ECL310 - Multiliterate Learners In Middle Years Environments

AT2 – Poster Rationale for literature Scope/Sequence

Alanah Knight (211396067)

Chosen Text: ‘The Rabbits’ Teaching Approaches/Principles: Assessments:

‘The Rabbits’ by John Marsden and Shaun Tan has been chosen for
a grade 4 class Literature unit. A frontloading sequence will build The purpose of the ‘frontloading’ section is building excitement towards
student cultural capital and excitement for the theme and message reading the text. Lessons in this section build thematic understanding of the
of the text. The text will be read in an explicit teaching session, text ensuring learners have acquired a background of knowledge to deeply
followed by a range of activities formulated from the text, that
interpret the text. Winch et al. (2006, p.496) describe this learning as ‘peeling
enhance learner knowledge of critical literacies. Finally, students
work in collaborative groups to plan, design and present a multi-
back the layers’ of a text. On the surface ‘The Rabbits’ has a ‘simple
modal response to the text, demonstrating deep understanding of narrative’. Deeper it also has the effects of European settlement (unwritten
the themes within the unit. but evident layer), Deeper again are the powerful images of control, and the
mode of text delivery, evidenced by the enormous boat, and the way ‘They
The text is appropriate for the literacy needs and interest of middle stole our children’ is written on flags. Another is the powerful emotion
years students, as it holds vast noteworthy content, from it’s underlying everything, evidenced by the way the ending trails off ‘who will
powerful images to the underlying historical references and save us from the rabbits’. This leaves the sense the text is ‘unfinished’.
messages the author has purposefully interwoven. Students in level Reconciliation is a goal we can all strive for. These layers are unpacked
4 are developing understanding of Australian history, and the
through critical literacy approaches within the sequence such as considering
impact of European settlement on Indigenous people, therefore this
‘Authors intent’ (Appendix C, 5) and hearing the illustrator describe images
valuable text is able to span the curriculum, from English, History
inclusive of the important cross curricular priority ‘Aboriginal and within a video (Appendix C,6). Frontloading activities include ‘choices’ for
Torres Strait Islander histories and cultures’. student mode of meeting the success criteria, for example (Lesson 3) they
may choose to either sequence with images, or write a list of ‘10’ things the
Learners deserve an accurate representation of history, and European settlement, and this Rainbow Serpent did’. Searching ‘place names’ is open ended and students
text may facilitate their natural questions about the true nature of first contact. The text
may search names familiar to their communities. Deray and Simoff (2012)
allows learners to unpack a variety of elements that support development of critical
conclude open ended activities enhance engagement.
literacies. The text has immense learning potential, and a variety of activities and ‘choices’
within lessons allow learners to all engage and interact with the text for the purpose of
learning. Explicit teaching segment follows. This section builds on, by bringing new
ideas to the themes that learners were previously exploring. These ‘new
The text will be read in class, and will also be available as a ‘class set’. ideas’ are inspired by the text ‘The Rabbits’, commencing this segment, and
is referred to throughout the remaining sequence. The text enhances
students cultural literacy by exploring Australia’s true history, in an appropriate
format for children. Winch et al (2006) describe this as important to
‘respecting’ the world of others’ that is shared by us all (p.536). Differentiation
in this section is facilitated through choices such as ‘Writing or drawing the
perspectives’ (Extended explicit activity), and through open ended tasks such
as the student collaborated effort devising ‘teamwork goals’ (Lesson 10).
Smith and Geil (2016) advocate for student choice in middle school literature
as ‘empowering’ and ‘motivating’ as students gain control over their learning.
The lessons build on the critical literacies explored in frontloading such as
‘language use, viewpoints, awareness of text positioning the reader and word
choice’ (Winch et al. 2006). This allows learners opportunities to practice
‘understanding author and word choice’ (Appendix D, Lesson 8-9). Students
build the skills they will be tested on at the end of the unit, for example the
collaboration and ICT skills (Appendix D, 10, 14). They are practicing, with
explicit guidance scaffolded by a range of resources self-created/sourced.
Assessment is prevalent throughout the Unit. The initial diagnostic assessment
for learners (Lesson one) allows the teacher to understand what students
already know, therefore adapting or planning the remaining sequence
accordingly. Learners are read the text ‘Storm is coming’ (Tekavek & Spengler
2002), before preparing a persuasive piece that addresses the key issues of the
text. Assessment is based on student comprehension of the text, content,
organisation, paragraph use, vocabulary, punctuation and spelling. Learners will
also be asked verbal questions assisting the teachers knowledge of their critical
literacy skills.
Formative assessment is heavy within the unit. This allows the teacher to see
specifically how students are meeting the expectations of the unit plan, and their
progress and readiness for the final multimodal response. Learners provide
written evidence of research, Using the created grid ‘Local place names’ or their
own names exploring the Aboriginal ‘Meaning’ (Appendix C, Lesson 2),
developing research skills within the unit theme. Other examples within
frontloading include ‘Sequencing or timeline's’ depending on student choice
aiding differentiation (Lesson 3), A ‘senses poem’ using the teacher created
resource as a scaffold explores textual depth (Appendix C, Lesson 4), and
Performance revealing two perspectives (Lesson 5) explores historical
knowledge. The creation of a multimodal text using teacher created scaffolded
PowerPoint (lesson 6) develops digital literacy skills for later assessment.
Assessment within the explicit phase begins with students choosing to either
‘write or draw’ perspectives within the text ‘The rabbits’ (Appendix D, Lesson 7)
demonstrating intertextual historical conceptualisation. Drafting and presenting a
‘final’ early Australia image (Lesson 8) demonstrates illustrative literacy. Up-
levelling a piece (choice) of their own writing (Lesson 9) develops ‘word choice’.
Production of group standards on large displays (Appendix D, Lesson 10)
engages collaborative expectations, and finally evidence they have planned and
collaborated for the multimodal response, allocation of tasks (Lesson 11).
A summative assessment informs report writing, and is an overall measure of
student growth throughout the sequence, particularly when measured against
the initial diagnostic test. The marking format of this assessment is a rubric
allows skill demonstration in the curriculum learned throughout the scope.
Learners will be assessed on their teamwork, presentation, production of ‘new
cover’ for The Rabbits, Additional chapter for ‘what happens next in the text’ and
the Teacher scaffolded research power-point detailing information on the
Author/Illustrator. Students have explicitly been learning and practicing skills
throughout the sequence while unpacking the text layers.

Finally, the ‘multimodal response’ allows students to demonstrate he skills References:

they have been exploring and explicitly taught and practicing. The final
lessons involve learners collaborating on items for presentation. There are no
new concepts being explored, only student’s demonstrating their ability to
A comprehensive list of
ACELT1605
(Literature)
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character
development and plot tension
meet the required outcomes. The learners digital literacy is a component,
through submission of their ‘PowerPoint’. Winch et al. (2006) assert ICT
references/Appendices attached
ACELT1602 Make connections between the ways different authors may represent similar storylines, ideas and relationships
(Literature)

ACELT1606
(Literature)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns.
demonstrates an ‘alternate context for text’ (p.536). The response is
differentiated through the various roles and tasks. It is scaffolded by
as a separate file, and can also
ACELT1794
(Literature)
Create literary texts by developing storylines, characters and settings.
templates, peer and teacher assistance. Students work together drawing on
each others strengths. Baines et al. (2017, p. 66) approves group work in be located at the conclusion of
English, for ‘enhancing autonomy, creativity, planning, sharing ideas and high
the Literature plan .
ACELT1603 Discuss literary experiences with others, sharing responses and expressing a point of view.

ACELY1697 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
level discussion’ while working.
ACELY1689 Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences.