Middle School Literacy Planner

Term 3, 2016
Studies of Asia Links

Sustainability Links

Literacy Poetry - Exploring haiku

Cross-curricular links: Integrating Japanese
Poetry across 5 subjects

Aboriginal and Torres Strait Islander links

Dream Time Stories Year 3 and 4

Indigenous Stories Unite

http://globalwords.edu.au/junior-primary/
READING
Whole Class Activities
Whole class learning
intention: We are learning
how to sequence events in
chronological order.

Week 1
11 15
July

Modeled reading:
My place pg. 1 Timeline
Students create their own
personal time line in their
Integrated Studies Books.
(Could Take longer than one
session. Add to Spelling
activity in Reading Rotations
to complete)
W/C Critical Thinking
activity MY PLACE - Episode 24
Dan
Dan prepares to endure a
flogging after disobeying
orders and leaving his post.
However, his punishment is
abandoned after Waruwi
appears with a puppy for the
governor.

ROTATION ACTIVITY IDEAS

Rotations Weeks 1 and 2
Reading Focus: Sequencing
Teacher Group: Focus:
Sequencing ( Springboard or CARS and
STARS or other resources of teachers
choice)
Spelling/Word Work
Spelling Matrix

Spelling Matrix Activity Recording

Sheet
Technology:e
Dust Echoes - Watch a short clip and
complete the questionnaire
OR
Reading Eggs
OR
BTN - Students watch a BTN article from
current week and answer 2 or 3
questions from the teacher resource
document.
Independent Task:

WRITING &
GRAMMAR
Whole class learning
intention:
To sequence events.
To be able to implement
capital letters, full stops
and commas in our
writing.
Modeled Writing:
Holiday recount
Comic Strip about your
holiday.
Template 1
Print on A3. Students
draw/write about holidays
in the boxes and cut out
speech/thought bubbles
and paste in boxes.
Punctuation Focus:
Capital letters, full stops
and paragraphs. Use of
commas to separate
ideas in sentences and
for lists.

S&L

SPELLING

HANDWRITING

Star of
the Week
- ongoing

EXPLICIT TEACHING:
SILENT LETTERS
SWST Resources List 2
silent letters

Targeting
Handwriting
Continue in your
class from where
you left off.

Share
Holiday
Recounts

3 PERSONAL
SPELLING WORDS
LSCWC (Revise the
purpose and process)
Spelling Task Cards

Activity- As a class, view both

episodes. Ask students to
compare and contrast some of
the similarities and differences
in Waruwi's and Dan's cultures
and lifestyles.

Crime and punishment in England

Whole class learning

intention: We are learning
the features of an
Autobiography

Reading Focus: Sequencing

Continue Rotations
from Week 1

AUTOBIOGRAPHY
Whole Class - read example
ready for students to write
their own.

Week 2
18 - 22
July

Whole Class
FOCUS: Why did the First
Fleet Travel to Australia?
What types of convicts
were on the ships? What
was the journey like? What
was life on the ship like?
Activity 1:
As a class:
Students examine the Case
Study of John Walker.

Share responses.
What factors led to
John Walker's crime
of stealing onions?
How do you feel about
what John Walker
did?
What does the
evidence tell you
about the kind of
person he was?
What might happen to
John Walker if he

Unit 30: Paddy Melons

shed (commas)
Reading Eggs resource
(commas)

Whole class learning

intention: To be able to
write an autobiography.
Modeled Writing
Autobiography. Use their
timeline to create an
autobiography. Teachers
model each day the next
chapter and students
complete their own
autobiography in their
writing books.
Grammar Focus: I and
i When to use capital i
and lowercase i Im, its,
I.
Unit 28: Zoot Galoot Space Ace (full stops)
Reading eggs resource
(sentences)

Choice Writing

Star of
the Week
- ongoing

EXPLICIT TEACHING:
PREFIXES
SWST Resources List 6
Prefixes
3 PERSONAL
SPELLING WORDS
LSCWC (Revise the
purpose and process)
Spelling Task Cards
Partner Spelling Test
Week 2

Targeting
Handwriting
Continue in your
class from where
you left off.

committed this crime

today?
INTEGRATED TOPIC
Transporation
The Little Wooden Horse
Early transport discovering
Australia and Aboriginals

Week 3
25-29
July

EXTRA:
Note Taking
Continuation of note-taking
skills. How do we know what is
the most important
information? Key words?
Facts? Pose questions.
Comprehension
Check points pg 26
(Reading for
information)
Whole class learning intention:
We are learning about the
diversity and longevity of
Australias first peoples and
the ways Aboriginal and/or
Torres Strait Islander peoples
are connected to Country and
Place (land, sea, waterways
and skies) and the implications
for their daily lives
W/C Indigenous Dream
Time
Whole Class: What does
dreamtime mean? SEE
Lesson 1 for further
instructions.
Dreamtime - What are
dreamtime stories and why are
they important?

W/C Critical Thinking

activity MY PLACE - Episode 22
Sam

Rotations Weeks 3 and 4

Reading Focus: Summarizing
Teacher Group: Focus:
Summarizing (Springboard or CARS
and STARS or other resources of
teachers choice)
Spelling/Word Work
Spelling Matrix

Spelling Matrix Recording Sheet

Technology:
Dust Echoes - Watch a short clip and
complete the questionnaire
SOME CLIPS ARE INAPPROPRIATE.
STUDENTS SHOULD NOT WATCH
WITHOUT TEACHER SUPERVISION.
OR
Reading Eggs
OR
BTN - Students watch a BTN article from
current week and answer 2 or 3
questions from the teacher resource
document.

Whole class learning

intention: We are
learning to write a
dreamtime story.
Modeled Writing:
Dream Time:
Dust Echoes
Change an ending, create
your own.
Grammar Focus:
Pronouns

Star of
the Week
- ongoing
Perform
Reader's
Theatre

EXPLICIT T
EACHING:
SUFFIXES
suffixes add tion
Suffixes drop e add y
and others
SWST Resources:
Suffixes
3 PERSONAL
SPELLING WORDS
LSCWC
Spelling Task Cards

Whole Class Focus

Creating interesting
dialog. Using words other
than and and then

Partner Spelling Test

Week 3

Targeting
Handwriting
Continue in your
class from where
you left off.

Sam is escorted to the

Owen farm as an assigned
convict by two soldiers. Mr
Owen introduces him to his
chores and living quarters.
He then meets the farm's
goat, but is less than
truthful about his
experience with milking.
Activity-

Independent Task:
Impact on aboriginal language
OR
Reader's Theater
Students break into groups and perform
plays of Dreamtime Stories.
Scripts

Reader's Theater
Students break into groups
and perform plays of
Dreamtime Stories.
Scripts

Week 4
2-5
August
FIDAY
OLYMPI
CS
START

Whole class learning intention:

We are learning about the
diversity and longevity of
Australias first peoples and
the ways Aboriginal and/or
Torres Strait Islander peoples
are connected to Country and
Place (land, sea, waterways
and skies) and the implications
for their daily lives
Whole class
Why the emu cant fly
The frog who caused a
flood
The rainbow Serpent
Draw the most important
scene and write a summary
about why you think it is the
most important.
The Convict
Charles brings Liam some
bread but only agrees to bring
boots if Liam agrees to help
him finish the fence. Liam tells
Charles the story of how he

Week 4: Continue Rotations

Reading Focus: Summarizing
Introduction to the Olympics ready for
next week
W/C: Olympics:
Modern Olympic Games
Olympics Activity 1
Students will
Create a word and knowledge bank on
the Olympic Games
Identify the key features of the Olympic
Games and the Olympic Movement
through images and video
Create a display on the Olympic Games
Brainstorm ways to celebrate the
Olympic Games at your school

Whole Class Learning

Intention: We are
learning to write a
dreamtime story.
Modeled Writing:
Dream Time
Choose an Australian
animal and decide on one
feature that is unique or
important to its existence.
Students create their own
Dreamtime story about
that particular animal.
Grammar Focus:
Adverbs

Star of
the Week
- ongoing

EXPLICIT TEACHING:
Homophones
LSCWC
Spelling Task Cards
3 PERSONAL
SPELLING WORDS
Partner Spelling Test
Week 4

Targeting
Handwriting
Continue in your
class from where
you left off.

ended up as a convict and of

his dreams for the future.
Activity- As a class, ask
students to list the good and
bad aspects of life for a
transported convict in
Australia.
Impact of colonisation on
aboriginal people

Whole Class Reading

We are learning ALL about
the Olympics!
Whole Class Reading
W/C Olympics: Olympic
rings, values and mottos
- Design an emblem for the
National Olympic Committee
(NOC) of your country.

Week
5
8-12
August

Whole Class Reading

The Olympic Torch
Olympic torch
Olympic torch 2
More Facts and picture about
previous torch ceremonies
w
Whole Class Reading
W/C Olympics:
Origins, summer medals,
winter medals.- Students can
design their own medal for the
next Olympics or a class/ level
Olympics

Rotations Weeks 5 and 6

Rio Olympic News and Updates on
the Australian Team
Independent Tasks:
Create your own sport to be part of a
class/level Olympics. Include rules and
equipment.
Think of a motto which best sums up
your character, or think of a motto for
your family, school or club. Explain the
meaning of this motto.

Whole Class Learning

Intention: We are
learning to write letters.
Modeled Writing:
Formal Letter Write
formal letter to an
Australian Olympian
showing your support.
See website below for
letter head templates,
examples and addresses!
2016 Letters to Athletes
More Letter Resources

Have students create their own Olympic

torches with a significant design to
represent the Olympics. Example

Grammar Focus:
Pronouns

Star of
the Week
- ongoing

EXPLICIT TEACHING:
Synonyms
LSCWC
Spelling Task Cards
3 PERSONAL
SPELLING WORDS
Partner Spelling Test
Week 5

Targeting
Handwriting
Continue in your
class from where
you left off.

Whole Class Learning

intention: We are learning to.

Whole Class Learning

Intention: We are
learning to write a
blog/email/informal
transaction
Instructional Texts.

Whole Class Reading

W/C Information about the
closing ceremony see
newspaper for information.
Closing Ceremony History
Fact Sheet

Week
6
15-19
August

Olympics
finish on
Sunday

Star of
the Week
- ongoing

LSCWC

Targeting
Handwriting
Continue in your
class from where
you left off.

Spelling Task Cards

Modeled Writing:
Write a comment on the
olympics webpage in
support of an olympian.
Letters and ways to
support

(Warm-up) Critical Thinking

activity
Episode 23 - The encounter
Waruwi encounters a cow for
the first time and is unsure
what to make of it. After
seeing some marines and a
drummer boy, she returns
home to Nana to tell her about
the 'ghost people' and the
cow.
Activity- To help students to
appreciate the powerful
influence of cultural
background upon interactions
between different cultural
groups, play this game.

EXPLICIT TEACHING:
Compound words

3 PERSONAL
SPELLING WORDS
Partner Spelling Test
Week 6

Instructional
Create your own sport for
a mini olympics. Write
instructions for your sport.
Grammar Focus:
Speech Marks
Unit 28: Robin the
Not-so-good (direct
speech)
Unit 27: Doctor! Doctor!
(direct speech)
Reading Eggs resource
Reading Eggs resource

Whole Class Learning

intention: We are learning
how to compare and contrast
information within a text.

Week
7
22-26
August

Compare and contrast

autobiographies with
biographies
Whole Class Reading:
Biography Eddie Mabo
Biography

Whole Class Reading

Rotations Weeks 7 and 8

Reading Focus: Compare and
Contrast
Teacher Group: Focus:
Compare and Contrast ( Springboard
or CARS and STARS or other resources
of teachers choice)
Spelling/Word Work
Spelling-Matrix-2.doc
Spelling-Matrix-Activity-Recording-Sheet.
docx

Whole Class Learning

Intention: We are
learning to write a
biography.
We are learning to
sequence events in
chronological order.
Modeled Writing:
Model a Timeline for
planning a Biography
ready for students to
begin their own Biography
on a Convict or notable

Star of
the Week
- ongoing

EXPLICIT TEACHING:
Plurals
SWST Resources List 1
LSCWC
Spelling Task Cards
3 PERSONAL
SPELLING WORDS
Partner Spelling Test
Week 7

Targeting
Handwriting
Continue in your
class from where
you left off.

W/C: Indigenous studies

Dreamtime lessons

Whole Class Learning

intention: We are learning
how to compare and contrast
information within a text.
Whole Class Reading
The Little Refugee
Follow up activities: BTN clip
about refugees and the
positive impact they have had.

Week
8
29 August2
September

Compare and Contrast Ahn

Dohs experience with that of
First Fleet.

W/C: Indigenous studies

Dreamtime lessons

Technology:
Dust Echoes - Watch a short clip and
complete the questionnaire
OR
Reading Eggs
OR
BTN - Students watch a BTN article from
current week and answer 2 or 3
questions from the teacher resource
document.
OR
Grammar Study ladder - progressive
verb tenses

Aboriginal (This is part of

what is required for their
Inquiry).

Independent Task:

Reading Eggs resource

Continue from Week 7

Reading Focus:
Compare and Contrast

Whole Class Learning

Intention: We are
learning to write a
biography.
We are learning to
sequence events in
chronological order.

Grammar Focus:
Speech Marks
Unit 33: Matilda and the
gorilla (direct and indirect
speech)
EXT Unit focus: Comic
Capers (direct and
indirect speech)

We are learning about

verb tense and how
different tenses affect the
way we write

Modeled Writing:
Model a Biography
ready for students to
begin their own Biography
on a Convict or notable
Aboriginal (This is part of
what is required for their
Inquiry).
Grammar Focus - verb
tenses
Spelling city resource video resource, word lists,
and games for practise.

Star of
the Week
- ongoing

EXPLICIT TEACHING:
tion
SWST Resources List 9
LSCWC
Spelling Task Cards
3 PERSONAL
SPELLING WORDS
Partner Spelling Test
Week 8

Targeting
Handwriting
Continue in your
class from where
you left off.

Can also use Spelling

City app.
Reading Eggs
introduction to verb
tenses presentation
Reading Eggs verb tense
information/activity
document

Whole Class Learning

intention: we are learning
how to use contextual clues
and prior knowledge to predict
what may happen in the text.
Whole Class Reading
You am I Book - create a
predictagram based on the
front cover.
As a class, use sticky notes to

Week
9
5-9
Septemb
er

label pictures in You and Me:

Our Place that represent

either contemporary or

traditional Aboriginal cultures.

Allow students to justify their
point of view if they dont
agree with the group. Pay
special attention to images
that reflect both contemporary

Rotations Weeks 9 and 10

Reading Focus: Predicting
Teacher Group: Focus:
Predicting ( Springboard or CARS and
STARS or other resources of teachers
choice)
Spelling/Word Work
Spelling-Matrix-2.doc
Spelling-Matrix-Activity-Recording-Sheet.
docx

Whole Class Learning

Intention: We are
learning the structure of
different poetry styles.

Star of
the Week
- ongoing

EXPLICIT TEACHING:
Double Letters
LSCWC

Modelled Writing:
Poetry
SOA cross curricular
activity

Spelling Task Cards

Grammar Focus:
Apostrophes

Partner Spelling Test

Week 9

Targeting
Handwriting
Continue in your
class from where
you left off.

3 PERSONAL
SPELLING WORDS

Technology:
Dust Echoes - Watch a short clip and
complete the questionnaire
OR
Reading Eggs
OR
BTN - Students watch a BTN article from
current week and answer 2 or 3
questions from the teacher resource
document.

and traditional cultures

simultaneously.

W/C: Indigenous studies

Dreamtime lessons

Week
10

W/C: Indigenous studies

Dreamtime lessons

Continue Rotations from Week 9

Reading Focus: Predicting

Revision Catch Up
Modelled Writing:
Poetry - Chose a poetry
style to create your own

Star of
the Week
- ongoing

EXPLICIT TEACHING:
Word Study:
Catch up teacher
choice according to
area of need.

Targeting
Handwriting
Continue in your
class from where
you left off.

12-16
Septemb
er

poetry piece about

Australian History.

LSCWC
Spelling task cards