Assessment Two: Mini Unit of Work

Rationale

The mini program provided is a three-week literacy program for stage one, year one students surrounding
the learning for writing the instructional genre of simple procedures, specifically recipes. The program
encompasses the theme of Native Australian Animals in Australian literature. For this reason, the program can be
taught alongside or following a Science program on Native Australian Animals. Other Key Learning Areas
(KLAs) addressed within this program include, Geography, Maths, and Creative Arts (NSW Board of Studies;
2012). The teaching of the genre is carefully designed around the pedagogy of the teaching-learning cycle. The
program guides students through the four stages of the teaching-learning cycle, including building knowledge of
the text, modelling the text and language, joint constructions of the text, towards independent construction of the
text. These four stages are complemented by three Australian texts that support the stages of learning (Derewianka
& Jones, 2012).

The program begins with reading Possum Magic by Meg Fox. During this stage, students build their
knowledge surrounding recipes and instructional procedures, and begin seeing the text of recipes modelled for
them. In addition to the conventional written form of recipes students explore multi-literacy forms such as ‘how
to’ video clips and cooking shows, demonstrating how the text continues to evolve over time (Frankel, 2013).
During the modelling stage, emphasis is placed on the implication of verbs to support the correct use of language.
To do this many strategies to scaffold and continue to prompt students’ understandings of verbs are provided
(Troyan, 2014).

Students are then introduced to the poem and picture book Professor Cockatoo’s Amazing Weather Dust
by Dan Vallely, where they are provided with the opportunity to physically create and construct recipes alongside
the guidance of the classroom teacher. As well as participating in writing, students participate in the genre as its
social action. For example, previous to this stage students’ learn to cook pumpkin scones by following a recipe,
during this stage students go through the motions of creating a recipe through creating artworks and taking notes
that are later transferred into simple procedures or recipes. This learning experience provides students with a
deeper understanding of the text with a real world perspective (Paltridge, 2014).

To conclude the program, the students are introduced to the Magic Pudding by Norman Lindsay. In this
final stage students are given the opportunity to write a recipe independently, however prompts and guides are
continually provided. Overall the learning experiences provide students with many opportunities to learn and
understand the genre through hands on experiences providing relevance to the students’ real world experiences
(Derewianka & Jones, 2012; Frankel, 2013; Troyan, 2014; Paltridge, 2014).

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ENGLISH LITERACY PROGRAM
Duration: 3 weeks Stage and Year Group: Stage 1/ Year 1 Theme: Australian Literature and Animals Genre: Simple Procedures/ Recipes

Observable Indicators specific to learning experiences:

Students are learning to understand and replicate the structure of simple procedures, including the title/goal, ingredients and materials list, and method of procedures. Students
are learning to use verbs within their sentences to explicitly connect the participant (what is being used) with the circumstance (what is being achieved). Students are learning
the purpose of simple procedures and recipes through their active participation when following them to create a product.

Learning Experiences Classroom Organisation Differentiation Outcomes

Lesson 1 (Introduction) – 30 minutes Students are seated on the The powerpoint  EN1-4A
Introduce students to the picture book Possum Magic written by Meg Fox, and Illustrated by Julie floor as a class. presentation of  EN1-10C
Vivas. Read students the title, author and illustrator of the picture book and invite students to explain the illustrations is
the role of the Author and Illustrator. Read the picture book to the class. Play the powerpoint provided to assist Other KLAs:
presentation of the illustrations simultaneously as you read the book. Prompt discussions throughout students with  GE1-3
the reading to promote visual literacy, encouraging students to make inferences and links to other KLA additional needs.  ST1-11LW
topics. Stop at words that may be unusual for students to support understanding of the text. Examples This addition
for discussion starters are as follows. helps students to
focus on the
 Before reading – Ask students if they have a possum living near their house.
visual literacy of
 P. 4 – What do you think is the best magic of all?
the lesson and
 P. 6 – What do you think the Koala is eating?
engage them,
 P. 12 – Why does Hush need to be safe around snakes? What special name would you call these limiting
animals in the book? – Native Animals. surrounding
 P. 17 – (Before reading) How do you think Grandma Possum and distractions.
Hush are feeling in these illustrations? Why do you think this? Link to
visual literacy of colours to create tone, feeling, or atmosphere.
 P. 21 – Ask students to identify the Sydney Harbour Bridge, and name
what city it is in. Ask students to name the states of the Capital Cities
as they are listed.
 P. 25 – Has anyone had Pavlova before?
 P. 30 – What has happened to all the animals?

Discuss with students all the different foods that were listed throughout the book. Make a list on the
board. Explain to students that they will be learning to write recipes over the next three weeks. Ask
students to ask their parents if they have any recipes from home that they can bring for their next class.

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Lesson 2 (Building knowledge of Simple Procedures) – 45 minutes Students are seated on the The Recipe  EN1-6B
Revise previous lesson on Possum Magic. Remind students that they had made a list of the food floor as a class. Jumble activity  EN1-7B
mentioned throughout the book. Read through the list and ask students to remember what capital cities sheet can be
were linked with each food item. For example, where were Grandma Possum and Hush when they ate adapted to support
Pumpkin Scones? Explain to students that they will be learning to write food recipes. students with
additional
Introduce the powerpoint presentation of simple procedures, as provided in Appendix A. Begin a class learning needs.
discussion asking students what they believe a procedure is – a simple procedure is instructing Throughout the
someone to do or make something. Explain that we have simple procedures for playing games and activity students
making crafts as well, however we will focus on recipes. By referring to the examples provided in the may work
powerpoint presentation, ask students to identify and highlight the three important written components independently or
of a simple procedure, including the goal (title), list of materials, and the series of steps known as the in pairs of mixed
method. Ask students to now share the recipes that they have brought from home. Students pass around ability to support
their recipes to see the three components of the text. Explain to students that Simple Procedures such as learning needs.
recipes are originally spoken texts, therefore there is a strong need for detail. Play the youtube how to
videos to demonstrate. Explain that with the popularity of technology many recipes of instructions for
doing something can be found on youtube.

Activity: Students are seated at their

Using the Recipe Jumble Worksheet, provided in Appendix B, students cut out the jumbled recipes and desks.
paste them into their Individual Writing books in accordance the the structure of the recipe.

Lesson 3 (Modelling) – 45 minutes Students are seated on the  EN1-2A

Revise the previous lesson on building knowledge surrounding simple procedures such as recipes, their floor as a class.
purpose, audience. Refer to the three important components. In this lesson you will model the writing
of a recipe and introduce the importance of verbs within the language of instructional writing. Explain
to students that during this lesson they will write a recipe to make Pumpkin Scones.

Model the writing of a recipe to cook Pumpkin Scones. Use the SMART Board to do so.
 Begin with the goal or the title – How to Cook Pumpkin Scones. Explain this is the first component.
 Write your ingredients and materials list. Explain that this is all the things they will need and can be
separate. Give the list a title – Ingredients and Materials.
 Write the method. Explain that the method of the steps should be sequential, you start with the very
first thing you need to do.
 Prompt students to notice that there is a verb used in every step. Highlight the importance for this
stop. Question students, Could you write the steps without using a verb? – no.
 Using a different colour label the three components, title/goal, ingredients list and steps.

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Explain to students that the language relies on providing a verb, in relation to the participant and the
place or circumstance. Using recipes from the previous lesson, read through with students and
highlight the included verbs.

Activity: Students are seated at their

Using the Word Bank activity sheet, provided in Appendix C, students must highlight the verbs found desks and may move freely
in the recipe. Students then collect and record verbs that are used in recipes. Provide a selection of around the room to share
printed recipes, magazines and the students’ recipes brought from home. Create a vocabulary list on recipes.
the classroom board using the students’ contributions from their activity. Invite students to add their
words to the list. Explain that we will be using this list to assist in writing our recipes in future
activities.

Instruct students to bring their aprons and an extra container or lunchbox from home.

Lesson 4 (Cooking) – 1 hour Students are seated on the Students with  EN1-4A
Revise the previous lesson of modelling how to write a recipe. Ask students to recall the three floor as a class. additional  EN1-12E
components to writing a simple procedure. Provide students with a print out of the recipe for Pumpkin learning needs are
Scones and an apron. accompanied by a Other KLAs:
teachers’ aide.  MA1-1WM
Students work in pairs to make their pumpkin scones dough. Call on students to identify and read the Students work in pairs at  MA1-7NA
title/goal, ingredients and materials list. Invite one student from each pair to collect their ingredients their desks.  MA1-11MG
and materials from the front of the classroom. Teacher administers the ingredients. Guide students
through each of the steps in making the scone dough. On completion, students may half their dough
and take their dough home for baking. Invite the students to gather around one desk to prepare and
mold the dough for the baking tray. Escort the class to the School Canteen to bake the scones. Return
to the classroom to clean up.

Enjoy scones for afternoon tea.

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Lesson 5 (Joint Construction) – 45 minutes Students are seated on the Students with  EN1-2A
Revise previous lesson with students. Discuss the importance of detail to following a recipe. Discuss floor as a class. additional
things that went well throughout the lesson, and things that did not go well. Revise the picture book learning needs
Possum Magic and the food items list created from the first lesson. Ask students if they had made or may follow the
know how to make a vegemite sandwich. Explain to students that they will now write a recipe to make teacher’s guide
a vegemite sandwich as a whole class. Instruct students to collect their Individual Writing Books and for support.
return to their desks. Students who
excel in writing
Guide students through the following steps. Students are seated at their may complete the
 What does the title need to be? Remembering that it must state what the goal is. desks. task without the
 What materials and ingredients do you need? Remember if you forget some you can always add to teacher’s support.
your list.
 What is the very first step you need to perform?
 Refer to the class list of verbs when selecting a verb to describe the action for your steps.
 Make sure each step is sequential. Leave room to add steps if you have missed them.
Instruct students to include a labelled diagram for at least one step in their recipe.
Students are seated at their
Activity: desks and may walk freely
Students follow the recipe and make Vegemite sandwiches. Students complete this activity in pairs. around the room to collect
One students can read the recipe and instruct their partner or students can work individually. materials and ingredients.

Conclude the lesson with a guided discussion. Invite students to share any ingredients, materials and
steps they had left out during the construction of their sandwiches. Invite students who had different
steps to share their recipes and why they were different.

Lesson 6 (Professor Cockatoo’s Amazing Weather Dust) – 30 mintues Students are seated on the The powerpoint  EN1-4A
Introduce students to the picture book Professor Cockatoo’s Amazing Weather Dust written by Dan floor as a class. presentation of  EN1-10C
Vallely, and Illustrated by Yvonne Perrin. Read students the title, author and illustrator of the picture the illustrations is
book. Explain that the text on the title say poem by and pictures by, ask students to give another word provided to assist Other KLAs:
for these titles, e.g. author and illustrator. students with  ST1-9ES
additional needs.  ST1-11LW
This addition
Read the picture book to the class. Play the powerpoint presentation of the illustrations simultaneously
helps students to
as you read the book. Prompt discussions throughout the reading to promote visual literacy,
focus on the
encouraging students to make inferences and links to other KLA topics. Stop at words that may be
visual literacy of
unusual for students to support understanding of the text. Examples for discussion starters are as
the lesson and
follows.
engage them,
limiting
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 surrounding
 Before reading – What animals can you see on the title page? What do you think this poem could be
distractions.
about?
 P. 7 – What other animals can you see in this picture? What is a drought? Where do you think this
poem is set? Why do you think the drought is such a big problem for the animals and the people
living in this area?
 P.9 – What ingredients can you see Professor Cockatoo using?
 P. 10 – What does the poet mean by band?
 P. 13 – What do you think is going to happen?
 P. 15 – What is a flying doctor? Why do they have a Flying
Doctor Service? Linking prior knowledge
 P. 27 – What might the word tribulation mean? What is a
synonym or another word for tribulation?
 P. 29 – What does the poet mean by the phrase Aussie grit?
What is a synonym for grit?

Discuss with students some of the ingredients that Professor Cockatoo used to make his weather dust.
Make a list of the ingredients including other suggestions made by the class. Encourage the students to
be creative with their ingredients ensuring that they don’t have to be real. Aim to create a list of 20 –
30 ingredients. Discuss with the students more sensible ways of applying or using the weather dust to
solve the drought. Highlight ways that we use to save water at home.

Lesson 7 (Creating Amazing Weather Dust) – 1 hour Students are seated on the With the  EN1-2A
In this lesson students will experiment with a number of ingredients to create their own Amazing floor as a class. implementation of  EN1-10C
Weather Dust. Using different coloured sands, glitters, rocks and pebbles, students will experiment the youtube video
with the materials, either layering them or mixing them together, and present them in a glass jar like clip, students with Other KLAs:
the sand art bottles. Watch the Youtube video DIY How to make a colourful bottle of sand visual learning  VAS1.1
https://www.youtube.com/watch?v=fcCwR-EzZwU, and instruct students to make coloured sand using needs are assisted.  MA1-7NA
salt and coloured chalk as demonstrated in the video. Once students have finished making their Students are working at
coloured sand, provide bowls for the students to pour the sand into and leave all ingredients on one their desks. By providing a
table as an ingredients station. reference of the
measurements
Provide each student with a glass jar. Before students begin creating their Weather Dust instruct the Students are working at the including
students to paint the lids of their jars at a painting station or table. Provide black, silver or gold paints painting station. diagrams on the
for students to choose from. As the lids of the jars are drying students may begin creating their weather board, students
dust. with additional
learning needs are
met.
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Students are provided with a plastic cup, their Individual Writing books and their glass jars. Before Students are working at
starting demonstrate and instruct students to mark their plastic cups into quatres, drawing a halfway their desks.
marker and two halfway markers within the two halves to show 4 quatres. Explain to students that as
they fill their jars with ingredients that must keep a note of how much of one ingredient they are using
at each step using the plastic cups to measure one cup, ¾ of a cup, ½ a cup and ¼ of a cup. List these
measurements on the board with diagrams for reference. Remind students that it is very important for
them to keep notes as they will be writing their recipes in the following lesson.

As students are creating their weather dust, assist students with additional learning needs and remind By providing a
students to keep notes or their steps and accurate measurements. list of synonyms
scaffold by the
To close the lesson, students seal their jars with their lids and write their names on their lids using teacher, students
black or white markers. Students may now label their Weather Dust Amazing Weather Dust or using a with additional
synonym for Amazing such as Wonderful Weather Dust. Provide a list of synonyms on the board in learning needs are
collaboration with the class. met.

Lesson 8 (Working towards Independent Construction of Amazing Weather Dust) – 45 minutes Students are seated on the Students with  EN1-2A
In this lesson students will transfer their notes taken from the previous lesson and write a draft recipe floor as a class. additional  EN1-3A
detailing how they created their Weather Dust. Using a page of teacher notes as an example learning needs are  EN1-5A
demonstrate how the students are to transfer their notes into a recipe. Explain that the students will first supported through  EN1-10C
write a draft recipe, and then write their recipe again to add anything they missed before or make the small group
changes. Students are working at joint construction
their desks. providing a
First instruct students to read through their notes and rewrite their notes on the next page in neat further scaffold
handwriting. Give students a 5 minute timer using the Classtools website approach to the
http://www.classtools.net/education-games-php/timer to finish rewriting their notes. Teach the students genre.
through the following steps:
- Instruct students to write their title of their recipe clearly indicating the goal of the recipe.
- Following this instruct students to underline the ingredients, including their measurements, using a
red pen throughout their notes.
- Students may then list their ingredients and materials.
- Lastly highlight that each step should show how you add one ingredient. This should also be done in
the correct order of how ingredients were added.
- Encourage students to refer to the class list of verbs when selecting words to describe the action for
each step.
- Instruct students to work independently on the task.
- Invite students who are unclear to work with you at a separate group table to continue as a joint
construction.
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- Once students have finished their draft, instruct them to read through to correct any mistakes and
reflect on their writing for additions or changes.

On completion of their recipes, encourage students to read through their work for any spelling
mistakes, correct use of capital letters and full stops. Encourage students to use dictionaries to correct
spelling mistakes. Once students have finished writing their recipes instruct them to draw sketches
depicting at least three of their steps. Collect students work for marking.

Lesson 9 (The Magic Pudding Reading and Research) – 1 hour Students are seated on the The powerpoint  EN1-4A
Introduce students to the picture book The Magic Pudding written by floor as a class. presentation of  EN1-10C
Norman Lindsay. Read students the title, author and illustrator of the the illustrations is
picture book and invite students to explain what is meant by Author and provided to assist Other KLAs:
Illustrator. Explain that Norman Lindsay wrote and illustrated the book. students with  ST1-11LW
additional needs.
Read the picture book to the class. Play the powerpoint presentation of the
This addition
illustrations simultaneously as you read the book. Prompt discussions
helps students to
throughout the reading to promote visual literacy, encouraging students to
focus on the
make inferences and links to other KLA topics. Stop at words that may be
visual literacy of
unusual for students to support understanding of the text. Examples for
the lesson and
discussion starters are as follows.
engage them,
Students are escorted to limiting
Stop reading after the First Slice. Explain to students that they will be writing their own recipe for
the computers and work surrounding
Magic Pudding. To do this they will need to have some time to research. They may like to research
independently on the distractions.
other recipes for pudding or topics under magic. Make a list of things the students may like to research
computers.
and write them on the board. This can be a collaborative class discussion. Escort students to the library
or computer lab to access the computers for research. Students may take their Individual Writing
Books to record their research or request to have information printed out.

Note: Continue reading The Magic Pudding when time allows.

Lesson 10 (The Magic Pudding Reading and Research continued) – 1 hour Students are seated on the Prompts are  EN1-4A
Continue reading the Magic Pudding by Norman Lindsay. Continue to prompt discussions throughout floor as a class. written on the  EN1-10C
the reading to promote visual literacy, encouraging students to make inferences and links to other KLA board to remind
topics as the previous lesson. students what Other KLAs:
they must include  ST1-11LW
Allow students additional time to research for their Magic Pudding recipes if needed. Otherwise Students work at their in their recipe,
Instruct students to begin writing a draft for their recipes. Keep a list of the three important components desks. and references of

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of the recipe on the board, the title/goal, the ingredients and materials list, and a minimum of 6 steps. language to use in
Encourage students to refer to the class list of verbs for ideas. Assist students who need support. their writing.

This lesson will roll over into the next lesson where students will continue with their writing.
Lesson 11 (Independent Construction of Magic Pudding) – 45 minutes Students are seated at their Students with  EN1-2A
In this lesson students will continue writing their draft recipes. desks. additional  EN1-3A
learning needs  EN1-5A
Once students have finished writing their first drafts, have students work in partners for a pair share Students are grouped with will benefit from  EN1-10C
activity to read their recipes to their partner, as if they are instructing them to make the Magic Pudding. their partners in a space of the pair share
Explain to students that this is an opportunity for them to see what works and what doesn’t work in choice within the room. activity to gain a
their writing. Encourage students to make notes on their draft during this activity so they can make deeper
additions and changes in their second draft of writing. understanding of
Students are seated at their their writing
Students begin their second and final draft of writing. On completion encourage students to edit their desks. reflected in
writing for capital letters, full stops, and spelling mistakes. Encourage students to use dictionaries to another
correct spelling mistakes. Instruct students to sketch at least three labelled diagrams demonstrated three dimension.
of their steps.

Lesson 12 (Closing Lesson - Publish Recipes) – 45 minutes Students are seated as a Students are given  EN1-2A
In this lesson students will choose between their recipes for making Amazing Weather Dust and The class on the floor. reminders on how  EN1-3A
Magic Pudding, to edit and publish so they can be presented within the classroom. Allow students five to use the word
minutes to select their text. Students will publish their recipes on the computers using the word document for
document and draw their final diagrams with clear labels and colour using coloured pencils or coloured word processing.
markers.

Instruct the students in the following order: Students are escorted to

- Before leaving the classroom demonstrate how you expect students to use the word document the computers and work
to type their recipes, highlighting how students are to produce capital letters, full stops, independently on the
spaces, dot points, numbered points, starting new lines and underlining titles. computers.
- Using computers in either the library or computer lab, students will need to take their
Individual Writing books so they can type their recipes using the word document.
- Ensure students save their document with their name and recipe as the document title.
- Assist students who need support.
- Encourage students to check their own spelling and grammar.

To close the lesson, instruct students to save their final work and transfer their document onto one USB
drive. Use this USB drive to collect, edit and print the students’ work. For the remainder of the lesson Students work at their
desks.
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students can draw their final diagrams using coloured pens or markers. When returning their diagrams
ensure students have clearly indicated which steps their diagrams represent.

Scan these diagrams and paste them onto the students’ word documents as they have indicated. Print
the students work for display in the classroom.

Resources: Cooking and Art resources

 The picture book Possum Magic by Meg Fox  Ingredients to cook Pumpkin Scones using the following recipe,
 SMART Board http://www.taste.com.au/recipes/pumpkin-scones/688b4546-aeff-45da-85bd-
 Powerpoint presentation of Possum Magic illustrations f397317e0c7a. Multiply ingredients by 15.
 Powerpoint presentation of Simple procedures  2 jars of Vegemite
 Recipe Jumble worksheet  4 loaves of bread
 Recipe Word Bank worksheet  2 tubs of butter
 Individual writing books  15 butter knives
 The poem and picture book Professor Cockatoo’s Amazing Weather Dust by Dan  Large coloured chalk (red, orange, yellow, green, blue, purple, pink, and white)
Vallely  Coloured glitter (red, gold, green, blue, purple, pink and black)
 Powerpoint presentation of Professor Cockatoo’s Amazing Weather Dust  Coloured pebbles (optional)
illustrations  4 kg of cooking salt
 Youtube link https://www.youtube.com/watch?v=fcCwR-EzZwU  Zip lock bags
 The picture book, The Magic Pudding by Norman Lindsay  15 plastic bowls or conatiners
 Computers  Acrylic paint (black, gold and silver)
 USB Drive  Paint brushes and containers
 Coloured pencils and markers  Markers (black and white)
 Scissors  Sticky name tags
 Glue  30 glass jars
 Aprons

Assessment:
The students are assessed on their understanding and ability to construct recipes as simple procedures. Students are monitored throughout their participation in
activities to actively follow recipes and instruct their peers through procedures. Students are expected to construct recipes considering the structural components of the
title/goal, ingredients and materials list, and the method. Students are expected to construct instructional sentences with the explicit use of verbs to complement a
participant and circumstance. The program is designed to include opportunities for the classroom teacher to assess students through formative means of assessment
including, guided discussions, worksheets, and class collaborative construction. Lessons for students to actively participate in cooking and art have also been included
for teachers to implement formative means of assessment. Students work towards a final exhibit of writing that will be measured as their summative assessment.
Students will be measured on their ability to complete the structure of the recipe, and use the language of verbs creatively.

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 Appendix A

Simple Procedures Powerpoint Presentation:

Slide 1 Slide 2

Slide 3 Slide 4

Slide 5 Slide 6

Slide 7 Slide 8

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 Appendix B

Recipe Jumble: Simple pancake recipe

Instructions: Cut and paste the boxes into the correct
structure to make the recipe.
1 egg lightly beaten 4 tbsp butter for greasing the
pan
2 tsp lemon juice ½ tsp bicarbonate soda
3. Whisk in the egg and cooled, melted butter until well
combined.
1. In a bowl, place the milk, lemon juice and sugar
together and whisk. Leave to stand for 5 minutes. The milk
will take on a curdled appearance but that’s fine.
1 ½ cups milk 1 ½ cups self-raising flour
2 tbsp butter, melted 2 tbsp sugar
Method Ingredients
4. Heat a non-stick pan over a medium heat and place a knob
of butter into the warmed pan. Roll it around to grease the
surface and cook half cup measures of the batter until
bubbles appear. Flip and cook to golden and serve.

2. In a bowl, sift the flour and bicarbonate soda and whisk

in the curdled milk mixture.

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 Appendix C

Word Bank: Looking for verbs.

Instructions: Read the recipe below and highlight the
verbs that are used in the method.

Word Bank: Can you think of other verbs.

References

Derewianka, B. & Jones, P. (2012). Teaching language in context. Melbourne, Australia: Oxford University
Press.
Frankel, K. K. (2013). Revisiting the Role of Explicit Genre Instruction in the Classroom. Journal of

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 Education, 193(1), 17-30. Retrieved from
http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=fa851702-f500-4151-9326-
339e198bdbff%40sessionmgr101&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=
88398050&db=ehh
NSW Board of Studies. (2012). NSW Syllabus for the Australian Curriculum: English K-10 syllabus.
Sydney, Australia: NSW Board of Studies. Retrieved from
http://syllabus.bos.nsw.edu.au/download/.
Paltridge, B. (2014). Genre and second-language academic writing. Cambridge University Press, 47(3), 303-
318. http://dx.doi.org.ezproxy.uws.edu.au/10.1017/S0261444814000068
Troyan, F. J. (2014). Leveraging genre theory: A genre‐based interactive model for the era of the common
core state standards. American Council on the Teaching of Foreign Languages, 47(1), 5-24.
Retrieved from https://search.proquest.com/docview/1536114967?accountid=36155

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