Learning Management Plan for: Year 3 and 4 Students Learning Management Plan Focus: Literacy : Information Reports

(1) What does my Learner Already Know? As I have not been in the class all year I am going to use the year 2 curriculum to assess the basic knowledge that all of the students should have. (5) What will constitute the learning journey?
LEP/ Lesson sequence/ Outcome focus (LMQ2) Learning Experiences What is to be taught? What are the Sequential Strategies Main DoL Focus Time Frame (LMQ4)

LEP Seq No.

Understand that spoken, visual and written forms of language are different modes of communication with different features. (ACELA1460) Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Identify the audience of imaginative, informative and persuasive texts (ACELY1668) Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences. (ACELY1671)
(2) Where does my learner(s) need / want to be? My learner will be able to:

Structure

Introduction to the genre and structure of information reports. Students will learn through group discussion and information booklet. The features of information reports will be identified through group discussion and collaboration. Students will learn how to find and use resources and how to identify important information and how to re write information in their own words Students will look over a variety of resources in order to create a report as a class and then another in a small group. Students will use the skills that they have obtained to create their own reports on a subject of their choice.

One lesson block

Features

One lesson block

Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Understand that paragraphs are a key organisational feature of written texts (ACELA1479) Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

Researching

One lesson block

Joint Construction

One lesson block

Independent writing

Two lesson blocks

(3) How does my learner best learn?

(6) Who will do what?

Given their ages students in year 3 and 4 need to be actively engaged in order to maintain focus and interest. Therefore, tasks need to be short and discussions need to be interesting. The students work well in mixed level group situations. The students also prefer to choose their own topics and their own formats. This also tends to increase their motivation and participation.
(4) What resources do I have at my disposal?

As the practicing teacher I will be responsible for the planning and delivery of all lessons. I will need to ensure that all preparatory work has been completed prior to every lesson and that all required resources are available for each lesson. I will need to assess and be prepared to alter lesson as my learning of students needs and preferred learning methods develops.
(7) How will I check to see my learner has achieved the defined learning outcomes ?

Photocopied handouts Smart board Whiteboard Sporting equipment Stationery (paper, scissors, glue, textasetc) Library Computers with internet access

Classroom discussion Students engagement and contributions Class handouts Students ability to carry out set tasks Ability to grasp concepts presented in the learning sequence Ability to create information reports independently

(8) How will I inform the learner and others of the learners progress?

The majority of feedback gained from the learning experience will be reflective and its purpose will be to improve my ability to achieve the intended outcomes. I can assess each students ability to achieve the set goals my marking their cumulative work and classroom contributions against checklist and assessment grids that I have obtained from various teaching resources. By identifying the areas that have not been grasped as clearly I can better plan future lessons to deal with these areas in greater detail.