TEACHING

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

We are learning to ...

LESSON FOCUS ONE.

1. Building Topic
Knowledge
Dan 1788: First Contact

We are learning to
identify key words from
taking notes after
viewing a video clip.

2. Building topic
knowledge
We are learning to
list key facts and
ideas to form a
summary.

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.

Zoom In
Back to Back viewing
Meaning maker
Think- Pair- Share
Teacher can collect back to
Use the painting The
Predict what the video is
Using PCs, students in pairs
In small groups (of 4 or 6),
back viewing activity sheet
Founding of Australia.
about. Model how to take
can re watch Dan 1788,
the pairs of students can
and analyse if students
1788 By Capt. Arthur
notes and identify key words. episode 24 (1) and take notes come together to share their were able to identify
Phillip R.N and An

on the activity sheet
keywords and discuss.
describing words as well
engraving from
Use the back to back viewing
(appendix 2). Each pair will
Students can at this point add as list keywords.
"Australia: the first
activity sheet (appendix 2)
identify key words that help
to the activity sheet and then Note taking skills.
hundred years", by

describe the scene,
share with the whole class.
Andrew Garran, 1886
Using the video clip Dan 1788 characters or meaning of the
Teacher can help to discuss
(appendix 1)
Episode 24 (1), students can
video clip
any challenging words that

identify key words and

came up.
What do you see?
complete the activity sheet.
Small /EAL group:

What do you think is
Children can share their
Guided writing
Encourage students to make
happening in these
responses after the what do
Using Dan 1788, episode 24
their thinking visible by
pictures?
you hear and then after the
(1), watch back and ask each
asking them to write or draw
What makes you say
what do you see
student to write down
their ideas before and/or
that?

keywords they hear that need after sharing.
What do you think about
explaining. Explain each key
this?

word in context and discuss

how to record ideas on the

back to back viewing activity

sheet.
Teacher will model the method of a Dictogloss. The teacher will read out a passage (Appendix 3) that will briefly describe the first fleet arriving at
Botany bay in 1788, while students write their keywords/phrases and dates. This will be read out several times in order for children to take as many
notes on the passage as they can, before constructing the passage again using their notes. The whole class will compare their reconstructed dictoglosss
and compare similarities, differences, strengths and weaknesss.

3. Building topic
knowledge
We are learning to
use different texts to
explore and build on
our understanding of
the topic
LESSON FOCUS TWO.

1. Building text
knowledge/Model the
genre

We are learning to
review and identify the
structure of
information narratives.

Working in literacy groups, children may use the variety of resources available to them to explore and consider more about the topic What was life like
for Dan in 1788?. On the white board there will be a KWL chart, which will be divided into 3 sections: What we already know, What we want to know,
and what we found out. Students can write their responses to the questions posed on sticky notes in front of the class can put them on the board in
their category while explaining their ideas.

Read To
Display a large copy of
an information
narrative and teacher
read aloud while
examining and
discussing the text. The
class will identify the
text as an information
narrative and discuss its
purpose.
Focus questions
What is the difference

between an information
narrative and other
narrative texts?
Ask children to identify
factual information in
the text.
Model a story map
2. Building text
The small teaching
knowledge/Model
group from last lesson
the genre
will have already done a
We are learning to
story map, so they will
compose an
be the class experts.
orientation of an
Using the video clip Dan
information narrative 1788 episode 24 (2),

model a story map. This
will show the
orientation,
complication and
resolution to the video.
Focus questions
How did the author

Guided reading
The text will then be re read
and students with the teacher
will begin to deconstruct the
text. As a class they can
compile a class list about the
purpose, structure and
features of a information
narrative.
Ask questions such as
What did the author need to
know to write this?
What would the author have
done before writing it?
How did the author include
factual information?

Whole class
Spot the facts
Individually, students can
complete the spot the facts
activity sheet (Appendix 4),
where children can write a
summary for each stage of the
information narrative. This
will help children to see the
differences in this information
narrative, by finding the facts
in the piece.
Small/EAL group:
Story map
Ask children to draw a map to
show, in sequence, the
important places and events
mentioned

Graffiti Wall
To demonstrate their new
understandings of the text
structure, they will create a
graffiti wall of words and
structural features of an
information narrative. This
will be kept in the classroom
for children to refer to.

The teacher can prompt with
the focus question

What is the difference
between an information
narrative and other narrative
texts?

Observation of students in
independent learning and
share time. Can the
students identify the
structure of the text? Are
they able to identify
factual information in the
text?
Record on a checklist.

Story starter cards

Using the story starter cards,
(appendix 5) from Wing Jan,
p. 244. Model the use of the
story starter cards in order to
create the character, setting
and plot for a story. As a class,
create some short stories that
include the information on the
cards drawn.

Focus on the orientation
(introduction)of the text, use
the story starter cards to help
set the scene and build the

Whole class
Finish the story
(Wing Jan, p. 244)
Individually, students can
focus on finishing the story of
Dan 1788 episode 24 (1), but
instead of finishing the end of
the story, children will come
up with the beginning that we
didnt see. Eg, the first
meeting of Dan and Waruri.
This will include introducing
the character and setting the
scene, which are important
aspects of the orientation of

Group sharing
In literacy groups, each child
will get to read their
introduction story that they
wrote for Dan and Waruri.
The small teaching group will
get to read their picture
writing story. Children can
discuss the similarities and
differences their stories had
to each other.

Teacher to ask questions
What role does the
introduction play in an

Focus on childrens ability

to respond to the
questions
What role does the
introduction play in an
information narrative?
What information to we
gain about the characters,
setting and possible plot?
Teacher can take notes on
each childs reply.

begin? What information ground for the story to evolve. an information narrative.
information narrative?
did you get about the
Small teaching/EAL group
What information to we gain
characters, setting and
Picture writing
about the characters, setting
plot?
The group will be given a
and possible plot?
What was the main
photo and will need to
complication in the
individually write the
story?
introduction of an
How was the
information narrative based
complication resolved?
on what they see in the photo.
Thinking about writers and stories (Wing Jan, p. 243). Children will complete a written questionnaire in which they will reflect on what they know
3. Building text
about writing a good story. They will answer the questions, what makes a good story? What is the most important thing an author needs to do in order to
knowledge/Model
write a good story? What does the Author need to do to create an interesting character? What does the author need to do to create images of the setting and
the genre
characters in the readers minds? What do you think about yourself as an author?


LESSON FOCUS
Watch Video
Build a character
Using the Have a Guess
Class discussion
The teacher will assess
THREE.
Finding Bennelong
(Wing Jan, p. 246)
(Wing Jan, p. 260) activity,
Discuss different types of
through direct

First encounters
The teacher will present the
students will write
descriptive words used.
observational notes. How
1. Guided activities to (Ryde NSW, 2013)
class with a picture of a
descriptions of an animal,
How do these words help to
well can the students use
develop vocabulary or (Appendix 6) and they
British marine, (appendix 7)
without saying what the
develop a character?
literary devices to describe
specific language
have to answer
as a class the students will
particular animal is. This will What do these words mean?
and develop characters.
feature
What do you see?
develop a character for this
encourage students to think
Can you show me what these
The small teaching group

How would you describe marine. Students should note about the characteristics and
words look like?
will also be assessed on
We are learning to build it?
the characteristics of the
features of what they are

their selective use of
on descriptions using
What makes you say
person.
describing in order for a
describing words.
literary devices to
that?
partner to be able to guess
enhance the characters
what they are describing.
in our information
Small/EAL group
narrative.
Choose a character from Dan
1788 episode 24 (1). Use
descriptive language to
describe the chosen character.
Model the activity writing
Children in groups of 4 to
Group share
Teacher will assess
2. Guided activities Read to
Teacher will read three from another point of view
complete the activity writing Students in their groups will through observation of
to develop
different short texts.
with the class. Chose a
from another point of view, present their short role-play their role-plays that they
vocabulary or
(Appendix 8)The class
familiar story and as a class,
(Wing Jan, p. 245), where they to the class. Teacher will
successfully changed the
specific language
will discuss what the
change the point of view to
will take the video Dan 1788 question what it means to
point of view of the story.
feature
difference is between
first person.
Episode 24 (1) and write the
change the person/point of
Students will also be using
We are learning to
the three.
story in first person in the
view and when this might
correct point of view and
identify and switch
Prompt and help
point of view of Waruri.
come into their own
speaking in first person.
between different
children to come to the
Groups will rehearse the play information narrative that
points of view.
idea that the three texts
to present to the class. This
they will be constructing

are each different in
will demonstrate that an
soon.

LESSON FOCUS FOUR.

their point of view.

How did you know I was
speaking in ? person.
What point of view
would I be talking in if I
said she, his, her, he?
Circle of viewpoints
(Visible Thinking,
2014).
As a whole class,
explore the perspective
of an aboriginal person
who has just seen the
boats arrive in Botany
bay.
How do you think you
would feel?
How do you think the
people on the boat feel?

information narrative can

take different points of view
in the same story.

Whole class
Circle of Viewpoints wrap
Reading each childs
Students can now individually up
information narrative as
write a short information
What new ideas do you have they are writing them,
1. Joint construction
narrative in first person based from writing from the
teacher should be looking
of text
on the think aloud activity.
perspective of an aboriginal
for correct point of view,

Students can look back on
person?
are they using descriptive
We are learning to
past lessons for topic

words to aid in the
write an information
knowledge for a factual
The teacher can share 3-4
development of characters,
narrative from the
account.
examples of students
setting and problem.
perspective of an
Small/EAL group
information narratives so far
Aboriginal when the
Guided writing
first fleet landed.
Write the introduction to the
information narrative. What is
the setting? Who is the main
character? What language do
we use to write in first person?
Teacher and students work collaboratively (DEECD, 2008) to construct a well written information narrative. Identify structure, characters and language
2. Joint construction
features. Students individually continue to complete a short information narrative based on the think aloud activity.
of text

Think aloud
Brainstorm to write an
information narrative from
the perspective of an
aborigine.
What language is appropriate?
What pronouns (I, you, me)
will you be using?

Use a storyboard to
demonstrate.

We are learning to
write an information
narrative from the
perspective of an
Aboriginal when the
first fleet landed.
LESSON FOCUS FIVE.
1. Independent
construction of text
We will develop our
information narrative
plan

Using a narrative plan (Appendix 9), students will brainstorm the characters, setting, orientation, event, complication and resolution for their
information narrative. Include the sequence of events to be included in the narrative. Try to match the facts with the appropriate events. Create a
character profile, with emphasis on descriptive words.

2. Independent
construction of text

We are drafting an
information narrative
3. Independent
construction of text

We are writing the final
draft and publishing
our information
narrative.

Jointly construct a draft of the orientation of the information narrative. Focus on the importance of writing a strong introduction, middle and ending.
What makes a good story?
The teacher will make the criteria known (Appendix 10), and students can use this to see that they are including all features of the text type.

4.

Stduents will write in a reflective journal - a tool that allows students to reflect on and write about progress in their learning. They can identify and
reflect on successes and challenges. Teachers can gain information on what the student thinks and feels in a non-threatening way. (Victoria State
Govenment, 2013)

Reflecting on
language choices

Once the teacher has approved the draft information narrative, students will need to edit their work. They will produce a final typed piece on PCs that
can be published. The student can then draw a picture to help the reader make connections to their information narrative. The final class set of
information narratives will be published and bound into a class set.

This is expected to take 2-3 lessons for students to complete their final work