My Process for Unit Plan

Stage 1: From ACARA. http://v7-5.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#levelF

I read the achievement standards in ACARA for Foundation English.

Receptive modes (listening, reading and viewing) It states
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience
They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

This is the constructive part of the lesson (Receptive).  I then chose a content description from ACARA that would be considered ‘Constructed Knowledge Objectives’I chose this one as this is what students need to know.

Language/Expressing and developing ideas:

  • Recognise that texts are made up of words and groups of words that make meaning(ACELA1434)

I then looked at the achievement standards in ACARA again but this time in the:

Productive modes (speaking, writing and creating).  It states
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

I wanted students to create something using their new knowledge so I chose in ACARA

Creating texts

  • Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge(ACELY1651)

These are my 2 Content Descriptions I will put in Stage 1.

I then linked to QCAA website https://www.qcaa.qld.edu.au/p-10/aciq/standards-elaborations/p-10-english  and saw the same achievements standards were stated in the QCAA as ACARA.

I scrolled down further (QCAA) and looked at the dimension headings on the side (which do not appear on the PDF on the screen until you print it out!  Not sure why) (Could be my laptop) The Dimensions headings state:

Understanding and skills dimension – Receptive Modes –(Evidence of listening, reading and viewing). The three sub-heading were (1)Ideas and information and texts/(2)Types of texts/(3)Language and textual features including oral language and listening.  I saw these two QCAA elaborations in the Ideas and information texts (1):

CRITERIA:

(First box) Clear use of developing knowledge of concepts about print; sounds and letters; images; predicting and questioning strategies to make meaning from short, predictable familiar texts and some unfamiliar texts.

(Next box down) Clear retelling of events from texts with familiar and some unfamiliar topics, identifying connections to experience.

I looked back up at my Content Description from ACARA  and the Achievement Standards (now in QCAA) and saw the words highlighted in green above. 

After looking at the green highlighted words (predicting, questioning strategies to make meaning, vocabulary, etc and the words in the Content Description i.e. (words, make meaning).  I then decided that the first box in the QCAA elaborations would be chosen as my CRITERIA because the words highlighted above green all match to the first elaboration box which states:

First box) Clear use of developing knowledge of concepts about print; sounds and letters; images; predicting and questioning strategies to make meaning from short, predictable familiar texts and some unfamiliar texts.

I have now put this first Criteria into my Stage 2 CRITERIA  box:

CRITERIAUnderstanding and skills dimension: Receptive modes/Ideas and information in texts:

  • use developing knowledge of concepts about print;sounds and letters;images; predicting and questioning strategies to make meaning from short, predictable familiar texts and some unfamiliar texts.

That’s Criteria 1. 

I followed the same process for the Content Description that will enable students to transform their knowledge and chose from ACARA the criteria 2 (transforming)

Creating texts:
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge(ACELY1651)

AND matched to this CRITERIA in QCAA elaborations

CRITERIA: Understanding and skills dimension: Productive modes/Language and textual features: 

  • use words, phrases and images to convey ideas in own texts and to communicate clearly in informal group and whole class settings.

That’s my Criteria 2

Now I am going to develop my learning experiences: Learning experience 1 and 2 will relate to Criteria 1 (Construct).Learning experience 3 will relate to Criteria 2 (Transform).

I think this is where I will stumble as not too sure about what to offer in learning experiences.  Probably will look at some Unit Plans on the Australian Curriculum where unit plans have been put up.  Will also follow other blogs to see what everyone is thinking.

 

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