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Rationale:

In connection with the curriculum strands, this unit gives students an opportunity to explore
poetry by reading, writing and responding to poetry while expressing their creativity, feeling and
emotions. Poetry allows students an opportunity to express their feeling and emotions as well as
make connections to other people and situation. Poetry is a great way to enhance students’ reading,
oral and writing skills.

Students will work based on learning preference, readiness, interest, content, cooperative
groups and multiple intelligences. They will work in differentiated groups throughout the unit.
Developing a positive environment where the enjoyment of writing and creating is fostered is
essential for literacy development (Cameron et al., 2015) Employing a multidimensional balanced
approach having promoted an open and collaborative environment can assist in achieving this
outcome (Winch, Johnston, March, Ljungdahl & Holiday, 2014). Creating meaningful tasks which
focus on engaging and high-quality Children’s literature can motivate and inspire students. While
employing authentic project-based task makes the learning appealing and genuine.

The gradual release of responsibility Model (GRRM) developed by Pearson and Gallagher
(1983) has been recognised as an effective teaching pedagogy, not only for writing but for other
areas of the curriculum. This model involves a progressive use of teaching practices to introduce and
work through new content. The model includes the sequential use of effective teaching practices
which move students from a supporting context where the teacher has a high degree of
responsibility for demonstrating the creation of texts (modelling and sharing), to a more
independent context where students take on the responsibility of creating their text (guiding and
applying). This unit of work attempts to follow this model.

This FPD was developed and established through a process of consultation from multiple
resources. These resources included SCSA, First Steps: Writing and The Writing Book (Cameron et al.,
2015). Decisions regarding text type, learning activities, assessment and teaching pedagogy utilised
these resources. Strong alliance with the GRRM, writing process and effective writing pedagogy
influenced decisions throughout this FPD.
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REFERENCES

Cameron, S., & Dempsey, L. (2015).The writing book. A practical guide for teachers.
Auckland. NZ: S&L Publishing

Pearson, P and Gallagher, M.(1983). The Instruction of Reading Comprehension.

Contemporary Educational Psychology, 8, 317–344

Winch, G., Johnston, R. R., March, P., Ljungdahl, L. D., & Holiday, M. (2014). Literacy:
Reading, writing and children's literature (5th ed.). South Melbourne, Victoria:
Oxford University Press.