WORK PROGRAM 1/2

TERM 1, WEEK 5

READING PLANNER
Friday

Monday

Tuesday

Wednesday

To learn how literary elements work together to enhance the story.

Learning
Intentions
Success
criteria

I can identify the literary elements of texts (characters, plot, setting and theme)

Task 4

Task 1
Introduce literary elements
through mentor texts.

Mini Lesson

Read Goldilocks and the three

bears. Model thinking while
reading about the main
literary elements; character,
plot, setting, theme.
Use graphic organiser (using 4
columns for each of the
elements) fill in while reading.
Students to identify: main
character/s, what happens
(plot), where the story is told
(setting) and theme (messages
about the story)

Independent
Purposeful
Reading
Experiences

Thursday

Students will complete the

same task using a picture
storybook that they choose
(pre assessment)

Task 5
Task 2
Character Development
Continue reading Goldilocks and
the three bears.
Model thinking about characters
using questions below.
How have the characters
changed? How do we know?
What sort of person is the
character?

Students will answer the

questions above by working with
a partner to read a book and
discuss questions.

Task 3

Setting Identification

Plot Development

Look at several different stories,

and identify the setting of them.
Discuss how different settings
create different moods eg the
dark forest in Goldilocks.

Theme Identification
Continuing reading Goldilocks
and the three bears.
Identify the main elements of
the plot as we read. These
include: conflict and resolution.
Model on whiteboard identifying
the three elements.
Discuss how the plot
development works with the
characters we found yesterday
to help us understand the book
better.

Students to individually read

own picture book (same book as
previous day) and to fill use
readers notebook to fill details
about the beginning of the story,
the conflict (problem-middle)
and how it is resolved.

What are some of the words that

we can use to describe the
mood? elaborate on adjectives
from previous lesson.
Discuss how the setting of the
book changes how we view the
conflict and the resolution.

Reading your own book, and

answer the following questions
and find evidence for:
What is the setting?
What is the mood?

Identify the theme of a known

text.
Talk about how the theme is
the moral or message the
story is telling. Discuss how
we worked out the theme for
Goldilocks.
Remember the theme can be
a moral or message that the
story is trying to convey.
Link the message or theme in
with the character changing
and problem resolved.

Read your own book, What is

the theme? What is your
evidence?

Reflection

Teacher
Group

Discuss some of the books we

read and what we found.
What was hard? What was
easy?

Assist individual students as

needed. Take notes on
students who are particularly
struggling with certain
sections.
Form teacher groups for
remainder of unit based on
pre assessment.

Notes

Students were able to identify

hidden meanings of the book
(theme) extremely well. Many
students struggled to identify
the plot.

Think-pair-share on floor about

what are some of the things we
found about the characters in
our books.

Support: Group 1 Matilda,

Belle, Sammy and Mitch.
How can we tell who a main
character is? Using a shared
reading book, create a tally chart
of the characters that appear in
the book. Discuss how the ones
that are the largest are the main
characters. Talk about the
difference between main and
minor characters.

Students could identify how the

character changed over the
book, however struggled to
identify what type of person the
character was. Some could
identify the character as good
or bad but could not justify.
Another lesson is needed to
cover what sort of person is the
character talk about
adjectives the naughty dog
the nasty boy, the shy friend and
to JUSTIFY WHY.

Pause-reflect-continue: Show
example of students work on the
interactive whiteboard using the
camera to display work.
Comment on what was good and
what we can work on. Give 5
more minutes to work and fix up
areas before sharing on floor
discuss how understanding the
plot and character has helped
them understand book better.
Support: Group 2 Sam,
Sebastian, Finnley and Harrison.
Shared reading. Use a shared
book to discuss what happened
at the beginning of the book,
what was the problem that
happened during the book
(middle) and how the problem
was solved.

Many students were able to

identify the beginning and the
end of the book. Some students
were able to find the problem
that happened most struggled.
Eva, Matilda, Payton and Belle
joined support group for help.

Turn and talk in a circle. Discuss

with a partner some of the
different settings we found in
our books, and how they
changed during the book. Reflect
on how different words change
the setting. Share as a class.

Support: Work through 1 well

known text to identify the
elements of the setting. Draw a
picture that can be visualised
through the words used in the
story.
Extension: Look at several
different books to find a range of
settings and list the feature of
each. E.g. ancient times, wild
west, gold fields,
fantasy/futuristic, etc. (Focus
group - Jessie, Harry, Finnley)

Doing the extra lesson on

adjectives helped with this
lesson, as students could identify
describing words that helped
find the setting in the book. By
the end of the lesson most
students could

Discuss the literacy elements

we have learnt. Discuss how
they have helped us to learn
more about the books we
have learnt. How do they
work together?

Support: Look at familiar fairy

tales with morals or messages
which are stated.
Extension: Read a variety of
fairy tales and try to infer
what the theme may be.
Create a list of themes and
compare and contrast
between texts.

From pre assessment, it was

clear that students already
had a good understanding of
the theme. Most students
were able to find the themes
in their own books and justify
what they thought.