Text Grammar and Writing in the Primary School - Assignment Example

Text Grammar and Writing Name Institution Date Assessment 3 - Portfolio Template PART A – SELECTED TEXT AND TEXT ANALYSIS (marking criterion 1) List your selected text here. Make sure you reference this accurately so a teacher implementing your plan can locate it. Knowledge about text, language and image Text analysis – context (marking criteria 2, 3) Text type The text is a feature article addressed to all education stakeholders (closing the gap in order to improve educational outcomes of Indigenous Australians). In particular, the text is addressed to the government and other individuals who handle education within Australia. It is written within framework improving education status of the disadvantaged groups and in this case indigenous Australians who have not been able to attain educational levels like other Australians. The text realized the need to level out education for indigenous Australians in order to improve their education outcomes. The text also realizes the need to improve literacy and numeracy rate for aboriginal children. To achieve this, the text suggests that education sector needs more funds. Proper interpretation of this text necessitates an awareness of other educational aspects. However, the text presents noteworthy challenges to readers with inadequate literacy. Social purpose The social purpose of the text is educational with an aim of improving education for the indigenous Australians who seems to lag behind when it comes to education. This means that the social purpose for the text is to highlight the need to have equal access to education in order to ensure all children regardless of their ethnic group acquire proper education. The text imposes an obligation to readers and the targeted audience such as government to come up with strategies to ensure inequalities in education between Australians and indigenous Australians are addressed by closing the gap that is currently in existence. Field Field refers to topics and actions that are expressed by the language. The text communicative purpose is to close the educational gap between indigenous Australians and the rest of Australian population. The text also offers social processes educational recommendation which is recommending educational strategies to the relevant audience such as the government by giving information strategies such as providing more funds in education sector. The social action of the text is to inform and persuade education stakeholders in Australia to develop strategies and means to improve education level for indigenous Australians by closing the gap. The text imposes an obligation to the relevant authorities to ensure that the educational gap for the aboriginals and indigenous Australians is closed. Tenor Tenor refers to the construction of the relationship between the writer and the reader. Tenor in this text is educational expert and educational stakeholders. There is an equal power between the writer and the audience of the text. This is evident where the writer has assumed authority on the part of making suggestions on what should be done to ensure the gap in educational level of indigenous Australians is closed. The writer also assumes authority and expertise in the text by illustrating examples and statistics on how wide the gap is. Generally, there is unequal hierarchy here the writer is the expert while readers are novices in this particular information. The speech role entails information giver and information receiver where the writer is the information giver and audience (educational stakeholders in Australia) is the information receiver. In regard to the distance, there is no specific relationship between the author and the readers. For interactant, it include the experts and the audience who include educational stakeholders in Australia as well as the interested public, in particular indigenous parents with children in public schools, as well as some groups of special concern who might be impacted by the information in one way or another, for example teachers. Mode The medium used in the text is written, print, prose set-up with photographic presentation. On the other hand, turn-taking in this text involves monologue between unequal participants. The rhetorical mode for the text involves persuasive mode where the writer is attempting to persuade the targeted audience to come up with strategies to ensure the current gap in educational scale of aboriginals is closed. The writer attempts to persuade readers by providing statistics and evidence to show that indeed there are gaps in education when it comes to aboriginals and indigenous Australian children. In addition, the symbolic organization of the text involves the practical purpose oriented to the field of educational and public interest. The text is accompanied by other visual modes and photographs of aboriginal student who is ready and determining to take part in closing the existing educational gap among aboriginal children. In particular, the photograph of an 18 year old aboriginal girl in a library surrounded by books is aimed at attracting the attention of readers by emphasizing the importance of coming together to ensure the educational gap is closed. In particular, the photo clearly captures readers’ attention. Analysis of text structure and features (marking criteria 4, 5) Text structure Stages/Phases Text Annotations Title To display the purpose of the text Closing the Gap: Teenager driven to improve educational outcomes of Indigenous Australians Introduction Introduces readers to the text by providing brief illustration of what the text contains PHOTO: Tarni Rigney is following her family's footsteps into teaching. (ABC News: Nicola Gage) RELATED STORY: Australia is failing to close the gap on Indigenous disadvantage RELATED STORY: 'Not far enough': Turnbull addresses Closing the Gap findings MAP: University of South Australia 5000 Body Provides detailed information for the text including photo illustrations Language and image features for explicit teaching focus (marking criterion 6) Emotive Lnguage Persuasive language Photographs Emotive and persuasive language has been used throughout the text. The article uses repetitive emotive and persuasive language in order to engage readers and convince them on the importance of closing educational gaps for indigenous Australians. For example, the text repeatedly emphasizes on the importance of ensuring there are equitable educational standards. The repetition gives emphasis on the significance of closing educational gaps and encourages readers to remember the key points. In addition, photos have also to make readers relatable to the audience and allows readers to connect to the text and evoke familiarity and respect. PART B – UNIT PLAN (2) Unit overview (marking criterion 7) Title Indigenious Children Learning area Cultural aspects Stage/Year 6-8 Duration One Term Writing Educational Reading Books, journal articles Language focus Aboriginal, photographs Class profile 10 boys and 15 girls Non indegenous and indegenous students student interests and engagement in literacy - students' strengths and weaknesses - what they already know special needs to be accommodated Curriculum content Student will gain understanding regarding the significance of indigenous cultures The unit will clarify the relationship between non-indigenous and indigenous groups in Australia as well as governments and international organizations Students will be informed about the rights of indigenous individuals and the responsibility of the government to close the existing gaps and protect them Obstacles that indigenous students face will be explored Assessment overview The existing disparities and gaps between indigenous and on-indigenous people in Australia The importance of indigenous students obtaining equivalent education as non-indigenous Why indigenous student should take part in the same educational activities and achievements as the non-indigenous To what extent does culture influence educational choices and achievements To what extent does culture influence participation of indigenous students in educational activities? What are the main causes of the existing educational gaps between the indigenous and non-indigenous Australian students? Which efforts should the government and other relevant agencies play in ensuring that there is equal access to education for both indigenous and non-indigenous Australia? Assessable Elements Knowledge and Understanding Students display perceptive knowledge and understanding for reasons why there are educational gaps between indigenous and non-indigenous Australian students and factors that hinder education achievements for indigenous students. This will be achieved by students being able to clearly identify the notable differences and gaps between aboriginals and non-indigenous in school and even in their neighborhoods. Application of the learned core components Students can expansively demonstrate an insightful understanding of the application of the core elements learned in class and creative application of instructions regarding strategies to combat existing educational gaps Application of effective communication Students can skillfully display application of effective communication to a comprehensive scope when presenting their class activities to the classroom by clearly stating the elements Effort & Behavior Students have exceptional participation in all lessons through listening, following instruction, participating in class activities and encouraging fellow students to participate Reflecting Students demonstrate perceptive reflection on the significance and the inclusion of indigenous knowledge and the importance of closing the existing gaps by completing the whole booklet with high level of language components utilized throughout the teaching period. Outcomes Students will respect fellow students through exposure to a way of life that varies from their own Students will advocate for the rights of aboriginals Students will realize the impact of government’s decisions on indigenous groups and communities Sequence of teaching and learning activities Summary of the teaching and learning sequence (marking criteria 8-10) Building the field Learning Experiences, Teaching Styles & with links to the Productive Pedagogies Topic of indigenous people is introduced to students Teacher discusses the key component s involved in indigenous people Students discuss in groups the significance of recognizing indigenous culture and the importance of making sure they have equal access to education Literacy and numeracy skills are highlighted within all lessons to show how to use the skills in daily life Assessment details are introduced The basis for the assessment will be on understanding of the indigenous culture, they challenges they face and how these challenges can be addressed Modelling / text deconstruction Engage Students explore and discuss different cultures among the aboriginals Students will discuss how the culture have affected the aboriginals Students will be given narrations and story books to read about indigenous people and different challenges that they face. This will expose students to challenges that aboriginals face as well as present them with an exemplar Students will brainstorm various strategies that should be implemented to ensure that the challenges that aboriginals face such as gaps in education are addressed Joint construction Explain Students’ knowledge on indigenous culture will be reviewed Students will be arranged in groups and apply constructive criticism regarding different challenges that indigenous face and how these challenges can be solved In their groups, students will create that deepen their knowledge for instance on how the government can implement strategies to tackle gaps in the education sector among aboriginals Students will decide the suitable strategies that should be integrated within the educational systems to increase participation of aboriginals in education Students will self-reflect and examine their individual knowledge of aboriginals and indigenous people and their attitudes towards the indigenous people Independent construction Evaluate Students will prepare a speech that will present their knowledge in indigenous people Literacy and numeracy skills will be highlighted in all lessons to indicate the usage of skills in daily life Students will also make presentation regarding various challenges that indigenous people face and how these challenges can be addressed In groups, students will reflect on their performance and take into consideration any required changes or improvements that should be made Students will examine all the strategies that should be implement to close the gaps in indigenous people and discuss the key essential fundamental within their reflections regarding indigenous people Teachers will provide formal and informal feedback regarding the progress of the students throughout the unit. This will be done formally on the assessments that are handed to the teacher, along with verbal feedback done informally. PART C – LESSON PLAN (marking criteria 11-14) Lesson plan Learning area: Indegenous people Stage/Year/Class: Lesson aim: Students understand indegenous culture, difficultes and challenges and how these challenges and difficultues can be addressed Syllabus outcomes: Students know indegenous culture Students identify challenges facing indegenous people Students identify the role of government in tackling challenges facing indegenous people Students identify various strategies to address educational gaps facing indegenous students Assessment: Classroom presentations Group presentations Exam assessment Time Lesson stages Teaching strategies and learning activities (including adaptations) Class organisation Resources Week 1 & 2 Week 3 & 4 Week 5 & 6 Students will be asked to define the word “indigenous”. Answers may encompass: authentic, local, traditions etc Students should list characteristics and traits associated with indigenous people. The aspects that will be covered will include how indigenous people look and behave like; where indigenous people live; and if they personally know any indigenous people Handouts will be distributed to students to read and answer questions in written responses and in group discussions as well Students should explain the term “indigenous” and ask students if they have a clear definition what an indigenous individual is. Notes Currently, there is no official definition of indigenous. Taking into account the diversity of indigenous persons, the United Nations is of the view that it is more practical to identify instead of defining indigenous persons. The basis of the modern understanding of the term “indigenous” is on: self identification of indigenous individuals at the personal level and acceptance by the society as one of them. Indigenous people perceived as people with chronological continuity with pre-colonial societies and have strong connection to territories and neighboring natural resources. They are also considered to have varying social, economical and political structure. In addition, they have different language and cultural beliefs. Indigenous people are also determined to maintain and reproduce their ancestral environments as well as systems as distinguishing peoples and communities. All these characteristics have contributed in one way or another in widening the gaps between the indigenous Australians and non-indigenous. Week 3 & 4 On the board, the following terms will be written: “traditional culture and modern society”. Students will be asked to list the word that come into their minds after hearing these terms. The response of students will be recorded under every world Students will be asked to explain the difference between traditional culture and modern society and their answers will be recorded on the board Students will be asked to reflect if indigenous people experience any difficulties when living their traditional lifestyles. Students will also be asked to list the problems indigenous people face Students will be asked if they are aware of globalization and what the term means. Student’s responses will be listed on the board. Students will be explained that globalization refers to the cross-border movement of individuals, ideas, technology, information, goods and money across the world. The globalization brings in inter-linking and many changes within the living conditions of people as well as changes their perceptions due to the opportunities globalization presents In this regard, students will be asked to note the impact of globalization on indigenous people and what can be done to ensure that indigenous persons have become part of the mainstream society and at the same time preserve their cultural heritage. Week 5 & 6 Present to students different handouts on challenges that face indigenous people Present to students the convention of children’s rights that stipulates that indigenous children should not be denied their rights within the community within other members Explain to the students how children’s rights for aboriginal children are not being fulfilled due to the existing gaps in so many sectors including health and education Ask the students to list the evident gaps in educational sector especially when it comes to indigenous Australians Ask students to list if they have come across indigenous students and also to list some of the problems and challenges they might have indentified and noticed in these children Students will be grouped in into groups of five students Evaluation Marking rubric will be used in assessing students Students will be encouraged to reflect on their learning and share what they have learnt PART D – REFERENCES AND RESOURCES (marking criterion 15) Resources Indegenous Culture Information Handouts Indegenous Culture Group Focus Questions  Marking Rubric  Websites on Identifying Text Structure: Literacy Matters: Text Structure http://www.literacymatters.org/content/text/intro.htm#geninfo Text Structure Resources http://www.literacyleader.com/?q=textstructure Text Structure http://forpd.ucf.edu/strategies/strattextstructure.html Structural Clues in Nonfiction - PDF http://www.eastsideliteracy.org/tutorsupport/documents/HO_StructuralClues.pdf References Adam H & Harper L. (2016). Assessing and selecting culturally diverse literature for the classroom. Practical Literacy. 21(2). Akhondi, M., Malayeri, F. A. and Samad, A. A. (2011), How to Teach Expository Text. Structure to Facilitate Reading Comprehension. The Reading Teacher, 64: 368-372. doi: 10.1598/RT.64.5.9 Derewianka, B & Jones, P. (2012). Introduction to a teaching learning cycle' In: Teaching language in context / Beverly Derewianka, Pauline Jones. South Melbourne, Vic. : Oxford University Press. Fleer, M., & Raban, B. (2005). Literacy and numeracy: A review of the literature. New York: Department of Education, Employment and Workplace Relations. Siraj-Blatchford, I & Taggart, B. (2009). Supporting identity, diversity and language in the early years. Buckingham, UK: Open University Press. Read More