ED 5008 English 3 Deirdre Westerhout

ASSIGNMENT COVER SHEET

Student Number

Student Name Deirdre Westerhout

Unit Code ED5008

Unit Title English: Writing and Spelling

Assignment
Assessment 2 – Forward Planning Document Rationale
Topic/Title

Unit Lecturer Date Received

Unit Tutor

Due Date

Word Count

FORMATTING and REFERENCING

Your assignment must meet the formatting and referencing requirements noted in the unit outline. By signing below you are
confirming that you have met those requirements.

DECLARATION
This assignment is my own original work. No part of this work has been copied from any other source or person except
where due acknowledgement is made, and no part of the work has been previously submitted for assessment at this or any
other institution. I have read the Student Academic Integrity Policy and understand its implications. For the purposes of
assessment and standards, I give the University permission to retain this assignment; provide a copy to other assessors; and
evaluate its academic integrity through the use of a plagiarism checking service (which may store a copy of the assignment
on its database for future plagiarism checks).

Student’s signature
Typed name is permitted if submitting via Deirdre Westerhout Date 29 March 2018
Blackboard or Notre Dame email address

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ED 5008 English 3 Deirdre Westerhout

Rationale

The attached Forward Planning Document (FPD) details a series of 10 lessons

aimed at teaching persuasive writing to a year four class. Students in this grade are

engaged in creating a range of imaginative, informative and persuasive text types,

including expositions (SCASA, 2010). This knowledge, together with an awareness

of judging standards has led to the development of the lesson series which focuses

on writing an exposition. The FPD contends that students at this level are in the

Early or Transitional phase of development, therefore the main focus is to help them

understand the purpose, organisation, structure and language features of the

persuasive text form (Department of Education WA, 2013). This is done using the

Gradual Release of Responsibility (GRR) Model (Pearson and Gallagher, 1983)

which moves students from a highly supportive context to a more independent

writing experience. Use of this model accommodates a balanced program of work

incorporating oral language, modelled, shared, guided and independent writing, short

writing activities, time for reflecting, editing and celebrating writing (Cameron &

Dempsey. 2015).

The FPD incorporates all stages of the GRR Model – familiarising, analysing,

modeling, sharing, guiding, and applying. Lesson one exposes students to various

persuasive texts while subsequent lessons analyse more explicitly the structure and

language features of the genre. Teacher and students then collaboratively compose

a text before students are guided and eventually apply their skills independently to

produce a text. During various stages the class produces posters, lists, and

examples of what has been taught, creating a class display and reference source for

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ED 5008 English 3 Deirdre Westerhout

writing tasks. The writing topic (Recycling – Is it worth it?) links with the science unit

and is topical given school and domestic recycling practices. The subject also offers

opportunities to highlight language features such as use of technical terms, signal

words indicating cause and effect, thinking/feeling words, action verbs and emotive

language.

The lesson series regularly recaps on previous lessons to maintain continuity and

develop deeper understanding. The use of video clips to define persuasive texts and

provide information on recycling helps engage learners and adds variety to lessons.

Finally the assessment of lesson objectives is often done through anecdotal notes to

more authentically reflect a student’s progress in their writing journey.

English Assessment 2: FPD and Rationale 2

ED 5008 English 3 Deirdre Westerhout

References

Cameron, S., & Dempsey, L. (2015).The writing book. A practical guide for teachers.
Auckland. NZ: S&L Publishing

Department of Education Western Australia. (2013). First steps. Writing Resource

Book. Retrieved from:
det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

School Curriculum and Standards Authority (SCASA). (2014). West Australian

Curriculum. Retrieved from: Western Australian Curriculum English
http://k10outline.scsa.wa.edu.au/

English Assessment 2: FPD and Rationale 3