Beruflich Dokumente
Kultur Dokumente
Year Level: 5
Orientation
Complication and series of events
Resolution
Information narrative
Date:
Spoken
Read
Written
Viewed
Produced
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
Designing
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. XX; EPISODE XX English teaching resources downloaded
on XX from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode XX; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/ OTHER?
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
Justifying
We are learning to
identify the emotions
of the characters after
viewing a video clip
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)
Chalk talk
Write two prompts
on butchers paper
and put around room
Venn diagram
Students work in pairs to
view a second video
Episode 3 (3) have the
students create a Venn
diagram about how the
three main characters
would be feeling during
this time (Appendix 1:
Venn Diagram)
Dictogloss
Model to students how to
successful complete the
dictogloss activity. Go
through an example as a
class
Focus group:
See think wonder
Using first video clip, ask
individuals to share their
own see-think-wonders to
the group. Form a
discussion around the
different emotions
recognised by the students
Dictogloss
Students to work in table
groups to complete the
dictogloss activity; each
table is given a different
text to work with.
2. Building topic
knowledge
We are learning to use
multiple texts to help
expand our
understanding of the
topic
Revising
WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)
1. Building topic
knowledge
Organising
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)
Focus group:
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.
Reflective circle:
Brainstorm
Create a class brainstorm
using the students
response to the different
emotions they saw being
portrayed In the two
videos.
Work sample
Chalk talk prompts will
be taken up and kept as
evidence of pre
assessment
Anecdotal notes
Taken during focus
groups
Observations
Taken throughout
lesson, focus on in
reflective circle
Focussed observation of
students working in
their groups, and how
their summary turned
out, was it to similar to
original text? did it state
the main ideas?
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interested in),
encourage the use of
descriptive language,
focus solely on the
pictures
3. Building topic
knowledge
We are learning to
wonder about and
grow our understand of
the topic
4.
Building text
knowledge/Model
the genre
We are learning to
understand the structure of
an information narrative
5.
Building text
knowledge/Model
the genre
Think aloud
Discuss with the students
what an information
narrative is. Use examples
from The colour of home
to help model to the
students the structure and
layout of an information
narrative. Label the
sections and model what
goes in each part
Focus group:
Using the book previously
read. Provide the students
with headings of each part
of an information
narrative, while reading
have the students add the
details of the story under
the appropriate heading
(Wing Jan, L. (2009). Write ways, pg.
244)
Using an extract on Miss
Have the students choose
Trunchbull in Matilda by
a character either from a
Roald Dahl, with the
TV show, movie or book,
students identify the words have them write detailed
Observation
Focused observation
taken during focus
group, focusing on
where they are putting
the details
Anecdotal notes
Take Anecdotal notes of
the focus groups, focus
on the type of language
Work samples
Take brief plans up as
work samples to make
sure students are
understanding
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character profiles
6.
Building text
knowledge/Model
the genre
7.
Guided activities
to develop
vocabulary or
specific language
feature
Text reconstruction
Split the class into
groups and have
them race to
reconstruct an
information narrative
descriptions of that
character. (Wing Jan, L. (2009).
Write ways, pg. 246)
Model
Using story read at
beginning of class create a
story map as a class,
model to the students the
amount of detail that is
expected and what to
include
Think aloud
Model to students how the
correct use of descriptive
language in a sentence can
make it more exciting.
Write a sentence on the
board and think aloud
about other words you
could use instead of big or
hot ect.
Discuss with students your
Work samples
Take work samples
from students in focus
group, focusing on the
language they are using
Work sample
Collect samples of
students paragraphs to
check all students
understanding of
descriptive language
Observations
Observations made
while roving class
throughout lesson and
while working with
Focus group:
Brainstorm
Brainstorm with the
students all the aspects of
characters and settings that
could be described (Wing Jan,
L. (2009). Write ways, pg. 239)
Focus Group
Complete the Whats the
setting (Wing Jan, L. (2009). Write
ways, pg. 245) activity with
these students
Observation
Focus observation on
the students story maps
when sharing, is they
dont correctly, in
detail?
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8.
Guided activities
to develop
vocabulary or
specific language
feature
Focus group:
focus group
Brain storm
Teacher place headings on
butchers paper such as big,
small, clean, hot etc.
students to work together
to come up with as many
words as they can that
they could use instead of
the original word.
Teacher to model to students how tenses can change, give examples and non-examples to discuss with students. As a class make a table
and put words into past, present, and future categories. Student to work on three sentences that are exactly the same however the tense
changes.
We are learning to
understand which tense to
use in our sentences
9. Joint
construction
of text
Read text to students; use text to model to students how to take notes on the factual information given. Using the information gathered
as a class, write a short information narrative involving the information gathered from the text. Students to control most part of the
narrative making process, teacher to scribe, direct and prompt (Activity influenced by Wing Jan, L. (2009). Write ways pg. 262).
We are learning to
construct an
information narrative
10. Joint
Go through planning for writing an information narrative using Figure 16.1 pg 259 in Write ways. Focus the students attention on
construction
important sections and have them begin to organise how they would set up an information narrative using the topic, moving to
of text
Australia.
We are learning how
to plan for the
construction of an
information narrative
11. Independent
Students use information learnt in previous lesson to round up information they will need to write their information narrative on
construction
moving to Australia. Students are able to research at their own pace using whatever devices or books they would like to, to find the
of text
information they will need.
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We are learning to
gather information
for our information
narratives
12. Independent
construction
of text
Students to start planning their information narrative. Have students create a story map to show the sequence of events to include in
their narrative. Students also to start writing a short character profile.
We are learning to
construct an
information narrative
13. Independent
Students to begin their first copy of their information narrative, using previously created story map and character profile to help them.
construction
Teacher to rove classroom and help students if needed
of text
We are learning to
construct an
information narrative
14. Independent
Students self-edit their first copy of their narrative using dictionarys, help from peers, teacher support.
construction
of text
We are learning to
construct an
information narrative
15. Independent
Students write the final version of their narrative, teacher to collect narrative as a work sample to assess.
construction
of text
We are learning to
construct an
information narrative
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