Course Planning Template

ESOL UNIT PLANNING: Fashion and the Royal Wedding

ELLP Level 1 to 3

Unit: The Royal Wedding and Fashion –Multi-levels
This course has been developed to assist ELLS achieve functional literacy.Target students are in years 10,11/12/13 and are permanent residents or international fee-paying students. The students are working at ELLP stages 1- 3 and at the end of the course will have achieved appropriate ESOL Unit Standards. Topics have been chosen to prepare students for general language demands of mainstream subjects.
This course planning template is available at the following ESOL Online page: Course Planning(years 9-13).
COURSE: Fashion and the Royal Wedding
Duration: 4 Weeks ELLP/ ELIP level: 1-3
Ongoing programmes: Links to NZ Cultural Values; NZ Heritage/History
Achievement or learning objectives: English
Processes and strategies: Integrate sources of information, processes and strategies to identify form and express ideas
Recognises, understands and describes the connections between oral, written and visual language; Integrates oral, visual and written sources of information and priorknowledge
Monitors, self-evaluates and describes progress articulating what they are learning; Shows an increasing understanding of text structures
Principles: With an emphasis on the following: / Cultural Diversity / High Expectations / Future Focus
Values:
Excellence – aiming high, persevering / Innovation, enquiry and curiosity / Diversity – culture, language, heritage / Respect – for themselves and
others
Key Competencies / Topic and language features / Content and language learning outcomes / Differentiation / Assessment
Managing self – self-motivation, personal goals, appropriate behaviour, resourcefulness, sense of self and importance of heritage.
Relating to others – listen actively, recognise
different points of view, negotiate, share ideas.
Using language, symbols, and texts – interpreting language and symbols, using ICT, recognising how choices of language and symbol affect understanding
Thinking – using creative critical ,metacognitive and reflective processes, drawing on personal knowledge and intuitions
Solo Taxonomy:
Unistructural,
Multistructural-
How important is tradition?
Why have weddings?
How my culture’s weddings are different to yours / Topic: Royal Wedding and
Fashion
Reading: Descriptive Texts
Language Features

Text structure
Opening informative statement
Rich choice of adjectives, adverbs, synonyms
Order of adjectives
Verbs expressing feelings
Present tense
Pronouns
Prepositional phrases
Generally objective voice

Vocabulary Development

word parts
word cards
noun groups (article+noun/
article+adjective+noun)
dictionary use

Listening :
to description and comparison of fashion garments
Language features :

General, proper and common nouns
Pronouns
Verbs: Simple Present
Adjectival and adverbial phrases
Prepositional phrases
Language of comparison
Connectives

Speaking:

In pairs describing pictures
In dialogue based on relevant newspaper articles
In a short talk about ‘labels I prefer’ or ‘what to wear at a wedding’
Speech on ‘Weddings in my culture”

/ Students will:

become familiar with

a range of vocab. learning strategies

learn unknown words
learn topic related vocabulary
Understand the structure of description
use skimming and scanning strategies
Identify main points and supporting detail
write descriptive phrases and sentences
write comparative descriptive paragraphs

using visual text
Students will :

identify the topic sentence
identify specific details of description
compare and order visual text following verbal description

Students will:

listen for meaning
listen for adjectives
complete running dictation
complete cloze

Students will:

speak in pairs,
prepare a short talk or a speech
prepare a group speech
have a fashion/

wedding show and compare it!

make a video

recoding of the
fashion show and edit it! / Additional support and extension
Support will be provided by ensuring that each student starts at the appropriate vocabulary level as determined by testing
Provision will be made for students who need to study at the 1000 word list or the AWL level for students who work at a faster pace
Formative and Summative assessment at level of student
Students capable of achieving at a higher level will be assessed using Level 1,2 or 3 ESOL Unit standards / Informal assessment

Teacher observation
Self monitoring
Peer assessment

Formative assessment
Weekly tests based on 500,1000, 2000 word list and topic related
Reading for meaning
Short paragraph writing
Listening and speech activities
Summative assessment
Weekly tests based on relevant
word lists; cloze exercises from related texts; paragraph writing
Student record results
Students could be assessed against any of the following ESOL Unit Standards:
17139 Write simple descriptions on
familiar topics
2985 Read simple information texts
2969 Read recounts in familiar contexts
17366 Write simple recounts of personal experiences
17371 Write formal letters
3477 Write recounts on familiar topics
17370Write expressing a viewpoint
Current version of these unit standards are available at

Teacher resources: / Student resources
Print:
NZ Heraldarticles on theRole of the Crown in NZ’s Constitution
Various articles on the Republic of NZ
Fashion: A Moneymaker for the wealthy; a Model’s paradise?
Banning of too-thin models ; The life of a Super Model
The Cost of the Royal Wedding
NZ Women’s Weekly Articles; NZ’s Woman’s Day
Order of Marriage Service / . Print
Choices – Fashion with audio tape
Looking Cool- Choices 2006
Magazine Articles –NZ Women’s weekly; Women’s Day
School Journals – My Auntie Wai’s Wedding and other stories on the topic
NZ Herald articles- descriptions of Kate and Wills Wedding
Magazine articles
Electronic
;http ;//
english-to-go.com
breaking news English.com
Royal Wedding: Kate Middleton’s Family Chips in but Security most costly / Electronic:
Royal Wedding fashion: the best-dressed guests
The T-Mobile Royal Wedding
Princess Beatrice’s royal wedding hat gets a $75,000 bid on eBay
Royal Wedding; inside Kate and William’s extraordinary palace reception
Digital Clips of the Royal Wedding
Final evaluation of course / Suggested changes
Collate comments from student evaluations, teacher evaluations & reflections and evidence of student progress to answer the following questions:
What impact did my teaching have on student learning?
What evidence do I have? / Based on the evidence, decide what you would plan to do differently next time and give reasons.
Chris McGuirk Selwyn College 2011