Key: Standard 3.

2
Standard 3.4

LITERACY / UNIT PLANNER

Topic: My Place: Ben 1858 | Episode 16: Eggs for Tuppence and
Working Together
GRAMMAR FOCUS: (levels)
1. Whole text structure of a Social Studies/Historical Report
(Information Report)
-

General opening Statement to introduce topic

Main body of the report that includes a description of the aspects, features or
characteristics of the subject of the report
Related information grouped in paragraphs
Topic sentences providing an indication of what is to follow
Paragraph content that elaborates on or supports the content of the topic sentence
Concluding information or a summary paragraph
Visual text is often used to support and extend the information in the printed text
(for example, diagrams, maps, pictures)
Headings to signify structure, sections and content of the text (for example title,
subheadings)
A list of resources and references

Language features for the text-type:

Sentence level:
-

Sentences containing one or more facts.

Written in third person.

Definitions of uncommon or subject-specific terms.

Year Level: 5
Text type and mode
Information Report

Term: 3 Weeks: 1-2

Listened to

Spoken

Read

Standard 3.3
Standard 3.5
Date:

Written

Viewed

Produced

Social Studies Report

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
Language Experience Approach (R/W)
Picture Chat Read to Shared R/W
Guided R/W
Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching
Mini lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart,
Flow chart, Story map, templates for text-types for planning, What I know about chart, data
chart,

Word level:
-

Subject specific/technical nouns e.g. proboscis, thorax.

Pronouns Use of third person pronouns to refer to other nouns within the text
e.g. they, their, its, his

Adverbs: Used to add extra information to verbs

Time e.g. yesterday, tonight (when?)
Manner e.g. easily, slowly (how?)
Location e.g. inside, away (where)?
Accompaniment e.g. alone, together (with whom or what)?
(Wing Jan, 2009, p. 122-124).

CONTEXT: Overview of series of lessons and background information

Students will be introduced to the topic of the gold rush through the videos on my place about
Ben in 1858. Through the discussion between Ben and Leck students will be able to pick up
on how living on the gold fields was a rough time for many different families. Through these
videos students will also be introduced to stereotypes and the importance of respecting one
another.

1|Page

Over this series of lessons students will learn to reference resources and further research the
topic of the gold rush. They will then analyse the structure and language features of different
types of information reports. Through modelling and join construction of information reports
students will then be able to plan and independently write a social studies information report
about the topic of the Gold Rush.

Pre-assessment of students skills and knowledge:

Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to write an information report using
the appropriate structure and language features.
Learning behaviours: I need to research about the gold rush and give facts about it.
Success criteria: I know Im doing well if I can use the appropriate structure and
relevant language features of an information report in my writing.

Topic-specific vocabulary for the unit of work:

Stereotypes, timeline, information report, history, gold rush, goldfields, opening
statement, pronouns, adverbs, diggings, alluvial, ancestor, boomtown, claim, colony,
convict, racism, squatter, stockade, strike, tax, surveyor, ounce, fortunate, gold
commissioner, indigenous, influenza, bellows, Europeans, smelted, steamer,
windlass, bullocks, leads, pounds, minted, ore, prospectors, Ballarat, emigrant.

Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

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, think-puzzle-explore, Why do you say that? (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: (Other resources in appendix 4)
ABC: Behind The News (2015), Gold Rush [Video file]. Retrieved from: http://www.abc.net.au/btn/story/s2823680.htm
Australian Children's Television Foundation. (2011). Episode 16| 1858: Ben Eggs for Tuppence. Retrieved from
http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1858/2/eggs_for_tuppence.html?idSubtheme
Australian Children's Television Foundation. (2011). Episode 16| 1858: Ben Working together. Retrieved from
http://www.myplace.edu.au/teaching_activities/1878_-_before_time/1858/3/working_together.html
Cutterbuck, P. (2000) Grammar and Punctuation: Years 5-6. Sydney, NSW: Green Giant Press
Derewianka, B. (2012). Teaching Language in Context. Victoria: Oxford University Press
Education Services Australia (2010), Gold Rush! [Flash]. Retrieved from:
http://www.myplace.edu.au/TLF_resources/L702/description.html
Fettes, M. (2013) Orality for all: an imaginative place-based approach to oral language development, Language Awareness
22(1), 17-38, DOI: 10.1080/09658416.2011.652633
Gibbons, P. (2009) English Learners Academic Literacy and Thinking: Learning in the challenging zone. USA: Greenwood
Publishing Group, Inc. (pp. 66)
Guile, M. (2006) Gold in Australia: The Gold Rushes. Sydney, NSW: Reed International Books Australia Pty Ltd
Hertzberg, M. (2012) Teaching English Language Learners in Mainstream classes. NSW: PETAA
Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible : How to Promote Engagement,
Understanding, and Independence for All Learners Retrieved from
http://ezproxy.acu.edu.au/login?url=http://ACU.eblib.com/patron/FullRecord.aspx?p=706891
StudyLadder (2013) Gold Rush. Retrieved from: https://www.studyladder.com.au/games/activity/gold-rush-historicalrecount-3105
Studyladder (2013) Leaning Tower of Pisa Information report. Retrieved from:
https://www.studyladder.com.au/learn/study-pod/178/reading-comprehension/3127/the-leaning-tower-of-pisa-informationreport?lc_set
TES (2015) Ancient Egypt Literacy Planning. Retrieved from: https://www.tes.com/teaching-resource/y3-ancient-egyptliteracy-planning-wk-1-6387435
rd
Wing Jan, L. (2009). Write Ways: Modelling Writing Forms. (3 edn). South Melbourne: Oxford University Press.

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

2|Page

TEACHING & LEARNING CYCLE

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

Session 1:
Building topic
knowledge
Ben 1858 Episode 16:
Eggs for Tuppence
Ben 1858 Episode 16:
Working Together
We are learning to use
dot points for note taking
and extending our prior
knowledge.

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
(Focused 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.

Brainstorm
Use the whiteboard to
brainstorm and have a
discussion about what
students think
happened in the 1850s.

Modelling dot points and

What I know about
charts. (Refer to, Wing
Jan, 2009 p. 112)
(Appendix 1)
Explain to students that they
will watch a video about the
1850s.
Have a copy of the What I
know about chart on the
IWB. (Appendix 1)
Before watching video
model how to write a dot
point in the before
watching section.
Students fill out their prior
knowledge on the 1850s in
dot points before watching.
Can anyone share point they
have? Have students share a
point with the person sitting
next to them.

Think-Pair-Share
Students work in pairs to
watch Ben 1858 Episode 16:
Working Together.
Before watching students
will fill out the bottom left
hand side of the What I
know about Chart
individually. They will fill
out the right hand side after
watching and share what
they learnt together.

Discussion
Have a discussion with
students about Ben and
Lecks conversation about
the goldfields.
What did Ben and Leck say
about the goldfields?
What can we gather from
their conversation?
Progressive Brainstorm
(Refer to, Gibbons, 2009 p.
64) Students split into
groups of 5 or 6 with the
focus question of What we
know about the 1850s and
the gold rush Afterwards
each group will look at what
was written on their
brainstorm and discuss it
together as a group.

Observation and
Anecdotal record book
taken during guided
writing with small group.
Are students able to write
at least 2 dot points?
Have they been able to
extend on their prior
knowledge during
discussion?

Watch Ben 1858| Episode

16: Eggs for Tuppence.

Watch: Ben 1858 Episode

16: Working Together

Briefly discuss stereotypes,

which will be discussed
further in Session 2.
What happened in the video?
What were Ben and Leck
doing? Why?

Discuss something new that

students have learnt from
watching the video clip.
What have you learned from
watching this video? What
did you see?

What do you suppose

happened in the 1850s?
What do you think life
was like for children
during this time?
Would their life be like
yours? Why or why
not?

Small teaching group of

ESL students: Guided
writing. Before watching
have a discussion about what
was learnt about the time
period from the 1850s.
Students put this information
into the What I know
about sheet.

Hang up the progressive

Brainstorms on the walls for
students to keep referring to
during the unit. Each group
will report on something
they have learned from the
other groups.
Discuss the activity as a
whole with students.
Why do you think it is

3|Page

Did you learn anything new

from the video?
Watch video again and pause
it at certain points.
What are they wearing?
What can you see in the
background? What can you
pick up from it?

Session 2:
Building topic
knowledge
We are learning about
stereotypes and
respecting different
cultural groups.

What did you hear?

important to document what
What did Ben and Leck say
we know before watching
about the goldfields?
something new?
Have a discussion about the
Why do you think we used
gold rush and how hard it
brainstorms and what I
might have been to live
know about charts?
there. Work together as a
How can they help you?
group to write the new things
they have learned into dot
points on the I know about
charts.
Students will reflect on the videos from session 1 and identify the stereotypes. Students will then take part in a dictogloss activity (Refer to, Wing
Jan, 2009. p. 113-14 or Hertzberg, 2012 p. 68-69 or Gibbons, 2009 p. 66) The teacher will read the title and have students make predictions. Read
the first two short paragraphs of page 32 of Gold Rush. (Appendix 2) After completion of the activity link the information from the dictogloss to
diverse cultural groups, their contributions to our Australian identity and how stereotypes create a negative impact.

We are learning to make

predictions about a text
and find key words to
help us write notes.

4|Page

Session 3:
Building topic
knowledge
We are learning to find
and organise our
information with the use
of headings/questions and
reference resources.

Discussion
Look at the brainstorms
from session 1 along
with writing from
session 2s activity.
How can we group the
pieces of information
found together?
What keywords go
together?
Explain to students that
they will be writing
about the gold rush that
was briefly discussed
in the videos in the
1850s. What do you
think are important
pieces of information
that would go into a
report?
List student answers on
whiteboard.
E.g. What is the gold
rush? Who was there?
Where was it? What
happened?
Tell students that they
will be watching a
video on the gold rush.
Students need to look
out for the important
pieces of information.

Session 4: Building topic

knowledge
We are learning to
organise our information
and reference resources.

Modelling and Sorting

information on a data
chart (Wing Jan, p. 114 &
129)
Watch BTN video about the
gold rush. (Appendix 3)
Have a copy of the Data
Chart (Appendix 3) on IWB.
Hand out copies of the Data
Charts to students.
What were some important
pieces of information from
the video? Can we put them
into headings or questions
that we can research
further?

Think-Pair-Share
Students will go in pairs onto
the computers to play the
game Gold Rush!
(Appendix 3)
Students will work together
to reference the game (as a
website) in reference 2 and
fill out any information
found on the data sheet with
dot points.
Roving Conference:
Move around the room and
monitor students on the
computers. Ask how students
are going and what they are
up to. Help students with any
words that they may be
confused with.

Reflection circle/Word
wall (Gibbons, 2009 p. 76)
Students to work together
with classroom teacher to
create a word wall/glossary
for all of the terms they
found during the
video/game. As the game
has many topic specific
nouns and definitions for
objects used during the gold
rush. Why do you think its
important to write down all
of these words?

Work Samples and

Observation
Collect data sheets as
work samples and return
them in session 4.
Could students group
together their information
into headings and/or
questions?
Could students
successfully reference a
website by including the
website name, date and
URL?

Discuss the importance of

organising information and
Model creating a
writing what we know.
heading/question in the Data
Why is it important to
chart. Have students create
organise our information
their own headings/questions
like this?
for the rest of the sheet and
Why is it important to write
share them. Model how to
down our references?
reference the video and have
What would happen if we
students put it in the data
didnt write down our
chart for reference 1. Discuss
reference and we forgot
importance of referencing.
where we found our
Why do you think
information?
referencing is important?
What can we do with these
data sheets after we fill
Watch the video again and
them out with more
have students fill out the data
information?
charts with dot points.
Do you think they will help
us? Why?
Students will work in groups of 2 or 3 and view/read a selection of multimodal texts shown in the research guide chart (Wing Jan, 2009 p. 128)
(Appendix 4). Students are to use the multimodal texts to complete their data charts. At the end of the lesson the class will come together as a
group to share what they found.

5|Page

Session 5:
Building text
knowledge/Model the
genre
We are learning to
identify the structure and
language features of
information reports.

Shared Reading
Show students a social
studies information
report, a scientific
information report and
a technological
information report on
the IWB. (Appendix 5)
Have students compare
and contrast the
different reports. (E.g.
past tense, present
tense, different topics)
What do these
information reports
have in common? What
is different?
Discuss the purpose
and difference between
these reports.
When we are writing
our information report
about the gold rush,
which type would we
use?
Why do you think that?

Session 6:
Guided activities to
develop vocabulary or
specific language
feature.
We are learning to write
and group sentences with
past, present and future
tense.

Think Aloud/Text analysis

Use the social studies
information report from the
shared reading as an
example. Annotate the
structure and language
features of the report
together with the class.
Structure:
Opening statement,
description of aspects in
body paragraph, related
information grouped in
paragraphs, Topic sentences,
headings, concluding
information.
Explain that usually at the
end of an information report
there is a list of references.

Text Analysis
Students will read a sample
social studies information
report individually. Students
will then work in pairs to
identify and annotate the
structure and language
features of the information
report. (Appendix 5)
Small teaching group of
ESL students: Text
Reconstruction/Analysis
(Gibbons, 2009 p. 118)
Use the same sample social
studies information report
that the whole class is using
but cut into different
sections. (e.g. opening
sentence, topic sentences,
paragraph content,
concluding information and
headings) Have students
work together to reconstruct
the information report.
Why did you put it in that
order?

Discussion and Reflection

Circles
Have students share how
they annotated their sample
social studies information
report. Discuss what they
have found.
Bring students back to the
use of information reports.
Who would read an
information report and
why?
What could we write
information reports about?

Focused observation of
students completing the
activity in the small
teaching group.
Are students able to
arrange the information
report in the correct
structure?
Are they able to identify
the language features in
the sample information
report?
Record findings on a
checklist. (Appendix 5)

Think-Puzzle-Explore
Ask students to answer
these in their reflective
journals.
What do you think you know
about information reports?
What questions or puzzles
do you have?
How can we explore these
puzzles?

Language features:
Pronouns, adverbs, sentences
containing facts, topic
specific nouns and
definitions of uncommon
words.
What tense is it written in?
What do all of these features Discuss and annotate the
do?
language features as a group
With a small focused teaching group of ESL students the teacher will write the same sentence on the board 3 times with three different tenses.
Students are to look at how the tense changes the sentence and the meaning behind it. Students will then work as a group, to group the cut out
sentences into categories of tense and then write their own sentences using each tense. (Appendix 6)

6|Page

Session 7:
Building text
knowledge/Model the
genre
We are learning to write
an opening statement for
an information report
using appropriate
features.

Session 8:
Guided activities to
develop vocabulary or
specific language
feature
We are learning to put 2
facts into a sentence
together with the use of
pronouns.

Shared reading
Together the class will
read a social studies
information report
displayed on the IWB.
(Appendix 7)
What is this
information report
about? How can we
find out what the report
is about without
reading the whole thing
or looking at the
heading?

Modelled Writing
Cover the opening statement.
Can we think of another
opening statement to write
that introduces the reader to
the information report?
What was featured in the
report that we need to put in
our opening statement?

Independent Writing
Authors Circle
Self Assessment
Students will then go back to Have students share their
Students will be given a
their tables and write an
opening statements.
self-assessment sheet that
opening statement for the
Ask class to point out what
will allow them to reflect
topic of the gold rush.
was done well and what
on what they know
Students are encouraged to
could be improved. Ensure
already about information
use their data charts from
that students understand the reports and how they
sessions 3 and 4 to help
difference between warm
would like to improve
them. They can also look at
and cool feedback.
their opening statements.
the Brainstorms and class
What have they included in
(Appendix 7) (Wing Jan,
Work together to write an
glossary/word wall.
their opening statement?
2009 p. 89)
opening statement.
Small teaching group of
Is there anything they could
ESL students: Guided
improve?
Students will refer back to
If we were to write an
writing Students will work
their self-assessments
opening statement for our
as a group with the teacher to
during the draft process of
Write the features of an report on the gold rush what write their own opening
writing their information
opening statement on
would we make sure to
statement. Students will be
reports in session 12.
the board and link them include?
prompted to think of words
to the opening
that use past tense. They will
Focused observation of
statement shown. (E.g.
also be encouraged and
small teaching group:
past tense, who, what,
prompted to incorporate
Did students show
when, where and why)
who, what, when, where and
understanding of the
Why do you think these
why in the opening
features needed in an
features are in the
statement.
opening statement?
opening statement?
Students will be prompted to
Did students contribute to
discuss their reasoning for
conversation?
the information that they
want to put in the opening
statement.
Discuss the difference between fact and opinion. Students will use schoolyard connections (Refer to Fettes, 2013 p. 30) by playing a game of
catch. When they catch the ball they need to say two facts about themselves in the one sentence. Such as I have brown hair and brown eyes.
Students can then move on by including pronouns (teacher explains the use of pronouns beforehand and gives examples). They are wearing a
yellow shirt and white shoes. Students can then guess whom in the class the student is talking about with their sentence. Students can then use two
facts and pronouns to create a sentence based around what they have learnt about the gold rush.

7|Page

Session 9:
Guided activities to
develop vocabulary or
specific language
feature
We are learning to
complete sentences using
adverbs.
Session 10:
Building text
knowledge/Model the
genre
We are learning to
identify the structure and
features of paragraphs
and write topic sentences
in order to plan our
information report on the
gold rush.

With a small group of ESL students the teacher will have a discussion with students about the use of adverbs and how they add extra information to
verbs. Students will then take part in a cloze exercise where they fill in the blanks with adverbs. Students will justify why they chose the word for
each part. (Appendix 8)

Shared Reading
Can anyone remember
what a paragraph from
an information report
needs?
Have a look at a body
of paragraphs from the
information report from
session 7 and break
them down. E.g. Topic
sentence, definitions of
topic specific nouns,
sentences containing
facts and use of
pronoun and adverbs.
Connect students to the
game played in session
8 where they used more
than one fact in a
sentence using
pronouns. Also link to
session 9.
Point out the topic
sentence. What is this
sentence doing for the
rest of the paragraph?
Discuss topic sentences
and headings and how
they signal the content
for the paragraph.

Shared writing
Show students a paragraph
for another topic that does
not have a topic sentence.
(Appendix 9)
What is this paragraph
about? What are the main
points of the paragraph?
Work together to write a
topic sentence for the
paragraph.
Explain to students that they
will be planning their body
of paragraphs for their own
information report about the
gold rush. Show students
how the information they put
on their data charts is already
grouped together. If your
information is already
grouped together how do you
think you would write your
paragraphs?
Model writing a topic
sentence on the gold rush.
Based on the topic sentence
what would we put in this
paragraph?
List three dot points
underneath.

Independent writing:
Students are to start planning
at least 2 paragraphs on the
gold rush. They need to write
a topic sentence for each one
and have three dot points
relating to the topic sentence
under it. Students are
encouraged to use their data
charts to help them plan their
information reports. The
paragraphs need to link to
the opening statement
written in session 7.
Small teaching group of
ESL students: Joint
construction of text.
(Gibbons, 2009 p. 67)
Students will work together
with the teacher to create a
plan for their paragraphs.
Students will look at the
information from their data
charts and work together to
create a topic sentence and
points for each paragraph.
What can our paragraph be
about?
How can we relate it to our
opening statements?
What points would we
discuss in our paragraph?

Authors Circle
Have students share their
plans. Ask students for cold
and warm feedback.
Do the plans feature a topic
sentence that signals the
content for the paragraph?
Do the dot points cover
some of the features from
paragraphs, such as facts,
and definitions for topic
specific nouns?
Think-Pair-Share
Have students think about
why plans are useful.
Students are to discuss the
reasons for why we use
plans with a partner then
share it to the class.
Why is it important to plan
our work before we start
writing our good copy?

Focused observation of
students in the small
teaching group.
How well do students
understand the structure
and language features of
paragraphs?
Do students understand
why we use topic
sentences in paragraphs?
How well did students
contribute to group
discussion?
Were students able to link
the dot points for the
paragraph to the topic
sentence?

8|Page

Session 11: Building text

knowledge/ Model the
genre We are learning to
write concluding
paragraphs/ending
statements.
Session 12:
Joint construction of
text/independent
construction of text
We are learning to create
a draft for our
information reports using
our plans.

Discuss the importance of concluding information and summary paragraphs and how they sum up and finish a piece of writing. Have students come
up with examples for information that could be put into a summary paragraph for the gold rush. Model writing a conclusion to students so that they
can individually write dot point conclusions for their information report on the gold rush. Conduct a roving conference as students work.

Think-Pair-Share
Students will discuss
the questions asked in
pairs and then share
what was discussed
with the class.
What have we learned
about so far in writing
an information report?
Can anyone remember
the structure of an
information report?
What do we write first
and last in an
information report?
Explain to students
that they will start
writing a draft for their
information reports
today using their
opening statements
and dot point plans.

Join Construction
What goes first in an
information report?
What does an opening
statement include?
Create an opening statement
with students providing
information about it.
Do the same for writing the
paragraphs. Ask students to
help provide information in
order to write it.
What are the important
features of
paragraphs/conclusions?
How can we add them?
Where should we put them in
our writing here?
How can we use our plan to
help us write our draft?
Ensure that students use past
tense and are reminded to use
who, what, when, where,
when in their opening
statement.
Also remind students to use
adverbs, pronouns and topic
specific nouns through out
the body along with facts.

Individual writing
Students will work
independently to start
writing a draft information
report on the gold rush.
Give students back their
self-assessments from
session 7. Encourage
students to use their selfassessment to make changes
to their opening statements
if needed.
Small teaching group of
ESL students: Joint
Construction
Use the plan created in
sessions 10 and 11 with
students to make a draft for
their information report. Use
joint construction to do this
where students are
providing information and
ideas. How can we create a
paragraph using the dot
points we already wrote?
How can we extend them?
Connect students to the
game played in session 8
where they used pronouns
and put 2 facts in a sentence
to help them. Ask students
questions about their ideas
to extend and justify them.

Authors Circle
Have students share
something they are confident
with in their plan.
Ask students to share
something they might not be
confident with in their plan.
Ask the class to give warm
and cool feedback.
Discuss the importance of
creating a draft before a good
copy.
Why do you think drafts are
important?
Do you think we will always
only write one draft?
Explain that sometimes we do
not only end up with one
draft because of the amount
of changes we make. Explain
that it is not bad to have more
than one draft for a piece of
writing.

Anecdotal Record Book

and observation of
students in the small
focus group.
Were students able to
extend on the dot points
from their plans to
create paragraphs for
their draft?
What difficulties did they
have?
What did they find easy?
How much did the
student contribute to
discussion?
Where they able to give
examples of language
features needed and
extend on them?

9|Page

Session 13: Independent

construction of text
We are learning to create
a draft for our
information reports using
our plans.
Session 14:
Independent
construction of text
We are learning to proof
read our own work.

Session 15: Independent

construction of text.
We are writing our good
copy of our information
report using our draft.

Students are using this time to complete their drafts on the gold rush. Teacher will conduct a roving conference and work one on one with students.

Think-Pair-Share
Students will discuss
the questions asked in
pairs and then share
what was discussed
with the class.
What have we done so
far with our
information reports?
What do you think we
need to do next in
order to make sure we
are ready to create a
good copy?

Modelling

Independent
Think-Pair-Share
Checklist (Wing Jan,
The teacher will show
Writing/Proof Reading
Have students think about
2009 p. 82) (Appendix
students an information report Have students look over
what they changed in their
10)
about the gold rush from a
their information reports
drafts.
The teacher will collect
previous student.
individually and change
Did you change anything in
the drafts and use a
(Appendix 10)
anything that they think
your draft?
checklist to mark what
Students will give warm and
needs to be improved. After Were there any words that
students have
cold feedback about the
they have looked at their
you found difficult to correct? demonstrated and how
information report.
work individually students
How did you overcome it?
they have demonstrated
What has this student done
are to swap their work with
Why do you think it is
it on a scale of Clearly
well in their information
another person for them to
important to have someone
demonstrated, partially
report? What can they do to
have a look at.
else look at your work?
demonstrated and not
improve it and how? Can you Small teaching group of
evident.
give an example?
ESL students:
Have students discuss the
Have students sit down in a
answers to these questions in
The teacher will also
Explain to students that they
group with their drafts.
pairs and then share it with
provide comments.
will be proof reading their
What do we need in an
the class.
work in order to create a good information report?
copy of it.
Have students look at their
The teacher will write the
own drafts to find out if they
structure and language
have included everything
features on the board so that
they need in the information
students ensure that they have report. Does everyone have
included them all.
an opening statement? What
Students should also refer to
makes an opening statement
the glossary/word wall
good? Does everyone have
created in session 3 to correct an etc Students then swap
any spelling errors and
their plan with someone else
provide proper definitions.
to help proof read/edit.
Students will use this time using their draft to write their good copy of the information report. Teacher will conduct a roving conference and work
one on one with students.

10 | P a g e

11 | P a g e