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Unit Plan Literacy and Numeracy

This unit plan for Grade 9 English focuses on enhancing literacy and numeracy skills through effective writing over a duration of 5-6 weeks. It includes differentiated instruction tailored to meet the needs of students, such as those with learning disabilities like dyslexia, and emphasizes collaborative and multimodal teaching strategies. The plan outlines specific learning outcomes, assessment tasks, and feedback strategies to support student development in both formal and informal writing, spelling, grammar, and numeracy application.

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0% found this document useful (0 votes)
11 views

Unit Plan Literacy and Numeracy

This unit plan for Grade 9 English focuses on enhancing literacy and numeracy skills through effective writing over a duration of 5-6 weeks. It includes differentiated instruction tailored to meet the needs of students, such as those with learning disabilities like dyslexia, and emphasizes collaborative and multimodal teaching strategies. The plan outlines specific learning outcomes, assessment tasks, and feedback strategies to support student development in both formal and informal writing, spelling, grammar, and numeracy application.

Uploaded by

Onyango Felix
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Unit Plan 1

Report Unit Plan: Enhancing Literacy and Numeracy Skills through Formal and Informal

Writing
Unit Plan 2

Grade Level: Grade 9

Subject Area: English

Unit Title: Effective Communication through Writing

Duration: 5-6 weeks

Introduction

In the present-day educational setting, analyzing standardized test data is an important tool for

evaluating students' abilities and potential for improvement in literacy and numeracy. By digging

into the varied aspects of Grade 9 students' literacy performance, as demonstrated by the

NAPLAN test analysis, we can identify trends that can inform focused instructional techniques

geared at promoting academic advancement. This unit plan aims to meet the different literacy

and numeracy needs of Grade 9 students, with an emphasis on improving formal and informal

writing skills, spelling, and grammar competency.

We will set out on an in-depth look to establish a learning environment where all students,

including those with special needs like Student No. 9, have fair access to opportunities for

academic achievement. Through the use of evidence-based teaching practices and curriculum

standards alignment, educators may enable students to grasp critical literacy and numeracy

competencies.

The report acknowledges that achieving greatness in literacy and numeracy goes beyond the

classroom and encompasses the larger objective of providing students with the necessary tools

for success in the classroom and beyond. With careful preparation, intentional teaching, and a

strong dedication to student-centered learning, we set out on a revolutionary educational path

that aims to enable students to reach their greatest potential in literacy and numeracy.
Unit Plan 3

Student Profile

Student No. 9 is a 13-year-old female named Alicia, who exhibits a unique learning style and

specific areas where she requires support to achieve academic success. Alex has been diagnosed

with dyslexia, which significantly impacts her reading, writing, spelling, and grammar skills.

Despite her challenges, Alicia demonstrates a strong auditory and kinesthetic learning

preference, excelling in hands-on activities and verbal discussions. This condition makes it

difficult for her to spell, understand words, and coherently arrange her thoughts in writing. When

faced with reading and writing assignments, she frequently feels frustrated and anxious, which

makes her reluctant to participate in literacy-related activities. Nonetheless, Alicia has a strong

passion for the visual arts and finds creative expression in storytelling and drawing. Alternative

strategies and adjustments are required to meet Alicia's learning requirements and improve

her grades.

Learning Outcomes

1. Develop proficiency in formal and informal writing styles

Throughout this unit, students will engage in various writing tasks that require them to adapt

their writing style to different contexts. They will learn to recognize the characteristics of formal

and informal writing and apply appropriate language conventions accordingly. By exploring

different genres and formats, such as essays, letters, and narratives, students will develop a deep

understanding of audience, purpose, and tone in their writing, fostering effective communication

skills essential for academic and real-world contexts.

2. Enhance spelling and grammar skills


Unit Plan 4

A significant focus of this unit is on refining spelling and grammar proficiency to ensure clarity

and accuracy in written communication. Through targeted instruction and practice activities,

students will reinforce spelling rules, grammar conventions, and punctuation usage. They will

learn strategies for identifying and correcting common spelling and grammar errors, cultivating

attention to detail and precision in their writing. By mastering spelling and grammar

fundamentals, students will enhance the readability and coherence of their written work,

contributing to overall writing effectiveness and comprehension.

3. Apply numeracy skills in real-world writing contexts

Integrating numeracy skills into writing tasks provides students with opportunities to apply

mathematical concepts in practical scenarios. From drafting budgets and schedules to analyzing

data and statistics, students will explore how numeracy intersects with writing in everyday

situations. By incorporating numerical information and calculations into their writing, students

will develop critical thinking skills and mathematical literacy, preparing them to communicate

effectively in diverse academic and professional contexts where numerical reasoning is required.

This interdisciplinary approach fosters holistic learning and demonstrates the relevance of

numeracy skills beyond traditional math settings, empowering students to navigate complex

challenges with confidence and competence.

Teaching Strategies

1. Differentiated Instruction

Differentiated instruction will be a cornerstone of our teaching approach, ensuring that each

student, including Student No. 9, receives personalized support to meet their unique learning

needs. This will involve adapting lesson content, tasks, and materials to cater to varying skill
Unit Plan 5

levels and learning styles. For Student No. 9, individualized tasks and scaffolding techniques will

be employed to address specific challenges identified in the NAPLAN analysis, such as writing

deficiencies and numeracy struggles. By providing tailored instruction, we aim to foster a sense

of competence and confidence in Student No. 9 and empower them to succeed academically.

2. Collaborative Learning

Collaborative learning opportunities will be integrated into the unit to promote peer interaction

and mutual support. Peer review sessions will allow students to provide constructive feedback on

each other's writing, enhancing their critical thinking and communication skills. Group activities

will encourage teamwork and cooperation, enabling students to learn from one another's

perspectives and experiences. Through collaborative learning experiences, students will develop

essential social and interpersonal skills while reinforcing their understanding of writing

conventions and numeracy concepts.

3. Multimodal Instruction

In addition, multimodal instruction will be utilized to enhance student engagement and

comprehension. By incorporating a variety of resources such as PowerPoint presentations,

interactive worksheets, and online tools, we will cater to diverse learning preferences and

abilities. Visual aids and multimedia resources will help reinforce key concepts and facilitate

deeper understanding, especially for visual and auditory learners. By embracing multimodal

instruction, we aim to create dynamic and interactive learning experiences that resonate with all

students, fostering enthusiasm for literacy and numeracy development.

Formative Assessment Tasks

1. Observations
Unit Plan 6

Teachers will closely observe students' engagement and progress during writing activities,

paying particular attention to their application of spelling and grammar rules. By monitoring

students' writing processes, educators can identify individual strengths and areas for

improvement, allowing for targeted support and intervention where necessary. Observations

provide valuable insights into students' confidence levels and mastery of writing conventions,

informing instructional decisions and adjustments to meet diverse learning needs effectively.

2. Think-Alouds

Students will be encouraged to verbalize their thought processes while writing, articulating their

strategies and challenges in real-time. This strategy allows educators to gain deeper insights into

students' cognitive processes and comprehension of writing concepts. By vocalizing their

reasoning, students can identify areas of difficulty and receive immediate support and feedback

from the teacher. Think-aloud exercises promote metacognitive awareness and empower students

to become active participants in their learning journey, fostering a deeper understanding of

writing conventions and strategies for improvement.

3. Concept Maps

Students will create visual representations of writing conventions using concept maps,

organizing key concepts and connections related to formal and informal writing styles, spelling

rules, and grammar principles. Concept maps serve as diagnostic tools, allowing educators to

assess students' conceptual understanding and identify any misconceptions or gaps in knowledge.

By analyzing students' concept maps, teachers can tailor instruction to address specific areas of

need and reinforce essential writing concepts. Concept mapping encourages critical thinking and
Unit Plan 7

synthesis of information, promoting a deeper understanding of writing conventions and

enhancing students' overall literacy skills.

4. Group Sessions

Collaborative activities will provide opportunities for students to work together on writing tasks,

such as peer review and group writing projects. During these sessions, students will not only

demonstrate their writing proficiency but also develop essential collaborative skills, such as

communication, teamwork, and constructive feedback. Educators will assess students' ability to

collaborate effectively, contribute to group discussions, and provide meaningful feedback to their

peers. Group sessions foster a supportive learning environment where students can learn from

each other's strengths and perspectives, promoting a deeper understanding of writing conventions

and enhancing overall literacy skills.

Feedback Strategies

In providing feedback on writing assignments, it's essential to offer more than just a cursory

review. Timely and specific feedback is key to guiding students towards improvement. This

means not only pointing out errors but also acknowledging their strengths and areas of progress.

By highlighting what students are doing well, they gain confidence and motivation to continue

refining their skills. Conversely, addressing areas for improvement in a constructive manner

helps students understand where they need to focus their efforts.

Moreover, incorporating opportunities for self-assessment and reflection enhances students'

metacognitive awareness. Encouraging them to evaluate their own work allows for a deeper

understanding of their writing process and areas of growth. Through self-reflection, students can

identify patterns in their writing, recognize recurring errors, and set goals for improvement. This
Unit Plan 8

fosters a sense of ownership over their learning journey and empowers them to take initiative in

addressing their weaknesses.

Furthermore, peer feedback plays a crucial role in fostering a supportive learning community. By

encouraging students to provide constructive criticism to their peers, they develop empathy,

communication skills, and a deeper understanding of writing conventions. Peer feedback not

only provides additional perspectives on students' work but also creates a collaborative

environment where everyone feels valued and supported in their learning endeavors. Ultimately,

feedback strategies that encompass timely feedback, self-assessment, and peer involvement

contribute to a comprehensive approach to student development in literacy and numeracy.

Summative Assessment Tasks

1. Written Test

Objective: Evaluate students' mastery of formal and informal writing styles, spelling, and

grammar usage.

Task Description

Students will be provided with a series of prompts requiring them to compose written responses,

including essays, letters, and narratives. The test will assess their ability to structure coherent

paragraphs, apply spelling and grammar rules accurately, and convey ideas effectively.

Marking Scheme:

Content and Organization: 30 points

Spelling and Grammar: 30 points

Clarity and Coherence: 20 points


Unit Plan 9

Creativity and Expression: 20 points

Rubric: See attached rubric for detailed criteria and scoring.

2. Interactive Worksheets

Objective

Assess students' proficiency in identifying and correcting spelling and grammar errors in written

passages.

Task Description

Students will engage with interactive worksheets containing passages with spelling and grammar

mistakes. They will be required to identify errors and provide corrections, demonstrating their

understanding of language mechanics.

Marking Scheme:

Correctness of Corrections: 40 points

Explanation of Corrections: 30 points

Neatness and Presentation: 20 points

Timeliness and Completion: 10 points

Rubric: Refer to attached rubric for detailed assessment criteria.

3. Daily Schedule Task:

Objective
Unit Plan 10

Evaluate students' communication skills and numeracy concepts through the creation and

presentation of daily schedules.

Task Description

Students will design daily schedules outlining their activities and allocating time slots for each

task. They will incorporate numeracy concepts such as time management and prioritization into

their schedules. Students will then present their schedules to the class, explaining their choices

and demonstrating effective communication skills.

Marking Scheme:

Clarity and Organization of Schedule: 30 points

Numeracy Application: 30 points

Communication Skills: 20 points

Presentation and Creativity: 20 points

Rubric: See attached rubric for detailed assessment criteria and scoring.

It is important to note that each summative assessment task is designed to measure specific

aspects of students' literacy and numeracy skills, providing comprehensive insights into their

proficiency and areas for growth. Rubrics are provided to ensure transparent and consistent

evaluation of student performance across all tasks.

Strategies for Assessment to Support Student No. 9

1. Develop an Individualized Education Plan (IEP)


Unit Plan 11

Support for Student No. 9, Alex, involves a tailored approach to address his specific learning

needs and accommodate his strengths and challenges associated with dyslexia. An Individualized

Education Plan (IEP) will be developed, outlining specific goals, interventions, and

accommodations to support Alex's academic progress. The IEP will include strategies such as

providing audio recordings of texts, utilizing assistive technology like text-to-speech software,

and incorporating multisensory activities to enhance his engagement and comprehension of

literacy concepts.

2. Collaborate with support professionals and involve parents/caregivers

Collaboration with support professionals, including special education teachers and speech

therapists, will be integral in developing and implementing personalized strategies for Alex's

success. These professionals will provide valuable insights into Alex's challenges and

preferences, guiding the design of interventions and accommodations tailored to his needs.

Additionally, involving Alex's parents/caregivers in the educational process will offer a holistic

understanding of his learning environment and support mechanisms outside of school.

3. Provide differentiated instruction

During writing activities, educators will provide differentiated instruction and additional support,

focusing on areas of weakness identified in the NAPLAN analysis, such as spelling and

organizing written thoughts. This may involve offering extended time for assignments, explicit

instruction on decoding strategies, and scaffolding techniques to help Alex overcome barriers

and build his confidence in literacy tasks. By implementing these strategies and fostering a

supportive learning environment that celebrates Alex's strengths, educators can empower him to

achieve academic success and thrive despite his challenges with dyslexia.
Unit Plan 12

References

Banks, J., Frawley, D., & McCoy, S. (2015). Achieving inclusion? Effective resourcing of

students with special educational needs. International Journal of Inclusive

Education, 19(9), 926-943.

Burkhardt, H., & Schoenfeld, A. (2019). Formative assessment in mathematics. In Handbook of

formative assessment in the disciplines (pp. 35-67). Routledge.

Chytry, V., & Kubiatko, M. (2021). Pupils' Summative Assessments in Mathematics as

Dependent on Selected Factors. EURASIA Journal of Mathematics, Science and

Technology Education, 17(8).

Creagh, S. (2016). ‘Language Background Other Than English’: a problem NAPLaN test

category for Australian students of refugee background. Race Ethnicity and

Education, 19(2), 252-273.

Lau, A. M. S. (2016). ‘Formative good, summative bad?’–A review of the dichotomy in

assessment literature. Journal of Further and Higher Education, 40(4), 509-525.

Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Fostering school connectedness online

for students with diverse learning needs: Inclusive education in Australia during the

COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 142-156.


Unit Plan 13

Appendix

1. Lesson Sequence
Week 1: Introduction to Formal and Informal Writing
 Objective: Introduce students to the concept of formal and informal writing styles.
 Activities:
 Overview presentation on formal vs. informal writing.
 Group discussion on examples of each style.
 In-class writing activity: students write a formal letter and an informal email.
Week 2: Spelling and Grammar Fundamentals
 Objective: Review spelling and grammar rules and common mistakes.
 Activities:
 Spelling and grammar mini-lessons.
 Interactive worksheet practice on identifying and correcting errors.
 Peer review session: students exchange and edit each other's writing.
Week 3-4: Writing Practice and Feedback
 Objective: Provide opportunities for students to practice writing and receive feedback.
 Activities:
 Writing workshops: students work on formal and informal writing assignments.
 Teacher conferences: one-on-one feedback sessions with each student.
 Revision and editing exercises: students refine their writing based on feedback
received.
Week 5: Numeracy Integration - Daily Schedule Task
 Objective: Integrate numeracy concepts into writing through the creation of daily
schedules.
 Activities:
 Explanation of task and review of numeracy concepts related to time
management.
Unit Plan 14

 In-class time management exercise.


 Creation and presentation of daily schedules by students.
Week 6-7: Summative Assessment Preparation
 Objective: Review key concepts and prepare for summative assessments.
 Activities:
 Review sessions on formal and informal writing, spelling, grammar, and
numeracy concepts.
 Practice tests and worksheets for summative assessment tasks.
 Final revision and preparation for written test and interactive worksheets.

2. Assessment Tasks

1. Written Test
 Objective: Assess students' formal and informal writing skills, spelling, and
grammar proficiency through a comprehensive written examination.
 Task Description: The written test will consist of three sections:
1. Essay Writing: Students will be given a choice of essay topics to
demonstrate their ability to construct coherent arguments and organize
ideas effectively.
2. Grammar and Spelling: This section will include multiple-choice
questions and short-answer exercises to assess students' knowledge of
grammar rules and spelling conventions.
3. Editing Exercise: Students will be provided with passages containing
errors in spelling, grammar, and punctuation. They will be required to
identify and correct these errors, demonstrating their editing skills.
 Marking Scheme: Each section of the test will be graded based on specific criteria
outlined in the rubric.
 Rubric: Refer to the attached rubric for detailed assessment criteria and scoring
guidelines.
2. Interactive Worksheets
Unit Plan 15

 Objective: Evaluate students' ability to identify and correct spelling and grammar
errors in written passages.
 Task Description: Students will engage with interactive worksheets containing
passages with spelling and grammar mistakes. They will be required to identify
errors and provide corrections, demonstrating their understanding of language
mechanics.
 Marking Scheme: The interactive worksheets will be graded based on the
correctness of corrections, explanation of corrections, neatness and presentation,
and timeliness and completion.
 Rubric: See the attached rubric for detailed assessment criteria and scoring
guidelines.
3. Daily Schedule Task
 Objective: Measure students' communication skills and numeracy concepts
through the creation and presentation of daily schedules.
 Task Description: Students will design daily schedules outlining their activities
and allocating time slots for each task. They will incorporate numeracy concepts
such as time management and prioritization into their schedules. Students will
then present their schedules to the class, explaining their choices and
demonstrating effective communication skills.
 Marking Scheme: The daily schedule task will be evaluated based on the clarity
and organization of the schedule, application of numeracy concepts,
communication skills demonstrated during the presentation, and creativity in
scheduling.
 Rubric: See the attached rubric for detailed assessment criteria and scoring
guidelines.

4. Marking Rubrics
Written Test Rubric

Criteria Points

Content and Organization /30


Unit Plan 16

Criteria Points

Spelling and Grammar /30

Clarity and Coherence /20

Creativity and Expression /20

Total /100

Interactive Worksheets Rubric:

Criteria Points

Correctness of Corrections /40

Explanation of Corrections /30

Neatness and Presentation /20

Timeliness and Completion /10

Total /100

Daily Schedule Task Rubric:

Criteria Points

Clarity and Organization /30

Numeracy Application /30

Communication Skills /20

Presentation and Creativity /20


Unit Plan 17

Criteria Points

Total /100

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