EDLA519 Assessment 2 Template 3 Language Demands

What spoken language

demands will there be?

What listening
tasks will there
be?

Teacher led
discussion- What
is Gold?
Small group
discussion about
Gold in Australia
Presentation of
mind maps to
class

Working in pairscollaborative talk

about where and
when gold was
found

Class discussion
of the lyrics Look
out below

What texts will

the students be
reading?

Listening to
class
discussion
Listen
within small
group
discussion
Listen to
fellow
classmates
presentatio
n of mind
maps

Listen to
partner
during pair
work

Listen to
the song
Look out
Below
Listening to

What written text

types will there be?

Read
informatio
n on gold
in
Australia
website
Read and
share to
class
their mind
maps

Mind map of
Gold in
Australia- multi
modal text
(texts,
headings,
pictures, maps,
figures)

Read and
compreh
end
informatio
n on
website

Research
written on map
Timeline of
important dates

Lyrics of
the song
Look out
Below

What aspects of
grammar will the
students be
expected to use?
- Use of past
tense when
explaining
gold and its
relation to
Australian
History

Comprehension
questions about
song
Personal
reflection

What specific
vocabulary does
the topic require
students to know?
- Goldrush
- Gold mine
- Democracy
- Minerals

Past tense
when
explaining
gold and its
discovery
Correct usage
of preposition
e.g. 'In 1918
as opposed to
at 1918

States
Territories
Political
Social
Development
Immigration
Discovery

Rhyme in
lyrics
Rhythm
Structure of
song

Native
Ballarat
Gaiety
Dissipation
Windlass

EDLA519 Assessment 2 Template 3 Language Demands

discussion
of ideas
-

Prediction
language: I
think
Grammatical
words
depicting
characterisati
on such as
adjectives,
adverbs etc.
Differentiation
between
formal and
informal
language

Colonial
Bushranger
Treacherous

Teacher led
discussionEureka Stockade

Listening to
class
discussion

Read
from
handout
about the
Eureka
Stockade

Wall story of
Eureka
Stockade

Text structure
of non fiction
texts

Licence
Riot
Battle
Aftermath

Charades:
guessing of
answers
Guided reading:
reading amongst
small group and
teacher,
discussion of text

Listening to
teachers
assignment
and
explanation
of activities
Charades:
listening to

Spelling:
Read and
make
sense of
vocabular
y
Guided
reading:

Journal entry on
reflection of unit
Spelling wordscopying, writing
definitions and
putting them
into sentences

Journal entry:
First person
Spelling:
Word
meanings
Guided
reading: Text
structure and

Goldfield
Stockade
Riot
Injustice
Turbulent
Magistrate

Selected
students
to read
out aloud
from the
book

Repetition

Class discussion:
1. Prediction of
text
2. Summary of
chapter
3. Vocabulary
4. Answers to
chapter
questions
Reading of the
book Midnite as a
class

Listening to
fellow
students
reading
Listening to
class
discussion

Comprehension
questions of the
book

EDLA519 Assessment 2 Template 3 Language Demands

Pair reading
Pair discussion of
vocabulary
Working with pair
to answer chapter
questions

Class discussion
of KWLH chart
and research

classmates
answers
Guided
reading:
listening to
other peers
whilst
reading,
listening to
small group
discussion
Listening to
T to know
when time
is up for
current
rotation

Read
handout
with small
group

Listening to
partner
reading
Discussion
with partner
on
vocabulary
and when
answering
questions

Listening to
class

its
identification
of third person
writing

Read the
book
Midnite
in pairs
Read
vocabular
y
meaning
in
dictionary

Read
informatio
n from

Midnite
comprehension
questions

Research
information
notes from the

Grammatical
words
depicting
characterisati
on such as
adjectives,
adverbs etc.
Differentiation
between
formal and
informal
language

Gaol
Prisoner
Wages
Shriek
Sovereigns
Suspiciously
Indignantly

Use of correct
tense
according to

KWLH

EDLA519 Assessment 2 Template 3 Language Demands

gathered
Pair work on W
part of the chart

discussion

research
conducte
d for
KLWH
chart

KWLH chart

KWLH e.g. I
want to
know... I have
learnt