Sie sind auf Seite 1von 6

LITERACY / UNIT PLANNER

Topic: Episode 3: Lily first day 1980,1988

Year Level: 5

GRAMMAR FOCUS: (levels)

Text type and mode

Sentences, Clauses, Adverbial phrases, Adverbial clauses, Adjectival


clauses, adjectival phrases, verbs, adjectives, adverbs, conjunction
1. Whole text structure of a Information narrative

Orientation
Complication and series of events
Resolution

Language features for the text-type:


Sentences, Clauses, Adverbial phrases, Adverbial clauses, Adjectival
clauses, adjectival phrases, verbs, adjectives, adverbs, conjunction
(Wing Jan, 2009, pp. 235-236).
CONTEXT: Overview of series of lessons and background information
Students are engaged in a unit of inquiry about coming to Australia, students will be producing a
information narrative using their research of a person moving to Australia.

Information narrative

Term: 2 Weeks: 4-6


Listened to

Date:

Spoken

Read

Written

Viewed

Produced

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, Brainstorm
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
chart, Story map, templates for text-types for planning,

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 information narratives
Learning behaviors: I need to research, question, work individually and work
collaboratively.
Success criteria: I know Im doing well if I can Produce a informative and
entertaining information narrative based on a character moving to Australia.

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)

Topic-specific vocabulary for the unit of work:


Orientation, complication, resolution, reorientation, narrative

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

1|Page

Elaborating

TEACHING & LEARNING CYCLE


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

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

Back to back viewing


View a short video Lily
1988 Episode 3 (1) ask the
students to focus on the
emotions they can see/hear
in the video. Model to the
students the quick notes to
be taken; only focusing on
the emotions and how they
can tell.

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.

Why would someone


move to Australia?
How would you feel
moving to a new
country?
Share some of the
answers to the class

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.)

We are learning to ...

1. Building topic
knowledge

Organising

Barrier game: Find


the difference
As a class students to
describe the
difference between
Australia and Sudan
(which every country
the students are

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:

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.

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

Group share time


Each table nominates one
member to read out their
group summary.
Discussion of the
similarities and
differences between the
summaries.

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?
2|Page

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

We are learning to create

Three word summary


As a group read a text on
moving to Australia,
individually students are
to think of three words to
sum up the text and share
to group
We will work as a class to collaboratively view a still image, teacher to model how to complete a in depth analyse of it. Students will
then partner off and work on a series of still images and complete a See-Think-Wonder thinking routine on them. Students will then
come back together to discuss what we noticed, how they made us feel, what we thought was happening.

Read the book


The colour of home
by M. Hoffman

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

Have the students create a


brief plan for an
information narrative,
short sentences of what
the main thing that
happens in each section of
the narrative is

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

Compare the students


plans, note similarities
and differences in them.
Choose one students to
focus on and as a class
discuss what else we
could add into the story to
give it more detail.
Highlight the importance
of keeping the right
information in each
section

Observation
Focused observation
taken during focus
group, focusing on
where they are putting
the details

Have students read out


their character
descriptions to the class
without saying the name

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

3|Page

character profiles

6.

Building text
knowledge/Model
the genre

Read Playing Beattie


Bow by Ruth Park to
class

We are learning how to


create story maps

7.

Guided activities
to develop
vocabulary or
specific language
feature

We are learning to use


descriptive language in our
sentences

Text reconstruction
Split the class into
groups and have
them race to
reconstruct an
information narrative

and phrases that are used


to describe the character.
Model to the students the
important of the wording
used

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

Individually students are


to use a story of their own
choice to create a story
map

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

Send students back to their


tables. Have them write a
paragraph about
something quite boring
e.g. brushing your teeth ,
but then use as much
descriptive language as
they can to make the
paragraph interesting to
read

of the character see if the


other students are able to
guess who it is.

the students are using


while describing
Observation
Observe language used
by students when
writing descriptions of
their characters

Think pair share


Students to pair up and
use each others story
maps to see if they can
understand the flow of the
story. Chose some
students to share to whole
class.

Work samples
Take work samples
from students in focus
group, focusing on the
language they are using

Select students to read


their paragraphs to the
class, have a class
discussion about the
words chosen come up as
a class as other words that
could be used.

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?

4|Page

language choices and how


they think it changed the
sentence

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.
5|Page

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

6|Page