This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
| Writer: | Peter Fowler |
| Year level: | Years 7-8 |
| Who are my students and what do they already know? | The students are in a mainstream Year 7 class. There is a broad range of language and academic abilities within the room. A number of students are operating at or above the national cohort in reading and writing There are some New Zealand born students who have below expected level literacy skills and there are seven English Language Learners (ELLs) who range in language ability, according to the English Language Learning Progressions, from Foundation to Stage 2. Identified student learning strengths and needs this sequence is designed to address. The students in this class had attended some Technology classes and therefore had an understanding that a sequence of steps needs to be taken in order to move through the design and construction process. Most students had limited knowledge of what was involved in developing a design brief. Most New Zealand born students had an understanding of what a lantern was and what it was used for. All of the ELLs understood what a lantern and its purpose was when the concepts and language were explained. Amongst the ELLs there was limited knowledge of the technology design process. Context knowledge and specific skills and understandings (i.e. content knowledge) Teaching a Technology unit in a mainstream classroom enabled all students to meet learning objectives in Technology and enabled the teacher to meet key ear 7 literacy learning objectives. |
Learning Outcomes(What do my students need to learn?) |
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| Learning area(s) | |
| Curriculum achievement objectives for: | Include level and objective(s) |
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Achievement Objectives Students will: Processes and strategies Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. INDICATORS:
By using these processes and strategies when speaking, writing, or presenting, students will: Purposes and audiences Show a developing understanding of how to shape texts for different purposes and audiences. INDICATORS:
Language features Use language features appropriately, showing a developing understanding of their effects. INDICATORS:
Structure Organise texts, using a range of appropriate structures. INDICATORS:
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Achievement Objectives Students will: Technological Practice Planning for practice Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. Brief development Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome. Outcome development and evaluation Investigate a context to develop ideas for potential outcomes. Trial and evaluate these against key attributes to select and develop an outcome to address the need or opportunity. Evaluate this outcome against the key attributes and how it addresses the need or opportunity. Technological products Understand the relationship between the materials used and their performance properties in technological products. Characteristics of technological outcomes Understand that technological outcomes are recognisable as fit for purpose by the relationship between their physical and functional natures. |
| Overall language and literacy learning outcomes Relevant Links to The Literacy Learning Progressions. When students at this level create texts, they:
They draw on knowledge and skills that include:
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Content Vocabulary construction, features, lantern, brief, design, tools, wire, scale, represent, unique, community, culture, neighbourhood, criteria, purpose, need, equipment, materials, Language Learning Vocabulary sentence, procedure, outcome, instructions imperative verbs: fold, crease, glue, cut, roll, staple, hold, etc modal verbs: should, must, have to, could, might, will Language learning Outcomes By the end of the unit students will be able to:
Pre Unit Teaching Activities Establish a vocabulary wall on the topic of lanterns before the unit begins. Each student will need to set up a learning journal on the topic of lanterns. Find photos of a variety of lanterns to display. Model - Think Pair Share, Shared Dictation and Dictogloss before the unit begins. (See reference list) |
Teaching and Learning(What do I need to know and do to meet the range of identified learning needs of my students?) |
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| 1-2 related professional readings or relevant research | Accelerating Writing Progress in Years 7 and 8 - Literacy Online |
| Learning task 1 | |
| Learning task 2 | |
| Learning task 3 | |
| Learning task 4 | |
| Learning task 5 | |
| Learning task 6-7 | |
| Learning task 8 | |
Assessment and Evaluation(What is the impact of my teaching and learning?) |
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| Assessment task(s), including
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| Learning Intention Task 1 We are learning to share ideas and information in complete sentences. |
Assessment Opportunities The teacher monitors groups as they make entries onto the lanterns posters. Particular attention should be given to ELLs. The teacher checks entries to lanterns journal. Students who are unable to complete the final tasks using complete sentences (note punctuation and grammar) are given additional opportunities to learn this. |
| Learning Intention Task 2 We are learning how to
We will use:
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Assessment Opportunities The teacher monitors pairs as they read the procedure and follow the instructions. Further procedural writing instruction and activities may be required. Refer English Language Intensive Programme Years 7-13. The teacher and students check the finished lanterns to see that the procedure has been followed. |
| Learning Intention Learning Task3 We are learning to:
We will: use precise verbs; use appropriate modal verbs when writing our brief (will, must, could, should). |
Assessment Opportunities The teacher uses the students’ lanterns journal to check:
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| Learning Intention Task 4 We are learning how:
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Assessment Opportunities Students complete lantern criteria sheet (Word 35KB) . The teacher monitors to check that the criteria have been matched to the design and construction features of the displayed lanterns or photos. Teacher checks students’ lantern journals to see that ideas for design are beginning to develop. Small group assistance may be required to encourage and support design ideas. |
| Learning Intention Learning Task 5 We are learning to:
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Assessment Opportunities The teacher monitors and checks use of The Lantern Construction Graphic Organiser (Word 28KB) . Students should have completed their design brief, construction criteria and equipment and materials list. Particular attention should be paid to students’ understanding of difference between equipment and materials. |
| Final Assessment Task Presentation of the finished lantern and completion of The Lantern Construction Graphic Organiser (Word 28KB) |
At the end of the unit student’s lanterns are given a peer and teacher assessment. Students must also complete the Lantern Construction Graphic Organiser. The teacher gives feedback on all sections. This is an opportunity to check students understanding of:
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| Tools or ideas which, for example, might be used to:
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Recording of learning intentions and lesson reflections in the student’s lanterns journal. Peer assessment. Completion of lantern construction graphic organiser Assessment against construction criteria. Teacher observation during whole class feedback on text analysis sessions. As mentioned above, further instruction on the Technology elements of the unit and associated language may be required during the sequence of lessons. |
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Published on: 09 Jan 2018
