INTEGRATED UNIT - LEVEL ___ - YEAR ____ PLANNING DOCUMENT - Get as DOC

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					                                                   Integrated Unit Planning:                                 Individuals Together!

FOCUS QUESTION: How am I similar to and different from other students in my class? How can we celebrate diversity?
YEARS: 3-5                              LEVEL: 2 and 3                             TEACHERS: Mr Donaldson and Ms Collins
                                                                     CURRICULUM ORGANISERS
                  DIVERSITY & CHANGE                                        CONSTRUCTIVE CITIZENSHIP                             SUSTAINABLE COMMUNITIES & ENVIRONMENTS
As life-long learners students:                             As life-long learners students are:                             As life-long learners students:
         recognize and value diverse groups                         active, informed and reflective citizens                  recognize impact of environmental change
         develop identities                                         designers of future life pathways                         advocate and take action for preferred future
         accept change                                              use ethical codes of behaviour                            value, care for & shape sustainable communities
         design own futures                                         contribute to peace and world harmony
                                                                SELECTED LEARNING OUTCOMES
ARTS:                                                                                          HPE:
VA 2.1 Students make images and objects by selecting and manipulating elements and             EPD 2.3 Students compare similarities and differences between people at different
additional concepts.                                                                           stages of life.
VA 2.2 Students select and arrange images and objects for personal display.                    EPD 3.1 Students explain how different ways of describing people, including
VA 2.3 Students identify elements and additional concepts to interpret images and objects      stereotyping of males and females, influence the way people value and treat
from a variety of cultural and historical contexts
VA 3.1 Students design, make and modify images and objects applying elements and
                                                                                               themselves and others
additional concepts to construct intended meanings.
VA 3.2 Students make and display images and objects, understanding the functions of
informal and formal display.
VA 3.3 Students compare elements and additional concepts of images and objects from a
variety of cultural and historical contexts.
SCIENCE:                                                                                       SOSE:
                                                                                               CI 2.4 Students identify how their roles, rights and responsibilities change in
                                                                                               different groups
                                                                                               *CI 3.2 Students identify stereotyping, discrimination or harassment to develop a
                                                                                               plan that promotes more peaceful behaviours.
                                                                                               CI 3.3 Students describe attitudes, beliefs and behaviours that affect their sense of
                                                                                               belonging to a range of groups


TECHNOLOGY:                                                                                    ICTs
                                                                                               Questionnaire in Microsoft- Graphing results in Excel

KEY CONCEPTS AND LEARNINGS: Stereotyping, gender, tolerance, multiple intelligences, roles, rights and responsibilities, values, peaceful behaviour.

PURPOSE/ CONTEXT: Students learn to appreciate the diversity within their classroom. Through a questionnaire, the children will discovery a learning
style that is uniquely their own. In their smarts group the children will explore differences and similarities that co-exist within our classroom. With this
knowledge the children will write and perform a parade presentation that demonstrates a class motto and mascot created to enhance our student’s
individuality.
EXCURSIONS/VISITORS:                              COMMUNITY INVOLVEMENT:                                SCHOOL INVOLVEMENT:
                                                  Guest Speakers – Parents of SJH                       Parade Presentation to demonstrate the children’s
                                                                                                        class motto and mascot.
                                                                             PRODUCTIVE PEDAGOGIES
    INTELLECTUAL QUALITY                              CONNECTEDNESS                          SUPPORTIVE SCHOOL                               RECOGNITION & VALUING OF
                                                                                                ENVIRONMENT                                        DIFFERENCE
    Higher-order thinking                       Knowledge integration                   Student direction                                Cultural knowledge
    Deep knowledge                              Background knowledge                    Social support                                   Inclusivity
    Deep understanding                          Connectedness to the world              Academic engagement                              Narrative
    Substantive conversation                    Problem-based curriculum                Explicit quality performance criteria            Group identity
    Knowledge as problematic                                                             Self-regulation                                  Active citizenship
    Metalanguage
                STUDENTS NEED TO KNOW:                                                                             STUDENTS NEED TO DO:
    What is stereotyping that reflects perceptions of:                                   Analyse and discuss the school motto- Individuals Together
         o Ability                                                                        Set a yearly personal growth goal- time capsule
         o Work                                                                           Participate in Guest Speaker activities to discuss the roles of males and females in work situations
         o Sport                                                                           (parents and game making students)
         o Lifestyles                                                                     Present an oral presentation focusing on their out of school hobbies or interests
    Discrimination that reflects perceptions of:                                         Analyse the portrayal of male and female sporting figures in newspapers
         o Gender                                                                         Audit the local newspaper for images of male and female sporting images (tallying)
         o Disability                                                                     Analyse the words used in newspaper articles to describe male and female subjects- highlight and
         o Physical appearance                                                             list, compare the types of words used
         o Socio-economic circumstances                                                   Analyse newspaper headlines
    Peaceful behaviours:                                                                 Compose a newspaper headline and paragraph about a subject of their choice to challenge
         o Cooperation                                                                     stereotyping and power positions
         o Empathy                                                                        Analyse a variety of popular cultural texts:
         o Consideration                                                                         o Youth magazines- K-Zone, D-Mag, Disney Adventure, Total Girl, Saddle Club, Barbie
         o Tolerance                                                                             o Comics and cartoons
         o Acceptance                                                                            o Trading Cards
         o Willingness to share                                                                  o Action Figures
         o Learning from a range of people                                                       o Showbags
         o Non-violence                                                                          o Toy catalogues
         o Assertiveness                                                                         o TV Series
    What are different groups:                                                           Complete a Smarts Checklist to identify strengths of individual members of the class
         o Family, peer, friendship, sports, hobbies, smarts, class
                                                                                          Work within their Smarts Groups to plan and develop a poster to promote their strengths with the
    What are roles, rights and responsibilities within various groups                     rest of the class.
    What are attitudes, beliefs and behaviours                                           Work as a whole class to develop a class motto and mascot reflecting the diversity of Smarts within
    What are positive and negative behaviours                                             the class.
    What are values                                                                      Cooperatively plan and develop a parade presentation to present their smarts to the audience-
    What is a sense of belonging:                                                               o Words for verbal collage
         o Negative and positive feelings about group membership                                 o Costumes
         o Identifications about signs and symbols                                               o Order of appearance
    What are the differences and similarities at different stages of life                Reflect upon their Smart experiences in a Smart Diary.
    Aspects of identity- self concept, self esteem
                                                                               PROGRAM MODIFICATIONS
SCAFFOLDING LEARNING:                                              ENRICHMENT:                                                        DIFFERENTIATION:
Model writing                                                      Individualised projects                                            Individualised programs
Buddy Program                                                      Thinker Keys and other higher order activities
                                                                   Smarts Activities
                                        ASSESSMENT & EVIDENCE GATHERING OVERVIEW

                                                                  Pre-testing
Discussions of differences and similarities
Identifying the children’s prior knowledge of stereotyping, discriminating
Establish means to address these situations and strategies to cope
Appreciate that all people are different and the world uses empathy, consideration, manners, courtesy to accept all individuals


                               Assessment Tasks                                           Related KLAs         How and when judgments
                                                                                                               will be made:
 Speaking Task- Belonging to a group (hobby, sport, guides, home activities)            SOSE, English,         Assessment rubric
 Students:
     Knowledge of belonging to a group
     Understanding the role of being apart of this group – commitment, rules,
       guidelines, uniform, equipment, skills, practicing
     Use language features for a performance or oral presentation, including clear
       speaking, eye contact, awareness of audience
     Providing additional resources to illustrate the hobby, sport or home activity

 Smart Poster                                                                           English, HPE,          Criteria sheet
 Students:                                                                              Technology
     Complete a Smarts Questionnaire
     Create a smarts poster that highlight the smart group strengthens – nature,
       word, body, self, music, math/logic, picture, group
     Group Work – discovering the strengthens within this group to work on the
       class motto and mascot tasks
     Participate in activities designed to demonstrate the talent each group
       possess
                                                                                        English, HPE, ICT      Assessment rubric
 Newspaper headline and opening paragraph
 Students:
     Complete activities that analysis the newspaper genre
     Write a headline and opening paragraph about a sportsperson
     Use language features of descriptive word, punctuation, grammar and
       vocabulary associated with the newspaper genre
                                                              LITERACY DEMANDS

    Newspaper headlines – descriptive words, originality, punctuation

    Newspaper report –descriptive word, paragraphing, punctuation, grammar

    Television news report

    Diary writing

    Popular cultural texts




                                                            NUMERACY DEMANDS

    Statistics – graphing. Use of Excel to display knowledge
    Number and Operations
    Symmetry and plane shapes
    Fractions
    Measuring


RESOURCES:
    Series books for girls- Baby Sitters Club, Pony Pals, Saddle Club, etc.
    Series books for boys- Goosebumps, Too Cool, Boys Rule, etc.
    Various popular cultural texts:
     o Youth magazines- K-Zone, D-Mag, Disney Adventure, Total Girl, Saddle Club, Barbie
     o Comics and cartoons
     o Trading Cards
     o Action Figures
     o Showbags
     o Toy catalogues
     o TV Series
                                 Newspaper Report
    Context
       Year 3/4 multi-age class
       Integrated unit on Individuals Together – Values of Living Harmoniously
       Students will have an interest in the newspaper as the Commonwealth Games are
         being advertised in the local paper and the Courier Mail
       Level 2 Writing and Shaping Core Learning Outcomes from English Syllabus
       An Introduction lesson on newspapers, their importance and their features
       Weekly English skills lesson – highlight grammar, punctuation, English features
       Weekly Writing lessons- modeling, joint construction, individual writing


    Selection of text/s and analysis
           Examples of the local paper and Courier Mail
           Additional English Resources on the Newspaper Genre (Resource Centre)
           Students own reading materials including magazines from home
           Sample newspaper articles to be used as part of regular genre writing lessons
           Examples of English in use to teach grammar, punctuation and English
            features
           Analysis: Newspaper – Headline, feature picture/s, first paragraph (containing
            who, what, where, when, why and how, varied pictures for interpretation,
            English features – participants, process, attributes (descriptive language),
            synonyms and antonyms


                    What will they need to learn?
                       What is a newspaper article – generic structure, key
                          features (headline, feature pictures, first paragraph –
                          who, what, where, when, why and how)
                       English features used to attract attention – synonyms,
                          antonyms, participants, processes, attributes
                       Sentence structure with appropriate punctuation and
                          paragraphing
                       Descriptive writing to include details of chosen event



How will I teach this?                                  What will I assess?
   Small group analysis of the features of                   Text Type – do the students
     newspapers and the relevance of these                     understand and apply the generic
     sections                                                  structure of a newspaper article
   Using sample newspapers articles – cut                    Subject matter, roles and
     and paste activities to highlight the
                                                               relationships, mode and medium
     different features of the text
   Weekly lessons directed at the parts of
                                                              Spelling of specialist words
     sentences and English Features                           Inclusion of punctuation and
   Modeled lessons to jointly construct                       English features
     newspaper articles                                       Overall presentation of the
   Multiple opportunities for students to                     newspaper article, layout and
     practice writing newspapers in writing                    included features
     lesson
                                                                   Writing and Shaping – Level 2
                                                                    Core Learning Outcomes
                              Cultural strand                       Operational Strand                           Critical strand
                              Making meaning in contexts            Using language systems                       Evaluating and reconstructing
                                                                                                                 meanings in texts
Core Learning Outcomes




                              Cu 2.3                                Op 2.3                                       Cr 2.3
                              When writing and shaping,             When writing and shaping, students;          When writing and shaping,
                              students;                                  replicate generic structure            students:
                                   construct a range of texts           use simple sentences,                       Identify resources to
                                      for a known audience                  accurately punctuated with                    represent people, places,
                                   sequence two or more                    some compound sentences                       event and things in a
                                      familiar events and order          Use nouns and verbs related to                  similar and different ways
                                      information using some                the topic
                                      detail and supporting              Link ideas using related words,
                                      material                              images or design
                                                                         Accurately spell frequently used
                                                                            one- and two –syllable words
                                                                            using known patterns
                              To demonstrate these writing and      To demonstrate these writing and             To demonstrate these writing and
                              shaping outcomes students             shaping outcomes students should             shaping outcomes students should
                              should know:                          know:                                        know:
                              Text Types                            Linguistic Resources                              People can be identified as
                                   Particular cultural             Text Types                                          members of groups by
                                      purposes commonly                  Names and basic generic                       what they say, look like
                                      associated with simple                structure of simple text types              and wear, and how they
                                      written texts                      Common generic structure links                behave
                              Subject Matter                                ideas in predictable ways                 Noun and verb groups,
                                   Text can have two or            Subject Matter                                      dominant objects of
                                      more linked key ideas              Appropriate grammatical order                 images and font choices
                              Roles and relationships                       for sentences both simple and               can be used to represent
                                   Audience needs influence                compound                                    people, places, events and
                                      the choices when writing           Using attributes, processes and               things in particular ways
Level specific core content




                                      and shaping ideas                     adding time or location to
                              Mode and medium                               original ideas
                                   Writer and shapers draw         Roles and Relationships
                                      on linguistic, visual              Verb tense is consistent in
                                      gestural, spatial and                 simple and compound
                                      audio resources in written            sentences in a text
                                      texts.                        Mode and Medium
                                                                         Textural resources, including
                                                                            text conncentives, simple
                                                                            synonyms, appropriate
                                                                            vocabulary for text type, use of
                                                                            pronouns
                                                                    Spelling (word structure) and
                                                                    punctuation
                                                                         Spelling frequently use of one-
                                                                            and two-syllable words –
                                                                            pronouns, base words,
                                                                            compound words, adding word
                                                                            endings and common affixes to
                                                                            base words with little alteration,
                                                                            use of long vowels, letter
                                                                            patterns
                                                                         Different punctuation signals of
                                                                            sentence types (. ? !)
                   Newspaper Article

This term you will be given the opportunity
to write your very own newspaper article.
You have the choice of using a picture
discovered in a newspaper or formulate
your own picture from the first paragraph.

This term you will take on the role as a journalist and
editor as you become an expert in writing newspaper
articles.

Purpose: Your newspaper article will demonstrate how
man and woman are presented in the media. We will be
jointly constructing our own Classroom newspaper.

Audience: The audience for your newspaper articles will
be your fellow students at Kurwongbah, as well as your
parents and family members.

   Use the planning sheet (provided) to record your
    ideas for the first paragraph under the headings of
    who, what, where, when, why and how.
   Write your ideas in a short paragraph telling your
    audience all about the event you have chosen
   Consider the needs of your audience, your fellow
    students, by including as much detail as your might
    to attract a readers attention
   Include the headline and a copy of your feature
    picture/s to support your written paragraph
   Present your newspaper article in Microsoft Word
    with headline and feature picture/s.

Please refer to the Assessment Rubric attached which
explains the task requirements and your responsibilities
in more detail.
           Newspaper Planning Sheet

A Newspaper article’s first paragraph
contains all the information necessary to
attract a reader’s attention. Plan your
newspaper article by writing your ideas
under these headings:

           Who?                  Where?




          When?                  What?




           Why?                   How?




         Headline                Picture
                                             Newspaper Article – Assessment Rubric
                                          Student Name: ___________________________________ Mark: /30

        Criteria                                                               Standard Descriptors
                                      Mark of 5                       Mark of 4                       Mark of 4                    2 Mark of 1
Text Type:                  Newspaper article contains      Newspaper article contains      Newspaper article has most    With assistance, is able to
Applies the generic         all generic structures – who,   all generic structures – who,   of the generic structure with include      some     generic
structure and textual       what, where, when, why and      what, where, when, why and      some      features    absent, structure of a newspaper,
features        of      a   how, headline and feature       how, headline and feature       headline and feature picture  attempts a headline and
newspaper article           picture.                        picture                         No ______________             feature picture
Subject Matter:             Complete planning sheet         Some        completion     of   Part completion of planning   Is able to provide ideas with
Identifies or creates the   with ideas linked together      planning sheet with ideas       sheet with ideas under most   assistance in placing them
important information       under set out headings.         under set out headings.         headings. Little evidence of  under the headings. More
of chosen topic             Clear ideas of article and      Some links within headings      links within headings to      assistance is required to link
                            use of descriptive word         to ideas and descriptive        ideas and limited use of      ideas       together     with
                                                            word use                        descriptive words             suggestions of descriptive
                                                                                                                          word use
Roles and              Considers the needs of the           Considers the needs of the      Shows some consideration With assistance, considers
Relationships:         audience     and      provides       audience      and    provides   of    the    audience      by the needs of the audience
Considers the needs of comprehensive details as             details with some inclusion     explaining     the    picture by providing a headline and
the     audience   by  well as attention-grabbing           of         attention-grabbing   featured with a headline      a feature picture
demonstrating correct  vocabulary      in    correctly      vocabulary in sentences
language choices       written sentences
Mode and Medium:       Carefully organised chosen           Organised chosen ideas into Some chosen ideas are Attempts to place chosen
Organise ideas to      ideas into simple and                sentences with some links placed         in    a     simple ideas into simple sentences
guide the reader       compound sentences, links            to headline and pictures       sentences with a picture link with assistance to link in the
                       with headline and pictures                                                                        picture
Spelling and           Accurate       spelling       of     Correct spelling of specialist Some inconsistencies in Editing and conferences
Punctuation:           specialist words related to          words related to the subject, spelling of specialist words with teacher assist students
Uses correct spelling the subject, consistent use           includes some punctuation related to the subject. in attending to appropriate
and punctuation to of varied and punctuation,               buy mainly full stops and Limited use of punctuation         spelling and punctuation
enhance meaning and especially fullstops, commas            exclamation marks
understanding          and exclamation marks
Presentation:          Uses Microsoft Word to               Uses Microsoft Word to Used Microsoft Word                 to Is able to produce a basic
Uses Microsoft Word to present       their      article     present       their     article present their article         article by using Microsoft
produce and present    professionally       including       including a headline at the                                   Word and being assisted by
newspaper              thought to layout, headline          top with the feature picture                                  the teacher to consider the
                       and       feature       picture                                                                    layout of the headline and
                       placement                                                                                          picture

				
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