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A Unit of Work: Harmony Day Year 4/5. Content. Unit focus / cohort….…………………………………………… 3 Rationale/Objectives………………………………………….... 4 Student Engagement…………………………………………... 5 Assessment……………………………………………………... 6 Pedagogy ……………………………………………………….. 7
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Content Unit focus / cohort….…………………………………………… 3 Rationale/Objectives………………………………………….... 4 Student Engagement…………………………………………... 5 Assessment……………………………………………………... 6 Pedagogy ……………………………………………………….. 7 Task Components ……………………………………………… 8 Lesson 1 ………………………………………………………… 9 Resources Lesson 1……………………………………………. 10 Lesson 2…………………………………………………………. 11 Lesson 3…………………………………………………………. 12 Resources Lesson 3…………………………………………..... 13 Lesson 4 ………………………………………………................ 14 Resources Lesson 4 ….. ………………………………………. 15 Lesson 5 …………………………………………....................... 16 Resources Lesson 5 ………………………………………….... 17 Lesson 6 …………………………………………....................... 18 Resources Lesson 6 ………………………………………….... 19 Lesson 7 …………………………………………....................... 20 Resources Lesson 7 ……………………………....................... 21 Lesson 8..…………………………………………..................... 22 Lesson 9………………………………………………………….. 23 Lesson 10 ……………………………………………………….. 24 Additional Resources …………………………………………... 25
Unit Focus / Cohort • The main focus of the Harmony Day unit is to develop the skills needed to create a procedural text in form of a recipe to be published on the school/class website. • This year 4/5 class consists of 14 male and 12 female students. Only three students are from an ESL/D background. All three students are orally fluent but lack familiarity with text types and their application using Standard Australian English. *Image viaBing
Rationale The world is getting smaller. For students in Australia the likelihood of sharing their community with people from very diverse backgrounds is far higher than it was 50 years ago. They are also far more likely to travel and encounter many different cultures during their life-time. In order to be successful in creating and maintaining relationships within their community, children require a variety of capabilities, ranging from written and oral communication to showing respect and empathy to people from various backgrounds and walks of life. Objectives This unit was created predominantly to support ESL/D students in a year 4/5 class to develop oral and written language skills which will enable them to create a procedural text. In order to create the text students will first have to understand the purpose of the text, they will have to identify the different types of information contained in the text, including structure and language devices. Then they will apply their newly learnt skills in an authentic context by publishing their texts and sharing them with their community. These skills also translate to creating a poster of dishes for display on Harmony Day. The second aspect of this unit addresses the intercultural aspect outlined in the General Capabilities in the Australian Curriculum . Students will be encountering foods from different parts of the world. They will learn about their origins and the significance to that particular culture, by investigating how and when the food is eaten. By being exposed to these facts, the students will develop a better understanding of the traditions of other cultures and start to value each contribution. *Image viaBing Lawes, A, s215652, ELA201,S1/13-A2
Student Engagement Students will receive a class e-mail from the Principal informing them about the upcoming ‘Harmony Day’ in the school. The principal will ask the students to find/create foods that are special to them and their culture. The principal will ask them to publish these recipes on the school website. In addition the class is asked to produce posters to advertise the foods on offer at the open day. The posters need to be visually inviting and include the prices and ingredients of the dishes to ensure visitors can make safe and informed choices. *Image viaBing
Assessment • Students produce a procedural text to add to the class/school website in the form of recipes. • Students will conduct a test online based on procedural text. • Formative assessment will be conducted throughout the unit embedded in classroom activities *Image viaBing
This unit will be taught using an experiential approach. Teaching will take the form of exploratory acitivities, based on constructivist principles and based on a social view as outlined by Ljungdahl and March (2010). Establishing a focus for the learning sequence and identifying a final goal to work towards will motivate students and keep them engaged. Lessons will be dissecting the task and each element will be taught explicitly by exploring a multitude of resources for the students to compare and contrast. Students will have the opportunity to work as individuals, in groups and as a class. *Image viaBing *Image viaBing
Resources Lesson 1 Categories for Classifying: Entertainment Instruction Information Explanation Descriptive Persuasion Text types *Video by pennlibraries via YouTube
Resources Lesson 3 Mars Bar Cake Get some mars bars and some butter and some rice krispies. Put the mars bars in the big pan. Cut up the mars bars before you put them in the big pan. Weigh out the butter, put in pan with mars bars. Turn on the heat. Wait till it’s all goooey. Add the Rice krispies and stir like the wind. Put into a tray and put in the fridge. Don’t forget to grease the tray before you add the mixture otherwise it sticks really hard and you can’t get it out. Delicious ! *Video by Send a Cow via YouTube *Image viaBing *Image viaBing
Resources Lesson 5 R2 R1
Resources Lesson 6 Lawes, A, s215652, ELA201,S1/13-A2
AdditionalResources Reference: Ljungdahl, L. & March, P. (2010). In G. Winch, R.R. Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing & children’s literature (pp.257-270).Melbourne: Oxford University Press.
