LianaPavlidis

S00153465
EDLALiteracyUnitPlanner
Topic:ChoresandPunishment: YearLevel:5 Term:3Weeks:4 Date:23/6/15
Episode11(1908):Evelyn
Texttype Listenedto Spoken Read Written Viewed Produced
GRAMMARFOCUS:(levels) andmode

1.Wholetextstructureofapersuasivetext
Persuasive
(letter:
text
X X X
introduction
paragraph1:mainidea StepsinTeachingandLearningCycle:(adaptedDerewianka,1990/2007)
paragraph2:mainidea
1. Buildingtopicknowledge
conclusion

2. Buildingtextknowledge/Modelthegenre
Languagefeaturesforthetexttype: 3. Guidedactivitiestodevelopvocabularyandtextknowledge
1. Anintroductionthathasanintriguingopening 4. Jointconstructionoftext
line. 5. Independentconstructionoftext
2. Aboldconcludingstatement.
3. Emotivelanguageandrhetoricalquestions
6. Reflectingonlanguagechoices
FrequentlyusedLiteracyInstructionalStrategies:GradualReleaseofResponsibilityModel
CONTEXT:Overviewofseriesoflessonsand LanguageExperienceApproach(R/W) PictureChat Readto SharedR/W GuidedR/WModelled
backgroundinformation writingInteractivewriting IndependentR/W LiteratureCirclesReciprocalTeaching Minilesson
Explorethedifferencesinchoresandother
Rovingconferences
stereotypicalactionsandactivitiesfromthe
1900s,focussingonEvelynsexperienceswithin
Teachingtechniques:ThinkAloud,Textanalysis,Clozeexercises,Notetaking,
thevideo. GraphicOrganisers:Tchart,YchartVenndiagram,Datagrid,Sunshinewheel,KWLchart,Flowchart,Story
Wewillbelearninghowtowriteapersuasive map,templatesfortexttypesforplanning,
pieceofwriting(aletter),imaginingthatwearea
youngchildbackinthe1900sthatwants
equalityforbothboysandgirls.


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Preassessmentofstudentsskillsand Fourresourcemodel(Freebody&Luke,1990/1999):CodeBreakerTextParticipant/MeaningMakerText
knowledge: UserTextAnalyst
Standardizedtestsforreading/writing/NAPLAN ComprehensionStrategies:PredictingVisualisingMakingconnectionsQuestioningInferringDetermining
ProfileofDataProgressionofReading importantideasSummarisingFindingevidenceinthetextUnderstandingnewvocabularySynthesising
Development ComparingandcontrastingParaphrasingRecognisingcauseandeffectSkimmingandscanningFivesemiotic
Conferences/interviews systems:linguistics,visual,auditory,spatial,gestural.
Studentwrittenworksamples Questiontypes:selfquestioning3levels(literal,inferential,evaluative)QAR
Selfassessments ThinkingRoutines:See,Think,WonderHeadlines+1,Threewordsummary,5VIPs,GiveOne,GetOne
LiteracyLearningintention:
Wearelearningto
successfullycompleteapersuasive
letterusingrhetoricalquestionsand
emotivelanguage
beabletodifferentiatebetweenthe
rolesofgendersinearly1900s

Learningbehaviours:Ineedto...
expandonideas
includeemotiveandrhetoricallanguage

Successcriteria:IknowImdoingwellifI
can
writeapersuasiveletter,whichincludes
feelingsandemotionsofsomeonethat
wouldbelivinginearly1900s.

Topicspecificvocabularyfortheunitof Resources:
work: AustralianChildrensTelevisionFoundation.Choresandpunishment[Episode11|1908:Evelyn].
Introduction,Conclusion,rhetoricalquestions, Retrievedfrom
emotivelanguage,repetition. http://www.myplace.edu.au/teaching_activities/1908/3/chores_and_punishment.html?idSubtheme=3372

Analysing Estimating Listening Performing Reading Seeingpatterns Testing

Checking Explaining Locating Persuading Recognisingbias Selectinginformation Viewing
Classifying Generalising information Planning Reflecting Selfassessing Visuallyrepresenting
Cooperating Hypothesisin Makingchoices Predicting Reporting Sharingideas Workingindependently

Considering g Notetaking
options Inferring Observing
Designing Interpreting Orderingevents
Elaborating Justifying Organising
TEACHING&LEARNING WHOLECLASS
CYCLE HookorTuningIn
(IdentifystepintheT&L (Identifyastrategyoratoolto
cycleandtheliteracylearning helpactivatepriorknowledge
intentionorsessionsfocus) and/ortointroducethetopic.)
Wearelearningto...
1.Buildingtopic InstructionalStrategy:
knowledge InteractiveWriting.
Thetuninginwillfocus
Wearelearningto ontakingturns(teacher
identifykeydifferences thenstudents)onwriting
betweenEvelynand informationandideas
herbrother(boysand ontotheboard.
girls)fromthevideoin
the1900s FocusQuestion:Whatdo
youthinkwasdifferent
betweengirlsandboys
backthenduringthe
1900safterwatchingthat
clipofEvelyn?
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Presenting Responding Summarising Workingtoatimetable
Providingfeedback Restating Synthesising
Questioning Revising
MINILESSON INDEPENDENT SHARETIMEAND ASSESSMENT
(Explicitlymodeltheuseofa LEARNING TEACHERSUMMARY
newstrategyoratooltoassist (Extendedopportunityforstudents (Focussedteacherquestions STRATEGIES
withtheliteracylearning toworkinpairs,smallgroupsor andsummarytodrawoutthe (shouldrelatetoliteracylearning
intentionorfocusofthesession individuallyonasettask.Timefor knowledge,skillsandprocesses intentionorfocusofthesession.
andtopreparestudentsfor teachertoprobestudentsthinking usedinthesession) Includeshow&whatyouwilluseto
successfulcompletionoftheset orworkwithasmallgroupforpart Linkbacktoliteracylearning makeajudgmentonstudents
task.ReferencetoWingJan ofthetime.ReferencetoWingJan intentionandkeypointsof attempt/work)
includepagedetails) includepagedetails) effectivereading/writing, Successcriteriawrittenforstudents
speaking,listeningandviewing. toknowwhattheminimum
expectationis.
InstructionalStrategy: Inpairsatstudenttables, Focussedteacher Tomakejudgementsonthis,
Interactivewriting(same studentsaretocompletea questions: aclassdiscussionistotake
asprevious) venndiagramon place.
differencesbetweenboys Whathavewelearntin
ThinkingTool/Routine: andgirlsfromthevideo. thislessonaboutgender Thiswillassesswhether
See,thinkandwonder. Theyarethentotalk stereotypesinthe studentshaveunderstood
Afterwatchingthevideo, amongstanotherpairat 1900s? someofthestereotypesand
theyaretothinkabout theirtableandsharetheir differencesbetweengenders
whattheysawinorderto answers/havea Howdidyoucometo intheearly1900s
facilitateadiscussion. discussion. thoseconclusions?
Smallgroup:Guided
writing.watchthevideo
andwritedownwhatthey
arenoticingbetween
siblings.
FQ:Arethereany
differencesbetweenthem?


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Wearelearningto Minilessonsummary:Studentsaretowritethedifferencesbetweentheearly1900sandtheyear2015.Whatcomestomind?Whatarethe
Becomefamiliarwith obviousdifferences?
differencesbetween Studentsarethentoanswerthesebriefquestions(theywillbeonthewhiteboard):Whathaschanged?Dofemalesnowhaveachanceof
centuries. education?Howwouldyoufeelifyouwereforcedtostayathomeandhelpcleanthehouseandcookthefood?Howdoyouthinktheboysfelt,
beingabletohavemorefreedom?

2.Buildingtext Instructionalstrategy: Instructionalstrategy: Studentsareindividually Whatdoyouthinkanthe Tobeabletoseewhether

knowledge/Modelthe Modelledwriting.The Independentwriting. writingandeditingtheir aimofanintroductionin studentshavemettheWALT
genre. teachersshowsand Studentsaretostart ownintroduction. apersuasivepieceof forthislesson,theteacheris
explainsallthenecessary writingtheirown writing? towalkaroundtheroom,
Wearelearningto: elementsandfeaturesof introductionsfora Smallteachinggroup: observingandlookingattheir
Understandwhatis apersuasiveletter(use persuasiveletter,saying Thinkaloud.Studentsare Whyisanintroductionso introductionfortheir
requiredinan ofrepetitionand whytheyarewritingand togoaroundinthecircle important? persuasiveletter.
informationreport,and rhetoricalquestionsto whattheybelieveand andmentionwhatthey
writeabriefintroduction backupfactsand whotheyarewritingto knowaboutgender Whatinformationabout
forthetopicGender
opinions)andtheireffect. (couldbeparentsora stereotypes,inorderto genderrolesand
stereotypesinthe
Teachermodelsa schooltoletthegirlsbe decidewhatgoesintothe stereotypeswillwe
1900s.
persuasiveintroduction. educated). introductionasagroup. include?
Theydecideasagroup
whotheywillbewritingto.

Wearelearningto Minilessonsummary:Studentsaretocompleteacrossword,whichwillhavethemissingwordsofvocabularythatisrequiredwithina
understandfeatures persuasiveletter(wordsincluderhetorical,emotive,repetitionetc).Studentswillthenberequiredtousethosewordstocreatesentences
andvocabularyneeded showingtheirunderstanding.Thiswillhelpseewherestudentsareatandiftheyarereadytocompleteapersuasiveletter(iftheyunderstand
forapersuasiveletter. requiredfeatures).

Buildingtext Minilessonsummary:Thislessonfocussedonreadingexamplesofpersuasivetexts(handouts)tounderstandwhatisrequired.Group
knowledge/Modelthe discussiononthefloortotakeplace(teacherguideswithquestions:Whatareyougoingtoinclude?Inwhatsectionwouldthatgoin?Howwould
genre. yougetyourpointacrossmosteffectively?(VanVleet,2012))Studentsaretonotetakeduringtheclassdiscussion,andthengobackand
quicklymakeanychangestotheintroductiontheycompletedpreviously.

3.Guidedactivitiesto Todetermineprior Studentsaretodotpoint Inasmallgroup,replaythe Whatareimportant Studentsdotpointsare

developvocabularyor knowledge,aconcept importantfactsand videoofEvelynand thingstoincludeina realisticandcanbe
mapistobedoneonthe emotionsthattheyare dotpointthingswecan letter? extended.


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specificlanguage board,sayingallstudents feeling(beingayoung considertobefactsabout

feature knowaboutpersuasive uneducatedgirlinthe theearly1900sand Whatpersuasivewords Studentshavethoughtabout
Studentswillbeableto textsandgenderroles early1900s).Theyare genderstereotypes. aremosteffective? emotivelanguagetheycan
worktogetherwiththe andstereotypes. thendodecidewhich usetohelpextendtheirfacts
teacher(teacher paragraphtoplacethem Howcanweconveyour Whatfactsareyougoing andopinions.
assists)inordertodraft FQ:Whatelsehavewe in. emotionsinourletter? toincludeabouttheearly
theirletter,usingtheir learntsofar? 1900sfromthevideowe
languagefeatures. Howmanyemotivewords FQ:Whatemotive watchedinthefirst
canwecomeupwith? languageandrhetorical lesson?
questionsmayyou
consideraskingthe
personyouarewritinga
letterto?

4.Jointconstructionof Studentsaretovolunteer TChart:Studentsareto Studentsareabletosearch Thesequestionswillbe Studentshaveusedother

text. toreadtheirintroduction
totheclass,aswellas
Studentswillbeableto someofthedotpoints points(mainideas)and
findevidenceto theyaregoingtofocus
supporttheirdotpoints, theirparagraphson.
usinginformationon Teacherandtherestof
theinternet,andother thestudentstocomment
possiblebooks. onwhatworkedwell.
haveonecolumn theinternetandfind focussedonstudents sourcestogatherinformation
focussingontheirdot personalaccountsof whohasbeenstruggling thatcanbeusedwithintheir
peoplewholivedinthe withcomingupwith letters.
theothercolumn 1900sandfindoutwhatit persuasivelanguageand
dedicatedtothe waslike.Theyareableto pointstogettheiropinion Needtohaveusedatleast2
languageandfeatures includetheirthoughtsand andviewsacross. differentsources(apartfrom
theywillusetobackup feelingsinordertotry Exampleswillbedone thevideo)
theirdotpoints.Thiswill maketheirletterconvincing withtheteacher.
serveasthedraftoftheir andmoreauthentic. FQ:HowelsecouldIsay
persuasiveletter. this?

5.Independent Studentsaretoengagein Studentsareableto Studentsaretoworkon Todrawoutknowledge: Assessing:

constructionoftext aclassdiscussionabout swaptheirworkwitha theirpersuasiveletters, Howcanwefurther Studentsspellingand
whatworkswell.Look partner,inordertogain usingrhetoricalquestions, provethispointand grammariscorrect.
Wearelearningto throughprovided moreinsightsandideas andemotivelanguageto makethereaderfeel
writeaneffectiveand exampleswiththe thattheymaypreviously backupfactstheyhave youremotion? Theyhaveusedboth
interestingpersuasive teacheronfloor,pointing nothavehad.Itisalsoa foundthroughthevideo rhetoricalquestions,aswell
lettertoapersonofour outeffectpersuasive chancetoclearup andotherpossible Howelsecanyoumake asemotivelanguageinorder
misconceptions. resources. thereaderfeel tobackuptheirfacts.


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choice,using techniquesandhowthey Comprehensionstrategy: Studentscanreadwhat angry/sad/happyetc?

persuasivetechniques. gottheirpointacross. Understandingnewideas theyhavewrittentotheir Aretheresimilarand
FQ:Whatdidtheydo (theirfriendsmayhave friendinordertoperfect moreeffectivewords?
Readeffectively, well? thoughtorfoundout theiroracyskills,andread
perfectingouroracy somethingthatmaybe itwithexpressionthewaya
skills. usefulintheirownletters. goodexperiencedreader
would.
Smallgroup:
lettersareworkedonwith
theteachermonitoringtheir
actionsandprogress,
repeatedlyasking
questionsforclarification.

Independent Minilessonsummary:Studentsaretocontinueworkingontheirpersuasiveletter,keepinginmindpersuasivetechniquesandlanguagethat
constructionoftext: enablesareactionfromreaders.Studentsareabletoasktheirpeersforhelpifconfused,ortogethelpfromtheteacher.Theyareabletouse
Completingour resourcesaroundtheroom,aswellaspastresourcesfrompreviousclasses(notesfromthevideoaswellasconceptmapsandadditional
persuasiveletter. notes).

Independent Minilessonsummary:Inthisminilesson,studentsareabletohelpedittheirfriendspersuasiveletter,totryandpickuponmistakesorareas
constructionoftext: forimprovement.Studentswillfeelmorecomfortable,astheyarearoundthesamelearningstageinregardstopersuasivewriting.Itwillalso
Completingour givethestudentaclearhead,incasetheyhavemissedanyvaluableorimportantfactorstoincludewithinaletter.
persuasiveletter.

Independent MiniLessonsummary:Thisisthelastlessononpersuasivewritingforthestudentsletter.Studentsaretofinishcompletingtheirletter,making
constructionoftext: sureithasbeeneditedandreadbyoneoftheirfriends.
Studentsarethen(onebyone)toreadtheirletterouttotheclass(thiscanbedoneover2minilessonssothateachchildisheard).Effective
Perfectingouroracy readingisassessedintheselessons.
skills