ENGL 4725 English Curriculum Studies Assignment 2 Literature Study and Creative Writing Rebecca Blackwell 2084293

UNIT READING AND VIEWING: PROSE

Explanation of reading prose unit: The six lessons in this unit will be taught one lesson per week over a six week period. Each lesson will be between twenty to thirty minutes long. There will be other childrens literature read to the children at other times during the six week period but this unit is an author study on Pamela Allen. The children will learn about what an author does and how they use characters to help tell the story. Oral language- in pairs / small groups tell each other about favourite characters

Australian Curriculum Links for reading prose:

Foundation Year Content Descriptions Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences (ACELT1575)

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

Share feelings and thoughts about the events and characters in texts (ACELT1783)

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Deliver short oral presentations to peers (ACELY1647)

Year One Content Descriptions Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Reading Prose Outcomes: Students will learn about what an author does and how they use characters to help tell the story.

Students will develop their oral language skills through working in pairs sharing feelings and thoughts about the events and characters in texts.

Students will understand that authors have to sit down and write books, they do not just appear on the shelves in the shops or library.

Students will respond to texts in a number of ways, identifying favourite characters or events.

Students will make connections between the books and their own experiences.

SEQUENCE OF TEACHING AND LEARNING ACTIVITIES

Lesson one: Introductory Lesson: Discuss what characters are and their purpose in a story. Discuss with students their favourite characters from books they have read or had read to them. Tell students to think about what character the like the most in the story while the teacher reads. Teacher reads: Who Sank the Boat? Talk about characters in the story and get a couple of students to share which character they like
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the most. Explain task. Task: All students draw a picture of their favourite character, write its name and some will be able to write a sentence about why this character was their favourite. For students who cannot write a sentence the teacher will scribe. Students complete task then come back as a class and teacher will pair students for them to each share their favourite character with their partner.

Lesson two: Read book: Mr McGee. By Pamela Allen. Childrens response to this book will be a class discussion facilitated by the teacher about their feelings and thoughts about the book. Teacher will also explicitly draw attention to the fact that Pamela Allen is also the author of this book.

Lesson three: Read book: Belinda. By Pamela Allen. Students response to this book will be a class discussion facilitated by the teacher about their feelings and thoughts about the book. Teacher will ask some or all of the questions below in the class discussion and then talk about the students responses to the questions with the students. Teacher will also explicitly draw attention to the fact that Pamela Allen is also the author of this book.

Possible questions to ask students: What did that story make you think about? Did you like the story? Who was your favourite character? Why? Have you ever seen cows get milked? Do we still milk cows how Old Tom and Bessie milked the cow?

Lesson four: Read book: A Lion in the Night. By Pamela Allen. Students response to this book will be completed in their reading response journal. Students will draw a picture of their favourite part in the book and write their own sentence about why it was their favourite. The teacher will have to scribe the sentence for some students. Students will pair up and share their responses at the end of the lesson.
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Lesson five: Read book: The Pear in the Pear Tree. By Pamela Allen. Students response to this book will be a class discussion. Teacher will ask some or all of the questions below in the class discussion and then talk about the students responses to the questions with the students. The teacher will guide the students through the pages and possibly re read the words to see if the students can identify the rhyming words in the book. The students may also come up with some of their own rhyming words. The book Who Sank the Boat by Pamela Allen may also be used again in this lesson to discuss how Pamela Allen uses rhyme in many of her stories.

Possible questions to ask students: What did that story make you think about? Did you like the story? Can anyone remember any words that rhyme in the book? Can you think of your own example of two rhyming words?

Lesson six: Read book: Mr McGee and the Big Bag of Bread. By Pamela Allen. Students response to this book will be a class discussion facilitated by the teacher. Teacher will use all of the books read in each of the six lessons and explain that Pamela Allen wrote all of the books and a discussion will be based around some of the similarities and differences between the six books. Some of the questions the teacher could ask to help guide the students responses are below.

Possible questions to ask students: Who wrote all of the six books we have read?

Can anyone see anything that is the same in one or more of the books? (e.g.: the books generally have animals as characters as well as human characters, two of the books have the character Mr McGee in them, Pamela uses words that rhyme in her books.)

Which was your favourite book? Why?

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What did the book Mr McGee and the Big Bag of Bread make you think about?

Summative Assessment for reading prose unit: The anecdotal notes taken by the teacher during the lessons in the unit will be used to help assess each student to check for student understanding and progress. The summative assessment will include an assessment of each students participation in the lessons, their responses in their reading response journals and their oral responses which would have been formatively assessed by the teacher during most lessons.

UNIT: READING: POETRY

Foundation Year Content Descriptions Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)

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)

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Year One Content Descriptions Understand patterns of repetition and contrast in simple texts (ACELA1448)

Reading poetry outcomes: Students will understand that poetry is different to a story.

Students will understand that some language in written texts is unlike everyday spoken language.

Students will be able to recognise rhyme.

SEQUENCE OF TEACHING AND LEARNING ACTIVITIES

Lesson one: Introductory Lesson: Read book: Wacky Wednesday. by Dr. Seuss. Class discussion: Teacher asks questions like: Who enjoyed the poetry? Why? Can you think of any new and interesting words you heard in the book? Was it fun?
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Talk about any new and interesting words the students can remember from the book. (Add these to the word wall for students to use in their writing at a later date.) Students will look at A3 enlarged images of pages from the book and try to find the wacky things in the book. Students will draw a picture of something wacky which they can think of. Some students will share their drawing with the rest of the class.

Lesson two: Read book: There was an old lady who swallowed a fly By Alan Mills, Rose Bonne and Pam Adams. (Can just read the tune without the book version.) Class Discussion: Talk about the words that rhyme in the story and add any new and interesting words to the word wall. Also talk to students about how poems are different to stories and poems do not have to rhyme.

Lesson three: Read book: Hairy Maclarys Bone By Lynley Dodd Class discussion: Talk about how the book made the children feel and what it made them think about. Get children to recognise the rhyme in the poetry and be able to replicate it by starting to think about words they can think of which rhyme. Teacher may have to provide students with the first word and get the students to come up with a word which rhymes with the word provided.

Lesson four: Read Book: Hairy Maclary from Donaldsons Dairy By Lynley Dodd Class discussion: Talk about how the book made the children feel and what it made them think about. With the rhyming words which the students came up with in the previous lesson begin to create a short (approx 4 lines.) class rhyming poem scribed by the teacher.

Lesson five: Read Book: Im Green and Im Grumpy By Alison Lester Class discussion: Talk about how the book made the children feel and what it made them think about. Continue to work on the class poem although be sure to explain that poems do not have to rhyme and there are other ways to write poems without them rhyming. This will lead into the last lesson in the unit where the students listen to a poem in the form of a song.
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Lesson six: Listen to the song: Wash your Face in Orange Juice By Peter Combe. (Song version on DVD with book.) Look at book: Wash your Face in Orange Juice By Peter Combe Class Discussion: Talk about how the book made the children feel and what it made them think about. Complete the class poem and pin it on the wall. Reinforce and explicitly tell students that the song they heard is poetry as well as the books they have listened to over the past lessons also and it does not all have to rhyme.

Summative assessment for poetry unit: Can the children tell the teacher where their class poem is? Do students understand that not all poems rhyme? Can students identify rhyme in poetry? Can students understand that in poetry there can be words which we do not use in other writing?

The anecdotal notes taken by the teacher during the lessons in the unit will be used to help assess each student to check for student understanding and progress. The summative assessment will include an assessment of each students participation in the lessons and oral responses which would have been formatively assessed by the teacher during most lessons.

UNIT: WRITING PROSE

Explanation of writing prose unit: In this unit students will be involved in the process of shared creative writing. The students will begin by drawing pictures to tell their own stories and they will orally tell these and get them scribed by the teacher. Through this students will show their understanding of narrative structure. This form of story writing will lead the students into deeper creative writing and move them further towards achieving the ACARA outcome. No topic will be set for the writing unit because it is too hard for students to write to a particular topic. The six lessons in this unit will be taught one lesson per week over six weeks. Each lesson will be approximately 30-40 minutes long.

Australian Curriculum Links for writing prose: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)

Writing narrative outcomes: Students will be able to create their own imaginative story with a beginning, middle and an ending using drawings scribed by the teacher.

Show emerging use of appropriate text structure.

SEQUENCE OF TEACHING AND LEARNING ACTIVITIES

Lesson one: Introductory Lesson: Class discussion and introduction into what students will learn about. This lesson will be introducing students to the structure of narratives. Teacher will explain that narratives have a beginning, middle and an ending and what sorts of things happen in each of these stages. Teacher will read the book The Pear in the Pear Tree to the students. Teacher will

refer to the book The Pear in the Pear Tree and explain how the book starts, the problem being they cannot reach the pear and the ending when they eat the pear together. See if students can remember any of the examples explained about what might be included in the beginning, middle and end of stories.

Lesson two: Teacher will continue to explain how stories have a beginning, middle and end and what is in each part. See if the students can give any short examples of a story with a beginning, middle and end which they know of. Teacher will read Elmers Special Day by David McKee. Again the narrative structure will be explicitly pointed out and taught to students especially drawing attention to how the pictures help to tell the story.

Class discussion about the story and its beginning, middle and end. This story is slightly longer than The Pear in the Pear Tree and the students will not have looked at Elmers Special Day in other lessons in class therefore it may be harder for students to pick out the beginning, middle and end.

Class discussion about what happened in the story in each part and students might be moved into pairs to talk about whether the beginning, middle or end part was their favourite part in the story.

As a class students will start to develop their own class stories which each have a clear beginning, middle and ending. These stories will only be approximately three to four simple sentences showing each part of the narrative structure.

Lesson three: Create more stories as a class to remind students about the specific narrative structure. Students to work in pairs orally telling a made up story with a beginning, middle and an ending.

Lesson four: Students to work individually creating a story about anything they like through drawing three pictures in their work books of what happens in their story. Students will be focusing on including a beginning, middle and an ending. Students orally tell the teacher / teachers what happens in their
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story and teacher will scribe these stories for the students. Some students will be able to write what happens in their story for themselves which is okay.

Lesson five: Continue working on stories individually. With teacher scribing and students orally telling what is happening. Students who finish this process will move into orally sharing their story in pairs.

Lesson six: Students will complete their individual story with a beginning, middle and end. Final class discussion about narrative structure and all students will finish sharing their story in pairs and some students will share their story with the class.

Formative assessment for writing unit: Formative assessment will be ongoing throughout the whole of this unit. Teacher will be assessing students participation in lessons, the effort students put into each lesson and the students developing ability to tell a story with a beginning, middle and an ending by looking at their work from particularly lessons 4 and 5.

Summative assessment for writing unit: Can students individually create a story which clearly shows the beginning, middle and end of a story with 3 pictures and a sentence scribed by the teacher or written independently for each picture?

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SELF ASSESSMENT: Did I explain everything in enough detail? Were the students engaged in my lesson? If not, why not? Is there anything I can do to make my lessons better? Do I need to focus more on students readiness for each task to ensure there are not students getting work which is too easy or too hard?

TEACHER REFERENCES and RESOURCES needed for all 3 units: BOOKS: Who Sank the Boat? By Pamela Allen Mr McGee By Pamela Allen Belinda By Pamela Allen A Lion in the Night By Pamela Allen The Pear in the Pear Tree By Pamela Allen Mr McGee and the Big Bag of Bread By Pamela Allen

Wacky Wednesday By Dr. Seuss There was an old lady who swallowed a fly By Alan Mills, Rose Bonne and Pam Adams. Hairy Maclarys Bone By Lynley Dodd Hairy Maclary from Donaldsons Dairy By Lynley Dodd Im Green and Im Grumpy By Alison Lester Wash your Face in Orange Juice By Peter Combe (Song version on DVD with book.) Elmers Special Day by David Mckee.

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