LITERACY / UNIT PLANNER

Topic: My Place Episode 3 Lily 1988

GRAMMAR FOCUS:
Whole text structure of an Information narrative

Orientation characters, setting and time are established

Complication and series of events situations, actions and

events are expanded upon
Resolution complication is resolved
Reorientation some many include reorientation but not
necessary

Language features for the text-type:

Word Level

Verbs selecting the appropriate verb for the sentence

Adjectives appropriate words to describe characters,

settings and things

Adverbs appropriate selection of words to describe

characters actions

Conjunctions the use of joining words to aid flow in the

story

Sentence Level

Sentences sentences contain a whole though by identifying

the subject and the predicate

Clauses the use of both independent or main clauses and

subordinate or dependent clauses

Adverbial phrases group of words use to add information

about a verb such as how, when or why something happens

Year Level: 5

Term:

Weeks:

Date: 2015

Text type
and mode

Listened
to

Spoken

Read

Written

Viewed

Produced

Narrative/

Digital
Steps in Teaching and Learning Cycle:
(adapted Derewianka, 1990/2007)
1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies:
Gradual Release of Responsibility Model
Read to
Shared R/W
Modelled writing
Interactive writing
Independent R/W
Teaching techniques:
Think Aloud
Text analysis,
Graphic Organisers:
Venn diagram,
KWL chart
Flow chart
Story map
Templates for text-types for planning,

(Wing Jan, 2009, pp. 24-265).

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CONTEXT:
Overview of series of lessons:

Students will develop the correct understanding of how to

create a narrative, by using the correct structure and design

Students will develop a narrative about a journey/migration to

Australia

Students will use appropriate emotive language and attributes

to add depth to their characters as well as link themes through
the whole narrative

Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Student written work samples

Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text
Participant/Meaning Maker; Text User; Text Analyst

Literacy Learning intention:

We are learning to write an information narrative using the correct
structure to increase the effectiveness of our writing, including
grammar and factual information.
Learning behaviors: I need to understand the relevant language
features, be able to verbalize them and use these appropriately when
writing text
Success criteria: I know Im doing well if I can write a narrative in the
correct structure and use appropriate language features, including
descriptive language for characters and factual information to inform
the narrative

Topic-specific vocabulary for the unit of work:

Orientation, Conclusion, Complication, Resolution, Reorientation,
Clauses, Phrases, Verbs, Adjectives, Adverbs, Conjuction, Plot,
Characterisation, Setting, Dialogue, Brainstorm, Perspective,
Immigration, Migration, Refugees
Analysing
Checking
Classifying
Cooperating
Considering options
Designing

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting

Listening
Locating information
Making choices
Note taking
Observing
Ordering events

Background information: Students have had numerous opportunities to write

narratives however their ability to incorporate more language features to increase
the quality is lacking. Whilst the students are quite creative and can easily
generate their own ideas and themes for their own writing they lack the ability to
maintain themes and links between the narratives. It is expected that by the end of
the unit students will be able to write a creative information narrative using the
correct structure and language features acceptable for Grade 5 level. I do not
anticipate any prior knowledge on the topic but am confident that they have some
idea about narrative structure. I have viewed the students prior work samples and
writing.

Comprehension Strategies:
Making connections; Questioning; Inferring; Determining important ideas;
Summarising; Finding evidence in the text; Understanding new vocabulary;
Comparing and contrasting; Paraphrasing;
Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines:
See, Think, Wonder;
Three word summary,
(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: Australia: OXFORD. Pg 24-265
Australian Childrens Television Foundation & Education services Australia (2011)
English teaching resources downloaded on 3rd October from
www.myplace.edu.au/
Video clip Episode 3; Lily 1988; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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Elaborating

TEACHING & LEARNING CYCLE

(Identify step in the T & L cycle and
the literacy learning intention or
sessions focus )

Justifying

Whole class:
We are learning to
understand what
migration is and why
people migrate,
identifying key words
on the topic.
Focus group:
Intention: We are
learning to develop
new immigration
vocabulary
See Appendix 1 for
resources

Questioning

Revising

WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)

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)

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)

SHARE TIME AND

TEACHER SUMMARY
(Focussed teacher questions and summary
to draw out the knowledge, skills and
processes used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.

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.

KWL Chart: As a
class focusing on
what I know and
what I want to
know section about
Immigration

Prior to reading: What

do you think this text could
be about? Why might this
text be relevant to us
today?

3 panels story: Students

will create their own arrival
story in three panels
based on the text The
Arrival incorporating both
pictures and text about a
newly arrived immigrant to
Australia

Class discussion:
Themes, aspects and
vocabulary of
immigration/migration

Whole class: Students

are able to identify and
understanding some
key words of the topic

KWL chart: What I

learnt section completed
as a class

Focus group: The

students ability to
brainstorm vocabulary
and use this list to
make connections to
the text

We are learning to ...

1. Building topic
knowledge

Organising

Discussion: What
is immigration?
What is migration?
Why do you think
people migrate? Do
you know anyone
who has migrated or
immigrated?

Read to:
The Arrival by Shaun Tan
Discussion: What does
this text tell us about?
How does this text show
immigration? How do you
think this arrival story
compares to our current
knowledge? What was
relevant to us about
migration/immigration in
this text?

Focus group EAL:

Brainstorm the different
vocabulary involved in
migration, linking the
vocabulary to the text
The Arrival.

3 panels: The class

together will use a three
panel chart to identify the
structure of the text The
Arrival with a teacher led
emphasis on drawing the
students attention to the
key structural features
(Orientation,
complication/series of
events, and resolution)
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2. Building topic
knowledge
We are learning to
explore different
forms of texts to build
our understanding of
the topic.

Students will watch a short clip called A family story by Daphne Woods. Using a THINK-PUZZLE-EXPLORE (Harvard College,
2015) the students respond to three questions regarding what they think they know about the topic, what puzzles they have and how
to explore the topic. Placing their responses on sticky notes. This will enable them to identify the information that Daphne discusses
in the clip and how they relate to our topic on Immigration. They will then share their ideas with a partner and then a group.
http://generator.acmi.net.au/education-themes/snapshots-australian-history/immigration/family-story

See Appendix 2 for

resources
3. Building topic
knowledge
We are learning to
extend our
understanding and
knowledge of
keywords relating to
the topic.
4. Building topic
knowledge
We are learning to list
key facts and details
to form a summary

Students will continue to develop their understanding of vocabulary related to migration and immigration, such as journey, refugees
and boat people. Using the brainstorm created in lesson one students will select 5-10 words to explore that they are not familiar with.
Students will discuss these words with one and another and then construct their own definition of the word, incorporating an example
and pictures or symbols. These words will then be used in a sentence and categorised based on their meaning whilst being
displayed around the classroom for the whole unit.

Modelling the process of a Dictogloss from an excerpt from the story A boat persons story of deprivation and determination to find
another homeland by Vuong Thang Loc (2010). This will give a background to the topic and students will identify key words and
phrases. As a class review difficult vocabulary. In pairs the students will then reconstruct the text using their own Dictoglosses and
then as whole class.

See Appendix 2 for

resources
5. Building text
knowledge/
Model the genre

This lesson will be introducing the structure of an information narrative. The class will re-read The Arrival by Shaun Tan with an
emphasis on the structure of the text, including orientation, complication and resolution. On the IWB using a table the students will
identify what parts of the book relate to which section and why. They will then discuss why it is important that information narratives
use this structure and what would happen if they were to be all jumbled up.
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We are learning to
explore and
understand elements
of text structures
See Appendix 3 for
resources
6. Building text
knowledge/
Model the genre
Whole class: We are
learning how to
incorporate themes
and ideas throughout
a structured narrative
Focus group: We
are learning to link
our orientation to the
complication and
resolution
See Appendix 4 for
resources

7. Building text
knowledge/
Model the genre

Mixed up structure
game: Re-ordering
of a narrative that
has been cut up

My place: Watch the Lily

1988 My Place episode
Class discussion:
Identify the different ideas
and themes that were in
the episode. Using the
IWB identify the links
between each theme.

Story starter cards:

Using the character,
setting and problem cards,
develop a flow chart of all
the possible events that
occur in a narrative.
Identify the links between
the possible events.

Class discussion: Ideas

and themes discussed
and thought about by the
students are discussed.
How were the different
elements of Lilys story
introduced throughout the
video?

Focus group: The

connections that were
made from the episode
of My Place in order to
create a well structured
and flowing narrative

Focus group EAL:

What did you think was
Watch the First Day clip
interesting about Lilys
from the Lily 1988 My
episode? What
Place episode. Use a flow
connections can you
chart to identify
make between what weve orientation, complication
watched now and what
and resolution of the
weve been exploring
video.
throughout the topic?
What themes do you
believe may have been
relevant to Lilys life in this
episode?
Using the KWL chart, students will complete the first two sections of the chart on what they know about information narratives. The
students will be read the Little Refugee by Anh and Suzanne Do, with discussing following regarding the structure. Students will then
break up the text in pairs, identifying the key structural elements, including orientation, series of events, complication and resolution.
Students will then be able to add to their KWL charts, allowing them to see their prior and new knowledge on information narratives.

We are learning to
identify the structure
of information
narratives

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8. Building text
knowledge/
Model the genre

Using the Story starter cards (Wing Jan, pg 244) focusing on the resolution of My Place: Lily, episode 3. Discuss and identify using a
story map modelling to the whole class the orientation, complication and resolution of the clip. Students will then write their own
resolution for the episode then sharing in pairs giving warm and cool feedback to their peers.

We are learning to
compose a resolution
of an information
narrative
9. Guided activities
to develop
vocabulary or
specific
language feature

Watching the My Place: Lily, episode 1 again, students will create a list of words that best describes the emotions and feelings of the
Boat people in Phoungs story. Students will be encouraged to use descriptive adjectives. The students will then be given the
opportunity to explore the thesaurus and add to the list of the words. As a class we will then discuss how words can convey levels of
feeling to a reader or listener and how we can create a stronger impact in our own writing by increasing our knowledge of emotive
language. Students will then be able to use their lists of emotive language in our narratives and can continue to add to it throughout
the topic.

We are learning to
describe the
emotions and feelings
of immigrations and
extend our emotive
language knowledge
10. Guided activities
to develop
vocabulary or
specific
language feature
Whole class: We are
learning to identify
characters attributes
throughout a text
Focus group: We
are learning to
identify what words
should be used to
describe a character
See Appendix 5 for

Game of
attributes: An
emotion or attribute
will pop up on the
IWB and the
students have to act
it out. Examples
could be happy, shy,
timid, loud,
conservative, caring
and loving

Viewing the text: As a

class the students will
watch the recorded
reading of The Little
Refugee
Character tracker:
Complete character
tracker on Anh Do during
the second viewing.
What are his main
character traits? What
makes you say that?
Class examples:
Going around the class
the students will share an

Identifying depth in
characters in a table:
Identify the adjectives and
emotive language used in
the clip, narrowing it down
to 3 per character. Watch
multiple times to allow
students to identify
aspects that show
characters traits.

Class discussion: Why

is it important to develop
characters attributes?
How do we do this? Why
should it be completed?
How was it done in The
Little Refugee

Whole class: The

students completion of
the table with
appropriate language,
depth and
understanding will be
the basis for
assessment for this
lesson.

Focus group: Brainstorm

of the characters and
works used to describe
them in the text
Why do you think that trait
might represent that
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resources

11. Guided
activities to
develop
vocabulary or
specific
language feature
Whole class: We are
learning to
incorporate
descriptive and
emotive language
into our writing
Focus group: We
are learning to
identify emotive
language in texts
See Appendix 6 for
resources

Chalk talk:
Students explore
what emotive and
descriptive
language are?

attribute they think that

they have

character well?
What makes you think
that? Why do you think
the author used those
words to describe that
character or element of
the text?

Class discussion: What

is emotive language?
What is descriptive
language? Who can give
some examples? What
makes a word emotive?
How can we use them in
our writing?

Change: using the

sentences I went around
the corner, in front of me
was a dog chasing a
cat Students identify
the words that can
become more emotive or
descriptive and create
sentences using new
words

Shared reading:
A boat in the quest for
freedom by Kiem Vu
How I overcame the
Monster by Jack
Venn Diagram: A
comparison of language in
both texts

Focus group: As a group

the students will read a
newspaper and cut out the
emotive language in the
headlines. Discussing
what makes them emotive
and what they may make
them feel.

Circle time: Students will

identify words that are
emotive and why

Whole class: Students

ability to use descriptive
vocabulary to describe
a character
Focus group:
Assessment of the
focus groups ability to
identify emotive
language as well as
other language that can
be replaced by emotive
language in order to
create more eye
catching and heart
wrenching piece.

Class discussion:
Which text is more
emotive? What language
do you feel draws up
these emotions? Why
does emotive language
make the text better? How
is emotive language used
throughout these texts?
Are they narratives?

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12. Joint
construction of
text
See Appendix 7 for
resources.
13. Joint
construction of
text
Whole class: We are
learning to
incorporate structure,
themes and emotive
language together in
our writing
Focus group: We
are learning to
expand our repertoire
of ideas when
creating a narrative
See Appendix 8 for
resources
14. Independent
construction of
text

In this lesson students will research on computers/laptops/iPads different immigration stories and facts. Students may also be able to
interview family members who have migrate to Australia. This will be the basis for their own information narrative, which will be
created in the following lessons. Students are encouraged to research a range of transport options, countries and ages of
immigrants.
See, Think,
Wonder: Using a
photograph of a
refugee.
Students will identify
characteristics using
the character
description chart. As
a class write a short
description of the
character for an
information
narrative.

Class brainstorm:
Using the IWB brainstorm
on language, structure,
themes, links and ideas of
narratives.
Modelling construction
of text: As a class the
students will create a
short information narrative
featuring our refugee and
ensuring we have the
correct language features
included (orientation,
complication and
resolution)

Circle Chart: Students

will begin to brainstorm
ideas for their own
narrative
Focus group:
Brainstorming ideas with
an importance of creating
links between their ideas

I used to think.. Now I

think: Focusing on
information narratives
independently and then
coming together as a
class. Discussion can
include the topic of
immigration to assist
students in getting their
ideas together for their
own piece.

Focus group: The

ability of the students to
see the links between
the structural features
and the themes and
ideas

In this lesson students will use the circle chart to begin writing their own narrative. Brainstorming characters, setting, orientation,
event, complication and resolution. The emphasis should be on the appropriate structure and language features appropriate for an
information narrative as well as ensuring they are creating strong links to the topic.

We are forming a
draft of our
information narrative.
15. Independent
construction of
text

This stage may take up to one week including publishing a narrative, which may include it being typed up on the computer. Criteria
will be made explicit as to what is expected of the information narrative, with multiple drafts using their plans and other work
produced throughout the unit. Once the draft is approved the students will create their final piece on word.

We are writing the

final draft and
publishing our
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information narrative.

16. Reflecting on
language
choices

Students will participate in authors circles, reading their own pieces and then discussing the choices structural and language
features they made throughout the narrative. This will also contribute to developing the students oracy skills.

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