EDLA519 Assessment 2 Template 3 Language Demands

What spoken
language
demands will
there be?

What listening
tasks will there
be?

What texts will

the students be
reading?

What written
text types will
there be?

What aspects of
grammar will
the students be
expected to
use?

- think-pair-share
- reading blurb
- class discussion

- listening to
teacher and other
students reading
- Youtube clip
- listening to
discussion
- listening to
discussions
- listening to
sentences being
read

- front and back

cover of novel
- text in Youtube
clip

- predictions
about the genre
and storyline of
novel

- discussion of
genres
- discussion of
text types

- sharing chosen
words and
context of the
word
- teacher lead
discussions

- teacher lead
discussion
- reading chosen
words in context
of the sentence it
was found
- reading
passages aloud to
peers

- listening to
peers read text

- re-reading
- using a table to
sections of novel
organise ideas
to find unfamiliar
and definitions
words
- reading teachers
table on IWB

- passage from
novel and text
from historical
account of the
Battle of
Beersheba

- students will
write examples
on post-it notes

- novel

- students will
write examples of
emotive language

- using context of
word to help
construct
meaning and
understanding
- identifying
language features
specific to
historical context
- punctuation,
nouns, verbs,
adjectives
- language
features specific
to historical texts
and fiction texts
- emotive
language

What specific
vocabulary
does the topic
require
students to
know?
- Farrier
- Governess
- Swag
- Damper
- Fair dinkum
-

Bandolier
Rendezvous
Digger
Bandolier

- Artillerymen
-Infantry
- Millpond
- Semaphone
- Court Marshall
- Squall
- Pneumonia
- Menagerie
- Crackerjack

EDLA519 Assessment 2 Template 3 Language Demands

- teacher lead
discussion

features in work
books

- class discussion

- class discussion
- reading part of
the book with
group members
- explaining their
part of the book
to other students

- class discussion
- listening to
peers read text
with and without
punctuation
- class discussion
- group discussion
- shared reading

- websites

- independent
summary of
information from
website

- listening to
group members
read part of the
book
- listening to
students
explanation of
their part of the
book
- listening to
teacher read
modified section
of text

- The Red Poppy

- modified version
of text

- editing text by
adding emotive
language and
punctuation

- listening to
shared reading

- copy of letter
from the novel

- each role will

write notes
pertaining to their
individual

- using factual
information to
inform
comprehension
and learn new
things
- language
features used in
fictional and
factual writing
- understanding
the language
features that
signify
chronological
order of stories

- Bonza
- Bully Beef
- Stalemate

- using
understanding of
grammar and
punctuation to
edit and improve
text
- understanding
how phrases,
words and
structures are

- Regiment
- Wrangle

- Telegraphy
- Shrapnel
- Knack

- Convalescent
- Stoush

EDLA519 Assessment 2 Template 3 Language Demands

requirements
necessary for
their role

used to construct
the text type of a
letter
- identify how
language features
are used to
convey meaning,
emotion and
context