Order Description

Dear writer, this is a very crucial task and I need to get a high degree to pass. So please:
• follow and cover all the instructions
• listen to the attached audio by the lecturer herself and build upon that.
• concentrate and write the content deeply.
• fill in the included template.
• The text with an image to be analysed is attached.
• all the references are attached DO NOT add any from your own, please.

**(I trust you and appreciate your previous work. So, I urge you to do your best, thanks.)**
Assignment 2: Development of a writing program in 3 parts:

Details of the task:
develop a set of resources for a one-week writing program (5 workshops/lessons). These include
1. a curriculum plan for the 5 lessons based on the teaching learning cycle (TLC)
2. a set of tasks and resources for one lesson.

Detailed task outline Assignment 2
Introduction (no marks):
Identify a group of learners and their literacy level (1 sentence). The text is (attached) for

teaching your students writing. This text will be the model text for your teaching and learning

cycle. The text includes language and images (at least one visual or picture). Include the text in

your assignment (not in the appendix).

Part A: Analysis of model text. (approx. 300 words)
a. Identify the genre of the written language in your text and the stages of the genre.
b. Identify at least one language feature that you will focus on in your teaching plan. You can

choose any aspects of register (field, tenor or mode).
c. Briefly describe the image / images in your text. Use the metalanguage in the set text (The

Shape of Text to Come).
d. Explain intermodal meaning making in your text, that is, what meanings are built by the language

alone, by the image alone and together.
(NB: The word count of your model text does not count towards the word count of your assignment)
?
Part B: Curriculum plan for the Teaching and Learning Cycle (approx. 2000 words)
a. Identify the stages of the teaching and learning cycle and explain the teaching and learning

cycle TLC, using references to literacy theory. (1 paragraph/ approx. 200-250 words)
b. Provide a plan for 5 lessons that follow the stages of the teaching and learning cycle. The 5

lessons should be approximately 40 minutes-1 hour each. The 5 lessons should cover the entire

teaching and learning cycle but you can choose how long you spend on each stage, depending on your

learners and your teaching focus. Here are two examples of how you can plan your lessons:

Example 1 Example 2
Lesson 1 Setting context and building field; Modelling and deconstruction Setting context and

building field
Lesson 2 Modelling and deconstruction Modelling and deconstruction
Lesson 3 Joint construction Joint construction
Lesson 4 Joint construction Setting context and building field; Joint construction
Lesson 5 Setting context and building field; Independent construction Independent construction

You do not have to follow either of these examples. Your lessons could be taught on different days.

You should not do one lesson per stage. Instead, you can plan the sequence according to your

learners’ needs. The lesson plan should follow this template:

Lesson number 1 (or 2, 3, 4, 5)
Teaching and learning cycle stage Name the stage or stages of the teaching and learning cycle in

this lesson. (Any lesson can include more than one stage) e.g. Setting context and building field

or Modelling and deconstruction
or Joint construction or Independent construction
Aim of the lesson
(two sentences) Explain how this lesson fits into the teaching and learning cycle and what students

will learn. Refer to literacy theory (with references)
Resources e.g. Model text, cut up strips of paper, student copies of model texts, photos of X,

poster paper and texts
Lesson plan
Provide the lesson plan in sequence. Write in sentences (not dot points). Each step in the lesson

should be explicit and specific.
(one paragraph) e.g. First, the teacher will show the students photos of X and ask the students

what they can see. Then she will tell students about the field of Y and engage students in

discussion in order to ….. For example, the teacher will ask ‘have you ever ….?’, ‘has anyone in

the class seen a ….? what was that like? etc.

You should provide five lesson plans, one for each lesson. The approximate word count for each day

is 400 words).
Do not include the detailed instructions from the table above in your assignment. You can use a

table format for the lesson plans or you can use headings. If you use a table, make sure the format

is easy for the marker to read.

Part C: Resources for one lesson (approx. 200 words)
a. Choose one of the lessons in the teaching and learning cycle. For that lesson, provide one

activity or resource that you have created. The resource could be a field building activity,

deconstruction activity or joint construction activity. Examples could be a matching activity, a

sorting activity, a paragraph building activity etc. It must be an original piece of work (ie. not

taken from another source or the internet). You may use suggestions for types of activities given

in the lectures. Provide a copy of the resource in your assignment, not in the appendix. You may

need to include a photo/JPEG of your resource. Please make sure the text in any resources is clear

for the marker to read.

b. Explain the purpose of the activity, where it fits in the teaching and learning cycle and

provide a rationale for the activity with reference to literacy theory. (1 paragraph/ 200 words)
(NB: The word count of the activity itself does not count towards the word count of your

assignment)

Marking criteria:

• A multimodal text (consisting of written language and image) is presented as a model text for

teaching writing. Meanings in the text are explained according to theories of language and literacy

education.

• Pedagogic practices in literacy education are explained in relation to the teaching and learning

cycle.

• A curriculum plan for five lessons based on the teaching and learning cycle is designed and

justified.

• A suitable resource (or resources) for teaching one lesson in the teaching and learning cycle is

designed and justified.

• Written language is coherent with clarity of expression. References to key literature are

integrated.