EDEN290 Assessment Task 2 Description
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School
Australian Catholic University *
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Course
290
Subject
Mathematics
Date
Apr 3, 2024
Type
Pages
5
Uploaded by 21tayla
EDEN290 Assessment Task 2: Sequential Lesson
Plan Development
Word count:
approx.1250 words for each lesson plan (a total of around 2500 words +
or - 10%)
Due date
: Week 7: Friday, 19 April at 11:59 pm
Learning outcomes assessed:
LO1, LO2, LO3, LO4
Weighting:
40% of final unit mark
SUMMARY
You will submit 2 x 50-minute lesson plans that are designed to be taught
consecutively. 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 writing lessons suitable for one
diverse target group of learners.
●
Treat these students as your own class and devise 2 consecutive 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 writing
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 after the other (consecutively), 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 justify 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 bottom of this page.
Length and/or format
: Written responses in paragraph format unless stated otherwise
in the lesson plan template. The lesson plan template is available at the bottom of this
page. References should be provided in accurate APA 7
th
edition 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.
EXTENDED TASK DESCRIPTION
You will submit 2 x 50-minute lesson plans that are designed to be taught
consecutively. The lessons should be clear enough for any teacher to use
immediately with your class.
1. Lesson overview
In this section of each lesson plan, you need to provide a brief description of the
purpose of the lesson, the targeted literacy skill, the developmental level and
characteristics of target students the lesson is intended for, the learning intensions and
how they fit into a continuum of literacy skills, and an explanation of what
curriculum/syllabus content is covered (including the curriculum code when available).
Finally, you need to describe the learning intention and how you share it with the
students.
2. Lesson content
In this section, you need to explain the content of the lesson in detail. For example, if
your lesson is divided into three parts (e.g., explicit instruction, guided practice,
independent practice), explain the content of each phase.
Your explanation 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 activities are relevant for the learning intentions and organised
into an effective learning and teaching sequence.
3. Teaching Methodologies (including differentiation)
In this section, 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 explanation needs to show
understanding of how your target students learn and include effective 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 existing 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.
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4. Assessment Strategies (formative and summative)
In this section, you need to explain how you monitor and assess student learning during
the lesson (formative assessment) and how you establish at the end of the lesson that
the students have achieved success (summative assessment). Include examples of
questions 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 retention of learning later in
time and what kind of summative assessment could establish that the targeted
curriculum/syllabus content has been learned.
5. Justification from research
In this section, you need to justify your choice of content, teaching methodologies and
assessment choices with references to research and curriculum documents. You can
format this section as an annotated bibliography. (Refer to canvas)
The annotations need to demonstrate your knowledge and understanding of the
relevant curriculum documents, relevant research on literacy learning and effective
teaching strategies, and the structure of the content area your target literacy skill is
contributing to. Include at least 3 annotated references in total.
6. References
Provide a full reference information for all the references used above. Please ensure
you refer to, and carefully use, the ACU Referencing Guide (APA 7th) for all citations
and references. Assistance in using the APA 7th citation and referencing style correctly
is also available from the ACU library (either in person or via the chat button on any
library page) or from the Academic Skills Unit.
Accurate citations 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 often
throughout your research and writing process
to ensure you are meeting the criteria. The link to the rubric is at the bottom of this
page.
IMPORTANT: AT2 ASSIGNMENT TEMPLATE
Below you will find the link to a template to use for your lesson plans in AT2.
●
Be sure to name your file with the unit number, assignment, full name and
campus. For example: EDEN290_AT2_Tina_Daniel_Melbourne
●
Upload both lesson plans as one file to the portal below.
Link to the AT2 Lesson Plan template:
EDEN290AT2_Lesson_Plan_Template_Sem1_VR_TD_2024.dotx
Download EDEN290 AT2_Lesson_Plan_Template_Sem1_VR_TD_2024.dotx
Other resources you may need for this assignment:
- What are Learning Intentions & Success Criteria? See page 5:
aitsl-learning-intentions-and-success-criteria-strategy (1).pdf
- How do I create an Annotated Bibliography? EDEN290 Annotated Bibliography.docx
- What is Explicit Instruction - 'I do, We do, You do?