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Assessment Task 2: Sequen”al Lesson Plan Development
Word count: approx.1250 wor
Assessment Task 2: Sequen”al Lesson Plan Development
Word count: approx.1250 words for each lesson plan (a total of around 2500 words + or – 10%)
SUMMARY
You will submit 2 x 50-minute lesson plans that are designed to be taught consecu”vely. You will specify a cohort of your choosing and their specific needs. The lessons should be clear enough for any teacher to use immediately with your class.
Devise a sequence of two reading or two wri”ng lessons suitable for one diverse target group of learners.
Treat these students as your own class and devise 2 consecu”ve lesson plans for their specific needs.
You will need to specify what those needs are. For example, how many students are second language learners, students who are reading and wri”ng above grade level or students with an EAL/D background?
The two lessons should be sufficient for around 50 minutes each and be able to be taught one a$er the other (consecu”vely), showing how you assist all students to develop specific skill/s over the course of the 2 lessons.
Describe precisely what you will teach and why, using references you have read in the unit to jus”fy your choices.
Use the lesson plan template that will be provided in Week 2 to complete the task.
The two lesson plans should be uploaded as one file by the due date (Friday, April 19 at 11:59pm) to the portal at the bo!om of this page.
Length and/or format: Wri!en responses in paragraph format unless stated otherwise in the lesson plan template. The lesson plan template is available at the bo!om of this page. References should be provided in accurate APA 7th edi”on format.
Steps:
1. Complete the assignment.
2. Submit before the due date via the Assessment 2 submission link on this page.
3. Note that extensions must be applied for with appropriate evidence well in advance (and a minimum of 24 hours) before the submission due
date. Please refer to the ACU extensions guidelines.
Ques”ons: Ask and answer general ques”ons about the assessment on the Assessment 2 discussion board. If you have confiden”al ques”ons or
ques”ons that only apply to your circumstances, email your tutor.
EXTENDED TASK DESCRIPTION
You will submit 2 x 50-minute lesson plans that are designed to be taught consecu”vely. The lessons should be clear enough for any teacher to use immediately with your class.
1. Lesson overview
In this sec”on of each lesson plan, you need to provide a brief descrip”on of the purpose of the lesson, the targeted literacy skill, the developmental level and characteris”cs of target students the lesson is intended for, the learning intensions and how they fit into a con”nuum of literacy skills, and an explana”on of what curriculum/syllabus content is covered (including the curriculum code when available). Finally, you need to describe the learning inten”on and how you share it with the students.
2. Lesson content
In this sec”on, you need to explain the content of the lesson in detail. For example, if your lesson is divided into three parts (e.g., explicit instruc”on, guided prac”ce, independent prac”ce), explain the content of each phase.
Your explana”on of the content needs to:
(1) demonstrate that you understand where the concepts being taught fit in a learning progression, and
(2) that the content and ac”vi”es are relevant for the learning inten”ons and organised into an effec”ve learning and teaching sequence.
3. Teaching Methodologies (including differen”a”on)
In this sec”on, you need to provide details on how each phase of the content is taught, what you do, and what you expect the students to do. Your explana”on needs to show understanding of how your target students learn and include effec”ve teaching strategies selected on the basis of that knowledge. You need to include references to relevant research from the unit. As the lessons are literacy lessons that include both reading and spelling, your students will vary widely in their exis”ng reading, spelling and language skills.
You need to explain how you adapt your teaching (and possibly content) to meet the specific needs of:
(1) students who already read and write well above the grade level,
(2) EAL/D students who may lack some of the language skills others in your class have, and
(3) students who are struggling with literacy learning already. Include references to relevant research from the unit.
4. Assessment Strategies (forma”ve and summa”ve)
In this sec”on, you need to explain how you monitor and assess student learning during the lesson (forma”ve assessment) and how you establish at the end of the lesson that the students have achieved success (summa”ve assessment). Include examples of ques”ons you ask, high-, medium- and low- quality responses you expect students may produce, your feedback to those responses, and/or outline tasks you would ask students to complete to demonstrate what you expect the students to be able to do independently at the end of the lesson.
You should also provide an example of how you assess the reten”on of learning later in “me and what kind of summa”ve assessment could establish that the targeted curriculum/syllabus content has been learned.
5. Jus”fica”on from research
In this sec”on, you need to jus”fy your choice of content, teaching methodologies and assessment choices with references to research and curriculum documents. You can format this sec”on as an annotated bibliography. (For more informa”on on annotated bibliographies, click on the link here ).
The annota”ons need to demonstrate your knowledge and understanding of the relevant curriculum documents, relevant research on literacy learning and effec”ve teaching strategies, and the structure of the content area your target literacy skill is contribu”ng to. Include at least 3 annotated references in total.
6. References
Provide a full reference informa”on for all the references used above. Please ensure you refer to, and carefully use, the ACU Referencing Guide (APA 7th) for all cita”ons and references. Assistance in using the APA 7th cita”on and referencing style correctly is also available from the ACU library (either in person or via the chat bu!on on any library page) or from the Academic Skills Unit.
Accurate cita”ons and referencing will be graded in your assessment. However, your reference list is not included in the total word count.
NOTE: Please refer to the rubric o$en throughout your research and wri”ng process to ensure you are mee”ng the criteria.
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