University	The University of Auckland (TUA)
Subject	EDCURRIC 626: Literacy

EDCURSEC 626 Phase 2 Literacy

Unit Overview:

Year level(s) of class:
Literary Big Idea:

Part 1: Unit Planning Overview (10 marks)
Part 2: Text Selection (10 marks)
Part 3: The Literary Big Idea explained (10 marks)
Part 4: Literacy learning activity (10 marks)
Appendix 1: Literary Big Idea options for this assignment
Appendix 2: Phase 2 of Te Mātaiaho: English 0-6 Understand/ Know/ Do

Part 1: Unit Planning Overview (10 marks)

The aim of this section is for you to demonstrate your sophisticated knowledge of unit level planning.

For this assignment, imagine a unit that would last 2-3 weeks (the equivalent of about 8-12 literacy sessions).

LINKS TO PHASE 2 OF THE CURRICULUM:

Use the curriculum content from the Appendix to plan a unit appropriate to Phase 2 of the 2024 English Curriculum. Highlight the Teaching Strands and aspect(s) within those strands that will be the main focus of teaching and learning within the unit.

Developing a comprehensive teaching and learning programme (p. 80-81) A comprehensive English learning area programme needs the following components
Structured literacy approaches	Inclusive teaching and learning		Developing positive identities as communicators, readers, and writers	Working with texts
English Teaching Strands
Oral Language (p. 82-87)		Reading (p. 88-99)			Writing (p.100-115)
Communicate ideas and information Verbal reasoning Presenting to others Taking on roles Interpersonal communication Non-verbal communication Listening and responding to others Controlling voice using tone, volume and pace Vocabulary and Grammar Vocabulary Sentence structure & morphology Communication for learning Metacognition Self-regulation		Word recognition and reading enrichment Decoding Fluency Developing reader identity Comprehension Vocabulary Text form and genre Text structure, style and features Comprehension monitoring Summarising and drawing conclusions Inferring using evidence Critical analysis Identifying perspectives Connecting and responding			Transcription skills Handwriting Keyboarding Spelling Composition Audience, purpose and task Sentence structures and punctuation Writing to entertain Writing to inform Writing to persuade Digital texts Writing craft Word choice Language features and devices Writing processes Planning Drafting Revising Editing
Include 3 to 4 year-level phase details that will be central to learning:

Unit Level Learning Outcomes (see below)

Write at least four key learning outcomes for the unit that are clear and measurable. Include reading and writing outcomes. Ensure the learning outcomes are appropriate to the progress step in the curriculum and the year level(s) of the class.

By the end of this unit, students will:

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PART 2: Text Selection. (10 marks)

Identify THREE texts that will be part of your text set. Briefly justify why you have selected each of these texts to use for this unit. For each text, justify it individually and its purpose for the text set.

Support your answer with detailed reference to or examples from each text.

Consider aspects such as reading level, how it helps build knowledge of the literary big idea, student interest, relevance, and literary merit.

Ensure that you have chosen at least 2 New Zealand texts and that at least 2 of your texts are written texts.

(Write about 200 words per text and use the course materials to support your answers).

The aim of this section is for you to demonstrate your sophisticated knowledge of choosing suitable texts for a unit about a big idea in literary analysis.

TEXT 1
Details [author, title, date of publication, page numbers if an extract, publisher; link to multimodal text if that is the text type]:
Some reasons that you think that this will be an engaging text:
Some features of the text that will be challenging:
Reasons you have for selecting this text for this Literary Big Idea & text set:

TEXT 2
Details [author, title, date of publication, page numbers if an extract, publisher; link to multimodal text if that is the text type]:
Some reasons that you think that this will be an engaging text:
Some features of the text that will be challenging:
Reasons you have for selecting this text for this Literary Big Idea & text set:

TEXT 3
Details [author, title, date of publication, page numbers if an extract, publisher; link to multimodal text if that is the text type]:
Some reasons that you think that this will be an engaging text:
Some features of the text that will be challenging:
Reasons you have for selecting this text for this Literary Big Idea & text set:

Part 3: The Literary Big Idea explained (10 marks)

Choose an extract of 2-3 paragraphs from one of your three selected texts. Use this extract to explain five key features of your literary big idea.

The aim of this section is for you to demonstrate your sophisticated knowledge of the reading strand of the English curriculum and the big literary idea.

Insert your extract in the box below

Aspect (e.g. language feature)	Example (quote from text)	Explanation of purpose in this text for my chosen literary big idea

Part 4: Literacy learning activity (10 marks)

Design one original literacy learning activity of about 20 to 30 minutes.

The purpose of the activity is to develop students’ understanding/ knowledge of at least one important aspect of literary analysis relevant to your chosen big idea. The activity needs to be a learning activity that would occur during the unit of work not a summative/ end of unit assessment. It should be an activity that teaches students about the ideas in part 3. The task might focus on reading, writing or oral aspects of the curriculum.

The aim of this section is for you to demonstrate your sophisticated knowledge of how to design engaging and purposeful literacy learning activities in English.

Briefly describe the explicit teaching that would have occurred prior to this activity:

LITERACY LEARNING ACTIVITY

Include detailed instructions about the activity another teacher could follow and include materials and resources if required.

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EDCURRIC 626 Phase 2 Literacy Assignment: Unit Planning and Text Analysis

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