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Teaching and learning sequence

Featur-ing

Author: Mike Fowler

Last updated: July 2009

What do my students need to learn?

This learning sequence was planned as part of a year-long writing programme during which Year 12 students write in a range of text forms. Prior to this task, identify students’ current strengths and learning needs by marking persuasive writing samples that they have already written. Provide individual written feedback that highlights student’s strengths and suggests areas to work on. Provide oral feedback to the class on patterns of strengths and areas to progress that you have noticed and are using to inform your teaching.

Curriculum links

Principles: Which principles underpin your planning in this sequence?

Values: Which values will you model and explore as you teach this sequence?

Key competencies: The following competencies are specifically developed in this unit:

• Thinking: Students recognise that there may be multiple readings available within a text and explore these interpretations when reading a range of feature articles. Reading between – and beyond – the lines is a central thinking competency also required.

• Using language, symbols, and texts: This activity requires students to both understand and use language, symbols, and texts. Students must first demonstrate their understandings of the particular codes and conventions of the feature article genre, then apply these effectively within their own work.

• Managing Self: Setting goals and managing their own learning is a critical part of self-management. Students independently work through the writing process as they draft and develop their articles, which requires persistence, resilience, and a significant degree of ownership.

English Learning Area

Processes and strategies AO: Which processes and strategies will you want students to use?

Mode: Reading and Writing

Levels: Level 7

Assessment links

Achievement Standard(s): AS90376 (English 2.2) Produce crafted and developed formal transactional writing

Achievement objectives:
• Ideas: (reading)
• Purposes and audiences (writing)
• Ideas (writing)
• Language features (writing)
• Structure (writing)

What do I need to know and do?

Learning tasks

  1. 1) Learning task 1: Building on identified strengths

    Preparation for learning tasks 2–5.

  2. 2) Learning task 2: Exploring feature articles

    Expected time frame: 1 lesson

    This task involves developing students’ familiarity and understandings about feature articles through exploring feature articles from a range of sources and identifying those on topics which are interesting and relevant to them.

  3. 3) Learning task 3: Reading and responding to feature articles on Barb Wired

    Expected time frame: 2 lessons

    This task involves using the Barb Wired online resource and the resource sheets provided to guide students’ reading of and responses to a range of feature articles and to develop ideas for their own topics.

  4. 4) Learning task 4: Focus on structuring and linking ideas

    Expected time frame: 5 lessons

    This task involves exploring how a feature article can be structured and using a structure for their own writing that suits their purpose and audience.

  5. 5) Learning task 5: Reviewing And evaluating

    Expected time frame: 2 lessons

    This task involves students in critiquing and improving their own writing.

What is the impact of the teaching and learning?

Have students developed their familiarity with the feature article genre? Have they learned to discriminate between facts and opinions? How do you know?

Have students developed their ability to express and develop their own ideas in a feature article form? Have they learned to:

• show depth of thought and awareness of several viewpoints?
• convey and sustain a personal voice?
• create coherent writing by linking supporting examples and details effectively to their key ideas?
• use and integrate a wide range of written features with fluency and control to create emphasis, humour and other intended effects?
• use an increasing vocabulary appropriate to feature writing, such as connotative and figurative language?

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