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EDLA519 Assessment 2 Template 3 Language Demands

What spoken
language demands
will there be?

What listening
tasks will there
be?

What texts will


the students be
reading?

What written
text types will
there be?

Lesson 1: Teacher
(T) led discussion on
predicting what the
text could be about.
T reads the text.
Students (Ss) discuss
vocabulary that is
new to them.
T questions Ss on the
grammar, text
structure and
language features in
the text.
Ss work together in
their groups (playing
vocabulary games).
Lesson 2: T reads
the text.
Working in pairs, Ss
read the book to
each other, focusing
on fluency.
Ss provide feedback
to their partners on
their fluency.

Ss will listen to
the teacher read
the text.
Ss will listen to
each other as the
class discusses
what new
vocabulary needs
to be placed on
the word wall.
Ss will listen to
each other as
they work in their
literacy groups.

The words that


are placed on the
word wall in the
classroom.
New vocabulary
found in the text
and researched
via the Ss
working with
dictionaries.
Scrabble board
game.
Cards containing
the new
vocabulary.

Imaginative (the
text)

Using an ipad Ss
take turns
recording and
listening to each
other read the
text.
Ss listen to their
partners
feedback on
reading fluently.

Simpson and his


Donkey.

Imaginative

What aspects
of grammar will
the students be
expected to
use?
Whilst the text is
read, the Ss will
be concentrating
on grammar such
as adjectives,
verbs, adverbs
and nouns.
Looking at how
the author has
written the text
to appeal to the
reader.

What specific
vocabulary does
the topic require
students to know?

Ss are practising
fluency which is
achieved through
repeated oral
reading (Cox,
2015).
Using appropriate
punctuation is
important for
fluent reading.

Gallipoli, peninsula,
invasion, stretcherbearer, ancient,
wounded, pyramids,
Turkey, convoy,
shrapnel, rifles,
artillery, soldier,
snipers, dugouts.

Gallipoli, peninsula,
invasion, stretcherbearer, ancient,
wounded, pyramids,
Turkey, convoy,
shrapnel, rifles,
artillery, soldier,
snipers, dugouts.

EDLA519 Assessment 2 Template 3 Language Demands


Lesson 3: T selects
some Ss to read the
text to the class.
In pairs Ss discuss
questions that they
can ask Simpson
about his life.
Ss will question
Simpson (a
classmate pretending
to be Simpson) about
his life on the
battlefields of
Gallipoli.
Lesson 4 and 5
(combined lesson):
Working as a class
talking
collaboratively as a
letter is scaffolded.

Ss listen to you
tube clip Simpson
and his Donkey
The Donkey of
Gallipoli.
Ss listen to each
other as they
create questions
for Simpson.
Ss listen as
Simpson
answers
questions about
life at Gallipoli.
Ss will listen to
the teacher and
each other as
they discuss
ideas about
writing a letter.
The letter is to be
written to
family/friends in
Australia from
the perspective
of a person from
the battlefields of
Gallipoli.
Ss will listen to
their peers
reading excerpts
from the text.

Simpson and his


Donkey.
You tube clip:
Simpson and his
Donkey The
Donkey of
Gallipoli.

Imaginative

Despite being
born in England,
Simpson spent
time in Australia
so he may have
developed
Australian slang
or used colloquial
language when
talking.

Gallipoli, peninsula,
invasion, stretcherbearer, ancient,
wounded, pyramids,
Turkey, convoy,
shrapnel, rifles,
artillery, soldier,
snipers, dugouts

Ss will refer to
the text: Simpson
and his Donkey.
Smart notebook
file containing
information on
Gallipoli.
Information
scaffolded on the
whiteboard.

Imaginative and
informative (the
writing of a letter
from the
perspective of
someone at
Gallipoli back
home to
Australia).

Australian
colloquial
language from
the writers
perspective.
As they write
their draft letters
is it
grammatically
correct.

Gallipoli, soldier,
nurse, lieutenant,
homesick, trenches,
Australia,
concussion, artillery,
admiration, fierce,
battle-weary.

EDLA519 Assessment 2 Template 3 Language Demands

Lesson 6: T will
conference and
provide feedback to
the Ss who need
extra guidance in
writing their letters.

Lesson 7: Ss work
together in their
literacy groups. Each
group will review a
different text on
Gallipoli.
Ss will present to the
class what the text is
about and any new
vocabulary they have
found.
Lesson 8: Ss work in
literacy groups to
discuss questions
comparing
newspaper articles
that were written

Ss will listen to
teacher read
extracts from a
soldiers diary at
Gallipoli.
Ss who need
assistance will
listen to the T.

Ss will listen to
each other as
they work in their
literacy groups.
Ss will listen
when each group
presents the text
that they have
reviewed (each
group has a
different text).
Ss will listen to
each other as
they compare
and answer
questions about
the two articles.

Ss will be reading
their draft letters
written in the
previous lesson.
Ss will read the
notebook file and
the whiteboard
that contain
ideas of what to
include in their
letters.
The Red Poppy, A
Day to
Remember, The
Last Anzac,
Anzac Day,
Gallipoli and
Meet the Anzacs.

Imaginative (Ss
will be creating
their letters) and
informative (a lot
of information
contained in the
letter will be
based on facts
that they have
learnt about life
in Gallipoli).
Imaginative.

Colloquial
language
Grammar
including
adjectives,
nouns, verbs,
adverbs and
punctuation.

Gallipoli, soldier,
nurse, lieutenant,
homesick, trenches,
Australia,
concussion, artillery,
admiration, fierce,
battle-weary.

Language and
structure of
childrens fiction
books.
Grammatical
words such as
adjectives,
adverbs, verbs
and nouns.

Poppies, bravery
mateship, symbol,
officials, abuzz,
ceremony, bully
beef, fragments.

Two newspaper
articles about
Simpson from
1933 and 2013.

Informative text.

Text structure of
non-fiction texts.
Ss look at how
newspaper
articles were
written in 1933

Heroes, legend,
diminish, legacy,
historians, military,
Victoria Cross,
journey, examine.

EDLA519 Assessment 2 Template 3 Language Demands


about Simpson in
1933 and 2013.
Class discussion of
Ss findings.

Ss listens as class
discusses new
vocabulary.

and in 2013.

Lesson 9: Ss work in
their literacy groups
and discuss what
they discovered from
their research the
night before
(homework) between
the lives of the Anzac
soldiers and the
Turkish soldiers.
As a class Ss discuss
the similarities and
differences between
the two groups of
soldiers.
Lesson 10: T led
discussion on why
we have the Ode and
The Last Post.
T explains to Ss how
to complete a cloze
passage.

Ss will listen to
each other as
they work in their
groups and give
opinions on their
research findings.
Ss will listen to
their peers as
each group
discusses with
the class their
research findings.

Simpson and his


Donkey.
Web links
detailing the lives
of the Turkish
soldiers in the
Ottoman Empire.

Informative the
Ss will write their
findings in their
English books.

The Ss will be
identifying the
points of view of
both sides of the
war.

Ottoman Empire,
disease,
conscription,
Gallipoli campaign.

Ss will listen to a
you tube clip that
plays the Ode
and The Last
Post.
Ss will listen as
the T explains
how to complete
a cloze passage.

The Ode.
Cloze passage.

Imaginative.

Text structure of
the Ode.
When completing
the cloze
passage the Ss
have to check
that their
answers are
grammatically
correct.

Ode, The Last Post,


weary, condemn,
Lest We Forget.

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