Beruflich Dokumente
Kultur Dokumente
Year Level: 5
Information narrative
Listened to
Spoken
Weeks: 2
Read
Written
Viewed
Produced
Orientation
Complication and series of events
Resolution
Reorientation
Term: 4
descriptive language
adjectives and related groups of words
adverbs and related groups of words
first or third person pronouns
dialogue
tense changes
studies, we are looking at the period of Australian history of 1888. Children are continuing
their learning of this topic by creating an information narrative with a focus on the everyday
life of children during that time.
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:
Analysing
Checking
Classifying
Cooperating
Considering options
Estimating
Explaining
Generalising
Hypothesising
Inferring
Listening
Locating information
Making choices
Note taking
Observing
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. XX; EPISODE 13 English teaching resources downloaded on
12th October 2015 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 13 ; ABC3
MyPlace http://www.abc.net.au/abc3/myplace/
Hertzberg, M. (2011). Focus on Oracy. In Teaching English language learners in mainstream classes. Newtown: PETAA. pp.
48-75
Performing
Persuading
Planning
Predicting
Presenting
Reading
Recognising bias
Reflecting
Reporting
Responding
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
Designing
Elaborating
Interpreting
Justifying
WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)
Ordering events
Organising
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)
Restating
Revising
Synthesising
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)
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.
Observation
Listening for children
contribution to class
discussion. Being able to
express emotions/feeling
towards household items at
the time.
1. Building topic
knowledge
We are learning to
identify important
house hold items to
children and how they
feel about them.
We are learning to
think in different levels
about illustrations
from 1880s.
We are learning to
describe features of
1880s with adjectives.
This lesson focus is on the text of My Place with images from 1888.
Children will you a thinking routine. See, think, wonder. To focus on oral language related to the time and creating a word back for their future writing task.
Children will then use a Y chart to write the literal, inferred and evaluative understanding of the images.
2. Building text
knowledge/Model
the genre
We are learning to
identify parts of a
narrative by reading
fairy tales.
This lesson focus is on describing words with association of the clip from 1888. Children are to watch the clip again and think of adjectives to describe what they
see. A shared topic will be modelled for children. Children will then receive a concept map (see appendix 1) to focus on the other aspects. Laptops will be used for
independent viewing of the clip. This will be used later as a word bank for writing. Adapted from (Wing Jan, 2009, p245)
Question children with the
following terminology:
- Orientation
- Complication
- Resolution
- Reorientation
- Have you used these
skills in your writing
before?
Clarify any questions children
have about these terms.
Read a Three Little Pigs story
and ask children to listen for
what parts of the story may
follow this structure.
Model for the class with the use
of pictures and words and have
a discussion of why certain
scenes revolve around the
structure
- What scene do you
think is the
orientation? How do
you know this?
Observation of class
discussion and connection to
previous knowledge of the
structure of narrative.
Checklist may be used on
focus group. Whether they
can decipher the four parts
to a narrative and which part
of the fairy tale coincides.
We are continuing
information knowledge
with focus on 1880s.
This lesson focus is continuing the information narrative structure with the inclusion of specific 1880s knowledge. Children will have the opportunity to revisit the
My Place text with a specific focus on information that is presented during 1888. This is a guided lesson where teacher will read the text and children will then
receive strips of the text to categorise with connection to information (character, event, setting, objects).
3. Guided activities
to develop
vocabulary or
specific language
feature
We are learning to
reconstruct
information narrative
with a dictogloss.
4. Guided activities
to develop
vocabulary or
specific language
feature
We are learning to tell
stories from different
points of view.
Focus observation of
children making connections
between listening and
written communication.
Focus group:
How well children can
match the noun to the
describing adjective.
5.
Joint construction
of text
We are learning to
sort our plan into
sections for writing.
This lesson focus is on further planning for writing of the information narrative. Children will be able to help in the construction of the narrative with the help of
the planning session from last lesson. As well as any other resources that have been collated (character charts, adjective activity, research etc). This lesson is a
shared writing lesson with the ideas from the children contribution and teacher written.
We are learning to
plan for our own
information
narrative.
We are continuing
our planning for
information
narrative.
We are learning to
write an information
narrative with plan.
This lesson focus is on planning for own personal writing. Children will receive their own data chart to help assist in their information writing. All resources will
be available to children to get the most out of their chosen topic. (laptops, non-fiction books related to topic) A small focus group can be created form children
who seem to be struggling with the planning process.
6. Reflecting on
language choices
Children will continue their planning for their information narrative. Once children have filled in their data chart, the process of categorising their information into
the structure of the narrative can be introduced again. Teacher modelling can be used. An assessment checklist will be used during this lesson to see whether
children are planning appropriately, using the narrative structure, appropriate point of view and use of adjectives etc.
Children will begin their information narrative writing. Children will have structure of a narrative visible for them as a guide. Encouragemnt for self-correction
during these lessons. (approximately 3 lessons for writing of information narrative)
Once information narratives are in the process of completion, children will have mini conference about their piece in drafting. Check for any errors, and
annotations on work.
Piece will be finalised and placed in their portfolio.
This lesson focus is on presenting their information narrative to the class. In small groups children will read their narrative to each other. Children will be
encouraged to give warm feedback, and listen for any techniques they have learnt from the past weeks.
Children will then self-assess their writing, by questioning what they liked about information narratives, their strengths, what they need to improve on.
Appendix 1
Appendix 2
Jack and the Bean stalk
Orientation
Complication
Resolution
Reorientation
Cinderella