Beruflich Dokumente
Kultur Dokumente
AusVELS
English
Reading and viewing
Understand how texts vary in purpose, structure and topic as well as the degree of formality
(ACELA1504)
Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to
learn and spell new words (ACELA1513)
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including
idiomatic expressions, objective and subjective language, and that these can change according to
context (ACELY1698)
Identify and explain characteristic text structures and language features used in imaginative,
informative and persuasive texts to meet the purpose of the text (ACELY1701)
Writing
Understand that the starting point of a sentence gives prominence to the message in the text and
allows for prediction of how the text will unfold (ACELA1505)
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety
of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
Understand the use of vocabulary to express greater precision of meaning, and know that words
can have different meanings in different contexts (ACELA1512)
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,
choosing text structures, language features, images and sound appropriate to purpose and
audience (ACELY1704)
Reread and edit student's own and others work using agreed criteria for text structures and
language features (ACELY1705)
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Year Level: 5
Listened to
Spoken
Read
Written
Viewed
Produced
Information
Narrative
Sentences
Clauses
Adverbial phrases
Adverbial clauses
Adjectival clauses
Adjectival phrases
Date: 6/10/14
3. Word level:
Verbs
Adjectives
Advebs
Conjunctions
Throughout the unit of work students will explore the different perspectives
of the colonization. Students will explore the content by looking at the
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Over a series of lesson, students will explore Narratives and the feature of
information Narratives so students will be able to create their own narrative
around the topic of colonization.
Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Promote Engagement, Understanding, and Independence for All Learners. eBook online)
Resources:
Wing Jan, L. (2009). Write ways. South Melbourne.
Videos
Episode 23 English teaching resources downloaded on 21/09/14 from www.myplace.edu.au/. My
Place website www.myplace.edu.au Video clip Episode 23; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/
Episode 24 English teaching resources downloaded on 21/09/14 from www.myplace.edu.au/. My
Place website www.myplace.edu.au Video clip Episode 23; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/
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Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool
to help activate prior
knowledge and/or to
introduce the topic.)
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
MINI LESSON
(Explicitly model the use of a
new strategy or a tool to assist
with the literacy learning
intention or focus of the session
and to prepare students for
successful completion of the set
task. Reference to Wing Jan
include page details)
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
INDEPENDENT
LEARNING
(Extended opportunity for
students to work in pairs, small
groups or individually on a set
task. Time for teacher to probe
students thinking or work with
a small group for part of the
time. Reference to Wing Jan
include page details)
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working
independently
Working to a
timetable
ASSESSMENT
STRATEGIES
(should relate to literacy
learning intention or
focus of the session.
Includes how & what you
will use to make a
judgment on students
attempt/work)
Success criteria written
for students to know what
the minimum expectation
is.
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KWL chart
Read out the poem,
Our Country, Their
Country. (Appendix
1)
Make a class KWL to
We are learning to identify Elicit students
the main points in a video knowledge on what
clip.
life was like in the
early years of the
colony. Students will
work in pairs and use
sticky notes to record
what they know (this
should be kept on the
board for the duration
of the unit).
2.Building topic
knowledge
We are learning to use
texts to gain knowledge
and deepen our
understandings.
3. Building topic
knowledge
We are learning to use
informational text to
understand the topic.
Modeled
Explain how to document
information in the viewing
sheet. Model how to
complete the activity
(Appendix 2: Student
Activity Sheet).
Before
Get students to briefly
write a few sentences on
the sheet and have a brief
discussion about
aboriginal culture and
colonization.
Reflection Circle
Revise how to identify
the main points by
sharing four students
work. Make sure to ask
prompting questions
such as what makes you
say that?
Anecdotal notes
Sourced from
discussions as well
as written feedback
on student record
sheets (Wing Jan,
2009 pg 83)
During
Watch the video Episode
23(1) and students are to
fill in the handout as they
are watching the video.
Students will continue to learn about colonisation and how it impacted the Aboriginal people by reading sections from the book
Ancient Australia by David Morrissey (Sections, the coming of Europeans, the effects of European settlement) after each section
it is important to have a brief discussion about what has been learnt. Students will be given a chance to think individually of some
of the key ideas from the information and to write these three key ideas down. Students will then pass their books to the right and
the person is to add to their key ideas (groups of 4-5 and about 2 minuets each time the book is passed). Small group of EAL
students will be orally talking about the key ideas from the book A discussion about the main ideas in the book will be held as a
class.
Students will read sections from the book Back to Sydney cove by Carol jones (population and culture, food, shelter, convict life,
governor and officers). Have a brief discussion about information from each section as a class. Students will add to the class KWL
with a partner, writing on sticky notes. A class Discussion will then be held with the new knowledge learnt. Students are then to
create a mind map with a partner around what they know of the colonisation and what life was like for aboriginal people in 1788.
A small group of EAL learners will make a similar mind map, using the application Popplet. These students can use pictures and
words to convey the meaning. The class will then come together and take ideas from the different groups, creating a class mind
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Students will watch the episode 24(Dan) to see the cultural differences and deepen their understanding of colonisation. The
teacher is to model how to take notes while watching a video. Students will work in pairs talking about the video, prompts such as
why do you think Warauwi did not listen to Dan? Why were they trying to capture the dog? What is a word to describe how you
would have felt if you were Warauwi or Dan? A Class discussion will then held and a Word bank will be created.
The class will start the lesson by brainstorming features of a Narrative. The class will then start to read the book Rabbits by John
Marsden and Shaun tan. As the book is being read make sure to stop as asking prompting questions, such as who do you think the
writer is referring to when he says rabbits? Class discussion at the end of shared reading, comparing it to factual texts. The class
will also discuss. Students will then form literature circles made by the teacher to talk about the text and what they think it meant.
Brainstorm
Revisit the brainstorm
of what a Narrative is
and what we might see
in the Narrative.
Think Pair Share
Students will talk to the
person next to them of
what we need if we are
to make a narrative, Eg
setting, characters and
complication
Class Discussion
As a class make headings
for each part of a
Narrative
(orientation/ setting,
complication, series of
events, resolution and
reorientation).
A discussion of how a
narrative can be used to
convey both fictional and
non-fictional
information.
Shared Reading/
Modelled
Continue reading rabbits
Class Discussion
Students will come
back together as a
class, adding to the
headings. Questions
such as
-why do you think that
is the complication?
-Is there anything else
that we can add to this
-how is the
complication
resolved?
Assessment will be
based on
contributions made
to discussions about
what should be
included within a
narrative as well as
the observation of
students table group
discussions.
EAL:Guided Writing
A deconstructed Narrative
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7. Building text
knowledge/Model the
genre
We are learning to identify
the language feature such
as first and third person
and past tense.
Session 8
Guided activities to
develop vocabulary or
specific language feature
We are learning to identify
verbs in a sentence so we
know how to use them in
our writing.
As a class the book The first fleet by Ronald Harvey will be read. Students will be looking at the features of that text, in particular
the use of factual information. As an activity a photocopied page of the text will be provided and students are to highlight where
factual information has been conveyed (Wing Jan, 2009, pg 256). The teacher will be working with a small group of students who
struggle to identify the information within a text, these students will be identified from the previous lessons, where students have
had to select appropriate information. The class will then come together on the floor revisiting the mind map created in lesson
three adding more information about the first fleet and colonisation.
Shared reading
Continue reading the
first fleet by Ronald
Harvey.
Class Discussion
After reading the
book, write several
sentences from the
book and have
students first talk
about what they think
the subject and verb is
and then as a class
Individual work
Have students write a
paragraph with as many
verbs as possible about
themselves.
Three word summary
When students have
finished they writing,
they are to read another
persons and write a
three-word summary,
using verbs.
Class Discussion
Students will come
together on the floor
listening to what
students have written
about themselves and
the verbs they have
used.
Session 9
Joint construction of text
We are learning to write a
narrative, by exploring
many ideas that we could
write about.
Explain to students
that they are going to
write their own
Information Narrative
around colonisation.
They are to imagine
they are either an
Indigenous person or
European and write
about their life. An
event that either did
happen or one that
could have occurred
can be included and
this will be the
complication and
resolution to the
problem.
Modelled Writing
As a class pick one of the
ideas to base the story on
and create a storyboard
around this idea
(Appendix 3).
Class Discussion
Students with their
group will present to
the class what they have
developed in their
narrative so far. The
teacher will aid EAL
students as necessary
when they are
presenting to the class.
Observation rubric
(Appendix 4) to be
used on how
students share their
narrative with the
class. For teacher use
only. Group narrative
will also be read
over and corrected
with feedback on
what was done well
and what needed
improvement.
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Session 10
Independent
construction of text
We are continuing to learn
to explore ideas and put
our thoughts of how we
will create a narrative on a
storyboard.
Session 11
Independent
construction of text
We are learning to write
narratives, adding detail as
we are writing.
Session12
Guided activities to
develop vocabulary or
specific language feature
We are learning to identify
adjectives in order to use
them in our own writing.
Revisit the previous lesson by looking at the brainstormed ideas. Discussion of new ideas that could be added to the list. Explain
that students are to now think of some ideas that they could write about (can use the ones on the list or think of another idea),
remembering to think of which perspective they are writing from. Students will first talk about their ideas for their story in small
groups of four or five giving constructive feedback to others and then they will explore their ideas further by putting their ideas
onto a story board.
Students will start to write their story that they have set out on the storyboard. Remind students to add detail to their work, making
sure it is not just a few sentences for each part of the story. As a class students will first look at an example storyboard, which will
be used to show students how they should use their storyboard to help their writing, not just copy from the storyboard. A small
grouped of EAL students will focus on using the application book creator on the Ipads. The teacher is to model how to use their
information from their storyboards to convert it to Book creator.
Teacher lead
discussion about what
an adjective is.
Students will play the
online game Verb,
Noun and Adjective
Game as a class.
http://www.funenglish
games.com/grammarg
ames/verbnounadjecti
ve.html
Modelled Writing
An example of work will
be used to show students
how to add adjectives to
their work. Together as a
class we will read the
example and have
discussion about where we
could edit our work to add
in adjectives.
Independent work
Students will work on
their Narrative, revising
it and adding in
adjectives where possible
EAL- Small group
Guided Writing
Re-define what an
adjective is and write the
example down on a piece
Class discussion
Students will share with
the class 2 adjectives
that they added in or
changed within their
narrative. If prompted
by the teacher they can
explain why they
changed/added in an
adjective.
Observation
Checklist
Assessment carried
out by reading and
highlighted changed
attempts to student
work. Whether there
was little/ no attempt
at change, a fair
amount if change to
the narrative or a
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Session 13
Independent
construction of text
We are learning to add
detail to our writing.
Session 14
Independent
construction of text
We are learning to
proofread our work as we
are reading and when we
are finished writing.
10 | P a g e
11 | P a g e
Appendix 2
Appendix 3
13 | P a g e
15 | P a g e
Appendix 4
17 | P a g e