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EDLA 309 Assessment Task Three

Name: Jennifer Awad Student Code: S00113828
Unit of work: Science and Technology: Lets celebrate! Stage 3
Content area outcome to be addressed

ST3-5WT : plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that
address the design criteria and identified constraints

Summary of content (skills, knowledge & understanding) relevant to outcome
In Stage 3 students continue to implement and record a process of design. They begin to plan this process considering constraints of time,
finance, resources and expertise. They select appropriate methods to generate ideas and apply established criteria to evaluate and modify their
ideas. Students continue to use communication techniques to present ideas to others and begin to prepare documentation using plans and
specifications. They produce their solutions following their own plans and select and use a range of tools, equipment, materials and techniques
appropriate for the task. Students continue to evaluate, throughout the process of designing and producing, using established criteria and
constraints.
Rationale
Integrating Literacy with the science unit of work establishes connections between the different syllabi to enhance and expand individual
learning. Learning occurs because students receive a unified view of the curriculum lengthening their content knowledge (Board of Studies,
1996). Teachers incorporate subjects together to cater for the ability and needs of each child. This equips them with the tools and skills to learn
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independently in a variety of disciplines (Haylock, 2010). The learning focus for the five lessons is building learner ability to correctly identify
and use effective action verbs. Lesson ideas come from Gibbons intellectual practices, the teaching learning cycle, constructivist approaches and
explicit teaching practices.
Intellectual practices two, three, four, five and seven are based on lessons to make learning meaningful for students by creating an engaging
learning environment. By incorporating the intellectual practices in lessons, it allows for authenticated learning experiences and students to feel
that they are part of the learning process.
All five lessons allow students to collaborate with each other, which emphasises learning through a different context. Students have the
opportunity to use varied sources to express their individual learning. This ultimately results in strengthening the communication process
(Woolfolk & Margetts, 2010). The tasks are differentiated to suit diverse learning needs with plenty of teacher/student interaction and support.
Students are able to use the knowledge they attain to highlight the way in which familiar traditional features can be applied in new contexts. This
creates high order thinking by being able to manipulate information in a students previous repertoire to create deep knowledge and
understanding (Gibbons, 2009).
The teaching learning cycle is seen through each students chance to build the field of texts by deconstructing and constructing texts. By
following this cycle student are able to apply their new understandings in their work. They feel accomplished that they have achieved the task
(Gibbons, 2009). It provides an expectation of students by demonstrating correct written criteria, oral instructions and modelling by providing
clarity in unpacking the text.
Explicit teaching in the lessons connects to the students prior knowledge about action verbs to establish, maintain and reflect the lesson
aims. By modelling and describing components of the grammar and vocabulary used within the text, it allows students to practise, to synthesis
and consolidate their understandings (Woolfolk & Margetts, 2012). By following explicit teaching strategies it allows the teacher to monitor the
students understanding and provides valuable feedback. It also has the capability to allow students to self regulate their learning
(TeachingACEnglish, n.d).
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To create a high support and highly challenging classroom, the use of scaffolding is evident throughout all lessons to assist with learning new
concepts. This scaffolding also caters for English Language Learners by making the teaching explicit and providing a base for students to use
(de Courcy, Dooley, Jackson, Miller, & Rushton, 2012).
Each lesson follows the constructivist teaching approach by allowing students to be active participants in their learning. It fosters in students
critical thinking, and creates motivated and independent learners (Woolfolks &Margetts, 2010). The lessons created leave students engaged in
their learning. These activities utilised in classrooms build on broadening students existing collection of skills into a comprehensive and
complex system.


Lesson Plan: Lesson 1- Further detail: Appendix 1
Lesson aims Intellectual practice 5: Students identify action verbs in their speech to explain the importance of precise
language when giving out instructions. This builds on language required in the science unit of work by
demonstrating language specific to methods of cooking.
Grammar and language Specific language associated with cooking- boil, simmer, cook, slice, beat, blend, chop, combine, dice, fold,
stew, whip, toss, roast, heat.
Teaching/ learning strategies T &L:
Introducing vocabulary:
Students give out instructions on how to make a paper plane.
Discuss benefits of concise instructions and the type of actions that were completed when making the paper
plane. E.g. what problems did they encounter? What worked well? What language did they use?
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R & V:
Modelled:
Students watch Telmo and Tula: Vanilla ice cream recipe, little cooks cartoons twice. The first viewing
students simply watch. The second viewing students take note of the instructions that the two characters use
when making their ice-cream.
Guided:
Collaborate using a progressive brainstorm (Gibbons, 2009) to create a word wall with action verbs associated
with cooking that they have seen in the video clip or have heard being used throughout their home life.
T & L:
Independent:
Students repeat cooking instructions on how the ice cream was made by using the iPads to record themselves.
Assessment Through class observation and recording of students on iPads, students are pre assessed on how well they are
able to reiterate directions from a given text using precise language and how much vocabulary they have in
regards to cooking.
ELL support Students will be able to make visual links to the action associated words. Engagement of students during group
tasks and the use of word banks will provide students with something to refer back to. Students are also
supported by the use of multimodal texts. ELLs are encouraged to repeat cooking instructions in their mother
tongues as they may have been previously introduced to cooking in their home lives in an unconventional way.

Lesson Plan: Lesson 2- Further detail: appendix 2
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Lesson aims Students will be able to locate and identify language and vocabulary used to give out instructions using
Wombat Stew. This builds on students knowledge of action verbs.
Grammar and language Action verbs- describes an act
Action verbs- brewing, scooped, tipped, danced, sang, dropped, snapped, flipped, bubbling, dug, stirred,
shook, taste, slurp.
Teaching/ learning strategies R & V
Mix and Match:
Students play a mix and match game using words associated with cooking. They match them to the picture that
demonstrates that action.
Modelled:
Read as a class Wombat Stew.
Shared:
Review with students what action verbs are. How do these action verbs help provide detailed instructions?
Joint/Guided:
Blow up images of Wombat Stew on the interactive white board. Discuss the steps undertaken to locate
action verbs. Highlight as a class the different action verbs used in the text. E.g The verb tells me what is
happening. It acts on the subject. I am going to look for the subject in the sentence first, and then highlight
what it is doing.
W & R
Independent:
Students highlight action verbs on remaining pages and record in books.
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Assessment Through classroom observation and marking of student workbooks teacher will be able to identify if students
can confidently locate and identify specific action verbs in literary texts.
ELL support Activity initiates students prior knowledge of concepts of cooking. This leads to explicit teaching of the
concepts in greater detail. By following the steps with teacher direction the students are scaffolded into finding
out action verbs.

Lesson Plan: Lesson 3- Further detail: Appendix 3
Lesson aims Students will transform simple action verbs into effective action verbs to make writing more succinct.
Grammar and language Changing simple verbs to effective verbs- dropped= discarded, released, abandoned, discharged, expelled.
Teaching/ learning strategies R & V
Jumbled sentences:
Students have sentences of Wombat Stew cut up with the verb singled out. Students put each sentence in the
correct order.
Modelled:
Read Wombat Stew.
W & R
Guided/Joint:
With the action verbs from the previous lesson students use a thesaurus to change the simple verbs into
effective verbs. E.g. We have the word dropped. What is another term that we can use instead of dropped to
make the verb more effective. Can we say the emu discarded the feathers in the stew? Why/ why not? Complete
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some with class then students complete the remaining words individually.
Independent:
Students create a crossword or find-a-word and swap with a partner. E.g. the word is jump- word to be found
can be plunge, hurdle, spring, pounce; ensure students have provided a clue as there may be many words that
fit into that category.
Assessment Through students workbooks teacher will be able to observe if students are able to confidently change and
utilise simple action verbs into effective verbs. This also provides a source for the teacher to refer back to when
writing reports.
ELL support The use of pictures accompanying the text help students follow the logical sequence of the poem.
By using explicit practices and detailed questioning students will be able to comprehend how to find different
language terms. The teacher will scaffold a close passage providing a starting point for students.

Lesson Plan: Lesson 4 -further detail: appendix 4
Lesson aims Intellectual practice 3: Students will record the events in the correct order from a text by changing the past
tense action verbs.
Grammar and language Past tense action verbs- use of past tense verbs to sequence the events that occurred.
Past tense action verb- stir-stirred, crack-cracked, mix-mixed, sweep-swept.
Teaching/ learning strategies W & R
Guided:
Using the words from the word wall change the action verbs into past tense. Teacher demonstrates how to
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change a few word by adding ed or reviewing with students words that they are already familiar with. E.g. We
have the word crack. What is the past tense of crack? Cracked. Yes we added ed to the end. Note: some words
do not follow the rule of adding ed. Students should use a dictionary to double check their answers.
Students complete the remainder of the words.
R & V
Shared:
As a class, students read the poem Cut Out Cookies. Teacher has prepared image with each cooking action.
Once the action is called a student hold the action up to the class.
W & R
Independent:
Students highlight action verbs found within the poem. Students add these to a word bank into their books.
Students then transform these words into past tense (by adding +ed) and add them to the previous word bank.
Self reflection:
Students write a short statement to justify why certain grammatical features are used in certain texts to create
meaning.
Assessment Students will be formally assessed based on their self reflection of being able to justify the needs of correct
grammatical features in certain text in order for them to create meaning. Students answers should incorporate
action verbs, past tense and clear instruction in their answers.
ELL support ELLs are supported through explicit teaching and step by step direction. There is also a chance for students to
continually refer back to the word walls. The images used accompanying the text also connect the meaning of
words for students.

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Lesson Plan: Lesson 5- further detail: appendix 5
Lesson aims Intellectual Practice 2, 4 and 7: Students will correctly utilise past tense verbs in their writing and correctly self
edit any mistakes that may occur.
Grammar and language Writing events in sequential order using past tense action verbs.
Time sequence language- firstly secondly finally
Teaching/ learning strategies R & V
Timeline:
Students create a timeline with cut up sentences from the poem Cut up Cookies.
W & R
Joint:
Review with the students time sequence language. Note: Students have prior knowledge of time sequence and
this is just to refresh their memories.
As a class, jointly construct a written step by step text of the events that occurred in the poem. Incorporate
changing simple verbs into effective verbs. E.g. Firstly, an egg was cracked into a large mixing bowl. Is there
a stronger word that we can use in place of cracked? Okay Firstly, an egg was broken into a large mixing
bowl. What word would we use now to signify next?
Editing:
Once the text is complete, students self edit the final copy. Students deconstruct the text, highlighting the action
verbs that were used and if they were used correctly.
Assessment Through students being able to self edit their work; the teacher will be able to distinguish the students who
require further explanation of action verbs. This assessment will lead to targeted language and showcase where
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students new knowledge is leading them in their independent writing.
ELL support Students are supported through the use of metalanguage and direct scaffolding as it makes it clearer for
students to understand the type of language being used.













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Appendix 1
NSW English K-10 Syllabus: Stage 3
Outcomes Content Learning Activities
Objective A: Communicate through speaking, listening, reading, writing, viewing and representing
EN3 1A: Communicates
effectively for a variety of
audiences and purposes using
increasingly challenging topics,
ideas, issues and language forms
and features
Understand that strategies for interaction
become more complex and demanding as
levels of formality and social distance
increase (ACELA1516)
Discuss and experiment with ways to
strengthen and refine spoken texts
Students in pairs, describe to their partners how to
construct a paper plane. Once students complete
this activity, as a class, discuss the difficulty and
benefits of using precise instruction.
E.g. what problems did they encounter?
What worked well?
What language did they use?

EN3 3A: Uses an integrated
range of skills, strategies and
knowledge to read, view and
comprehend a wide range of texts
in different media and
technologies
use comprehension strategies to interpret and
analyse information and ideas, comparing
content from a variety of textual sources
including media and digital
texts (ACELY1703, ACELY1713)
Students watch Telmo and Tula : Vanilla ice
cream recipe, little cooks cartoons twice.
Students create a progressive brainstorm of the
cooking action verbs that they encountered.
Objective B: Use language to shape and make meaning according to purpose,
audience and context

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Appendix 2
NSW English K-10 Syllabus: Stage 3
EN3 5B: Discusses how
language is used to achieve a
widening range of purposes for a
widening range of audiences and
contexts
identify and discuss how own texts have
been structured to achieve their purpose and
discuss ways of using conventions of
language to shape readers' and viewers'
understanding of texts
Using the iPads, students will record themselves in
pairs in retelling the steps that they encountered in
the video clip, using their word walls to produce
correct language.

Outcomes Content Learning Activities
Objective A: Communicate through speaking, listening, reading, writing, viewing and representing
EN3 3A: Uses an integrated
range of skills, strategies and
knowledge to read, view and
comprehend a wide range of texts
in different media and
technologies
analyse how text structures and language
features work together to meet the purpose
of a text (ACELY1711)
recognise how grammatical features help to
build meaning in texts
Discuss with students what type of language was
used in the text.
EN3 4A: Draws on appropriate
strategies to accurately spell
familiar and unfamiliar words
when composing texts
understand how to use banks of known
words, word origins, base words, suffixes
and prefixes, morphemes, spelling patterns
Teacher gives students pictures of cooking actions.
Students are then to connect those images with the
correct cooking term.

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Appendix 3
NSW English K-10 Syllabus: Stage 3

Outcomes Content Learning Activities
Objective A: Communicate through speaking, listening, reading, writing, viewing and representing
EN3 1A: Communicates
effectively for a variety of
use appropriate metalanguage to identify
and describe relationships between and
With the words that students have found from the
previous lesson, they use a thesaurus to look up
and generalisations to learn and spell new
words, for example technical words and
words adopted from other languages
Objective B: Use language to shape and make meaning according to purpose, audience and context
EN3 5B: Discusses how
language is used to achieve a
widening range of purposes for a
widening range of audiences and
contexts
identify and discuss how own texts have
been structured to achieve their purpose and
discuss ways of using conventions of
language to shape readers' and viewers'
understanding of texts
recognise the techniques used by writers to
position a reader and influence their point
of view
As class go through and highlight action verbs that
occur in the text. groups and hand out one to two
pages of the text. In the group students will
highlight the remaining words and record in their
books.
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Outcomes Content Learning Activities
audiences and purposes using
increasingly challenging topics,
ideas, issues and language forms
and features.
among texts synonyms to make those action verbs more
effective.

EN3 3A: Uses an integrated
range of skills, strategies and
knowledge to read, view and
comprehend a wide range of texts
in different media and
technologies
understand how texts vary in purpose,
structure and topic as well as the degree of
formality (ACELA1504)
analyse how text structures and language
features work together to meet the purpose
of a text (ACELY1711)
The sentences that are cut out are broken off with
the verb singled out. Students then create sentences
using the verbs to connect with corresponding
sentences.
EN3 4A: Draws on appropriate
strategies to accurately spell
familiar and unfamiliar words
when composing texts

understand how to use banks of known
words, word origins, base words, suffixes
and prefixes, morphemes, spelling patterns
and generalisations to learn and spell new
words, for example technical words and
words adopted from other languages
(ACELA1513, ACELA1514, ACELA1526)
Crossword or a find a word for in their word bank
and have a partner complete it.

Appendix 4
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NSW English K-10 Syllabus: Stage 3

Outcomes Content Learning Activities
Objective A: Communicate through speaking, listening, reading, writing, viewing and representing
EN3 2A: Composes, edits and
presents well-structured and
coherent texts
understand and appreciate the way texts are
shaped through exploring a range of
language forms and features and ideas
Teacher will demonstrate how to change verbs to
past tense by usually adding ed to the end. This
demonstrates to students the value of using past
tense webs on texts.
Students transform these action verbs into past
tense found in the poem Cut Out Cookie.
EN3 4A: Draws on appropriate
strategies to accurately spell
familiar and unfamiliar words
when composing texts

understand how to use banks of known
words, word origins, base words, suffixes
and prefixes, morphemes, spelling patterns
and generalisations to learn and spell new
words, for example technical words and
words adopted from other languages
(ACELA1513, ACELA1514, ACELA1526)
use morphemic, visual, syntactic, semantic
and phonological strategies, eg recognition
of letter patterns of words, when composing
texts
Students then individually highlight the action
verbs in the poem Cut Out Cookies.
Teacher will demonstrate how to change verbs to
past tense by usually adding ed to the end. This
demonstrates to students the value of using past
tense webs on texts.

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Outcomes Content Learning Activities
Objective B: Use language to shape and make meaning according to purpose, audience and context
EN3 5B: Discusses how
language is used to achieve a
widening range of purposes for a
widening range of audiences and
contexts
identify and discuss how own texts have
been structured to achieve their purpose and
discuss ways of using conventions of
language to shape readers' and viewers'
understanding of texts
Students will write a short statement justifying
why certain grammatical features are used in
certain texts to create meaning.

Appendix 5
NSW English K-10 Syllabus: Stage 3

Outcomes Content Learning Activities
Objective A: Communicate through speaking, listening, reading, writing, viewing and representing
EN3 2A: Composes, edits and
presents well-structured and
coherent texts
understand and appreciate the way texts are
shaped through exploring a range of
language forms and features and ideas
understand that cohesive links can be made
in texts by omitting or replacing words
(ACELA1520)
Students will create a timeline with cut up
sentences from the poem Cut up Cookies by
placing them in the correct order. Students draw up
images that go with each sentence. With the teacher
students review time sequence language and past
tense action verbs and when they are used in texts.
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Outcomes Content Learning Activities
EN3 4A: Draws on appropriate
strategies to accurately spell
familiar and unfamiliar words
when composing texts

understand how to use banks of known
words, word origins, base words, suffixes
and prefixes, morphemes, spelling patterns
and generalisations to learn and spell new
words, for example technical words and
words adopted from other languages
(ACELA1513, ACELA1514, ACELA1526)
While jointly constructing the text teacher
continuously refers to the use of technical language
and past tense action verbs.
Objective B: Use language to shape and make meaning according to purpose, audience and context
EN3 5B: Discusses how
language is used to achieve a
widening range of purposes for a
widening range of audiences and
contexts
identify and discuss how own texts have
been structured to achieve their purpose and
discuss ways of using conventions of
language to shape readers' and viewers'
understanding of texts
compose more complex texts using a
variety of forms appropriate to purpose and
audience
recognise the techniques used by writers to
position a reader and influence their point
of view
As a class, jointly construct a written step by step
text of the events that occurred in the poem.
Students are encouraged to use write in past tense.
EN3 6B: Uses knowledge of understand that language is structured to Students self edit the completed text. Deconstruct
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Outcomes Content Learning Activities
sentence structure, grammar,
punctuation and vocabulary to
respond to and compose clear and
cohesive texts in different media
and technologies
create meaning according to audience,
purpose and context
understand that choices in grammar,
punctuation and vocabulary contribute to
the effectiveness of texts
joint construction with the class by highlighting the
action verbs that occurred in the text and if they
have used effective past tense action verbs
correctly.











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Cathey, A. (2013). Cut out cookies. Retrieved from http://www.scrapbook.com/poems/doc/33977/211.html
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NSW Government, department of education. (2011). Naplan 2011 teaching strategies. Retrieved from http://www.schools.nsw.edu.au/learning/7-
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