WALKING TALKING TEXTS
PLANNING A Unit of WORK incorporating the
NT Curriculum Framework
 Choose a book
 Analyse the text for the language items (sheet)
 Evaluate the book's suitability for the class, given what you now know about the language in the
book. If the language is too hard or too easy, begin the process again with another book.
 Decide on two or three of these language items to concentrate on for the unit. These will become
language outcomes - locate linguistic outcomes in the NTCF on page 200 in the ‘broad outcomes’,
under Linguistic Structures and Features.
 Brainstorm activities which are linked to the concepts/content in the book, to do with students in
the integrated curriculum areas
 Categorise the brainstormed activities into curriculum areas and culture areas
 Go to the NTCF and locate outcomes from Learning Areas for this unit of work and for the levels
of students in your class
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 Write learning outcomes for each of the activities you have identified which link to the levels of
the students in your class, for the curriculum areas identified
 Fill in the petal or column planner or the Tiwi snake with the brainstormed activities for the
curriculum areas
 Write the outcomes in your program.
 Go ahead and plan the rest of the activities and exercises in the petal, column or snake planner.
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FRAMEWOR K FOR DEVELOPING ASSESSMENT TASKS FOR THE INTEGRATED STUDIES SECTION (Activities 27/28/29 and 30)
1. Select an outcome/linked outcomes from the NTCF (Write in code and page numbers):
2.
List the key words from each of the outcomes selected:
3.
List the main skills and processes that students will need in order to achieve/demonstrate the outcomes listed above, e.g.
What do I want
the students to
learn?
Evaluate – students will need to make judgements, justify their opinions, compare options, identify advantages and disadvantages
4.
Write down the reasons why you have selected these outcomes. (
Why do I want
them to learn
this?
Link this to one/two EsseNTial Learnings
5.
Brainstorm a range of activities you could undertake to enable your learners to work towards/practise/develop their skills and
understandings of these outcomes.
How will I know
when they
have learned?
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6.
Outline an assessment task you could set which would allow learners to demonstrate their understandings/abilities of the outcomes. If
possible, break this assessment task into a series of smaller assessment events that together allow the bigger task to be completed.
(E.g.: a mini investigation may involve developing an information retrieval chart, making some models, setting up some experiments, giving oral presentation as well as a
final report.)
7.
List the main criteria you could use to assess each student’s abilities: Make sure this criteria links back to the outcomes selected (focus
on the key words of the outcome)
8.
Prepare a context sheet with the assessment task and a simple visual rubric to give to the students.
9.
Plan the integrated tasks using the DO TALK RECORD model and insert into the appropriate place in Activities J, L N.
What evidence
can I use for
reporting
purposes?
How can I help
the students
learn?
Now proceed to the beginning of the PETAL planner and fill in details for each activity or exercise pertinent to the text you are using.
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LANGUAGE ANALYSIS OF THE TEXT
_________________________________________________ (unit of work)
Tense
Sentence form
Person
Negative forms
(questions/statement)
Pronouns
Prepositions
Articles
Expressions of quality
Expressions of quantity
Prepositional phrases
Possessive forms
Conjunctions
Nouns
Genre
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Now identify the grammatical items (not more than 2 or 3 boxes) that you will focus on in this unit of work based on your knowledge (from
previous assessment of the learners) of the students’ language learning needs and those that are pertinent to the text you are using.
PLANNING FOR ORAL LANGUAGE
(The Integrated Activities)
DO
Use the language of (genre)
in context….
The students will…
Language of the task…
TALK
The learning the students have
done will be recorded
by/through…
RECORD
Functions: purposes e.g. give
instructions…
Aspects of grammar….
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Students’ use of English will
be recorded by/through…
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