Part 2 Articulating the Thinking Behind the Learning Design (Context: This unit focus was directly taken from an outline of what was needed to be taught at Hillmorton High Year 10 ELL class in term 2 in weeks 1-4. I have built the lessons around the topics given). The lessons are designed to scaffold learning from easier learning to more difficult. Firstly, there is a diagnostic informal piece of writing to give a baseline to measure improvement from. After this, learners write a recount and then go deeper to learn about descriptive and narrative writing techniques. Each piece is gradually more streamlined. What is usually considered by many students to be the hardest kind of writing comes last, as we shift to formal writing skills and persuasive writing. The last lesson focuses on literary polishing skills such as revision and editing which will also help learners prepare for submitting their writing portfolios. Through...
Part 2 Articulating the Thinking Behind the Learning Design (Context: This unit focus was directly taken from an outline of what was needed to be taught at Hillmorton High Year 10 ELL class in term 2 in weeks 1-4. I have built the lessons around the topics given). The lessons are designed to scaffold learning from easier learning to more difficult. Firstly, there is a diagnostic informal piece of writing to give a baseline to measure improvement from. After this, learners write a recount and then go deeper to learn about descriptive and narrative writing techniques. Each piece is gradually more streamlined. What is usually considered by many students to be the hardest kind of writing comes last, as we shift to formal writing skills and persuasive writing. The last lesson focuses on literary polishing skills such as revision and editing which will also help learners prepare for submitting their writing portfolios. Throug...