Unit Plan Literacy and Numeracy
Unit Plan Literacy and Numeracy
Report Unit Plan: Enhancing Literacy and Numeracy Skills through Formal and Informal
Writing
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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
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
that aims to enable students to reach their greatest potential in literacy and numeracy.
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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
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
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,
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
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
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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
3. Multimodal Instruction
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
1. Observations
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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
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
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
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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
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
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
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fosters a sense of ownership over their learning journey and empowers them to take initiative in
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
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:
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
Marking Scheme:
Objective
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Evaluate students' communication skills and numeracy concepts through the creation and
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
Marking Scheme:
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
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,
literacy concepts.
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
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.
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References
Banks, J., Frawley, D., & McCoy, S. (2015). Achieving inclusion? Effective resourcing of
Creagh, S. (2016). ‘Language Background Other Than English’: a problem NAPLaN test
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
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.
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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
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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
Criteria Points
Total /100
Criteria Points
Total /100
Criteria Points
Criteria Points
Total /100