Assessment Task 3

Page
Focus Inquiry Question: What is an Explanation text?

Overview of program:
Session 1: My Place video The apology/ What is an Explanation text?
Session 2: Text structure and organisation of an Explanation text based on
the National Apology
Session 3: Modelled/shared writing individual writing
Session 4: Proof reading/correcting explanation text begin final
Session 5: Finish final, typed up ready to go in learning journals Share time
Adapted from Boas, E., Wilhelm, J & Wilhelm, P. (2009) Enlivening Literary
through Inquiry and Social Action. Bridging Divides Conference Presentation,
July 2009, Hobart.
Text Type: Explanation
Assessment and
text
evaluation:
Text type purpose, structure and language features:
The purpose is to explain how or why something happened.

There are four parts to the structure of an Explanation text:
1: Title, 2: Identifying statement (What is to be explained), 3: Explanation Sequence
(How/Why it happens), 4: Summary statement (What has text explained).
The text type features of an Explanation are:

Vocabulary associated with time & sequence.
Present tense verbs.
Nouns.
Adjectives.
Adverbs.
Adverbial phrases.
Conjunctions/Text connectives.
Reference/s:
Ciuffetelli, P. (2007). Exemplars for Teaching Writing. Melbourne: Nelson Cengage
Learning.
Wing Jan, L. (2009). Write ways: modelling writing forms. Melbourne: Oxford University
Press.
Program Learning
Outcomes:
Content Descriptors Australian

Curriculum, English:
Writing Creating texts
Reread and edit own and
others work using agreed
criteria for text structures
and language
features(VCELY330)
Reading & viewing Text
structure and organisation
Understand how texts vary
in purpose, structure and
topic as well as the degree
of formality (VCELA309)
History:
Historical Knowledge Australia as a Nation:
The different experiences
Caitlyn
Gallagher
and
perspectives
of
Australian democracy and
citizenship, including the
status and rights of
Explicit Text Type

Knowledge
(Conceptual)
(Learning Outcomes):
Children will know
the structure (title,

identifying
statement,
explanation
sequence &
summary
statement) of an
explanation text.
0:1
Students will
understand why the
Australian apology
was given by Kevin
Rudd to the
Aboriginal
community. 0:2
Procedural Knowledge
(Organisation)
(Learning Outcomes)
Children will be able
to...
Students will be
able to create an
explanation piece to
go in their learning
journals, following
the 4 stages of the
structure. 0:3
Children will be able
to conduct their own
relevant research,
(must run by
teacher before
printing). 0:4
S00147138
2
Page
Section 2: My Place Planning Template

Session 1
Focus Inquiry Question: What is an Explanation text?
Focus: Setting students up to create their explanation piece (my place video,
structure, research)
Learning Outcomes:
Explicit Text Type Knowledge
Procedural (organisation)
(Conceptual)
knowledge:
Students can identify what an explanation
text is. (1:1)
Students identify and discuss the
text features of an explanation text.
(1:2)
Students independently conduct
relevant research regarding the
National apology and why it
happened. (1:3)
EAL/D students: Developing English
Refine research by answering

questions with assistance from
teacher and group.
Students need to follow the four

stages of an explanation text
within their writing (Title,
identifying statement,
explanation sequence, summary
statement).
Students become involved in
class discussion about the
language features within the text.
E.g. nouns, tense etc.
Watch my place video (The
Apology, Episode 1, Laura, 2008)
and YouTube clip (link below) to
assist students in conducting
their research. Students must
show teacher before printing to
ensure relevant.
Frontloading Activity:
Ask students if they know what the National Apology is? Why they think it
happened? What is the stolen generation? Class discussion.
Show my place video, time: 3:15, on smart board.
Discussion about explanation text. What is it? Where might you see one? What
Caitlyn Gallagher
S00147138
Page
information is included? How do you create one? What are the language
features?
Write key words students say on butcher paper.
Scaffolding Activities:
Explore and practice concepts
Move children from where they are at, to where you want them to be
Leading to culminating project that allows children to visually show their
procedural and conceptual knowledge in creative way
Teaching Plan and Key
Link to learning
Assessments:
Ti
outcomes
Discussion
me Questions:
10
mins
Class discussion lead by

teacher:
What do you think an
explanation text is?
Where might you have seen
one?
Mention 4 stages. What do
you think they are?
What is the National
Apology?
Why do you think it
happened?
Who was involved?
- Questions to prompt
their research. Write key
words on butcher paper.
Focus: What is an explanation text?
40
mins
20
mins
Independent writing:
Show students YouTube clip
(3:12) Kevin Rudd making
the Apology. Use this as
basis of research. Prompting
questions: Why might he be
saying sorry? Why were
children removed from their
parents?
Students have 30 mins to
gather research National
apology. Why, who, impacts.
Show teacher before
printing. Check relevance.
Enough to support their
writing?
Mini lesson:
Focus: Relevant Research
Caitlyn Gallagher
Preparing
students for
learning
outcome
1:2,
discussing
the stages
of an
explanation
text.
Prompting
questions
and
discussion
to assist
students in
reaching
1:3.
Showing
students
video to
assist in
research,
links to 1:3.
Links to
learning
outcome
0:4, for the
overall unit
as students
complete
their
individual
research
which
assists them
in creating
their
explanation
piece of
based
students
involvement
will be
noted.
Their ability
to find
relevant
research to
support their
writing.
Mini lesson:
Students
research
answering
guided
questions.
Could they
do this? How
much
prompting
did they
need?
S00147138
writing.
Page
10
mins
2 EAL/D students at developing

English stage, 3 weaker students.
Provide students with work
sheet. Questions to
narrow/assist with research.
Work through researching
with them.
Share time:
Allow students opportunity
to ask any questions.
Give students rubric for
their writing. Discuss for
next lesson. Explain this will
go in learning journals,
planning, draft, final copy.
Materials/ Resources
Class set of computers/ or Ipads.

Smart board
Butcher paper markers.
Rubric
EDA/L & mini lesson question sheet
My place clip The Apology, Episode 1, 2008, Laura retrieved from
http://www.myplace.edu.au/teaching_activities/2008/1/the_apology.ht
ml?idSubtheme=3374
YouTube clip Sorry, Kevin Rudds apology to the Stolen Generation 2008,
Retrieved from https://www.youtube.com/watch?v=b3TZOGpG6cM
Caitlyn Gallagher
S00147138
Page
Session 2
Focus Question: What is the structure of an explanation text?

Focus: learn structure & understand language features.
Learning Outcomes:
(Conceptual)
knowledge:
Students will know the 4 stages to an

explanation piece. (2:1)
Students will know the language
features of explanation text. (2:2)
Focus on simple sentences including
full stops and capital letters at
beginning of sentences.
Modelled writing to demonstrate

to students what information you
might include in each of the 4
stages.
Emphasis on language features,
e.g. when modelling ask what
word could I use here?
Quick refresh: Who can tell me what the 4 stages are?

What information might you include in each of the sections? (Go through
one at a time).
About National Apology/Stolen generation what did you find in your
research?
Read children an example of explanation text from big book Exemplars for
Teaching Writing How Drought Affects Living Things. (see appendix 2)
Ask questions about the language features what are they? List them on
the board for future reference for students.
Link to learning
Assessments:
Tim Learning Experiences and Key
Questions:
outcomes
Peer assessment,
e
20
mins
Shared/modelled writing:
Focus: Getting students to come up
with an appropriate title and
identifying statement (what is to be
explained) including the use of
language features.
Write the title but ask
students what needs to be
included in it? E.g. capital
letters.
Next ask students what
information needs to be in
the identifying statement.
Begin by writing the first
sentence. Ask students to
assist you from here.
Complete the first paragraph.
Caitlyn Gallagher
Links to learning
outcome 2:1 as you
get understanding
of students
knowledge and
understanding of
National Apology
and the structure of
the text by their
involvement in
shared/ modelled
writing.
students swap work

with partner and
provide feedback.
All students must
show the teacher for
feedback along the
way and before
beginning their final
copy.
Self-assessment
using rubric, have I
included required
information within
the identifying
statement?
S00147138
Highlight language features

e.g. nouns, adverbs etc.
Students will begin writing their
explanation text. Title and
identifying statement.
Swap with person next to them and
give each other feedback. E.g. need
more information, Look at Spelling.
20
mins
10
mins
Mini lesson/ guided writing: 2

EAL/D students at developing
Focus: Coming up with a title and
identifying statement as a group.
Individually write their own paper
with assistance from teacher.
Ask students what a title
could be. Promote beginning
with a capital letter.
Ask students what the
identifying statement
includes. Use there question
sheet from previous session
to assist them.
Come up with a simple
identifying statement and
assist students in the writing
of this e.g. include capital
letters and full stops.
Page
30
mins
Links to both
learning outcomes
2:1 and 2:2 as
scaffolding and
providing
opportunities for
students within mini
lesson to succeed
and complete
simpler explanation
piece for their
learning journals.
Share time:
Students have opportunity to
show teacher. Give them
feedback. All students need
to show the teacher work
before beginning final copy.
Allow students the
opportunity to read their
work so far to the class.
Explain we will be following
on next lesson with the next
part. What is the next part?
Explanation Sequence.
Caitlyn Gallagher
S00147138
Big Book - Exemplars for Teaching Writing

Butcher paper markers
Students research to assist them in their writing.
Caitlyn Gallagher
Page
S00147138
Page
Session 3

Focus: Explanation sequence of an explanation text
Learning Outcomes:
(Conceptual)
knowledge:
Students will know what the

Explanation sequences of an
explanation text is and what
information to include. 3:1
features of explanation text. 3:2
Students will write small paragraphs
focussing on spelling and
punctuation.
Modelled/shared writing of the first

paragraph of the explanation
sequence. Discussion of what
might come in the following
paragraphs 4-5 paragraphs in this
section.
Asking students about language
features e.g. what word could I
use to describe this?
Ask students to refresh what the identifying statement is and what it does.
What comes next? Explanation sequence.
Re-read the explanation sequence part from the big book, ask students to
listen for the types of information included and the language used?
Link to learning
Assessments:
Questions:
outcomes
Peer assessment,
e
20
mins
Shared writing/ modelled

writing:
Focus: Building students
understanding of what information
is included within the Explanation
sequence. This is the body of the
explanation text, therefore should
be 4-5 paragraphs. Include what is
the national apology, who
apologised and why, the result of
the apology.
Ask students what

information needs to be in
the Explanation sequence.
How many paragraphs
should it be?
Write the first sentence and
ask students about the
language used? What are the
features? What might my
Caitlyn Gallagher
This links to both

learning outcomes
3:1 and 3:2 as
students are
provided with
scaffolding and
support, as well as
their research from
lesson 1 to support
them in writing the
body (explanation
sequence) of their
explanation piece.
providing feedback.
Self-assessment
using the rubric as a
check list. Have I
included all
information needed
for the explanation
sequence?
Teacher will have
opportunity to look
over/hear students
read their work.
S00147138
30
mins
20
mins
10
mins
Students are to begin their
explanation sequence. Swap with
partner after each paragraph and
provide feedback. E.g. enough
information included, does it make
sense etc.
Mini lesson/guided writing: 2
Focus: Coming up with the first
paragraph of the explanation
sequence. Shorter sentences and
paragraphs compared to main
stream students, focusing on the
language features, spelling and
punctuation.
Page
next sentence be? Write,

using students suggestions
for the rest of the paragraph.
What information might the
next paragraphs include?
Write dot points where
students can refer back to.
Links to both
learning outcomes
for this lesson as
students are
provided with
support and a focus
to achieve the
overall goal of
writing an
explanation piece.
Shared time:
Allow students the chance to
read their work so far.
How have you found fellow
peers feedback? Is it helpful?
Time to show the teacher
work so far.
Next lesson we will be
finishing this section of our
writing.

Students will need the rubric to ensure they are on task.
Caitlyn Gallagher
S00147138
10
Session 4
Page

Focus: Finish the explanation sequence and the summary statement.
Learning Outcomes:
(Conceptual)
knowledge:
Students will know what the

Explanation sequences of an
explanation text is, what information
to include and write 4-5 paragraphs.
4:1
features of explanation text. 4:2
Students will know what the summary
statement is and what information to
include. 4:3
Students proofread their work and
proofread their partners. 4:4
Students will focus on spelling and
punctuation. Writing short, sharp
sentences and paragraphs.
Students can independently finish

the explanation sequence of their
writing.
Students demonstrate
understanding of the summary
statement after it is modelled they
can complete theirs.
Students proof read their work,
proof read their partners and
provide feedback before showing
the teacher. Once teacher is
happy, students begin to type up
their final copy.
Refresh of what the explanation sequence includes.

Read from big book the summary statement ask students what is the job
of the summary statement?
Link to session
Assessments:
Questions:
learning
Peer assessment,
e
15
mins
35
mins
Shared writing/ modelled

writing:
Focus: To finish explanation piece
with the final stage, the concluding
statement.
Teacher will again write the first
sentence and ask students for their
thoughts on what to include. This is
a small paragraph to conclude the
explanation. Ensure students are
aware of this.
Caitlyn Gallagher
outcomes
Learning outcomes
4:1, 4:2 and 4:3
relate to this part of
the lesson as
students are
provided with the
information needed
and given the
opportunity to see
what their work
should look like.
They have the
opportunity to
assist the teacher in
the modelled
providing feedback
and proof reading
partners work.
Self-assessment
check list. Have I
included all
information needed
for the explanation
sequence?
Teacher will have
opportunity to look
over/hear students
read their work
S00147138
writing therefore
setting them up to
succeed in their
individual writing.
20
mins
10
mins
Once explanation sequence is

completed students move onto the
final stage the summary statement.
This is a small paragraph that wraps
up the explanation.
Page
11
Students will finish their explanation

sequences. 4- 5 paragraphs. Once
they have finished them they will
swap with their partner for some
more feedback.
before they begin

typing their final
copies.
Learning outcome
4:4 is achieved once
again as students
provide student
feedback, assisting
students in any
errors they may
have missed in
proofreading their
own work.
Mini lesson/guided writing: 2

Focus: Finishing the explanation
sequence, and the summary
statement. Shorter than main
stream students, to the point and
focusing on spelling, language
features and punctuation.
Shared time:
Allow students the chance to
share their work by reading
aloud, other peers listen and
provide positive feedback.
As students are finishing up
their explanation pieces ask
them what the four stages of
an explanation text is? What
does each stage do?

Students will need the rubric to ensure they are on task.
Dictionary to correct any spelling errors.
Computers to type up final copies if up to this.
Caitlyn Gallagher
S00147138
12
Session 5
Page

Focus: To complete drafts, proof read work, partners and finish final copy
Learning Outcomes:
(Conceptual)
knowledge:
Students will know what the summary

statement is and its purpose. 5:1
Students can explain the 4 stages of
an explanation text and their
purpose. 5:2
Students successfully created an
explanation piece of writing that will
go in their learning journals. 5:3
Students demonstrate
understanding of the 4 stages and
their purpose by finishing their
explanation piece and typing up
their final copy.
Once again refresh students memory to understand what they have learnt over
the course of this unit. What is the structure of an explanation text? What is its
purpose? What is the National Apology? Why did it occur?
Scaffolding Activities
Link to session
Assessments:
Questions:
learning
Throughout this unit
e
10
min
s
Frontloading Activity: after

asking students prompting
questions ask if they have any
questions before they complete
their final copies.
40
min
s
Students have time to finish their
summary statements if they havent
already. Have a partner proof read
your work, show the teacher and
type up your final copy. As this is
going in your learning journal once
you have finished you can decorate
it, e.g. make the title stand out, add
a picture.
10
min
s
Shared time:
Students print off work and stick in
their learning journal. Their draft
and rubric also get stuck in. Ask
students what they learnt over this
Caitlyn Gallagher
outcomes
Links to learning
outcome 5:2 as
students know the 4
stages of an
explanation text
and have
successfully written
about the National
apology in each of
these sections to
finish their piece of
writing. This links to
the overall unit
learning outcome
0:1 and 0:3 as this
was their overall
goal was to
complete an
explanation piece of
on the National
Apology to go in
their learning
journals.
peer assessment has

been encouraged as
students would look
over one another
work. This was to
encourage any
errors that may have
been missed from
individual proof
reading and possibly
gain ideas for their
own writing.
Self-assessment
check list to ensure
all sections were
included in writing.
Teacher assessment
using the rubric.
S00147138
Page
13
unit?
Prompt them with questions relating
to the National Apology, stolen
generation and explanation
structure and features.
Ask students what is another topic
they could write an explanation
piece on.
Computers to finish final copies.
Learning journals.
Drafts and Rubric to be stuck in as well.
Section 1: Focus and rationale for planning

The My Place Clip I chose is titled The Apology 2008: Laura, Episode 1. This clip
shows Laura and her family at the community centre to listen to Kevin Rudds
apology speech. This clip links in with History and I chose it as I thought it would
be interesting for students to learn about the stolen generation. It links back to
English and students research the Stolen generation and gain understanding as
to why the National apology happened. I feel this then links in with the students
writing an explanation piece as the purpose of an explanation text is to explain
how, or why something happens.
Section 3: Justification for differentiated instruction

The two EAL/D students that have been catered for within this unit of work are at
the developing English stage. According to the Australian Curriculum,
Assessment and Reporting Authority, 2011, these students can speak one or
more language or dialect, which includes functional standard Australian English.
They have a developing knowledge of print literacy in standard Australian
English and are able to produce progressively extended pieces of both spoken
and written standard Australian English. The students are still developing their
understanding of the English grammar and vocabulary, which is why it is
important supportive teaching strategies are implemented to allow the EAL/D
students to achieve required standards. This unit of work has provided support
and scaffolding for these students, and allowed for them to complete the same
task as the main stream students, to their own abilities.
To cater for the EAL/D students and allow them to complete an explanation piece
on the National Apology and Stolen Generation I provided a template with basic
questions to simplify their research. Winch, Johnston, March, Ljungdhal &
Holliday, 2012, support this learning aid tool and state the importance of
ensuring the needs of the EAL/D students are being met, to reach desired goal of
students creating an explanation piece of writing for their learning journals. This
particular task allowed the students to learn about another cultural and social
Caitlyn Gallagher
S00147138
Page
14
experience which they explored through the opportunity to read and write
(Makin, Diaz & McLachlan, 2007).
Having the EAL/D students in a mixed ability group with the lower main stream
students, provides the opportunity to develop interpersonal relationships and a
chance for students to learn from their peers ( Emmer, Evertson, & Worsham,
2003) and work together to reach the overall goal of writing and explanation
piece following the structure including the four stages. This group of students
were given the same rubric as the rest of the class, as this could be used as a
check list to help them check off if they have followed the structure of an
explanation piece. This also reminded them to check their spelling and
punctuation which was a focus for them throughout the unit. These students are
capable of creating a piece of writing with assistance and scaffolding. The use of
scaffolding within the mini lessons allowed the teacher to provide the extra
support to these students and gain an understanding as to what they could do
without assistance and what part of the work they needed assistance with (Flint,
Kitson, Lowe, & Shaw, 2014).
As the main focus for this particular group of students throughout the unit was to
encourage their spelling and punctuation, the task of creating an explanation
text catered for this. It provided the students with the opportunity to build their
knowledge and understanding of vocabulary while allowing them to learn and
discover new words (Jan, 2009). Throughout each lesson of the unit the EAL/D
students had time with the teacher assisting them in the drafting and editing
stage of their work. The teacher would include interactive writing within these
mini lessons, where students would be encouraged to share ideas and be
involved in the writing. To assist with reaching the focus of the students spelling
and grammar the teacher would record words the students know how to write,
and encourage them by implementing strategies with words they find
challenging to allow for new learning opportunities (Victorian State Government,
Education and Training, 2014).
This unit of work allowed for EAL/D students to reach both the learning outcomes
refined to their mini lessons and the outcomes for the unit. By working with them
to refine their research, simplifying their explanation piece to short, sharp
sentences and paragraphs students were able to address the focus of proof
reading their work and concentrating on their spelling and punctuation, for
example the inclusion of full stops and the use of capital letters. Questioning was
a big part of this unit and assisted with the teachers understanding of the
students knowledge of both their research on the national apology and stolen
generation, and students understanding of the structure of an explanation piece.
With the support of the teacher, and fellow students within the group, both the
EAL/D students can successfully write an explanation piece to go in their learning
journals. By placing their draft and Rubric in there, they can show their family
and friends the process in which they learnt and expanded their knowledge.
Caitlyn Gallagher
S00147138
15
Page
References:
Australian Curriculum, Assessment and Reporting Authority. (2011). English as an
Additional Language or Dialect: Teacher Resource. Retrieved from:
http://www.acara.edu.au/verve/_resources/eald_resource__eald_learning_progression.pdf
Emmer, E, T., Evertson, C, M., & Worsham, M, E. (2003). Classroom Management.
Boston: Pearson.
Flint, S., A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies for
Engagement. Australia: Wiley.
Makin, L., Diaz, J., C., & McLachlan, C. (2007). Literacies in Childhood: Changing views,
Challenging Practice (2nd ed.). Australia: MacLennan and Petty.
Victorian State Government, Education and Training. (2014). Literacy Professional
Learning Resource. Retrieved from:
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/en
glish/proflearn/pages/writestategy12.aspx
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2012). Reading,
Writing and Childrens Literature (4Th ed.). Melbourne, Australia: Oxford
University Press.
Wing Jan, L. (2009). Write ways: modelling writing forms. Melbourne: Oxford
University Press.
Caitlyn Gallagher
S00147138
16
Page
Caitlyn Gallagher
S00147138

Assessment Task 3

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Assessment Task 3

Încărcat de

Drepturi de autor:

Formate disponibile

Page

Focus Inquiry Question: What is an Explanation text?

The purpose is to explain how or why something happened.

The text type features of an Explanation are:

Content Descriptors Australian

Explicit Text Type

the structure (title,

Section 2: My Place Planning Template

EAL/D students: Developing English

Refine research by answering

Students need to follow the four

Class discussion lead by

2 EAL/D students at developing

Class set of computers/ or Ipads.

Focus Question: What is the structure of an explanation text?

Students will know the 4 stages to an

Modelled writing to demonstrate

Quick refresh: Who can tell me what the 4 stages are?

students swap work

Highlight language features

Mini lesson/ guided writing: 2

Big Book - Exemplars for Teaching Writing

Focus Question: What is the structure of an explanation text?

Students will know what the

Modelled/shared writing of the first

Shared writing/ modelled

Ask students what

This links to both

next sentence be? Write,

Big Book - Exemplars for Teaching Writing

Focus Question: What is the structure of an explanation text?

Students will know what the

Students can independently finish

Refresh of what the explanation sequence includes.

Shared writing/ modelled

Once explanation sequence is

Students will finish their explanation

before they begin

Mini lesson/guided writing: 2

Big Book - Exemplars for Teaching Writing

Focus Question: What is the structure of an explanation text?

Students will know what the summary

Frontloading Activity: after

peer assessment has

Section 1: Focus and rationale for planning

Section 3: Justification for differentiated instruction

S-ar putea să vă placă și