LITERACY / UNIT PLANNER

Topic: My place: Sam 1798: Episode !"a#m Lad Yea# Le$el: % Te#m: & 'ee(: 1!% )a*e: +&/+,/+1&
-RAMMAR ".CUS: /le$els0
11 '2ole *e3* s*#4c*4#e o5 a6 I65o#ma*io6 Na##a*i$e
Orientation
Series of events
Te3* *ype a6d
mode
Lis*e6ed *o Spo(e6 Read '#i**e6 7ie8ed P#od4ced
I65o#ma*io6
Na##a*i$e
3 3 3 3 3 3
S*eps i6 Teac2i69 a6d Lea#6i69 Cycle: /adap*ed )e#e8ia6(a: 199+/++70
1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocaular! and text knowledge
". #oint construction of text
$. %ndependent construction of text
&. 'eflecting on language choices
"#e;4e6*ly 4sed Li*e#acy I6s*#4c*io6al S*#a*e9ies:
(hink )loud *anguage +xperience )pproach ,'/-. 'ead to Shared '/-
Guided '/- Modelled writing %nteractive writing %ndependent '/-
*iterature /ircles 'eciprocal (eaching Mini lesson 'oving conferences
'eading %nterviews /lo0e
Topic!speci5ic $oca<4la#y 5o# *2e 46i* o5 8o#(:
/onvicts1 settle2ent1 treat2ent1 lifest!le1 opportunities1 conditions1 infor2ation1
evidence1 research1 facts1 narrative1 plot1 characters1 )ustralian 3istor!1 travel1
convictions1 laor1 punish2ent1 stor! 2aps1 2ain characters1 setting1 co2plication1
resolution1 plot1 factual infor2ation1 entertain1 paragraphs1 ordering se4uence1
eginning1 2iddle1 end1 orientation1 descriptive language1 event.
T2i6(i69 Tools/*ec26i;4es *o s4ppo#* c26=s *2i6(i69 <e5o#e/d4#i69/a5*e# a6 ac*i$i*y:
Graphic Organisers ,GO. e.g. 5enn 6iagra21 78/hart1 (8chart1 Se2antic grid9 Brainstor29
Mind2ap9 (hink8:air8Share9 6O5+9 :lace2at9 Graffiti -all9 :ost8it ;otes9 Sunshine -heel9 )8<
profor2a9 :role28solving9 'eflective *earning #ournals9 Share ti2e9 'eflection /ircles9 'ole8pla!9
=ish Bowl9 6eate9 6iscussion9 :;%9 $5%:s9 Bundling9
Comp#e2e6sio6 S*#a*e9ies: :redicting9 5isualising9 Making connections9 >uestioning9 %nferring9
6eter2ining i2portant ideas9 Su22arising9 =inding evidence in the text9 ?nderstanding new
vocaular!9 S!nthesising9 /o2paring and contrasting9 :araphrasing9 'ecognising cause and effect9
Ski22ing and scanning9 >4es*io6 *ypes: self84uestioning9 3 levels9 ,literal1 inferential1 evaluative.
Reso4#ces: -ing #an1 *. ,2@@A.. Write ways. South MelourneB O?: .pp. 23$82&" 9 +:%SO6+ 22 +nglish teaching
resources downloaded on A/1@/213 fro2 www.2!place.edu.au/. M! :lace wesite www.2!place.edu.au 5ideo clip +pisode
229 )B/3 M!:lace httpB//www.ac.net.au/ac3/2!place/9 6epart2ent of +ducation1 (raining and +2plo!2ent. ,2@13..
>ueensland Govern2entB +ducation >ueensland SchoolingB *earning :lace. 'etrieved fro2
httpB//www.learningplace.co2.au/en/teachingandlearning
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
aking choices
!ote taking
"bser#ing
"rdering e#ents
"rganising
$erforming
$ersuading
$lanning
$redicting
$resenting
$ro#iding feedback
%uestioning
&eading
&ecognising bias
&eflecting
&eporting
&esponding
&estating
&e#ising
'eeing patterns
'electing information
'elf(assessing
'haring ideas
'ummarising
'ynthesising
)esting
*ie+ing
*isually representing
,orking independently
,orking to a timetable
1 C : a g e
TEACHING &
LEARNING CYCLE
WHOLE CLASS
Tuning In
MINI LESSON INDEPENDENT
LEARNING
SHARE TIME AND
TEACHER SUMMARY
ASSESSMENT
STRATEGIES
Sessio6 1
?4ildi69 *e3*
(6o8led9e:
Model *2e
-e6#e
(o co2pare the
differences
etween a
;arrative and
an %nfor2ation
;arrative1 in
order to
develop an
understanding
of what an
infor2ation
;arrative is1
and how it
differs fro2
other narratives.
)isc4ssio6
Who can tell me what a
Narrative is?
What do you think an
information narrative is?
Why would the word
information be used in front of
the word Narrative?
)isc4ssio6 a6d ?#ai6s*o#m
o5 ideas1
T2i6( Alo4d
'ead two narratives to students Done in the
for2 of an infor2ation narrative. Model
how to identif! the differences and
si2ilarities in the two narratives ,)ppendix
1B %nfor2ation narrative and fiction
narrative.. Model how to use a 5enn
6iagra2 to organise1 sort and displa! this
infor2ation ,)ppendix 2B Student )ctivit!
sheet8 5enn 6iagra2..
*ist the following 4uestions on the oard1
and explain and 2odel how these 4uestions
can help us to distinguish the differences
etween an infor2ation narrative and other
narratives.
>4es*io6s
1) Does this narrative include facts?
Or rather only include common
sense information or made up
ideas?
2. Do you think that the writer would
have needed specific knowledge
before they could write this
narrative? Or do you think that
they were able to write this
narrative using only their
imagination or co22on senseE
,-ing #an1 2@@A1 pp. 2$$82$&..
-#o4p colla<o#a*io6
Students will individuall! e given a 5enn
6iagra2 worksheet1 and in groups of "8$ will
work together to read1 sort1 organise and classif!
the differences etween the two narratives
placed on their tales ,)ppendix "B %nfor2ation
;arratives for groups..
) leader will e allocated to ever! tale.
(his student will e asked to read aloud the two
pieces of work to ever!one and lead and
2onitor the discussion using the 4uestion
written on the oard to help ,)ppendix 3B
>uestions.. Students will individuall! fill in
their own 5enn 6iagra2.
Teac2i69 9#o4p 8i*2 small 9#o4p o5 EAL:
(he ;arratives chosen for these students will
not onl! e a written text ut a text with i2ages.
-4ided #eadi69 a6d 8#i*i69
(hese students willB8'ead through the narratives
out aloud with the teacher.
86iscuss the differences the! notice in the two
narratives8 using the 4uestions to guide the
discussion ,)ppendix 3B >uestions..
(he teacher willB86efine ke! ter2s with the
students1 such as fact1 i2agination1 and writer
knowledge.
-hat a fact is. How can we find out if
something is really a fact? What is common
sense? !f we used our imagination to write a
narrative would it be an information narrative?
Why?
:inpoint and discuss which narrative the
students think incorporates facts ,researched
infor2ation. or i2aginar! /co22on sense ideas.
Students will then write down the ideas
discussed on their 5enn 6iagra2s.
S2a#e *ime
+ach group leader
will share what the!
discussed in their
groups in regards to
the si2ilarities and
differences of an
infor2ation
narrative and the
other narrative.
*astl! discuss what
needs to e
included in an
infor2ation
narrative1 and what
the writer needs to
think aout1 efore
the! egin the
writing process8
what is their
purpose?
/ollection of
5enn
6iagra2s will
assess if
students can
identif! the
ke!
differences
and
si2ilarities
etween an
infor2ation
narrative and
other
narratives.
2 C : a g e
Sessio6
?4ildi69 *opic
(6o8led9e
=ar2 lad
F+pisode
22/1GAHB Sa2I
(he process of
eco2ing a
knowledgeale
and infor2ed
writer.
?#ai6s*o#m
6uring hu2anit! lessons1
students have een learning
aout the colonial settle2ent
in )ustralia and have gained
knowledge of convict life.
(his lesson will therefore link
in4uir! learning to literac!
learning1
What do you think life would
have been like for convicts
who were sent to "ustralia?
What do you think a convict#s
life was like before they were
sent to "ustralia?
6ispla! on the interactive
whiteoard ,%-B. photos as
pro2pts to encourage thought
and discussion.
T2i6( Pai# s2a#e: Read *o a6d Model
Students will watch +pisode 22 of M! :lace.
Students will take part in a think pair share
activit! to share their ideas in regards to this
episode. (ogether the! will answer the
4uestions outlined in appendix " ,)ppendix
"."B Je! >uestions..

'ead the short stor!8 6iar! of a /onvict
,)ppendix $..
)fter reading D discuss what t!pe of
narrative it is.
!s it an information Narrative$ why?
What do you think the writer needed to know
before writing this narrative?
!f we were to write an information narrative
about the life of a convict$ what would we
need to know? ,-ing #an1 2@@A1 pp. 2$$8
2$&..
,% do1 we do1 !ou do process.. Model how to
use a pro2pt chart to assist in the planning
process of writing an %nfor2ation ;arrative
,)ppendix &B :ro2pt chart. ,-ing #an1
2@@A1 pp. 2$A..
I6depe6de6* 8#i*i69
Students will fill in their pro2pt chart to egin
the process of eco2ing a knowledgeale and
infor2ed writer.
Teac2i69 9#o4p 8i*2 EAL s*4de6*s:
-4ided 8#i*i69
Students will work together1 alongside the
teacher to fill in their pro2pt chart.
Students will e allowed to look at their histor!
ooks to get ideas1 and watch the M! :lace
episode again.
>uestions will e asked to pro2pt students to
think further. >uestions such asB
6uring the 1G@@Ks what was life like in
+nglandE
What crimes did these convicts commit?
Why do you think they committed such crimes?
Were they poor$ like maybe %am#s family were?
What happened to convicts once their sentence
finished?
!f you don#t know the answers$ how can we find
out?
Re5lec*io6 ci#cles
Students who wish
to share will discuss
what the! included
on their chart.
6uring this ti2e1
students can add
an! extra
infor2ation shared
! other students to
their pro2pt charts.
Collec*io6 of
pro2pt charts
will assess
whether
students are
on the wa! to
eco2ing
knowledgeale
and infor2ed
writers.
A6ecdo*al
No*es! will e
taken during
guided writing
to assess how
2uch students
actuall! know
aout the topic.
(his will
infor2 future
planning in
their histor!
unit.,;.BB
Background
knowledge
will e learnt
during histor!..
3 C : a g e
Sessio6 &
-4ided
ac*i$i*ies *o
de$elop
$oca<4la#y
a6d *e3*
(6o8led9e
(o review the
structural
co2ponents and
language
features of an
infor2ation
;arrative.
)isc4ssio6:
Students will look ack at the
5enn 6iagra2s which the!
produced in the first lesson to
look at the si2ilarities
etween an infor2ation
narrative and other narratives.
Students will look at the
si2ilarities the! listed. (hese
si2ilarities will e listed on
the whiteoard.
5arious copies of enlarged
narratives ,oth infor2ation
narratives and other
narratives8 as well as well
written narratives. will e
displa!ed for students to see.
Students will e shown a
poster which outlines the
structure of a narrative and
ke! language features
,)ppendix GB ;arrative
structure poster. (his poster
will assist students to
understand what should e
included in a narrative to
2ake it entertaining and
infor2ative to the reader
,+xplain that an infor2ation
narrative should oth entertain
and infor2 the reader.
T2i6( Alo4d
Outline the structure of a narrative using the
poster ,)ppendix G. and explain that all
narratives ,as we have discovered using our
5enn 6iagra2s. follow the sa2e structure.
Outline the structural co2ponents of a
narrative1 those eing the <e9i66i69
,orientation8 who1 what1 where and when.1
the middle ,detailed explanations of the
series of events that will occur1 and the
co2plication or prole2 which the
characters are faced with. and the e6d
,conclusion8resolution which leaves the
reader content..
/heck to see whether all narratives follow
this structure1 2odelling the process to
deter2ine whether the narratives displa!ed
on the oard do have an orientation1 series of
events1 co2plication and resolution
,)ppendix HB annotated narrative.. 2 will e
annotated with students whilst the other
narratives will e placed on the students
tales for the2 to annotate in groups.
)s each structure is explained and 2odelled1
so too will specific vocaular! which is used
in oth narratives to entertain1 infor2 and
2ake writing clear to readers ,vers1
advers1 adLectives1 pronouns1 conLunctions
,See )ppendix H for 2e detail.. =or instance
in the orientation writers set the scene and
introduce us to the characters8 What
vocabulary are both writers using?
"re they writing in the past or present
tense? Why? What words are they using to
describe the characters? ,)dLectives.
Do they refer to the character#s name the
whole way through? Or are they using
pronouns such as her and him?
+tcM
,-ing #an1 2@@A1 pp. 23G8 23H..
-#o4p colla<o#a*io6
Students will work in groups of "8$ to annotate
the two narratives placed on their tales1 and to
pinpoint if the writer has followed the outlined
narrative structure.
Students will also discuss whether the! think it
is an infor2ation narrative or not1 and wh! this
is soE Students will then highlight and list the
language features of a narrative. >uestions to
pro2pt students will e written on the oard
,)ppendix H.1.. Ea#ly 5i6is2e#=s *as(:
Students will work on writing a narrative
together82aking sure to include all structural
features and ke! language features which help
us to visualise the writerKs exact thoughts.
Teac2i69 9#o4p 8i*2 EAL s*4de6*s: (he
teacher will give these students the opportunit!
to look at the narrative structure and vocaular!
features in 2ore detail.
(o do this1 the teacher will 2odel the
structure of a narrative orall! to the students1 !
orall! telling a stor!Dand along the wa!
pinpointing the structural features1 i.e. the
orientation ,introduction of characters1 setting
the scene1 etc...
)fter this1 students will work on creating a
narrative of their own. (ogether the! will role
pla! this stor! and take turns at verall! telling
the next thing which will happen in the stor!.
)s the! do this1 the teacher will Lot what the!
are narrating on a large piece of utcherKs paper
for the2 all to see1 and discuss language
features.
)t the end students will work on annotating this
narrative in order to pinpoint the orientation of
the stor!1 the se4uence of events1 the conflict
and the resolution ,as well as an! words which
we could use to 2ake our writing 2ore
interesting and clear8 ! adding in descriing
words1 doing words1 etcM
;.BB 3elp students to recognise the difference
etween the wa! we speak and write.
Why do you think writers include P.T.O
S2a#e *ime
+ach group will
share their
annotated pieces1
focusing 2ore so
on the infor2ation
narrative. (he
groups who
finished earl! will
e asked to read
their narrative to
the rest of the class1
pinpointing as the!
go what specific
words the! used
,vers1 adLectives1
advers1 pronouns.
to 2ake their
narrative 2ore
interesting and
succinct.
(he group of +)*
students will also
share their stor!
with the rest of the
class8also
pinpointing the
structural and
language features
the! noticed.
A6ecdo*al 6o*es
a6d collec*io6 o5
8o#(!
)necdotal
notes will e
taken during
share ti2e to
assess whether or
not students are
ale to correctl!
lael the order/
se4uence of a
narrative1 as
well as
distinguish the
difference
etween an
infor2ation
narrative.
-ork will e
collected in order
to assess whether
students could
correctl! lael
and annotate
the structure
and recognise
the use of ke!
language
features1 or
whether 2ore
learning needs
to occur.

" C : a g e
Sessio6 @
Aoi6*
co6s*#4c*io6 o5
*e3*
(o plan a plot
su22ar! of an
infor2ation
narrative ased
on the
infor2ation and
facts we have
researched.
6uring their
histor! unit1
students have
thoroughl!
researched and
gathered
infor2ation and
facts aout
what life was
like for
convicts1 and
are now
infor2ed and
knowledgeale
writes read! to
egin writing.

Re$ie8 disc4ssio6
Students will revisit all that
the! have learnt aout
infor2ation narratives.
6iscussing the structural
ele2ents1 as well as the ke!
vocaular! features of such a
text.
Students will rainstor2 all
that the! know and need to
include once the! egin
writing an infor2ation
narrative.
Students will revisit all the
research which the! have done
in their histor! unit in relation
to the life of a convict.
T2i6( alo4d
Students will egin to plan their infor2ation
narratives using the Nspot the facts :erfor2aK
,)ppendix A. ,-ing #an1 2@@A1 pp. 2$G..
I do: 8e do: yo4 do
3ow to use the :erfor2a to plan for writing
an infor2ation narrative will e 2odelled to
the students.
I do! (he teacher will 2odel the thinking
process she/he is going through when
planning their infor2ation narrative.
NWhat would ! like my main characters
name&s to be? Why were they sent to
"ustralia? What was their life like
before&after? Were they poor? Why are they
being punished? How does he&she look like?
How could ! describe them etc'''?
'e do! students will think aout the
4uestions which the! would ask when
setting the scene for the narrative.
What (uestions should we ask? What should
we be thinking about?
I)EA: Where did they come from?
How did they travel here?
,6epart2ent of +ducation1 (raining and
+2plo!2ent1 2@13.
descriptive words? )tc*' O-e are not ale to
see their facial expressions or od! language
when the! tell the stor! are weE So wh! are
these words so i2portantEP
Sessio6 @!Yo4 do! I6depe6de6* '#i*i69
Students will use the Nspot the facts :erfor2aK
to plan and for2 clear ideas for their narrative.
Teac2e# 9#o4p 8i*2 EAL s*4de6*s
-4ided 8#i*i69
Students will fill out their own
:lanning ideas in the Nspot the facts :erfor2aK.
3owever students will e guided with 4uestions
to pro2pt the2 to think further.
Bey ;4es*io6s:
Main /haractersB What would you like your
main characters name&s to be? Why were they
sent to "ustralia? What was their life like
before&after? Were they poor$ were they rich?
Why are they being punished? How do they
look like? How could you describe them? !s
there going to be more than one character?
SettingB Where did convicts live before coming
to "ustralia? Do you think they had a good life
there? How did they travel?
/o2plicationB What happens in their life that
causes a problem for them?
%eries of events+ What happens to them before
they are faced with this problem what is their
life like?
,esolution+ How do they overcome this
problem? What do they have to do?
S2a#e *ime
Students will share
their ideas with a
partner and together
will help one
another add to their
ideas.
'o#(
Collec*io6
(he students
work will e
collected and
their plans
assessed.
=eedack will
e given to
each student
efore their
next lesson1 and
efore the! egin
writing their
infor2ation
narrative.
Collec*io6 o5
d#a5*
$ C : a g e
Sessio6 %
I6depe6de6*
co6s*#4c*io6 o5
*e3*1
(o write a draft
orientation
,eginning. of
an infor2ation
narrative ased
on a convicts
life.
Read *o
Students will e introduced to
the short novel NGri2 /ri2s
and /onvictsK ! #ackie
=rench. (he first few pages of
the novel will e read to the
students. Students will e ale
to follow along on the %-B.
Students will discuss what
the! noticed the writer
included in the orientation.
>uestions
OWas this narrative written in
first person? ,%s the stor!
written fro2 a characters point
of view.
ODid -ackie .rench set the
scene/?
0Did she use descriptive
language which helped you to
imagine it?/
What kind of descriptive
words did she use?#
0Did -ackie .rench introduce
us to the main characters?
How did she do this?/
0Do you think -ackie .rench
used researched facts to help
her describe the setting and
the characters?
T2i6( Alo4d: Model
(he teacher will 2odel what she or he is
thinking when writing the orientation of
their own infor2ation narrative.
(he teacher will show students their plan on
their own NSpot the facts plan :erfor2a. (his
will e up on the %-B for ever!one to see.
O%n 2! plan % wrote that 2! stor! is firstl!
going to e set on a ship8 which % descried
as dark1 cold and cra2pedP
O% would like to write 2! stor! fro2 2!
2ain characters perspective8 so % a2 going
to write this stor! in first personP etcM
)fter this process is 2odelled1 students will
e given their Nspot the facts :erfor2aKsK
ack. Students will take on an! feedack
provided8 ,asking 4uestions if needed..
,-ing #an1 2@@A1 pp. 2&28 2&3..
I6depe6de6* 8#i*i69
Students will egin to write the orientation of
their infor2ation narrative in their work ooks.
Teac2e# 9#o4p 8i*2 EAL s*4de6*s
Guided writing
Students will also work on writing their
orientations however with the teacherKs
guidance.
Students will e asked to look at their plans1 and
to dot point their ideas on the top of their page.
(he teacher will ask the2 4uestions which will
help the2 to locate certain infor2ation which
the! need to include in their orientation.
>4es*io6s
0Where is your information narrative set at the
start of the story?/ 0Does the setting change?/
01ooking at your plan What words did you use
to describe this place?/
0What is your character#s name and
characteristics?/
+tcM
)fter students dot point their ke! ideas1 the!
will individuall! egin to write their orientation.
S2a#ed 8#i*i69
So2e students will
e asked to share
what the! have
written with the rest
of their class2ates.
(he Students
listening to their
class2ates
narratives1 will e
asked to predict
what the! think
2a! happen to the
character/s which
we the! were
introduced to.
o#ie6*a*io6
-ork will e
collected to
assess whether
students were
ale to write an
orientation which
incorporates
facts1 sets the
scene and
introduces
characters in
an
entertaining
wa!.
& C : a g e

G C : a g e