Overview:
Year level: Foundation
Subjects: English and Science Topic: Weather
Genre: Report
Cycle:
The cycle that will be utilised for this unit plan is the Derewianka teaching and learning cycle. This cycle stresses the importance of a functional approach to language that enables students to effectively use texts for a specific purpose, and to develop their capabilities for language in a purposeful manner (Derewianka, 1990). It is comprised of four stages – building field knowledge, modelling/deconstruction, joint construction and independent construction (Derewianka, 1990). This cycle uses a gradual release of responsibility, which seeks to transfer the responsibility as a writer from the teacher to the students by the completion of the cycle.
Genre:
The genre that has been chosen for this unit is a report. This genre has been selected in conjunction with this topic as it is used to convey information about a particular subject (Fellowes & Oakley, 2014). The structural features of a report include: stating or defining the topic that is being reported on via a general opening statement, the use of topic headings or subheadings, which are then followed by more specific information and a conclusion that summarises the information presented throughout the report (Fellowes & Oakley, 2014; Anderson & Anderson, 1997). The language features present in a report include: technical, subject-specific language, descriptive and factual language, use of present tense, generalised terms, nouns and pronouns, verbs e.g. ‘to be’ and formal language (Fellowes & Oakley, 2014; Anderson &
Anderson, 1997). However, as foundation students will be in the emergent phase (Fellowes & Oakley, 2014) of their writing development, the report process will be simplified. Students will focus on structural features such as using a topic heading, brief generalisations e.g. in winter it rains a lot, and a descriptive sentence or word (Department of Education Western Australia, 2001). The language features that will be focused on include: simple descriptions, written in present tense and can be written in the first person or third person (Department of Education Western Australia, 2001).
For the purposes of this unit plan, students will write a report about one of the four seasons and how it affects the daily life of people. The report will be short, approximately one to two sentences and supported by a drawing to aid in communicating their findings. Differentiation tactics will be employed to alter the task for students with varying abilities and needs.
Australian Curriculum Content Descriptors:
The learning strands of language, literature and literacy as outlined in the Australian Curriculum English learning area as well the science understanding strand will be developed throughout the unit. The content descriptors that will be focused on are:
- Purpose audience and structures of different text types (Australian Curriculum and Assessment Reporting Authority [ACARA], 2015, ACELA1430).
- Expressing preferences and evaluating texts (ACARA, 2015, ACELT1783).
- Text and the contexts in which they are used (ACARA, 2015, ACELY1645).
- Creating texts (ACARA, 2015, ACELY1651).
- Handwriting (ACARA, 2015, ACELY1653).
- Earth and space sciences (ACARA, 2015, ACSSU004).
Building Field Knowledge:
In the initial stage of the teaching and learning cycle, educators must build student knowledge regarding the subject matter and based around the chosen genre (Derewianka, 1990).
Teacher will:
At the beginning of the unit, the teacher will introduce students the genre of reports by reading the class the book, “Oh Say Can You Say What’s the Weather Today” by Tish Rabe (Appendix A). The teacher will read the title and author of the book to the students, and then ask them,
“What do you think the book might be about? Why do you think this? Have a look at the pictures on the front cover. What might that tell us about the story? What do you think might happen in the book?”
The teacher will utilise open ended questions to engage the students, and allow them to orally respond and evaluate the text (ACARA, 2015, ACELT1783 &
ACELY1646; Fellowes & Oakley, 2014). This will also allow students to begin to develop their abilities to predict and infer.
The teacher will read the book, allowing students to discover if their predictions were correct. The teacher will clarify any questions that students might have regarding the contents of the book. The teacher will also question the students about what has been read:
“What happened in the book? What did we learn about the different kinds of weather? What were some things people were using to protect themselves from the different kinds of weather in the book? How was some of the weather the same or different than the weather where we live?”
This process will be repeated over several books in order to familiarise students with the concept of weather and how it affects daily life. Some of the other books that will be explored are: “All Through the Year” by Jane Godwin (Appendix B), “My Boots in Season” by Kerryn Pascoe (Appendix C) and “Walking with the Seasons in Kakadu”
by Diane Lucas (Appendix D).
These texts serve as introduction to the unit on weather as it covers different types of weather, how it affects daily life and explores the differences in weather in different locations and cultures (ACARA, 2015, ACSSU004 & ACELY1645).
The teacher will then lead the class in a discussion about the books, what they revealed about the weather/seasons and student’s own experiences with the weather. The teacher will use the student’s answers to create a word wall, which they can return to as the unit progresses (ACARA, 2015, ACELA1437).
The teacher will then explain to the students that a report is used to communicate information to other people (ACARA, 2015, ACELA1430), and that they are going to be writing a report about the weather which and how different weather or seasons impact our lives.
Students will:
Students will listen to and engage with the chosen texts that build their knowledge surrounding the weather and how it impacts daily life. Prior to each book, the students will examine the cover and predict what they think the book will convey.
This will engage students in the texts and help them to notice specific details within the books to see if their predictions are correct. Each book will immerse the students in the topic and they will begin to relate the facts they are learning to their daily lives (Fellowes & Oakley, 2014). Students will participate in a class discussion about what was learned in the texts and their own experiences with weather, and their ideas and reflections will be transferred to a word wall. Students will also be introduced to the idea of a report, and begin to understand that they will be communicating information about the topic via a report (ACARA, 2015, ACELA1430).
Other Activities/Lessons:
- Drawing one of the seasons, labelling it and orally describing to a partner/the class the characteristics of that season.
- Word association game – use giant butchers paper in the centre of the room and have the students bounce ideas off one another for describing different weather/seasons e.g. “summer – hot, dry, swimming, sunscreen”. These words can be added to the word wall.
- Class walk outside to notice the features of the weather and engage in discussion about how that weather might change later in the week. Watch a weather forecast to have a visual representation of the changes.
- The class will discuss the use of symbols for different types of weather as introduced in “Oh Say Can You Say What’s the Weather Today”. Students will come up with symbols for different types of weather e.g. sunny, rainy, cloudy, stormy. Indigenous symbols will also be discussed as well Indigenous weather knowledge specific to the Kaurna people (Bureau of Meteorology, 2016; Primary Connections, n.d.) (Appendix E).
- Fact/Fiction game about the weather/seasons.
- Matching game on the smartboard ‘Dressing Lecky’ (Crickweb, 2017) to allow students to demonstrate understanding of the different clothing/protections needs for different types of weather. This is a whole class activity, the teacher will initially control the game whilst students give answers, though students will have the opportunity to take control.
Assessment:
- Voice recorder to monitor speaking and listening.
- Word wall to track the prior knowledge of students as well as what information they have retained from the texts.
- Running record taken from the voice recorder.
- Floor storming.
- Open discussions.
Differentiation:
- Use of questioning to aid students who are struggling.
- Use of slower speech, enhanced enunciation and repetition for ELAD students (Fellowes & Oakley, 2014).
- Scribing for students who are unable to write.
- Partner or small group work for those struggling to come up with symbols.
Modelling/Deconstruction:
In the next stage of the teaching and learning cycle, the teacher must build students familiarity with the genre, its purpose and structural and language features (Derewianka, 1990), as well as how to write the genre.
Teacher will:
In this stage, the teacher will refer to the four texts previously read and discussed.
The teacher will help the students to begin deconstructing a report, focusing on conveying that a purpose of a report is to communicate information as well as using the structural features e.g. a topic headings and brief descriptive language (Fellowes
& Oakley, 2014; ACARA, 2015, ACELY1645).
The teacher will read through each text, and stop frequently to ask students,
“What is the author of the book trying to tell us about weather? If we were to tell someone else what we have just learnt, what would we say?”
By pausing throughout the texts, and engaging students in discussion, the teacher is encouraging the students to actively listen and consider the information presented to them as well as possible ways to communicate that information to others. It also gives the teacher the opportunity to assess how well students are grasping the concept of how to convey facts in this context. The teacher will also draw attention to the language features that are being presented in these texts, and that a relevant to report writing such as using present tense (Wing Jan, 2015). Once the texts have been read and discussed the teacher will move onto explaining that a report begins with a topic headline that will explain what the report is about. The teacher will ask students to think about and contribute ideas as to what a possible topic headline could be for the final text that was read. This will allow the students to begin to deconstruct the features of a report, and expand their understanding of the genre and the topic (Fellowes & Oakley, 2014).
The teacher will then model how to write a report. A subject will be chosen that differs from weather. This ensures that students can see and think about the features of a report without ‘giving’ the students an example that can be copied.
For example: Emus – the teacher will write the report on the smartboard.
Emus (Topic headline)
Emus are an Australian bird. They are big. Emus cannot fly. (examples of brief descriptive sentences)
Below the teacher report example the teacher will draw a picture to accompany the report.
When modelling writing the report, the teacher will use the ‘think aloud’ technique to demonstrate their thought process to the students. This technique will allow the teacher to effectively communicate how a report should be written in an obvious manner, and will benefit them when it comes time to produce their own report.
(Fellowes & Oakley,2014; Derewianka, 1990).
“I’m going be writing about emus today. My topic headline will be emus. Where should I put it? I know - at the top of the page so everyone will know what my report is about.”
“This is the very start of my sentence. I must remember to put a capital letter.”
“I’ve finished my sentence now. What am I forgetting? I know - a full stop.”
“I’m going to do a drawing to help show everyone what an emu looks like.”
The teacher will go over the modelled report with the students and answer any questions.
The teacher will then return to the chosen topic and play a game of what am I?
students will be placed into partners and each given a picture relating to weather e.g. sun, storm, sunscreen, hat etc. The game involves students demonstrating their ability to accurately describe their image. The teacher will float around the room and conference with and/or observe each group.
Students will:
Students will actively engage and contribute to discussions surrounding the texts, and how to communicate factual information. Students will observe the teacher model how to write a report, and take note of the structural and language features, asking questions to clarify. Students will participate in a partner activity which will develop their descriptive language. One student will hold an image related to the topic and keep it hidden from their partner. They must describe the image until their partner correctly guesses what it is.
Assessment:
- What am I game will allow teacher to assess student’s ability to use descriptive language.
- Conferencing.
- Involvement scale for the game.
- Anecdotal record.
- Open discussions.
Differentiation:
- Simplified activities (Koutselini, 2008; Baghban, 2007) – small groups instead of partners and labelling in place of descriptive language, coming up with descriptive language in teams.
- Pausing after sentences.
- Demonstration of game if necessary.
- Use of questioning.
Joint Construction:
The next phase in the cycle is joint construction, in which the students participate as a group in writing a report. Students contribute orally whilst the teacher scribes for them. During this phase, it is important that students focus primarily on the contents of the report, whilst the teacher writes and structures it (Derewianka, 1990). This phase is designed to ensure students have a comprehensive understanding of the genre before moving onto independent construction.
Teacher will:
At the start of the phase the teacher will undergo further research with the students (Derewianka, 1990) and will revisit 1-2 of the texts as a revision. Additionally, the class will play an interactive game through the smartboard, which involves the students matching the weather with the picture, deciding on the type of weather it is and information about the seasons (e-learning forkids.org, n.d.). The teacher will control the came and the students will provide the answers.
Once the game is complete, the teacher will let the students know that they are going to be composing a report together.
“Okay, it is time for us to write a report together. Let’s pick what season we are going to write about.”
“You will tell me what you think should go in the report, and I will write it down on the smart board.”
The teacher will question the students about the process of a report, where the topic heading goes and what it should be. The teacher will act as a guide whilst the students contribute ideas about the descriptive sentences that should be used. The teacher will purposefully leave out some punctuation such as capital letters and full steps to assess if the students notice (ACARA, 2015, ACELA1432). The teacher will also draw a picture to accompany the report.
Once the report is complete, the teacher will go over each section of the report with the class and alter any details that require changing. Once it is finalised, the teacher will print off a copy and place it in a central location for the students to refer to. The teacher will let students know that they can look at the report they wrote together to help them but they will need to write different information in theirs.
The teacher will also organise the students into groups of three-four and instruct them to verbally come up with a report relating to the topic. The groups will then share with the class (ACARA, 2015, ACELY1646).
Students will:
Students will listen and engage with the chosen texts and contribute to the interactive game. This will serve as a refresher as well as further research for the topic. Students will have the opportunity to question and comment.
The students will communicate what needs to go into the class report whilst the teacher is scribing their ideas. The students will discuss as a group and decide what season they will pick, what topic heading is appropriate and where it goes, and what descriptive sentences to use. The students will be guided by the teacher in this process. The students will carefully go over the report as a group and decide if anything needs to be altered, and will also look for misspellings and punctuation errors (ACARA, 2017, ACELA1432 & ACELA1817). The students will be made aware
that their report must contain different information that the one they jointly constructed.
Next, the students will be sorted into group and verbally come up with a report. The students can choose any subject related to the topic and then convey it back to the class.
Assessment:
- Questioning.
- Video record the process to assess student’s understanding and to decide if some field knowledge/modelling needs to be revisited before moving onto the next step.
- Involvement scale.
Differentiation:
- Allow students who struggle with writing or who require additional support to watch the video to see the writing process take place again.
- The teacher will offer support when coming up with oral report via conferencing with students who require it (Fellowes & Oakley, 2014).
- The teacher will pick a subject within the topic for some groups if they are having trouble deciding.
- Use different colours for each feature of the report for visual learners.
Independent Construction:
Independent construction is the final phase of the cycle and is comprised of five stages: Planning/prewriting, drafting, revising, editing and publishing (Fellowes &
Oakley, 2014; Graves, 1983). This phase completes the gradual release of responsibility, and transfers the task of writing onto the students. By this phase, student should understand the language and structural features of the genre.
Planning/prewriting:
Teacher will:
The teacher will explain to the students that it is now time to begin the process of writing their own report. The teacher will instruct the students to think about what season they want to write about and the drawing they want to go along with it. The teacher will encourage students to visit the word wall for inspiration, and will conference to provide support.
Students will:
The students will think about the information that has been learned and decide which season they wish to focus on. They can write the season as well as inspiration
from the word wall in their workbooks. Students will also begin to think about their drawing, or may attempt a drawing first to gain insight and construct meaning (Fellowes & Oakley, 2014; Rowe, Harste & Short, 1988; Baghban, 2007).
Differentiation:
- Teacher can scribe for students who are unable to write.
- Teacher will assist in selecting a topic for those struggling.
Drafting:
Teacher will:
The teacher will instruct students to begin a draft of their report based on the planning in the previous stage. The teacher will provide students with a report layout for this stage (Appendix F). Teacher will let students know that at this stage their primary focus is to worry about the contents of their report. The teacher will conference with students and assist via questioning or reading back what has been written (Fellowes & Oakley, 2014).
Students will:
The students will draft their report on the template provided and focus on structure and content so they do not become overwhelmed.
Differentiation:
- Students may draw their report instead of writing depending on literacy level, this will still allow them to communicate information and construct meaning from the task (Baghban, 2007).
- Teacher can provide cloze activities.
- Further co-construction and modelling.
Revising:
Teacher will:
The teacher will explain that it is time for the students to revise their report. The teacher will demonstrate how to do so to the class, and utilise questioning,
“Does this make sense? Do I want to keep my sentences or words in that order? Do I need to add anything?”
The teacher will encourage students to read their report out loud to a partner and gain feedback on what they liked or did or did not understand (Fellowes & Oakley, 2014).
Students will:
After watching the teachers’ demonstration, students will revise their work and give feedback their peers report.
Editing:
Teacher will:
The teacher will explain that it is time to edit their work. Students will be placed into small groups and will work together to focus on misspelled words and punctuation (ACARA, 2015,ACELA1432; ACEL1653; ACELA1817). Teacher will conference with each group throughout this process.
Students will:
Students will edit their reports, focusing on spelling and punctuation. Students will be grouped and support one another whilst conferencing with the teacher. Students will complete this on a blank template. Once edited students will go over their report a final time and read it aloud to ensure it makes sense.
Publishing:
Teacher will:
Teacher will provide students with a blank piece of paper for them write their final report. Once this is complete, the teacher will bind all the pieces together in a weather book, which will be on display at parent/teacher night.
Students will:
Students will write and draw their final version of the report on a blank piece of paper with their notes and revisions from the previous stages as guidance. Students will have the opportunity to share their report aloud to the class if they wish.
Final assessment:
- Teacher will assess how the accurately the students communicated information in their reports and the structural and language features based on an assessment checklist adapted from First Steps (Department of Education Western Australia, 2001) (Appendix G).
Differentiation:
- Modified assessment – cloze, annotated report, scribed by the teacher, voice/video recorded report for students unable to write/draw (Valiandes, 2015).
- High ability students can write more sentences.
- Students can draw their report instead of writing it.
Word Count: 3394.
Appendix:
A: Oh Say Can You Say What’s The Weather Today, Tish Rabe
B: All Through the Year, Jane Godwin
C: My Boots in Season, Kerryn Pascoe
D: Walking with the seasons in Kakadu, Diane Lucas
E:
F:
Topic Headline:
Descriptive Sentence 1:
Descriptive Sentence 2:
Drawing:
G:
Checklist for
Reports Yes Sometimes No
The writer is clear on the subject matter e.g. topic heading included The writer has included one-two descriptive
sentences
The sentences are relevant and accurate to the topic
The structure of the report is in line with what is expected from the genre
A relevant drawing in included
Full stops and capital letters are used correctly Third or first- person writing is correctly used throughout
References:
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