask them to;

1. Revise their work: is it structured like a recount?

2. Edit: are there any spelling mistakes or punctuation missing? Teacher to assist students in identifying possible amendments.

3. Final copy: rewrite the recounting making changes and corrections identified in the previous stages of the writing process.

Tim

efra

me:

5

min

utes

per

st

uden

t.

Evaluation

Student Assessment

How will the students demonstrate their learning and what evidence will indicate this?

Students will be assessed after they have completed the lesson. All notes, drafts and final copy of recount will be collected and used as evidence to assess students against a criterion (appendix seven).

The above lesson was intentionally designed as a follow-on activity for students to

participate in after they have grasped a basic understanding of a recount. The designing of the

lesson plan followed the teaching and learning cycle, which is based on four components; setting

the context, deconstruction, joint construction and independent construction (Martin & Rose,

2013).

The main functional literacy pedagogy approach used to support students writing skill

development was the writing process. In conjunction with the writing process, prompting

questions and handouts have been included to assist the teacher in providing "gradual release of

responsibility" (Wilson, 2015, p. 3). Throughout each of the four stages of the teaching and

learning cycle, a specific variety of handouts have been included that define the key functional

grammar and structural features of recount (see appendices 1 - 6). The purposes of the handouts

are to provide the students with valuable resources that they can refer back to if they are

struggling to compose a recount independently (Grace & Gravestock, 2009).

7

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

The writing process has been chosen as the main functional literacy approach because, in

the analyse it became evident that Mason required more support in correcting his functional

grammar. The writing process would assist someone at Mason's functional grammar level

because, it divides the writing process into more manageable segments (Winch et al., 2013). The

writing process also assimilates with the chosen curriculum content, as the student identifies the

specific purpose, structure and language features associated with a recount as they complete each

phase of the writing process (Australian Curriculum, Assessment and Reporting Authority

[ACARA], 2015). The writing process is weaved throughout the structure of the lesson in

chronological order scaffolding with the teaching and learning cycle to foster pedagogical

writing growth.

In stage one, setting the context; the teacher will follow the planned path identifying

students current understandings, which is also known as, Vygotsky's zone of proximal

development (ZPD). The ZPD is defined as "a person's current level of independent functioning

and what they can achieve with the assistance of others" (Woolfolk & Margetts, 2010, p.55).

Stage two, deconstruction, will scaffold off students current understanding by using their

knowledge to begin arranging the information into the structural features of a recount, which is

the first phase of the writing process. The third stage, joint construction, scaffolds off the

pervious stage, as it uses the information that the students organised to begin writing, revising

and editing. The teacher will explicitly teach this by writing a short recount on the board,

working with the students to assess and adjust functional grammar used. This is where the

students will be taught strategies for editing their functional grammar, such as reading aloud,

sounding words out and using dictionaries. In the fourth stage, independent construction, the

students will independently compoce a recount by working through the writing process, focusing

on the functional grammar and structural features. This will see students achieve the learning

objective and providing written evidence for assessment. The evidence collected will be used to

evaluate students learning against a criterion-referenced assessment that communicates "what

students know and are able to do" in terms of the outlined criteria in appendix seven (Brady &

Kennedy, 2012, p. 3).

The lesson plan sequence has been justified in terms of the strategic organisation of the

lesson path. Each stage of the teaching and learning cycle and the writing process have been

discussed in terms of how they scaffold off each other to gradually build student's confidences to

write a recount that conveys appropriate functional grammar and structure features.

8

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

References

Australian Curriculum, Assessment and Reporting Authority. (2015, March 30). The Australian

curriculum: English: Year two(Version 7.4). Retrieved from

http://www.australiancurriculum.edu.au/english/curriculum/f- 10?

y=2&s=LA&s=LT&s=LY&layout=1

Barwick, J. (1998). Targeting texts: Recount, procedure, exposition: Middle primary. Glebe,

NSW: Blake Education.

Brody, E. (2015). Punctuation meanings [photograph]. Retrieved from

http://www.msbrodysclass.org/punctuation.html

Creative Teaching Press. (2015). Stretch a sentence [photograph]. Retrieved from

http://www.mpmschoolsupplies.com/p-16361-stretch-a-sentence-chart-gr-1-3.aspx

Derewianka, B. (2011). A new grammar companion for teachers. Sydney, NSW: Primary

English Teaching Association Australia PETAA.

Education Department of Western Australia. (2008). Parents as partners: Helping your child's

literacy and language development. Western Australia: Longman.

Edwards, C. (2015). The writing process [photogragh]. Retrieved from

http://www.scarsdaleschools.org/Page/10892

Fellowes, J. & Oakley, G. (2014). Language, literacy and early childhood education. South

Melbourne, VIC: Oxford University Press.

Gibbs, L. & King, S. M. (2014). Scary Night. Adelaide, SA: Working Title Press.

Grace, S. & Gravestock, P. (2009). Inclusion and diversity: Meeting the needs of all students.

New York, NY: Routledge.

Hill, S. (2012). Developing early literacy: Assessment and teaching. South Yarra, VIC: Eleanor

Curtain Publishing.

Humphrey, S., Droga, L. & Feez, S. (2012). Grammar and meaning. Newtown, NSW: Primary

English Teaching Association Australia (PETAA).

9

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668) Jan, L. W. (2009). Write Ways: Modelling writing forms. South Melbourne, VIC: Oxford

University Press.

Kids Learning Space. (2015). Recount - Text Organiser [photograph]. Retrieved from

http://kiddslearningspace.wikispaces.com/Recount

Marg, D. (2015). Plan for writing a recount [photograph]. Retrieved from

http://margdteachingposters.weebly.com/genre.html

Martin, J. R. & Rose, D. (2013). Designing literacy pedagogy: Scaffolding democracy in the

classroom. Retrieved from

http://www.aall.org.au/sites/default/files/DesignLiteracyPedagogy.pdf

Robinson-Kooi, S. (2013). Essential knowledge and practical activities for teaching grammar in

the Australian Curriculum: English. Practically Primary, 18 (3), 12-16.

Thompkins, G., Campbell, R. & Green, D. (2012). Literacy for the 21st century: A balanced

approach. Frenchs Forest, NSW: Pearson Australia.

Wilson, W. (2015, September 28). Week eleven: Writing and the teaching and learning cycle

[powerpoint]. Retrieved from ESH309:

https://mylo.utas.edu.au/d2l/le/content/103111/viewContent/1741674/View

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2013). Literacy: reading,

writing & children's literature. South Melbourne, VIC: Oxford University Press

10

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Appendix One Appendix Two (Kids Learning Space, 2015) (Brody, 2015)

Appendix Three Appendix Four (Edwards, 2015) (Marg, 2015)

11

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Appendix Five Appendix Six(Creative Teaching Press, 2015) Own design

Appendix Seven (own design)

Students Name: Assessment of the learning objective:Upon completion of this lesson students will be

12

Prompting Questions1. Who was involved?2. What happened?3. What were 'they' doing?4. Where were 'they' going?5. When did it happen?6. Why were 'they' going?

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

able to complete a recount using the five stages of the writing process; prewriting, drafting, revising, editing and publishing.

Assessment Criteria

Unsatis-factory

Satis-factory

Good Excellent

Notes (where is further support required)

Stage 1: Setting the context: The student demonstrated a clear understanding of the structural and grammatical features of a recount. Stage 2: Deconstruction: Student was able to categorise parts of the story into the five W's and order the events chronologically.Stage 3: Joint Construction:Student was able to work with other to construct and revise the beginning sentences for each of the structural stages of the recount.

Stage 4: Independent Construction:Student followed the five stages of the writing process to construction their recount.Student was able to identify most spelling mistakes and amend them.Student was able to identify the correct placement of

13

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668) punctuation with minimal assistance.Overall progress towards achieving; Student create texts, drawing on personal experiences, imagination and information they have learned.

AT2 Assessment Rubric

Criterion 1: weighting 20% Analyse student writing sample. NN PP CR DN HDAnalysis of writing sample is inaccurate and/or is only partially complete.

Analysis of writing sample is satisfactory. Some areas of need are identified relevant to the sample.

Analysis of writing sample has shown careful examination. Most areas of need are clearly defined and described.

Analysis of writing sample has shown an accurate examination. Specific learning needs have been articulated and described that best supports planning for student learning.

An accurate and critical analysis of the writing sample, identifying specific literacy learning needs. The analysis is comprehensive and informative for planning specific future learning needs.

Criterion 2: weighting 20% Identify student writing skills drawing from analysis and theory.

NN PP CR DN HDThe statement demonstrates limited understanding of student writing skills.

Limited theory provided to support the analysis.

Statement is of a standard that communicates an adequate knowledge of student skills

Discussion provides satisfactory knowledge of theoretical concepts to support the analysis.

The statement is of a commendable standard and is explained in a clear and logical manner.

It communicates relevant theoretical understandings of student writing skills and development.

Statement is of a high standard which communicates broad understandings of strategies and skills to support student writing development.

It provides a dialogue of writing skills and development drawn from a range of theoretical literature.

Statement communicates comprehensive and accurate understandings of strategies and skills to support student writing development.

The statement is of an excellent standard which provides a cohesive argument that links writing from the theoretical literature.

14

ESH309 English-Literacy: Understanding the Curriculum Assignment Task 2Courtney Howell (159668)

Criterion 3: weighting 20% Design a lesson sequence closely linked to the identified student needs.

NN PP CR DN HDThe teaching and learning sequence does not satisfactorily support the writing need.

The teaching and learning sequence has been designed satisfactorily for the students using ideas that connect to the identified needs.

The teaching and learning sequence has been utilised with good ideas that connect to student needs and support learning outcomes to the curriculum and year level.

The lesson sequence has been carefully designed to student needs and effectively using the teaching and learning cycle to engage with writing. The lesson engages students and supports learning outcomes to writing, the year level and the curriculum.

The identified learning needs have been catered for with an expertly designed lesson sequence. Through the teaching and learning cycle the lesson creatively engages students with writing, effectively linking outcomes to the year level and curriculum documentation.

Criterion 4: weighting 20% Justify lesson sequence.NN PP CR DN HDThe justification demonstrates limited knowledge of planning for writing.

The justification is of an adequate standard. It makes sufficient connections to functional literacy pedagogy.

The justification communicates knowledge of strategies and scaffolds. It makes appropriate connections to functional literacy pedagogy.

The justification is of a commendable standard, it demonstrates knowledge of strategies and scaffolds. It discusses how a functional literacy pedagogy approach supports student learning.

The justification is of an exceptional standard, it demonstrates comprehensive knowledge of strategies and scaffolds. It critically argues how a functional literacy pedagogy approach supports student learning.

Criterion 5: weighting 20% Communicate ideas using academic writing conventions.NN PP CR DN HDDoes not meet requirements for academic writing. Poor text/sentence structure throughout and incorrect use of writing conventions.

Text structured satisfactorily. Some errors evident in the use of writing conventions.

Text structured appropriately with sections that link coherently. Some minor errors evident in the use of writing conventions.

Text structured with clear sections that link coherently. A few minor errors evident in the use of writing conventions.

Text structured very effectively with exceptional academic writing skills being demonstrated.

Inconsistent and/or incomplete APA referencing.

Aspects of APA referencing attempted satisfactorily with a number of errors

Most aspects of APA referencing correct and consistent with a small number of errors.

APA referencing correct and consistently applied with only minor errors.

APA referencing has been used without errors.

15