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A junior secondary unit of work for English using the methodology of the Met West Literacy and Learning Resource Book

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A junior secondary unit of work for English using the methodology of the Met West Literacy and Learning Resource Book
  ENGLISHKLA BOOK  Literacy & LearningProgram ENGLISHKLA BOOK   Written by  Peter Knappand Andrew Rolfe ENGLISHKLA BOOK  Home Page  The material and approach to genre and grammar used in this book isto a large degree an outcome of previously published work including; LERN Conference Papers: Working with Genre:II; Literacy and Educa-tion Research Network; Sydney.  The Powers of Literacy: A Genre Ap- proach to Teaching Writing; Falmer Press, London.  An Introduction to a Genre-Based Grammar, Text Productions, Sydney.The theoretical work underpinning the different frameworks and structuresis here as a result of work with Gunther Kress (University of London).Megan Watkins (Executive Officer, Met West Literacy and Learning Program), has had an integral role in the development of the materialsfor this project. Her editing and critical analysis has provided a valu-able focus in ensuring their accessibility and usefulness for teachers.The formulations for conjunctions on BLM 4.4 were derived fromMAK Halliday’s A  n Introduction to Functional Grammar. The materi-al dealing with various ways of writing on BLM 5.7 is used here withthe generous permission of Rob McCormack and his colleagues at theLanguage Development Centre at Footscray College of TAFE in Mel-bourne.Useful contributions to the teaching objectives and learning outcomes were provided by Robyn Mamouney (Curriculum Directorate). Thanksalso to Tony Andrews (Hawkesbury HS), Margo Braithwaite (Spring- wood HS), Jenny Donovan (Girraween HS), John Manners (English 7-12 Consultant), Paul Martin (Mt Druitt HS) and Chris Presland (Dun-heved HS) for reading and commenting on an earlier draft. © 1992 Peter Knapp Published by:Literacy and Learning ProgramMetropolitan West RegionNSW Department of School EducationParramatta Education Resource CentreCnr Albert and O’Connell StreetsNorth Parramatta NSW 2151Phone (02) 683 9624; Fax (02) 630 0054First published 1992Reprinted 1994Through Commonwealth funding provided by The Dept of Employment, Education and Training Design, Layout and Typeset by:Inlaw Productions9 Hilltop Avenue, Marrickville NSW 2204Printed by: ABF Printers26 Sloane Street, Marrickville 2204 ISBN 0-7305-9015-1  Acknowledgements  CONTENTS How to use this book iUnit One - Reading/Retelling 1 Programming Grid 2Aims and Outcomes 3Activities 4Assessment Task 7BLM’s 8 Unit Two - Storyline/Recounting11 Programming Grid12Aims and Outcomes13Activities14Assessment Task19BLM’s21 Unit Three - Characterisation/Describing25 Programming Grid26Aims and Outcomes27Activities28Assessment Task34BLM’s35 Unit Four - Plot/Explaining39 Programming Grid40Aims and Outcomes41Activities42Assessment Task47BLM’s49 UUnit Five - Theme/Arguing55 Programming Grid56Aims and Outcomes58Activities59Assessment Task63BLM’s68  Content/Language Making connections be-tween content knowledgeand language through:•Concrete experiences•Describing and explaining •Reading models•Research (note-taking)•Defining concepts Teac ing/Learning Processes 12 Grammar-Editing Moving students’ writingfrom orientation of speechto orientation of writing•Modelling  verb identifica- tion, tense, conjunctions,reference  •Modelling theme, noun groups, nominalisation,modality  3 Teaching through: •Experiential work •Reading models•Research (note-taking)•Scaffolding structure•Writing (whole text)•Editing (grammar)•Re-writing •Assessment  Structure- Writing Using the Generic Structureto provide a scaffold for stu-dent writing of first draft•Modelling the GenericStructure•Modelling Text Organisation•Scaffolding with content/ language•Students drafting wholetext  This book, for the English Key Learning Area, has been specifically designed to be used in conjunction with the Met West Literacy andLearning Program Resource Book. Where the Resource Book hasbeen planned as a reference for programming, this book’s design isfocussed on language-based teaching/learning strategies. The units of work developed here, do not go into detailed descrip-tions of the genres and their respective grammars. Rather, this in-formation should be accessed as it is required, to serve the languagefocus of the particular unit being taught. For instance, when work-ing on Unit Four in this book, it would be advisable to refer to The Genre of Explaining in the Resource Book for detailed informationon the characteristic structure and language features of that particu-lar genre. Where the units deal with specific generic and grammat-ical features, we have attempted to provide the appropriate refer-ences in the Resource Book. In other words, the Resource Book is a necessary companion when planning and programming work based on any of the units.The pedagogy that informs this and the other KLA Books is basedon the Teaching/Learning Processes outlined in Part Four of the Re-source Book (see Teaching/Learning Processes diagram opposite). Inessence, this is a developmental pedagogy which aims to move stu-dents from the concrete/commonsense world of experience to the ab-stract/technical domain of knowledge. An underlying premise to thisapproach is that effective learning processes are mediated and acceler-ated by a conscious control of literacy. The units in this book delib-erately aim to assist students to ‘crack the codes’ of literacy and makeconscious connections between knowledge (particularly those formsvalued by our culture) and language forms, structures and featuresrelevant to the way knowledge is organised.The units in this book cover a range of the genres used by the Eng-lish KLA in the junior secondary school. As well as this, the unitstake into account the diversity of levels of student language devel-opment that teachers could be expected to encounter throughoutthis period. This necessarily requires the units to be general enoughso that teachers can adapt them to the needs of their students. Thisbook, therefore, is not trying to provide a lockstep progressionthrough each unit but rather suggests strategies for teachers to as-sess their students’ progress at each or any of the stages of the units. How To Use This Book 
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