English Teaching and Learning Curriculum Unit

Running head: ENGLISH TEACHING AND LEARNING
ENGLISH TEACHING AND LEARNING
Name of the Student:
Name of the University:
Author Note:

1ENGLISH TEACHING AND LEARNING
1. The Focus of the Curriculum Unit
The aim of the planning process is to develop an optimally sufficient learning
process for students in year 1. The curriculum will be focused towards increasing the primary
language capabilities of the students. The planning process will consider essentially the
learning aim of the curriculum. The learning aim is that after the interactive reading of the
little corroboree frog and the presentation of the inter text of the Dingo tree children will be
able to analyse the imagery used in the texts and create emotional impacts on the children.
The planning is done through the strong consideration of ACARA regulations. ACELT 1581
will be the principal focus of the study. This is in regards to making the students understand
how authors can make the use of imagery and words to build characters and stories. The
students that are blind will be made to listen to the audio versions of the texts. Students with
verbal disabilities will be shown video versions of the texts. The students will also be
specialty guided by the teachers to help them develop strong understanding. The essential
similarity between the mentor and inter text is that they are both based on natural
environments. Hence, the natural imageries in both the texts are high (Gauci and Curwood
2017). The Little Corroboree Frog talks of water pollution, whereas Dingo’s Tree about land
degradation through mining (Milroy and Milroy 2011). After completing a reading of the
mentor text, the teacher should follow a similar pattern with the inter-text as well. This time,
the responses are bound to be more comprehensive as plurality of perspectives would
strengthen the students’ understanding of human activities on the environment (Holton-
Ramirez and Ramirez 2013). If the responses are inadequate, then the teacher has to
understand that there is some fault with the teachers’ ability to explain the texts properly,
which has acted as a hindrance upon the students’ listening and understanding. Therefore, the
teacher should have a PowerPoint presentation ready at hand, which would involve a lot of
graphics and accelerate the students’ understanding of the two texts (Leu et al. 2011)..

2ENGLISH TEACHING AND LEARNING
Natural Imagery
The Dingo
Tree
The little
Coroboree frog

3ENGLISH TEACHING AND LEARNING
2. Phases and sequence
Phase 1
The phase 1 will be focused towards creating a foundational knowledge among the
students. The teacher will start to introduce the students to various literature. The focus will
be towards developing a mutually enjoyable learning environment. Teachers will introduce
themselves to the children. Emphasis will be provided towards making the children more
familiar with each other. The teachers in this phase will focus on creating an effective
learning environment (Prior 2016). The primary phase will also focus towards developing
imagination of the students. This is important in order to achieve the goals of year 1 as per
the Australian curriculum plan and also the curriculum unit being discussed. The emphasis on
the first phase will be to help the students gain a strong and effective means to help them to
navigate, read and evaluate the meanings of simple texts. Moreover, emphasis will be
provided towards introducing students to familiar vocabularies and this will be supported
through effective illustrations. Children will at first be introduced to the language through
picture books with simplistic English. The children are also to be provided a preview of the
learning materials that will be used for the curriculum. The teachers will help the students to
learn words and phrases better so that they are prepared for the learning of the texts. The
students will have to identify words and meanings and associated images (Hattingh, Kettle
and Brownlee 2017). The students will have to give spelling tests and grammar texts.
Phase 2
In this face the mentor text, A little corroborre frog will be introduced to the students.
The teacher will read loud the chapters to the student in an interactive environment. A little
corroborree frog is the mentor text in the curriculum hence it is much important that it is
essentially covered in this phase. The teachers will make use of imagery and interactive