VCAL literacy, differentiated work unit, vocational applied learning, task unit vcal, work unit literacy,   

 VCAL LITERACY DIFFERENTIATED WORK UNIT.

 Yr 11 VCAL LITERACY: ABOUT MELBOURNE TRAVEL BROCHURE PROJECT

Writing for practical purposes

Write an instructional or transactional text.

Description of what the student will be required to do in order to demonstrate successful completion of the learning outcome:

Task Description:

Drawing on their own experience on the City of Melbourne’s various tourist sites, students are to

construct a travel brochure “ About Melbourne” outlining information on various sites and utilising

their research, literacy and instructional skills to complete a pamphlet / travel brochure.

Students need to ensure their information is presented in a clear and logical format. The challenging

element is the timetable / transport instruction based component. Students have a choice in

completing this area in various degrees of analysis, evaluation and application in accordance to their

modified task selection preference. The end result is to produce a travel brochure containing at least

four tourist destinations so that someone who is visiting the City of Melbourne can do so with ease.

Students will also complete an oral presentation utilising power point to present their projects to

the class.

 

Elements

Activities to demonstrate achievement of elements

Evidence to demonstrate achievement of elements

Writing process

a) Use the processes of research, planning, drafting and editing to produce written texts.

After writing information based / instructions, after research, prepare rough draft and modify before giving notes to someone who has not completed the same tourist locations and they will provide feedback to improve. Ongoing class activity throughout the project to examine effectiveness of travel brochure structure / format and apply modification if required.

DIFFERENTIATED TASKS

 

Group 1

Research four different tourist destinations and summarise the main points. Include tour times for each destination. Utilise information technology graphics to include in your brochure.

 

Instructions:

Revise key subject terminologies: eg.

Evaluating, applying, investigate, demonstrating, analysing, explain, summary, appointment, schedule, tour operator, construction, format, destination, arrangement, land features, historical, Indigenous, monumental, heritage listed,

Students form list by researching and extending list & incorporate into project.

 

Step 1. Research other travel websites.

Step 2. Select a web design & colour scheme.

Step 3. Select 5 locations by researching Melbourne hot spots for tourists.

Step 4. Take notes on 5 locations in point form.

Step 5. Form paragraphs on each location. Describe the location and the tourism features.

Step 6. Show teacher to check for sentence structure, spelling, punctuation.

Step 7. Start forming paragraphs on powerPoint.

Step 8. Place pictures /graphics for each location.

Step 9. Provide a brief timetable on how to tour 2 destinations. Submit project.

Step 10. Prepare for oral presentation. Form cue cards.

 

Group -2

Research five different tourist destinations and summarise the main points. Include tour times for each destination. Utilise information technology graphics to include in your brochure.

 

Instructional travel time table component – draft.

Analyse and apply this information to explain the benefit gained by visiting these tourist destinations. Utilise information technology graphics to include in your brochure. Include a travel timetable outlining methods of transport and transport times.

Instructions:

Revise key subject terminologies: eg.

Evaluating, applying, investigate, demonstrating, analysing, explain, summary, appointment, schedule, tour operator, construction, format, destination, arrangement, land features, historical, Indigenous, monumental, heritage listed,

Students form list by researching and extending list & incorporate into project.

 

 

 

Instructions:

Step 1. Research other travel websites.

Step 2. Select a web design & colour scheme.

Step 3. Select 5 locations by researching Melbourne hot spots for tourists.

Step 4. Take notes on 5 locations in point form.

Step 5. Form paragraphs on each location. Describe the location and the tourism features.

Step 6. Show teacher to check for sentence structure, spelling, punctuation.

Step 7. Start forming paragraphs on powerpoint.

Step 8. Place pictures /graphics for each location.

Step 9. Provide a travel timetable on how to tour 5 destinations within a set timeline.

Step 10. Provide an analysis of the advantages of each location and form an informative paragraph on the most beneficial aspect of visiting specific locations. Submit project.

Step 10. Prepare for oral presentation. Form cue cards.

 

Group -3

Instructional time table component – draft & Research five different tourist destinations. Explain and evaluate the benefit gained by visiting these tourist destinations. Utilise information technology graphics to include in your brochure. Include a timetable outlining methods of transport and transport times. This format must follow a progression from one tourist destination to another, allowing sufficient time to reach each destination and be part of a tour group. Provide a cost analysis of travel expenditure.

 

 

 

Instructions:

Revise key subject terminologies: eg.

Evaluating, applying, investigate, demonstrating, analysing, explain, summary, appointment, schedule, tour operator, construction, format, destination, arrangement, land features, historical, Indigenous, monumental, heritage listed,

Students form list by researching and extending list & incorporate into project.

 

Step 1. Research other travel websites.

Step 2. Select a web design & colour scheme.

Step 3. Select 5 locations by researching Melbourne hot spots for tourists.

Step 4. Take notes on 5 locations in point form.

Step 5. Form paragraphs on each location. Describe the location and the tourism features.

Step 6. Show teacher to check for sentence structure, spelling, punctuation.

Step 7. Start forming paragraphs on powerpoint.

Step 8. Place pictures /graphics for each location.

Step 9. Provide a travel timetable on how to tour 5 destinations within a set timeline utilising assorted public transport formats.

Step 10. Provide an analysis and evaluate and recommend the best locations in accordance to tourist interests. List the advantages of each location and form lengthy informative paragraphs on the most beneficial aspect of visiting specific locations. Provide a cost analysis of travel expenditure as a whole and on individual components. Submit project.

 

Step 11. Prepare for oral presentation. Form cue cards.

 

 

Purpose

b) Use language and tone appropriate to text purpose and audience.

Look at other instructional texts utilising existing travel websites and identify how each good instruction starts with an ‘instructional verb’ and key words.

Instructions contain ‘instructional verbs’ and language appropriate to the context applicable to timetable travel arrangements.

Group 1

Structure

c) Sequence and structure information and/or ideas logically to suit purpose.

Students need to ensure their timetable travel instructions are sequential and easy to follow.

Travel brochure– draft

Group 3

Group 2

Length/complexity

d) Present several separate pieces of information within a text including detailed factual descriptions or data.

The completed steps will require the uninitiated to progress through a complex set of instructions.

Final copy of the travel brochure.

Group 3

Group 2

Mechanics

e) Spell, punctuate and use grammar with reasonable accuracy.

Students will summarise and draft their information on 5 tourist locations / timetable instructions to ensure they use grammar, spelling and punctuation with reasonable accuracy.

Final copy of the travel brochure.

Group 1

Group 2

Group 3

 

 

 

 

 

 

 

 

 

 

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