ENGLISH
Extended Learning Sequence on Travel Writing
This extended learning sequence was developed and taught for a Year 8 English classroom at a co-educational government high school.
Planning
Given only the topic of travel writing and the final assessment task, I was given the freedom to create an original extended learning sequence on this topic. As I was instructed that the final assessment task required students to create a comprehensive travel brochure for a fictional city or country, I was aware that this series of lessons must equip students with the knowledge and skills to successfully complete this activity. Therefore, I used backwards curriculum mapping to assist me in my lesson planning.
Whilst planning this extended learning sequence, I sought to ensure that activities that were both stimulating and challenging for my students. I tried to include a variety of different types of travel writing for students to explore asides from the required type and style used in the assessment task. Throughout my planning, I ensured that my lessons were consistent with VELS in conjunction with other design principles and that I was covering the appropriate content to ensure my students meet the learning outcomes necessary to successful complete the assessed outcomes.
VELS
The standards covered in this extended learning sequence were:
Reading
Resources
Making use of the available resources I had on hand was of great importance in my planning. I made of use the school's computer labs, digital projectors and travel literature such as reviews, guide books, brochures and postcards to incorporate a number of engaging activities into my teaching.
Whilst planning this extended learning sequence, I sought to ensure that activities that were both stimulating and challenging for my students. I tried to include a variety of different types of travel writing for students to explore asides from the required type and style used in the assessment task. Throughout my planning, I ensured that my lessons were consistent with VELS in conjunction with other design principles and that I was covering the appropriate content to ensure my students meet the learning outcomes necessary to successful complete the assessed outcomes.
VELS
The standards covered in this extended learning sequence were:
Reading
- Students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues.
- They identify the ideas, themes and issues explored in these texts, and provide supporting evidence to justify their interpretations.
- They provide personal responses... infer meaning and messages in texts (and) compare the presentation of information and ideas in different texts.
- Students produce, in print and electronic forms, texts for a variety of purposes.
- They write arguments that state and justify a personal viewpoint.
- Students improve the accuracy and readability of their writing, developing confidence in identification and use of grammatical conventions and features of language and in their use of figurative language.
- They use a range of punctuation accurately to support meaning.
- They control tenses, and subject-verb and noun-pronoun agreement.
- They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.
Resources
Making use of the available resources I had on hand was of great importance in my planning. I made of use the school's computer labs, digital projectors and travel literature such as reviews, guide books, brochures and postcards to incorporate a number of engaging activities into my teaching.
Sequence of Activities:
Engage & Explore
Learning Objective: Introduce the topic of travel writing and begin to consider what travel means to us.
Learning Objective: Introduce the topic of travel writing and begin to consider what travel means to us.
- Students closed their eyes and thought about the word 'holiday' for one minute with teacher prompts on location, accommodation, favourite activities, weather, memorable food and sights. Then without speaking, students recorded what they saw and how they felt when they pictured the word. Students invited to share their ideas.
- Students extended their initial ideas about the word 'holiday' by defining their perfect/favourite holiday using the headings: location, accommodation, favourite activities and memorable food and sights. Students then designed a holiday poster using these ideas as front page in their workbooks to demonstrate that this was a new unit of work.
- As a class, we discussed and brainstormed- What is travel writing? Where do we find travel writing?
- Students were given a blank map of the world and choose 3 countries they would like to visit. Using an atlas, they located them on the map, colour coded them and then in a written response, explained why they had chosen this place, what they think it is like etc. Then students shared their choices, discussing why they have chosen them.
- Homework task: students choose one country and explored a tourism website relating to it.
Explain & Elaborate
Learning Objective: Considering the varied types, features and purposes of travel writing.
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Learning Objective: Identifying and comparing different types of travel writing and points of view. Analysing features of descriptive and informative travel writing.
- Using tourist reviews and websites relevant to the state of Victoria and city of Melbourne, I read through the main information pages with students. I focused on the imagery and word-choice to demonstrate how the words and phrases to describe particular elements had been specifically chosen and how the writing had been adapted for its audience.
- The students compared the different viewpoints of Melbourne and Victoria presented in these resources before comparing them their own particular opinion in a written piece of work.
- The students wrote down at least five words or phrases in which they thought it would be possible to 'sell' Victoria or Melbourne to tourists.
- The students divided a page into four with the headings: beach, city, sports and road trip/camping and were given a list of words and phrases they could use that would advertise each of these holidays. Then the students choose which words belonged under which heading. Once completed, the students wrote an opening sentence (or two) for each of the holidays discussed that would be suitable for a web-page like the tourism websites already looked at.
- The students completed a written worksheet with activities that explored and analyzed a short piece of travel writing. The students then used these activities to write a short descriptive piece of travel writing of their own.
A very simple travel advertisement to help students think about purpose, audience, language and layout.
(Click on an image to view a larger version)
(Click on an image to view a larger version)
Learning Objective: Considering the ways in which writing about holidays is adapted to its audience, focusing on audience, purpose and the different language devices needed to sell to particular groups.
Evaluate
Learning Objective: Drafting and revising their own travel brochure for assessment.
- As a class we read through several travel advertisements, revising the key aspects of travel writing (purpose, audience, language and layout), how the writing has been adapted to its audience, the focus on catchy, alliterative headings and phrases and the use of rhetorical questions.
- Using the same types of holiday destinations from the previous activity, the students thought about a particular audience and brainstormed words and phrases which would be suitable for advertising to the following groups: a family holiday; a romantic break for a couple; a weekend trip for a group of friends; and an educational trip for a class and their teacher.
- The students then created their own travel advertisement using these word banks.
Evaluate
Learning Objective: Drafting and revising their own travel brochure for assessment.
- The students brainstormed ideas for a fictional city/country for their final assessment task.
- The students then completed a travel writing framework sheet. This worksheet assisted the students in the use of descriptive and persuasive language, the organisation of their ideas and the structure of their writing, as required in this assessment task.
- Finally, the students created their own travel brochure on a fictional city or country to encourage people to visit for their holidays. Students were to able to draft their work first before using computers to format and display their work.
travelwritingframe.pdf | |
File Size: | 34 kb |
File Type: |
Assessment
Diagnostic
- Class discussion and brainstorm- what is travel writing?
- Unit of work front page- holiday poster
Prior knowledge assessment is one way that I determined the learning needs of my class and the above assessment activities helped me to understand the dynamics I am catering for and how best to teach them. I also talked to my supervising teacher about my students and viewed past work examples, which gave me another perspective on how I could cater for my students.
Formative
As we progressed through the key knowledge and content taught, I assessed my students level of understanding through a variety of methods. These activities provided me with evidence of student learning to inform instructional planning and insight into the degree and depth of understanding.
- 'Mini' guidebook of the school
- Student word bank and holiday sentence activities
- Student product: travel advertisement
- Student work sheet: exploring and analysing a short piece of travel writing
- Student written paragraph: descriptive piece of travel writing
- Teacher observations of student learning
- Travel writing framework sheet
As we progressed through the key knowledge and content taught, I assessed my students level of understanding through a variety of methods. These activities provided me with evidence of student learning to inform instructional planning and insight into the degree and depth of understanding.
Student worksheet: Activities to explore a short piece of travel writing and for students to attempt writing a small piece of their own.
(Click on the image to view a larger version)
(Click on the image to view a larger version)
Summative
As previously mentioned, the summative assessment task for this extended learning sequence was a travel brochure on a fictional city or country. This travel brochure enabled me to assess student knowledge and understandings against the VELS goals and standards of the unit. To assess and record student learning outcomes, I used a rubric assessment. More information regarding this form of assessment, and the enlarged Rubrics used in the classroom can be located in the following slideshow.
(Please click on the navigation arrows in the upper right hand corner to view this slideshow)
- Student product: travel brochure
As previously mentioned, the summative assessment task for this extended learning sequence was a travel brochure on a fictional city or country. This travel brochure enabled me to assess student knowledge and understandings against the VELS goals and standards of the unit. To assess and record student learning outcomes, I used a rubric assessment. More information regarding this form of assessment, and the enlarged Rubrics used in the classroom can be located in the following slideshow.
(Please click on the navigation arrows in the upper right hand corner to view this slideshow)
Evaluation & Reflection
Overall I believe that the sequence of teaching strategies and learning activities employed were fairly successful in developing the students learning and knowledge regarding the topic of travel writing. Throughout this extended learning sequence, I attempted to incorporate a number of activities and resources that were both stimulating, engaging and challenging for all students. Whilst I would have liked to have included a greater variety types of travel writing, given the limited time and assessment task given, I believe that I structured the allocated lessons adequately for the teaching and learning of the required skills and content for students to successfully complete the assessment task.
Feedback
Below is an except from teaching practicum report regarding this extended learning sequence.
In English, Emma, planned all lessons well in advance and had a clear idea of the skills and content that she was teaching. She clearly structured all tasks and was aware of those students who would need extra assistance. She closely monitored student work and her classroom management skills were very effective. Her English lessons were stimulating and challenging and she again used a variety of resources and media.
Mentor Teacher: Ms Glenis Kofran-Rotondo, 2010.
In English, Emma, planned all lessons well in advance and had a clear idea of the skills and content that she was teaching. She clearly structured all tasks and was aware of those students who would need extra assistance. She closely monitored student work and her classroom management skills were very effective. Her English lessons were stimulating and challenging and she again used a variety of resources and media.
Mentor Teacher: Ms Glenis Kofran-Rotondo, 2010.