Learning Management 3 Assessment Task 2: Medium Term Planning Template

Ethan Mann s0230312

Adapted for Learning Management 3 students 2014 from Unit Planner Template, QCAR Professional Development Package, Queensland Studies Authority
& Unit Overview Template Exemplar in Smith, Lynch and Knight (2007) Learning Management: Transitioning teachers for national and international change

Context for learning:

Historical & Literary
Personal Recounts

Unit Title:
Exploring recounts set in the past

KLA: English

Year Level:
Year 4

Duration of Unit:
5 weeks (this documentation shows
10 lessons from this unit)

Identify Curriculum (LMQ 2 where does my learner need to be?)

CONTENT DESCRIPTORS (from ACARA)
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts
(ACELY1686)
Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional
phrases (ACELA1493)
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example
character development and plot tension (ACELT1605)
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Declarative Knowledge (LMQ 2)

Procedural Knowledge (LMQ 2)

The learner will know and understand that:

The learner will be able to:

DK1 different structural features (title, orientation, sequence of events and

concluding comment) make up historical recounts and enhance texts in particular
ways.

PK1 Identify noun groups, verb groups, clauses, adverbs, adverb groups,
prepositional phrases and cohesive devices.

DK2 texts are made cohesive, using linking devices including pronouns.

PK2 Write sentences to compare and contrast how events are portrayed between two
different texts.

DK3 a wide variety of speech verbs and personal pronouns can be used within
historical recounts.

PK3 Write a literary recount from the perspective of a child, using strategies and
language features explored so far.

DK4 through use of comprehension strategies, authors can extend content

knowledge and integrate/link ideas in historical recounts.

PK4 Read and comprehend a literary recount.

PK5 Use metalanguage to explain after reading, how the author involves readers and
uses techniques to keep readers interested.

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Student prior knowledge linked to this content
(LMQ 1 what does my learner already know?)

Key profiling information relevant to this unit and these students

(LMQ 3 how does my learner best learn?)

Students in this cohort know:

Content can be organized using different text structures depending on the
purpose of the text.
Introduced to how language features have an effect on texts.
Language features sequence and link ideas.
Language can be used to express feelings.
Texts have characters, events and settings are portrayed in different ways.
Texts are made cohesive through language strategies.
Metalanguage and how to use it.
Students in this cohort have:
Read texts containing different sentence structure
Played whiteboard tag to compile ideas and information.
Constructed K-W-L charts and know the steps in creating one.
Used a three minute pause.
Practiced graphic representational note-taking in classes.
Used Venn Diagrams to compare/contrast different things.
Been familiarized with DoL 1 strategies and Habits of Mind.
Australian Curriculum and Reporting Authority (ACARA, 2014).

This cohort is made up of 18 students (11 female and 7 male). These students are part
of a small school in the Sunshine Coast hinterland. These students can often become
easily off task without proper behavior management and essential skills. These
students have positive learning experiences with discussions and group collaboration,
as well as activities and tasks that involve peers. The students learn through hands-on
experiences as well, as their school has a kinesthetic, citizens for tomorrow approach.

Develop Assessment (LMQ 7 how will I check that the learner has achieved the learning outcome?)
Type of Assessment

What will be Assessed

When will it be assessed

Make Judgments
(LMQ 7)
Purpose of Assessment
Assessable Elements

DIAGNOSTIC
Review Prior Knowledge Discussion

DK1, DK2, DK3, & PK1.

Week 1 LEP 1 (beginning of lesson).

Provide understandings of
students current progress.

Whole-class whiteboard tag.

DK1, DK3, & DK4. (Understandings

of historical recounts).

Week 1 LEP 1 (beginning of lesson).

Achieves insight into students

current understandings and
knowledge on historical recounts.

FORMATIVE

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Observing individual contributions to
discussions when identifying, examining and
evaluating language features, metalanguage
and comprehension strategies.

DK1, DK2, DK3, DK4 & PK1.

Weeks 1 & 2 LEP 1, 2, 3, 4, 5, 6, 9 & 10

(throughout each lesson in class and group
discussions).

Evidence of students knowledge

and understanding through
contributions and opinions in
class/group discussions.

Individual notes about language features,

ideas, opinions expressed and language from
earlier times (part of journal).

DK1, DK2, DK3, DK4, PK1, PK2, &

PK3.

Weeks 1 & 2 LEP 1, 2, 3, 4, 6, 7, 8, & 9.

Work samples give insight into

students level of work and
progress in unit.

Whole-class whiteboard tag.

PK1.

Week 2 LEP 8.

Evidence of students
understandings of aspects.

Compare & contrast piece of writing.

PK2

Week 1 LEP 4

Begin to practice writing and

comparing texts.

PK1 & PK3

Week 2 LEP 9

Practice writing literary

Literary Recount from perspective of a child

and identify language features within it.

SUMMATIVE
Literary Recount set in past from the
perspective of a person present at the time
and place.

This recount is the overall summative assessment for this unit to be completed in
week 5. It will be completed by students and feature extensive DK & PK from next
LEPs.

Provides overall assessment for

unit to be assessed from criteria.

Journal which collates added notes,

documents and activities and handed in on
completion of the unit.

DK 1, DK2, DK3, DK4, PK1 & PK2.

Evidence of learning and

progression throughout unit.

Weeks 1 & 2 LEP 1, 2, 3 , 4, 6, 7, 8 & 9.

Use Feedback (LMQ 8 how will I inform the learner and others about the learners progress?)
Ways to monitor learning and assessment
Observing individual contributions to
discussions
Individual notes about language features,
ideas, opinions expressed and language
from earlier times.
Whole-class whiteboard tag
Compare & contrast piece of writing.

Providing appropriate feedback to particular students, responses, or ways of thinking throughout discussions and tasks.
Provide feedback to students each lesson on their documentation and overall feedback on completion of the unit once their
journals are completed and handed in.
Students and teachers evaluate the concept map as effective or ineffective in documenting and visually representing the
information.
Give assistance to students including grammar and punctuation and their structure of writing.

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Literary Recount from perspective of a
child.

Provide assistance, prompting and feedback along the way, while students are writing the recount. Provide feedback to whole
group and individuals on their thoughts, ideas and ways of working during this task.

Literary Recount set in past.

Overall summative assessment takes time to assess and moderate and feedback will be provided to students in the following
weeks after submission. Teacher does however, provide appropriate, and constructive feedback while students are writing the
recount, during the editing stage, and on completion of the text.

Journal which collates documentation.

Overall feedback to inform students on their contributions during the unit and within their journals. Feedback to whole group
and individuals on their progress and work within the journals. Once assessed and moderated, students are provided with
extended feedback.

Teacher to:

Provide feedback to students and others (other teachers during moderation) to improve learning and instructional design for future tasks.

Establish active and positive feedback partnerships with groups and individuals within a school setting.

Ensure feedback is positive, constructive, purposeful, timely, and continuous throughout and after completion of unit.

Inform their own teaching practice and instructional design through this feedback and information.

Use Feedback (LMQ 9 why has the learner achieved/not achieved learning outcomes?)
Feedback to the learner and the teacher about what needs to inform future teaching
Students to reflect upon the unit and the instruction and design of activities, tasks and challenges.
Teacher to reflect on own role and ask students to reflect and provide feedback on teaching and learning.
Teacher to reflect upon own instruction and practice as well as the design and outcome of unit:
Did the learners achieve the intended learning outcomes throughout these weeks?
Did the understanding evolve and expand as the unit progressed?
What could have been improved in the instructional design and teaching practice?
What could have been included to make the unit more engaging and enjoyable?
How will this unit inform future practice.

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Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

DK1
DK2
DK3
DK4

DK1

PK1

DK1
PK1

Learning experiences and teaching strategies

INTRODUCTION:
Set expectations and class rules.
Review prior knowledge of historical events and First Fleet history.
Whole-class whiteboard tag with two teams and three pens each
team to share their prior knowledge of historical recounts and
recount structure. Discuss and evaluate.
BODY:
Whole class create K-W-L strategy on poster from concept map on
board for weeks topic historical recounts as reference.
From concept map, list prior knowledge (what they already know
about historical recounts and their structure).
List what they want to know about the topic.
Introduce historical recount and read to class (shared reading).
Students (in table groups) to discuss historical context and revisit
what they already know about this topic.
Provide each group with red herring activity with 8 different names,
(four of which create the historical recount structure).
Students aim to discover and decide which four could be included by
referring to the recount text The First Fleet.
Transition to whole class and discuss ideas and from activity.
Students share and determine the correct four in the structure.
Identify language features from the historical text.
As class, construct and revise meaning for each language feature from
prior knowledge and extending on this.
CONCLUSION:
Choose one student at random from class roll to stand out front of
class and share their experience in this lesson new understandings,
key ideas and thoughts on the topic so far.
Feed forward to next lesson looking at language and language
features of historical recounts. Provide feedback to whole class.

Link to Dimensions
of Learning
DoL 1- Establish and
communicate classroom
rules and procedures.
DoL 2 Organise Have
students use graphic
organisers for the
identified organisational
patterns.
DoL 2 Construct
Meaning Present students
with the K-W-L strategy.
DoL 1 Structure
opportunities for students
to work with peers.
DoL 2 Construct
Meaning Create
opportunities for students
to discover and figure out
the new information for
themselves.
DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 2 Construct
Meaning Help students to
construct meaning for
vocabulary terms.
DoL 1 Provide
appropriate feedback.

Adjustments for
needs of learners
(LMQ 3)
Allow for support
students in the K-W-L
chart.
Allowing for variations in
what students already
know.

Resources
(LMQ 4)
Whiteboard space for
two teams
Poster-card for K-W-L
strategy as reference
throughout week and
lessons listing main
DK & PK objectives for
historical recounts.
Historical Recount text
The First Fleet by Alan
Boardman.

Patience and allowing an

appropriate time to read
through the book, letting
students read sections
through.

May need to prompt

student to share what
they know or have learnt
(possibly prompting
questions or sentence
stems).

Recount Structure
cards for red herring
activity title,
orientation, sequence
of events and
concluding comment
(with added red
herrings).
List language features
from text:
- noun groups;
- verb groups;
- clauses;
- adverbs;
- adverb groups;
- prepositional phrases;
and
- cohesive devices.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

PK1

PK1
DK4
PK5

PK5
DK4

Learning experiences and teaching strategies

INTRODUCTION
Introduce students to the language features song to assist in storing
this information.
Have lyrics on interactive whiteboard and sing to class.
Sing along all together sing through a couple of times as class.
BODY
Review and revise language features from previous lesson.
Students to complete a graphic representation of these 7 features in
their notebooks (without looking back in notebooks). A visual
representation and key components of that feature.
Ask students what the 7 features looked at previously were.
Hand-out one extract of The First Fleet text to each table group.
Explicit instructions to groups to identify these language features
embedded within the text. (Reciprocal teaching moving from
reading to questioning, clarifying features and predicting how they
enhance the text).
Groups identify language features, highlighting them on the handout.
Transition back to whole class and discuss the different language
features and move to how do these features enhance recounts.
What are some ways that the language features enhance the recount?
Think, Pair, Share to find one way, and students individually write a
sentence to describe and explain how the language and language
features used enhance and add to the recount.
CONCLUSION

Students use in a three minute pause to identify one thing they

already knew and one new thing they have learnt in this lesson and
commit it to paper.

Ask if any students want to share their ideas and provide feedback to
those who do.

Link to Dimensions of
Learning
DoL 2 Store Provide
students with mnemonics
for important content.
DoL 2 Organise Present
note-taking strategies that
use graphic representations.
DoL 1 Structure
opportunities for students to
work with peers.
DoL 1 Help students be
clear about the directions
and demands of the task.
DoL 2 Construct Meaning
Use instructional techniques
that provide students with
strategies before, during and
after they receive
information.
DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 2 Construct Models
Use a think-aloud process to
demonstrate a new skill or
process.
DoL 2 Construct Meaning
Use the three minute pause.
DoL 1 Provide appropriate
feedback.

Adjustments for
needs of learners
(LMQ 3)
Allowing for students
who may not be confident
to sing with class,
however encourage and
attempt to include all in
this activity.

Groups may need

monitoring with this task,
as although groups work
well together they can
become off task quite
easily. Monitoring and
prompting may be
required.

Do not force students to

share but simply plant the
seed and allow them to
share if the feel
comfortable.

Resources
(LMQ 4)
Language features
song noun groups
are words that act as
the subject, they
come with verb
groups to tell us what
the subject does,
pause (background),
put these together,
unlike a phrase and
you have a, you have
a, you have a
clause (continued)
Shown on interactive
whiteboard.
The First Fleet
historical recount
extract.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

PK2
DK2

PK2

PK2
DK2
DK3

DK4
PK1

Learning experiences and teaching strategies

INTRODUCTION
Instruct students (write on board) to listen for structure, language
features, tense and perspective while listening to these journal entries.
Show students a Voki (teachers pre-recorded voice & avatar) reading a
journal entry from an officer on board the Charlotte.
Think, Pair, Share with face partners on what aspects they picked up in
listening to this journal entry. May need to listen again.
BODY
Provide students with opportunities to see this journal entry as a text
on the interactive whiteboard.
Students to commit to paper the structure, language features, verb
tense and perspective of this.
Students ideate some similarities and differences from The First Fleet
recount looked at in previous lessons.
Split class into two groups to compare their journal entry ideas with the
historical recount. Students share their notes.
Both groups simultaneously document this information on the
whiteboard using separate Venn Diagrams.
One student starts with the pen and the pen moves from person to
person with each added point, for every student to compile their ideas.
Class all step back and compare the diagrams. Groups swap diagrams to
look at comparing to their own. Was there something not thought of?
Transition back to table groups, students investigate how texts are
made cohesive through linking devices and pronoun use, and sift and
sort through a document to discover this information.
Provide time for investigation, discussion and decision making.
CONCLUSION
As a class, find language used by the officer in the journal entries.
Whole class discussion on how these language features enhance or
influence the text and its effectiveness.

Link to Dimensions
of Learning
DoL 1 Use a variety of
ways to engage students in
classroom tasks.
DoL 2 Construct Models
Use a think-aloud process
to demonstrate a new skill
or process.
DoL 2 Shape
Demonstrate and create
opportunities for students
to practice
DoL 1 Structure
opportunities for students
to work with peers.
DoL 2 Organise Have
students use graphic
organisers for the
identified organisational
patterns.
DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 2 Construct
Meaning Create
opportunities for students
to discover and figure out
the new information for
themselves.

Adjustments for
needs of learners
(LMQ 3)

May need to display print

text on screen if students
cannot determine
structure, language
features, verb tense and
perspective.

May need to revisit The

First Fleet recount or
previous lesson notes if
students cannot
successfully recall and
remember the text and its
main parts.
Make sure every person
within the two groups
contributes to the Venn
diagrams no matter
how insignificant or
unsure they are.

Resources
(LMQ 4)
Interactive
Whiteboard.
Previously
recorded/made Voki
to engage students.
Journal entries of an
officer aboard the
Charlotte in the First
Fleet.

Venn diagrams on
the interactive
whiteboard.

Cohesion and linking

devices document for
students to discover
information for
themselves.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

DK2
DK3

DK2
DK3
PK1

PK3

PK3

Learning experiences and teaching strategies

INTRODUCTION
Show different recount extract on whiteboard to ask students to
search for reported speech and words surrounding it within.
Discuss answers from students and highlight them & list on board.
Students to find personal pronouns used in the recount, write them in
their books, contribute to discuss, highlight and list them on board.
BODY
Ask students why these pronouns are included in this recount and
how they make it more personal. Thirty seconds to think about
answer and discussion with whole class. Prompting questions.
Review previous lessons language features by allowing class to
search for these language features in the extract.
Review previous journal entries, re-reading as class and discussing.
Individually students find the same events in each text (individual
handout of extract), and discuss how they are similar or different in
table groups.
In groups, students compare and contrast the two events and create a
Venn diagram for the texts.
Whole class Venn Diagram allowing students to come up and add
something (one/two from each table group) to compare the same
event in each text.
Explain to students so much information would be lost if this Venn
diagram was rubbed off board, and class need to store information.
Students write three sentences to compare and contrast the portrayal
of these two events within the different texts.
CONCLUSION
Students can share their writing if they would like to.
Prompt students or ask specific students to share their writing.
Provide feedback and vary positive reinforcement to responses. Allow
class to determine the level of the writing, what worked?

Link to Dimensions of
Learning

Adjustments for
needs of learners
(LMQ 3)

Interactive
Whiteboard.

DoL 2 Construct Meaning

Create opportunities for
students to discover and
figure out the new
information for themselves.

DoL 1 Structure
opportunities for students
to work with peers.
DoL 2 Organise Have
students use graphic
organisers for the identified
organisational patterns.
DoL 2 Store Help students
understand the importance
of organising information.
DoL 1 Vary the positive
reinforcement when
students give the correct
response.
DoL 5 Respond
appropriately to others
feelings and level of
knowledge.

Resources
(LMQ 4)

The First Fleet Alan

Boardman extract

May need to take time to

revisit, reread and revise
the two different texts for
students to have better
understanding of the
language features and
layout of texts.
Making sure learners stay
on task by prompting and
monitoring table groups
and their progress.

Allow for students

individual differences in
writing.

Journal entries from

officer on board the
Charlotte.
Handout extract of
recount.
Venn Diagram model
on board for
reference.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

DK1

PK1

PK2
DK2
DK3

Learning experiences and teaching strategies

INTRODUCTION
Review structural features of recounts and revise understandings.
Look at K-W-L poster chart made in first lesson and refer to what the
students have learned. Ask have they all learnt this. Identify which
parts may need attention or revisiting.
Students brainstorm in groups without help from notebooks the four
structural features of a historical recount and their main aspects.
List the features graphically on whiteboard, students come up to add
their thoughts and discuss as class.
Show mnemonic for remembering and storing these features.
BODY
Revise language features in historical texts, by ideating as class and
listing on board the seven that have been looked at.
Discuss each one, providing/prompting for an example.
Sing the language features song as a class a couple of times.
Look at The First Fleet recount as class and read through to identify
the language features.
Read through journal entry and identify language features within.
Discuss these features as class, and compare two events from the
different texts (different events to previous lesson).
Students individually write one sentence on how these events
compare from each text (discuss internalising and practicing).
Review pronouns and speech verbs by reviewing notes and re-listing
these. Discuss how these make a recount more personal.
Look at K-W-L chart now. Ask have they achieved their goals.
CONCLUSION
Think, Pair, Share on the outcome of these historical recount lessons
and the week.
Provide feedback to overall group and feed forward to literary
recounts in the coming lessons.

Link to Dimensions
of Learning
DoL 2 Construct
Meaning Present
students with the K-W-L
strategy.
DoL 2 Organise Have
students use graphic
organisers for the
identified organisational
patterns.
DoL 2 Store Provide
students with mnemonics
for important content.
DoL 2 Internalise Help
students understand the
importance of
internalising procedural
knowledge.
DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 2 Construct
Models Use a think-aloud
process to demonstrate a
new skill or process.
DoL 1 Provide
appropriate feedback.

Adjustments for
needs of learners
(LMQ 3)

During this lesson, time

may need to be allocated for
reviewing and revising.
Depending on the progress
of students, this lesson may
need to be flexible in that,
there may be aspects or
intended learning outcomes
that students have yet to
achieve. More time will be
required to concentrate and
store/internalise these.

Resources
(LMQ 4)
K-W-L poster chart
as reference for
learning.

Structural features of
a recount mnemonic.

Language features
song.

Assistance/prompting for
students while reading,
investigating and ideating
the features of recounts and
journal entries.

The First Fleet Alan

Boardman
Journal entries from
officer aboard the
Charlotte.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

PK4

PK4
PK1

PK5

PK5

Learning experiences and teaching strategies

INTRODUCTION
Prior knowledge whiteboard tag with two teams to compile ideas and
prior knowledge on literary and historical recounts.
Use this brainstorming and data to inform a K-W-L chart for the class.
Students input to find what they know and what they want to know.
BODY
Examine and discuss as class the cover of the literary recount, read
blurb, and skim through book looking at text and illustrations.
Groups brainstorm and review their understandings of textprocessing and comprehension strategies.
Find five points and write down in books.
Each group shares their points and class discuss.
Draw up a table/chart with a column for language features, direct and
reported speech, opinions and language from earlier times to listen
for in this literary recount.
Read literary recount to class and individuals complete chart.
Discuss and share charts in table groups.
Create a class chart and complete by compiling ideas and thoughts
from individuals charts. Discuss these and question students.
Think, Pair, Share to explain (using metalanguage) how the author
involved the reader and kept interest.
Ask individuals to share what their partner said or shared on how the
author involved readers or how it involved the students.
CONCLUSION
Minute pause to think about this lesson reflect on aspects.
Plan times to practice this process of finding how authors involve
readers and keep interest (schedule writing practice for future
lessons for students to portray this through writing).
Refer to K-W-L strategy chart and look at what was accomplished
today provide feedback to group.

Link to Dimensions
of Learning
DoL 2 Construct
Meaning Present
students with the K-W-L
strategy.

DoL 1 Structure
opportunities for students
to work with peers.
DoL 2 Organise Have
students use graphic
organisers for the
identified organisational
patterns.
DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 2 Construct
Models Use a think-aloud
process to demonstrate a
new skill or process.
DoL 2 Construct
Meaning Use the three
minute pause
DoL 2 Internalise Help
students set up a practice
schedule.
DoL 1 Provide
appropriate feedback.

Adjustments for
needs of learners
(LMQ 3)

Allow for support

students in the K-W-L
strategy.

Resources
(LMQ 4)
Poster-card for K-W-L
strategy as reference
throughout week and
lessons listing main
DK & PK objectives for
historical recounts.
Literary recount Eliza
Bird, child convict K.
Lane

Provide appropriate time

reading for students to
find language features,
direct and reported
speech, opinions and
language from earlier
times.

Empty Table/Chart as
reference for drawing,
and to be filled in the
class sharing.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

PK4

PK1

PK5

PK2
PK5

PK5

Learning experiences and teaching strategies

INTRODUCTION
Watch First Fleet recount YouTube video to engage students.
Discuss the contents of the video and how its similar or different to
the texts seen so far.
Review K-W-L strategy and practice schedule from previous lesson.
BODY
Read another literary recount (class reading per paragraph).
As reading, students identify the language features, direct speech,
reported speech, opinions and language from that time and add to a
new chart (same as last lesson).
Students read literary recount individually and add to their chart.
Students group with table and compare their charts.
Students identify from each chart, the key language of that time.
Students re-read the recount and think about how the author holds
readers interest, keeping them involved.
Students write three sentences individually (using metalanguage)
describe how the author involves readers and uses techniques to keep
the readers engaged and interested.
Students share writing within their groups (feedback from students).
Review previous texts looked at; historical recount, journal entries
and the previous literary recount.
Compare and discuss as class how this text is similar and different
from the others.
Present this visually on the board as a table with columns similar,
different and interesting, to which students contribute and fill it.
CONCLUSION
Discuss table and examine this as a text.
Ask students to share their three sentences from the previous activity
to the whole class (feedback from teacher and peers).
Provide feedback to readers and prompt others to share their own.

Link to Dimensions
of Learning
DoL 1 Use a variety of
ways to engage students
in classroom tasks.
DoL 2 Store Help
students understand the
importance of organising
information.
DoL 2 Organise Present
note-taking strategies that
use graphic
representations.

DoL 1 Structure
opportunities for students
to work with peers.
DoL 2 Organise Have
students use graphic
organisers for the
identified organisational
patterns.

DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 1 Provide
appropriate feedback.

Adjustments for
needs of learners
(LMQ 3)

Resources
(LMQ 4)
First Fleet recount
YouTube video
recount read out in
costume.

Provide assistance to
readers who may be having
trouble reading or
identifying the language
differences from that time.

K-W-L chart from

previous lessons.
Chart/Table from
previous lesson
(clear).

Group work for students as

they work well working in
table groups monitor and
keep on task.
Prompt students and
groups for their input into
their charts and tables.

Be conscious of the varying

levels of students writing
skills and provide
appropriate and
construction feedback.

Chart/Table on
interactive
whiteboard to be
filled from student
input and
contributions.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

PK1

PK4
PK1

PK1

DK4

DK4

Learning experiences and teaching strategies

INTRODUCTION
Feed forward with K-W-L strategy chart.
Sing language features song a couple of times to review.
Through discussion, identify examples of these language features.
BODY
Students read and comprehend original literary recount Eliza Bird,
child convict individually handout of book.
Students analyse this text to find and identify language features.
Students form groups to discuss how the author uses there features to
make the recount interesting.
Use a table/chart for each group to show the feature and how it is
used to make the text interesting. Discuss these as a class.
As a class, highlight the language features from Patch Parker, son of a
convict extract.
Students choose from the different recounts one or more features to
write about and explain how the feature enhances a text and the
meaning within a text.
Students plan and brainstorm their writing by visually representing it
in their notebooks. They use this to inform their writing.
Provide appropriate time for students to draft and write their
response.
Share writing to class and discuss each ones ideas and thoughts
providing appropriate feedback.
Use a three minute pause to think about the responses and ideate a
broad idea of how language features enhance texts. Share with class.
CONCLUSION
Class generate a class statement on how language features enhance
texts and the meaning in texts. Leave statement on board or hang in
room on cardboard for future reference.
Provide overall feedback and feed forward to next lesson.

Link to Dimensions
of Learning
DoL 2 Construct
Meaning Present
students with the K-W-L
strategy.
DoL 2 Construct
Meaning Create
opportunities for students
to discover and figure out
the new information for
themselves.
DoL 2 Organise Have
students use graphic
organisers for the
identified organisational
patterns.

DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 2 Construct
Meaning Use the three
minute pause
DoL 1 Provide
appropriate feedback

Adjustments for
needs of learners
(LMQ 3)
Understand that not all
students may feel
comfortable singing the
language features song.

Provide appropriate time

for students to read and
provide extension for
students that have
completed the task early.

Resources
(LMQ 4)
K-W-L chart for
reference.

Eliza Bird, child

convict - handout.

Table/Chart sheet for

each group to
compile their ideas.
Patch Parker, son of a
convict extract.

May need to provide

suggestions/examples of
visual representations and
brainstorming ideas.

Draw up some
example base
brainstorming webs
or visual
representations.

Card or appropriate
room for writing
class statement for
future reference.

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

PK1

DK2
SK3

DK1
DK2
DK3
DK4
PK3

Learning experiences and teaching strategies

INTRODUCTION
Feed forward read recount extract, identify noun groups, construct
and write a personal recount using an event from the text.
Reread a chapter of the literary recount as a class and discuss and
review events, main characters feelings, opinions and thoughts.
BODY
Brainstorm as class and list events throughout the recount on board
and aspects surrounding them.
Practice identifying language features and cohesive devices from this
chapter as a group looking at the chapter on the board.
Identify first person pronouns in the extract as table group.
Role play parts of the chapter from the main characters perspective
during different listed events. Teacher to allocate different roles.
Individually construct a personal recount using one of the events
listed on the board without reference to the chapter.
Students plan and brainstorm visually and graphically their writing in
their notebooks including paragraphs, pronouns, recount structure
and language features.
Review recount structure (title, orientation, sequence of events and
concluding statement) using mnemonic song.
Provide appropriate time for writing and editing although the writing
will not be completed in this lesson.
Assist students with their sentences and writing (sentence stems,
prompting and questioning).
CONCLUSION
Ask for any volunteers that would like to read their sentences (so far)
to the class.
Ask peers (audience) feedback questions: did it have proper recount
structure? Did it include personal pronouns and clear paragraphs?
Provide feedback to readers and feed forward to next lesson
working on completing and editing this personal recount.

Link to Dimensions
of Learning

Adjustments for
needs of learners
(LMQ 3)

DoL 2 Organise Have

students use graphic
organisers for the
identified organisational
patterns.

DoL 1 Structure
opportunities for students
to work with peers.
DoL 1 Use a variety of
ways to engage students
in classroom tasks.
DoL 2 Store Provide
students with mnemonics
for important content.

DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 1 Provide
appropriate feedback.

Resources
(LMQ 4)

Eliza Bird, child

convict K. Lane
chapter from recount
displayed on
interactive
whiteboard.
Allocate specific roles to
specific students if they
know that the students can
handle that amount of
reading, etc.

May need assistance

brainstorming (prompting
questions)
Providing appropriate time
and allowing for children to
be completed at different
times (to support and
extend for these learners).
Allow students to nominate
themselves if they feel
comfortable sharing their
recount so far.

Recount structure
mnemonics (song)

Ethan Mann s0230312

Sequence Learning (LMQ 5 what will constitute the learning journey)

ILO

DK1
DK2
DK3
DK4

DK2
DK3
DK4
PK1
PK4
PK5
(extend)

Learning experiences and teaching strategies

INTRODUCTION
Revisit K-W-L strategy chart on poster and complete what students
have learnt column from class discussion.
Identify things from the want to learn column that may need attention
and revision in this lesson (need to be flexible with time).
BODY
Provide students with instructions (steps written on whiteboard) to
move through the writing of a personal recount: write, self-edit,
teacher-edit, complete, teacher aide photocopy, and identify language
features and pronouns within recount on photocopy.
Students take out notebooks to work through this recount from the
different stages they may be in.
Assist students with grammar, spelling any queries they may have.
Some students may still require prompting or sentence stems to get
them started.
Remind students to refer back to their graphic representation
brainstorm and plan from previous lesson.
Once students have completed their recount and it has been
photocopies they examine it from a readers point of view, to identify
and highlight language features and pronouns (and provide key).
Once all students are complete, some students who want to share their
recounts can read them to the class.
Audience provide feedback and evaluate whether the recount meets all
criteria (structural features, title, sequence, etc.).
Create a schedule for class to practice this form of writing throughout
this unit - identify times for students for practice and refinement.
Use a three minute pause for students to reflect upon and think about
this writing process then share their thoughts to the class in discussion
on what worked and what didnt for people.
CONCLUSION
Complete K-W-L chart filling in any added ideas or accomplishments
after this lesson.
Provide feedback for week to whole class and all on their progress and
learning.
Feed forward to coming weeks on different perspectives in recounts.

Link to
Dimensions of
Learning
DoL 2 Construct
Meaning Present
students with the K-W-L
strategy.
DoL 2 Organise Have
students use graphic
organisers for the
identified organisational
patterns.
DoL 1 Help students
be clear about the
directions and demands
of the task.

DoL 2 Shape
Demonstrate and create
opportunities for
students to practice
DoL 2 Construct
Meaning Use the three
minute pause.
DoL 5 Respond
appropriately to others
feelings and level of
knowledge.
DoL 1 Provide
appropriate feedback.

Adjustments for
needs of learners
(LMQ 3)
Flexible with time in this
lesson, in case there are
intended learning
outcomes that have not
been achieved yet may
need more attention,
practice and refinement.
Assistance for students
writing (prompting,
questioning, sentence
stems, grammar,
punctuation, etc.)
Provide for appropriate
time as not all students
will be at the same stage,
and students will be
completed at different
times. Provide extension
activities for finished
students, for example
writing what the author
did to involve and keep
readers interested.
Understand not all
students may be
completed their recount
at this point and may
need further time.

Resources
(LMQ 4)
K-W-L chart on poster
for completion.

Photocopier and
Teacher aide to
photocopy recounts for
students.

Schedule for practicing

personal recount
writing.

Feed forward of
coming lessons and
learning sequence on
perspectives in
personal recounts.

Ethan Mann s0230312

Part B: WRITTEN RATIONALE

Wiggins and McTighe (1998) advocate that teachers should start planning with desired results, followed by
evidence of learning or assessment and finishing with planning learning experiences. Practitioners can
integrate effective instructional practices and result-oriented approaches by first acknowledging desired
results and authentic assessment prior to lesson planning (McTighe & Thomas, 2003). This planning
approach has been utilised for this unit. Understanding declarative and procedural knowledges has informed
and influenced this planning document as Marzano & Pickering (1997) state that this understanding assists
teachers in selecting appropriate instructional design strategies.
This Rationale will address and justify:

Curriculum focus and intent the specific sub-strands and framework to align this with assessment
and learning experience plans;

The use of backward design to plan this unit and pedagogical decisions surrounding objectives,
evidence and assessment, and specifics of planning; and

The use of frameworks and intended learning outcomes (declarative and procedural knowledge),
and use of particular Dimensions of Learning strategies.

Curriculum Focus
This planning document zooms in on year 4 English sub-strands; Texts in context, Expressing and developing
ideas, Responding to literature, Examining literature and Text structure and organisation as listed in
Australian Curriculum and Reporting Authority (ACARA, 2014). The content descriptors within these substrands were drawn from a broad pool of descriptors that this unit covers. However, as this planning
document is only 10 lessons from the overall 25 lessons, not all content descriptors are covered. Although the
Dimensions of Learning framework is a resource for instructional strategies, it also extends instructional
units by informing the planning of curriculum and assessment and aligning these two elements (Marzano &
Pickering, 1997). This planning document uses The Australian Curriculum as the key curriculum for
identifying key learning areas and intended learning outcomes, and the Dimensions of Learning framework is
used to align these derived goals with assessment and sequence of learning.

Ethan Mann s0230312

Planning
Wiggins & McTighe (2005) state that the logic of the backwards design process is that teachers move through
three stages of identifying desired outcomes, authentic evidence, and planning specifics. This process was
used as the overall scaffold of this planning document. Wiggins & McTighe (2006, as cited in Childre, Sands &
Pope, 2009) argue that one cannot know what to teach until curriculum intent and intended learning
outcomes have been addressed. Because of this, these elements were identified initially within this plan.
Following this, authentic assessment was developed and adapted for validation of intended and desired
learning outcomes (Wiggins & McTighe, 2005). Using these clearly identified results, instructional sequencing
and design was now the main focus. Childre, Sands & Pope, (2009) state that this final stage integrates all the
prior stages to develop authentic and beneficial learning experiences.
Zooming in from the backwards design process, the key frameworks that drove this planning document were
the 9 Learning Management Questions merged with The Dimensions of Teaching and Learning, which forms
the basis of every practitioners instruction (Department of Education and Training, DETE, 2011). This
planning document moved through identifying curriculum, making judgements, using feedback, assessment
and sequencing teaching and learning, (DETE, 2011). DETE (2011) suggest there is no starting certain
starting point with these dimensions, and this planning document was built from curriculum intent and
identifying the particular descriptors relevant in this sequence. This is linked with the goals of the backwards
design process, moving to judgements and assessment (assessment and evidence of learning) and to
sequence of teaching and learning and using feedback (planning specifics).
The 9 Learning Management Questions also influenced this unit as well as the Core Systemic Principles as a
pedagogical framework, and the aim was to align the learning management plan, with the medium term
planner and learning experience plans. These learning management questions provided further inquiry into
learners prior knowledge, requirements and needs. These questions were stepped through to determine
prior knowledge, key profiling information and differentiation requirements. These frameworks scaffolded
this planning document, outlining more specific aspects to be considered within the backwards design
process. Within these aspects and teaching sequence, were the Dimensions of Learning strategies.

Ethan Mann s0230312

Pedagogy
Marzano and Pickering (1997) state that preceding planning, teachers need to be clear of the type of
knowledge which advises the learning goals and intended learning outcomes of the lesson. A number of
frameworks have been utilised to influence and inform this planning document. The Dimensions of Learning
was one. Before delving into this framwork, the constructivism learning theory needs to be investigated in
regard to linking prior knowledge and experiences with new information. Submissions of constructivism
focus on how learners construct understanding which is apparent in dimension 2 of the Dimensions of
Learning framework (Childre, Sands & Pope, 2009). Childre, Sands and Pope (2009) also emphasize that the
theory that students need opportunities to link their prior knowledge with current content is evident in all
applications of constructivism to build a profounder level of understanding.
This planning document has used a wide variety of Dimension 2 strategies to provide a scaffold for students
to acquire and integrate knowledge. Strategies such as the three minute pause and think, pair, shares were
used as students move from input to reflection and output in both Construct Meaning and Construct Models
(Marzano & Pickering, 1997). Having students use graphic organisers and visual representations was a
strategy used throughout this learning sequence as a means of organising information and knowledge, for
brainstorming, identifying prior knowledge and planning writing. This prior knowledge was identified as a
class, and transferred into a K-W-L chart, as this is a dominant strategy for constructing meaning (Marzano &
Pickering, 1997). These were created in the first and sixth lessons, to outline the prior knowledge (know),
intended learning outcomes (want) and at the final lessons of each week to determine what has been
achieved (learned). Mnemonics were used with the structural features of a recount and the language features
to be identified within recounts, as a means of storing and remembering this information. Providing students
with time to practice processes of writing and also scheduling future opportunities for practicing was
included in this planning sequence, as when learning new skills, students require frequent and almost
immediate opportunities to practice and refine (Marzano & Pickering, 1997).
Dimension 1 and 5 strategies were also embedded in this planning for developing positive attitudes towards
classroom climate and classroom tasks and mental habits for students to use as a background to the learning
process (Marzano & Pickering, 1997). Providing appropriate feedback and structuring opportunities for
students to work with peers are two that filter through in most learning experience plans, as this cohort are

Ethan Mann s0230312

productive in collaboration with peers and are in table groups for ease of group activities and tasks. Students
are encouraged during this group work, class discussion and sharing, to respond appropriately to others
input, feelings and level of knowledge. In these learning activities students need to become critical thinkers to
observe and asses others feelings and levels of knowledge (Marzano & Pickering, 1997).
This document has used the backward design process for greater coherence and alignment between intended
learning outcomes, authentic assessment and planning learning experiences (Wiggins & McTighe, 2005).
From this, the Dimensions of Teaching and Learning was used to provide a broader look at each aspect and
the 9 Learning Management Questions to delve even deeper into the specifics for each element. Embedded
within these are the Dimensions or Learning strategies which inform activities and tasks for learners.
Wiggins & McTighe (2006, as cited in Childre, Sands & Pope, 2009) argue that a professional cannot know
what to teach until curriculum intent and intended learning outcomes have been addressed. This has been
evident in planning this unit, as this backwards design process can align the different aspects of planning.

Ethan Mann s0230312

References

Australian Curriculum and Reporting Authority (ACARA). (2014). Australian Curriculum: English.
Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F-10
Childre, D., Sands, J. R., & Pope, S. (2009). Backward Design. Teaching Exceptional Children, 41(5), 614.
Department of Education and Training (DETE). (2011). The Roadmap: Dimensions of Teaching and
Learning. Teaching and Learning Branch, Education Queensland.
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S.,
Moffet, C. A., Pollock, J. E., & Whistler, J. S.). (1997). Dimensions of learning teachers
manual (2nd ed.). Alexandra, VA: ASCD.
McTighe, J., & Thomas, R. S. (2003). Backward Design for Forward Action. Educational Leadership,
60(5), 52-55.
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for
Supervision and Curriculum Development.
Curriculum to Classroom unit plan document for adaption/informing this planning document.