100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

EDU30063 Teaching English

Assignment 2: Folio

INTRODUCTION:

In this comprehensive unit of work, we will explore the English curriculum for year 4 students through the

theme of the class novel ‘The Boy in the Dress’ by David Walliams. Creating this unit around a theme

strengthens teaching and learning experiences through a holistic approach to the English curriculum.

This unit explores all three English strands: Literacy, Language and Literature focusing on concepts and

content descriptors outlined in the Australian Curriculum (Australian Curriculum, Assessment and

Reporting Authority [ACARA], 2014). Through the literacy strand, students will develop their skills in

interpreting, analysing and evaluating text as well as creating texts. In the language strand, students will

enhance their phonics and word knowledge. Finally, in the Literature strand students will examine

techniques found in literature.

Students have fundamental prior knowledge of the previously mentioned skills from year 3. The skills

they come to year four with are the ability to infer and evaluate texts to describe settings and characters

and to make connections between texts and themselves. They have basic comprehension skills as well

as knowledge of different types of texts.

As students work through the lessons they will develop and build their skills and knowledge to better

prepare them for working and living in the 21st century.

LESSON 1
Comparing Dennis and students’
Lesson title: Year level: 4
favourite sports
Topic: English Duration of lesson: 45 minutes
Strands & sub-strands Content descriptions

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Use comprehension strategies to build literal and

Literacy – interpreting, analysing &
Curriculum inferred meaning to expand content knowledge,
links: evaluating.
integrating and linking ideas and analysing and
evaluating texts (ACELY1692)
Students background knowledge: What is your starting point – what do the students already know, what have they done before,
how does this lesson connect to or build on their existing knowledge?

Students have previously learnt how to build and infer meaning of text and how to evaluate and make
connections to them. Through this lesson they will build on this knowledge of making connections to
texts and characters.

Note: Consider the Australian Curriculum English Scope and Sequence.

Learning objectives: What will the students learn in relation to Teaching strategies: What strategies will you utilize in order
the key concepts from the content descriptions? to effectively teach the content?

Students will learn to link ideas through analysing  Worked example strategy.
and evaluating the text.
 Student-centred strategy
Learning intentions: What will the students learn?  think, pair, share

Students will learn how to link the text to their own

ideas and interests.
Success criteria: How will you know if they’ve learnt it?
Note: Refer to High Impact Teaching Strategies (HITS) and/or
Students will be able to differentiate between the Killen’s Effective Teaching Strategies. What pedagogical approach
will your teaching be grounded in?
similarities and differences between themselves
and the character.
Resources: What resources will you need to have prepared? Assessment: What assessment strategies will you implement?
How do these relate to the learning objectives? How will this
 Individual student whiteboards assessment contribute to differentiation and inclusion?

 teacher smart/whiteboard  Work samples – A copy of students work to

 Book- The Boy in the Dress by David review how they analysed the text and
Walliams compared it to their sport of choice.
 Blank paper for venn diagram
 template of a venn diagram
 writing pencils & whiteboard marker
Note: Consider both teaching and learning resources

Stage of lesson Approx. Pre-service teacher’s actions Student actions/tasks

time What specific teaching strategies and How will students participate actively within each
pedagogical approaches will the teacher apply stage of the lesson? How will they demonstrate
at each stage of the lesson? their learning?
Stage 1: 15 mins  Read The Boy in the Dress  Follow along in their book as
Introduction chapter 2 – Fat Dad to the the teacher reads.
Engage students and
establish the focus of class.  Write their own key points on
the learning.  Use the think, pair, share their whiteboards.
strategy to come up with key  Share their key points and
points about Dennis and listen to their partners key
soccer. Beginning with points.
students writing key points  Share their points with the
they heard in the book on class.
their whiteboard, then giving
them a minute to share with
a partner and then time to
share as a class.
 Write down key points of
soccer on the smart board.
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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Stage 2: Body of 25 Note: Include aspects of differentiation here.

lesson minutes  Display a blank Venn  Listen to the explanation of the
Describe each main
activity and the order
diagram on the smart board. lesson task.
in which they will be  Explain to students that they  watch how to complete a venn
undertaken. will be comparing Dennis’s diagram and participate in
favourite sport, soccer to giving information about the
their favourite sport. sports.
 Demonstrate using the  Draw their own venn diagram
example on the board how to and label it in their books.
complete a venn diagram,  complete the venn diagram
including adding headings comparing soccer and their
and a title. Using soccer and favourite sport.
another sport as an example,
get students to give
information of the two sports.
 Get students to draw their
own venn diagram on a
piece of paper, label it with
headings and complete it
comparing their favourite
sport and soccer.
 To differentiate this lesson,
you could hand out a
template of a Venn diagram
with spaces marked out for
headings. Also, the number
of comparisons they need to
be differentiated depending
on students’ level.

Stage 3: 5  Collect all the venn diagrams  Hand in their work to the
Conclusion minutes to review their work. teacher.
Draw the lesson
together with  class discussion about some  Participate in the class
opportunities for sports they used and some discussion about sports and
reflection and similarities and differences similarities and differences.
evaluation.
they found.

LESSON 2
Lesson title: Book Vocabulary Year level: 4
Topic: English Duration of lesson: 45 minutes
Strands & sub-strands Content descriptions

Understand how to use phonic knowledge to read

Curriculum and write multisyllabic words with more complex
links: Language – Phonics & word letter combinations, including a variety
knowledge of vowel sounds and known prefixes and
suffixes (ACELA1828)

Students background knowledge: What is your starting point – what do the students already know, what have they done before,
how does this lesson connect to or build on their existing knowledge?
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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Students understand letter-sound relationships, syllables, blending and segmenting to be able to read
and write fluently. This lesson they will build on their phonics by adding in more sounds as well as
prefixes and suffixes.
Note: Consider the Australian Curriculum English Scope and Sequence.
Learning objectives: What will the students learn in relation to Teaching strategies: What strategies will you utilize in order
the key concepts from the content descriptions? to effectively teach the content?

Students will learn more sounds, particularly vowel  Explicit teaching

sounds as well as learn about prefixes and
 I do, we do, you do strategy.
suffixes.
 collaborative learning
Learning intentions: What will the students learn?

Students will learn more sounds and how prefixes

and suffixes can change the words meaning.
Success criteria: How will you know if they’ve learnt it?
Note: Refer to High Impact Teaching Strategies (HITS) and/or
When they successfully use the words/sounds Killen’s Effective Teaching Strategies. What pedagogical approach
will your teaching be grounded in?
including suffixes and prefixes in sentences.
Resources: What resources will you need to have prepared? Assessment: What assessment strategies will you implement?
How do these relate to the learning objectives? How will this
 Vocabulary Slideshow assessment contribute to differentiation and inclusion?

 iPads Observation – observing the students using the

 writing Pencils words correctly on their whiteboards and in their
 list of words - Level 1, Level 2 writing. Making notes in an assessment book that
 Kahoot has a page allocated to each student.

Note: Consider both teaching and learning resources

Stage of lesson Approx. Pre-service teacher’s actions Student actions/tasks

time What specific teaching strategies and How will students participate actively within each
pedagogical approaches will the teacher apply stage of the lesson? How will they demonstrate
at each stage of the lesson? their learning?
Stage 1: 10  Begin showing the slide show  Follow the slide show.
Introduction minute of vocabulary words from the  Listen to the teacher, repeat after
Engage students and book The Boy in the Dress. the teacher and then write their
establish the focus of
s
the learning.
 As we go through the slides, I own sentences on their
will read first, students will whiteboard.
repeat and then students will
attempt to write the word in a
sentence of their own on their
whiteboard.

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Stage 2: Body of 25 Note: Include aspects of differentiation here.

lesson minute  Explain to students that I will  Listen to the instructions of the
Describe each main
activity and the order
s airdrop them some words lesson.
in which they will be that they will need to find the  Turn on airdrop to receive their
undertaken. meaning of the words using list of words.
the dictionary, (either on their  Find the meaning of the words
iPad or the book dictionary), either by themselves or with a
and then put them into a partner and put them into their
sentence. own sentences.
 Airdrop a list of words to
students iPad.
 There will be different level
words based on their reading
abilities.
 explain to students they will
be able to work together to
find the meanings of the
words but will need to write
their own sentences.
Stage 3: 10  Collect students work for  Hand in work for marking.
Conclusion minute marking.  Participate in the Kahoot on
Draw the lesson
together with
s  Facilitate a Kahoot, revising their iPads.
opportunities for some of the words and their
reflection and meanings.
evaluation.

LESSON 3
The Boy in the Dress
Lesson title: Year level: 4
Comprehension
Topic: English Duration of lesson: 45 mins
Strands & sub-strands Content descriptions

Curriculum Use comprehension strategies to build literal and inferred

Literacy – interpreting, analysing &
links: meaning to expand content knowledge, integrating and
evaluating. linking ideas and analysing and evaluating
texts (ACELY1692)
Students background knowledge: What is your starting point – what do the students already know, what have they done before,
how does this lesson connect to or build on their existing knowledge?

Students have done comprehension lessons previously. This lesson they will build on their
comprehension skills.
Note: Consider the Australian Curriculum English Scope and Sequence.
Learning objectives: What will the students learn in relation to Teaching strategies: What strategies will you utilize in order
the key concepts from the content descriptions? to effectively teach the content?

Students will learn how to analyse, infer and  Questioning Strategy

evaluate a text to answer questions relating to the
 Collaborative learning
text.
Learning intentions: What will the students learn?

Students will learn to use a text and what they

have read to answer comprehension questions. Note: Refer to High Impact Teaching Strategies (HITS) and/or
Killen’s Effective Teaching Strategies. What pedagogical approach
will your teaching be grounded in?

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Success criteria: How will you know if they’ve learnt it?

Through answering the questions correctly.

Resources: What resources will you need to have prepared? Assessment: What assessment strategies will you implement?
How do these relate to the learning objectives? How will this
 questions – level 1(blue) & level 2 (orange) assessment contribute to differentiation and inclusion?

 pop sticks with students’ names on.  Summative assessment

 writing pencils  Checklist - Record grades on a checklist
 Self-reflection – using the thumbs up and
Note: Consider both teaching and learning resources thumbs down strategy.

Stage of lesson Approx. Pre-service teacher’s actions Student actions/tasks

time What specific teaching strategies and How will students participate actively within each
pedagogical approaches will the teacher apply stage of the lesson? How will they demonstrate
at each stage of the lesson? their learning?
Stage 1: 5  Have a class discussion  Participate in the discussion
Introduction minute revising what happened in about what happened in
Engage students and
establish the focus of
s the chapters 1 – 5 of The chapters 1 -5 of the Boy in the
the learning. Boy in the Dress. Using pop Dress.
sticks with students’ names
on to select students to
share information.
Stage 2: Body of 35 Note: Include aspects of differentiation here.  listen to the instructions of the
lesson minute  Explain we are doing a lesson.
Describe each main
activity and the order
s comprehension task on  Complete the relevant
in which they will be chapters 1 - 5. Let them questions ensuring they are
undertaken. know it will be an using full sentences to answer.
assessment and they are to
complete it individually. Tell
them they need to answer in
full sentence answers.
 Hand out the questions
worksheet.
 There will be two levels of
questions – the easier level
will be direct questions from
the book, the other level will
have inference questions.
Stage 3: 5  Collect students work to  Hand in work to the teacher.
Conclusion minutes mark and put in their work  Put their thumbs up or down to
Draw the lesson
together with folios. acknowledge how they felt
opportunities for  Using the thumbs up, thumbs they did.
reflection and down strategy get students
evaluation.
to indicate how they feel they
did with the comprehension
questions.

LESSON 4
Lesson title: Character Profile Year level: 4
Topic: English Duration of lesson: 1 hour

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Strands & sub-strands Content descriptions

Discuss how authors and illustrators make stories

Curriculum exciting, moving and absorbing and hold readers’
links: Literature – examining literature interest by using various techniques, for example
character development and plot
tension (ACELT1605)
Students background knowledge: What is your starting point – what do the students already know, what have they done before,
how does this lesson connect to or build on their existing knowledge?

Students know how language is used to describe settings, characters. Students will build on their
knowledge by using the language to describe the character in this lesson.
Note: Consider the Australian Curriculum English Scope and Sequence.
Learning objectives: What will the students learn in relation to Teaching strategies: What strategies will you utilize in order
the key concepts from the content descriptions? to effectively teach the content?

They will learn how to use the language to  Collaborative learning

describe the character as they write about them.
 Worked example.
Learning intentions: What will the students learn?

To use previously learnt language in their writing

when describing the character.
Success criteria: How will you know if they’ve learnt it?
Note: Refer to High Impact Teaching Strategies (HITS) and/or
When they use the correct language conventions Killen’s Effective Teaching Strategies. What pedagogical approach
will your teaching be grounded in?
to describe their character.

Resources: What resources will you need to have prepared? Assessment: What assessment strategies will you implement?
How do these relate to the learning objectives? How will this
 WALT slide assessment contribute to differentiation and inclusion?

 Blank Template Assessment of learning - work sample to be placed

 Template with headings in students writing portfolios– there will be two
 Exit ticket. different leveled worksheets.
 Book – The Boy in the Dress.
 writing pencils Self-Reflection – complete an exit ticket reflecting
Note: Consider both teaching and learning resources
on how they went with the lesson.

Stage of lesson Approx. Pre-service teacher’s actions Student actions/tasks

time What specific teaching strategies and How will students participate actively within each
pedagogical approaches will the teacher apply stage of the lesson? How will they demonstrate
at each stage of the lesson? their learning?
Stage 1: 10  Begin by getting students to  Get a copy of the book.
Introduction minute get a copy of the book and  Read the WALT slide and
Engage students and
establish the focus of
s put it on their desk. listen to the objectives of the
the learning.  Display the WALT slide on lesson.
the smartboard to show the  Participate in the group
objectives of the lesson. discussion about the
Read it out loud to the class. characters of the book.
 Facilitate a group discussion
about the characters in the
book.
 Write a list of the characters
on the board and let students
know they can pick a
character from the list.

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Stage 2: Body of Note: Include aspects of differentiation here.

lesson 35  Display a blank character  watch the demonstration on
Describe each main minute
activity and the order
template on the board, pick a how to complete the character
in which they will be s character and model how to profile.
undertaken. complete the character  when they receive their
profile. worksheet, they will select a
 Let students know they can character to analyse and begin
refer to the book to find out working on their character
information on their profile.
character.
 There will be two different
worksheets. One will have
topic heading so students
know what to write about and
the other will have no
headings, so the students
need to decide what they
need to write about for the
characters. Explain this to
the students.
 Hand out the templates, give
students 30 minutes to
complete the Character
Profile.
Stage 3: 10  Collect students’ character  Hand in their character
Conclusion minute profiles for their writing profiles.
Draw the lesson
together with
s portfolio.  Receive an exit ticket and
opportunities for  Hand out an exit ticket to complete each box reflecting
reflection and each student and explain on what they learnt, then
evaluation.
they need to fill in each box return it to the teacher.
reflecting on what they learnt
and return it to me.

LESSON 5
Lesson title: Persuasive letter to Mr Hawtrey Year level: 4
Topic: Literacy Duration of lesson: 1 hour
Strands & sub-strands Content descriptions

Plan, draft and publish imaginative, informative and

persuasive texts containing key information and
Curriculum supporting details for a widening range of
links: Literacy – creating texts.
audiences, demonstrating increasing control
over text structures and language
features (ACELY1694)

Students background knowledge: What is your starting point – what do the students already know, what have they done before,
how does this lesson connect to or build on their existing knowledge?

Students have background knowledge of how to write persuasive texts. In this lesson they will extend on

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

their knowledge and use key information as supporting evidence.

Note: Consider the Australian Curriculum English Scope and Sequence.
Learning objectives: What will the students learn in relation to Teaching strategies: What strategies will you utilize in order
the key concepts from the content descriptions? to effectively teach the content?

Students will write a persuasive text using key  Explicit teaching

information from the book to support their position
 Think, pair, share
and use appropriate language conventions.

Learning intentions: What will the students learn?

Students will learn how to find supporting evidence

and how to use it appropriately in their persuasive
writing.
Success criteria: How will you know if they’ve learnt it? Note: Refer to High Impact Teaching Strategies (HITS) and/or
Killen’s Effective Teaching Strategies. What pedagogical approach
Student will be successful if the text includes will your teaching be grounded in?
supporting evidence from the book and follows the
structure of a persuasive text.
Resources: What resources will you need to have prepared? Assessment: What assessment strategies will you implement?
How do these relate to the learning objectives? How will this
 WALT Slide assessment contribute to differentiation and inclusion?

 Persuasive text slideshow  Writing sample - This will be placed in

 Book - The Boy in the Dress students writing portfolios.
 Individual Whiteboards  Rubric – This is to be used as a marking
 Rubric key.
 TILT slide
 Writing pencils & whiteboard marker

Note: Consider both teaching and learning resources

Stage of lesson Approx. Pre-service teacher’s actions Student actions/tasks

time What specific teaching strategies and How will students participate actively within each
pedagogical approaches will the teacher apply stage of the lesson? How will they demonstrate
at each stage of the lesson? their learning?
Stage 1: 10  Display the WALT slide on  Read the WALT slide and
Introduction minute the smartboard and read the listen to the teacher explain
Engage students and
establish the focus of
s objectives of the lesson. the objectives.
the learning.  Explain that the topic of the  Listen to the topic of the
lesson is to write a lesson.
persuasive letter to Mr  Watch the persuasive writing
Hawtrey to persuade him to slideshow on the smartboard.
allow Dennis to return to  Participate in the class
school and play in the soccer discussion about persuasive
match. writing texts.
 Show the persuasive writing
slide show on the
smartboard.
 Discuss as a class what is
needed in a persuasive text
– eg: paragraphs, types of
words, evidence.
 Write the format of a
persuasive text on the board
for a reference.

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Stage 2: Body of 40 Note: Include aspects of differentiation here.

lesson minute  Get students to get a copy of  Get a copy of the book off the
Describe each main
activity and the order
s the book from the shelf. shelf.
in which they will be  Discuss argument ideas as a  Participate in the class
undertaken. class and write them on the discussion giving examples of
board. argument ideas.
 Hand out the rubric for their  Go through the rubric with the
writing and go through it with teacher.
them.  spend 5 minutes planning their
 Give students 5 minutes of arguments for their letter.
planning time to write down  spend 40 minutes writing their
the arguments they are persuasive letter.
using.
 Tell students when the 5
minutes is up and let them
know they have 40 minutes
to write their persuasive
letter.
Stage 3: 10  Collect students writing and  Hand their writing and rubric to
Conclusion minute their rubric to put into their the teacher.
Draw the lesson
together with
s writing portfolio.  listen to the recap of the
opportunities for  display the TILT slide on the lesson.
reflection and smartboard and recap what
evaluation.
students learnt today.

REFLECTION

This experience of creating a unit of 5 lessons based on all three English strands was interesting and

challenging for me. Deciding on the theme of the unit and the lessons I wanted to include was clear to

me from the start as I was basing it around some lessons I did whilst on my last placement. The theme I

chose was a novel study of the book ‘The Boy in the Dress’. Choosing a novel study gave me the ability

to incorporate all three strands of the English curriculum. One thing I did find challenging was linking my

lesson ideas to the Australian curriculum content descriptors. I discovered that using the elaborations

under each content descriptor was beneficial in guiding me to select the most appropriate content

descriptors.

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

Another resource I used to support me was the English Scope and Sequence from the Western

Australian Curriculum (School Curriculum and Standards Authority, 2014). I found the scope and

sequence particularly helpful in determining what students were required to learn by the end of year 4 as

well as ascertaining what skills they would have learnt in year 3. Determining students’ prior knowledge

is important because it allows me to adapt my lessons to ensure they accommodate students connecting

old and new knowledge together (Cornell University, 2023).

I believe a strength of my unit is the holistic approach to my teaching strategies. I view that including a

range of strategies provides an inclusive approach to teaching and learning, giving all students the

opportunity for success. I have included strategies such as explicit teaching, where each lesson begins

with modelling the task to students. The benefit of this strategy is that it ensures students have a clear

understanding of what and why they are learning something (The NSW Department of Education, 2023).

Another strategy used was Questioning. This strategy was used to develop and promote students'

critical and creative thinking through the use of open-ended questions during the comprehension task. A

further strategy that I included was think, pair, share which is a form of collaborative learning.

Incorporating this strategy allowed students to share their answers supporting those who may have been

struggling with the question as well as permitting students to provide each other with feedback. Allowing

students to gain feedback from their peers allows students to grow and learn from each other. Additional

strategies I utilised were, differentiated learning and self-reflection.

Within the unit I endeavoured to include a variety of assessment strategies to gather valid and reliable

information about students learning as this provides students opportunities to show their learning in a

variety of ways (NSW Education Standards Authority [NESA], 2021). The majority of these assessments

are designed to be kept by the teacher in student notes or portfolios so they can be used for students'

reports and future planning.

I consider this unit to contain authentic lessons that provide students with the opportunity to develop and

build on 21st-century skills, preparing them for success in the real world.

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100897985, Renee Montemayor, EDU30063: Teaching English, Assignment 2: Folio, Due date: 2 nd October 2023

References

Australian Curriculum, Assessment and Reporting Authority [NESA]. (2014). Foundation to Year 10 curriculum:

English. https://www.australiancurriculum.edu.au/f-10-curriculum/english/

Cornell University. (2023). Assessing Prior Knowledge.

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knowledge#:~:text=Determining%20what%20students%20already%20know,previous%20knowledge

%20and%20new%20material

School Curriculum & Standards Authority [SCSA]. (2014). English Scope and Sequence P-6.

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The NSW Department of Education. (2023). Explicit teaching practices and feedback.

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me-data/tell-them-from-me-measures/explicit-teaching-practices-and-feedback

NSW Education Standards Authority [NESA]. (2021). Kindergarten – Year 6 assessment strategies.

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