Heroes, Aotearoa: Unit Standard 12411
Teacher Ann Hamer - Unit Standards Writing Group (Teacher Professional Development, Victoria University)
| Year
|
NCEA Level
|
Suggested duration
|
| 11
|
1
|
2-3 weeks
|
| Achievement Standard Being Assessed
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Achievement Criteria
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| Unit Standard 12411 version 3: Explore language and think critically about transactional written text
|
- 1.1 At least one main idea is identified with reference to at least one relevant section of the text.
- 1.2 The significance of a main idea is explained with reference to at least one relevant section of the text.
- 1.3 Three examples of language features are identified using appropriate terminology, and each example is described in terms of its effect.
- 1.4 A technique used to shape the text is identified and explained with reference to at least one relevant section of the text.
|
Guidelines for use
This activity meets the requirements of the range statement for unit Standard 12411. Students will develop close readings of transactional written text based around the theme of NZ heroes and biographical writing. Other texts with a similar focus could also be included as material for further close reading activities.
Links can be made to:
Conditions
Teachers must be satisfied that the close reading is the work of the student. Students should complete close reading activities in class. If the close reading activity is to be used for a summative assessment, it should be completed under teacher supervision to ensure authenticity.
Teachers may guide students actively through the initial tasks.
Students should have several opportunities during the year to develop their close reading skills.
Resource requirements
Resources provided linked to the unit plan:
Non-fiction texts describing NZ heroes:
Note "The concept of 'inclusiveness' is important in text selection. It includes the following principles: "In selecting authors and texts, schools will have regard to gender balance and to the inclusion of a range of cultural perspectives...New Zealand texts, including those by Maori authors and about Maori, should form a significant part of the wide range of texts that students will explore." (English in the New Zealand Curriculum, pp 13,14).
Possible local adaptation
Where local adaptations are made, teachers and schools should ensure that they have:
- Checked that the adapted assessment validly assesses the standard;
- Checked the copyright status of any material imported into the assessment resource;
- Complied with all internal and external quality assurance requirements.
Teacher background reading
Teaching and learning activities
Select and adapt these learning activities to best meet the needs of your students and to fit the time available. This unit of work could lead on to students writing a biography suitable for US 8812.
Student Instructions
In this activity you will read biographies and texts that describe NZ heroes. After studying close reading exemplars, you will complete two close reading assessments on the texts provided.
One or more of the texts used as background reading may also be appropriate to include in your individual wide reading programme (Level 1 unit standard 8808
- Read an inclusive range of written texts and record the reading experience).
You will be assessed on how well you:
- Identify one main idea in the text, supported by at least one specific reference from the text;
- Explain the significance of a main idea, supported by at least one specific reference from the text. Significance could be linked to social, historical, cultural, physical, political or personal contexts;
- Identify three examples of language features using correct terminology and describe their effects;
- Identify and explain one way a text is shaped, supported by a specific reference from the text. Shaping can include structure or method of narration.
Your teacher will guide you on how much time you have for this task.
Assessment
assessment1 (RTF 18KB)
schedule1 (RTF 18KB)
assessment2 (RTF 17KB)
schedule2 (RTF 17KB)
