ENGLISH

Forward Planning Document

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Reports Year 5/6

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 :6-10 YEAR LEVEL: 5/6 LEARNING AREA/TOPIC: ENGLISH/Writing

WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
Lang Literacy Literature
W5/Lesson Plan, draft and publish Students will: - Checklists of what 1. Gain students attention and
1: imaginative, informative and student can and cant do state lesson objectives and - Writing books.
Familiarisa persuasive texts, choosing - Write an using their work sample expectations for the lesson. - Information sheets.
tion (WRB. and experimenting with text information piece of the report without 2. Students will be given an - Observational note
P 30) about an animal prompts. taking sheet.
structures, language information sheet on a
without prompts. - Observational notes.
features, images and digital - Self-reflection: thumbs
particular animal from
resources appropriate to up, middle, down to Australia Zoo.
purpose and audience visually assess how 3. Instructions and
(ACELY1714) students think they went expectations will be
in their first exposure to displayed on the board.
Select, navigate and read report writing. (Record). 4. Students will have to write
texts for a range of all they can on a report of
purposes, applying this animal.
appropriate text processing 5. Students will not be given
strategies and interpreting any prompts from the
structural features, for teacher, as this activity is to
example table of contents, assess prior knowledge, so
glossary, chapters, teacher can change and
headings and subheadings adjust future lessons.
(ACELY1712) 6. Students will complete work
individually.
Understand how ideas can 7. When students are finished
be expanded and their report writing, they can
sharpened through careful finish their fractured fairy
choice of verbs, elaborated tale writing.
tenses and a range of 8. Students will need to hand
adverb groups/phrases in their reports at the end of
(ACELA1523) the lesson so teacher can
see what they know and

W6/Lesson These Curriculum links will Students will: Traffic light strategy is
2: follow throughout the whole implemented at the end
Analysing unit of work. State the purpose of the lesson. Students
(WRB. of a report. will stick the sticker that
P.32) represents their
List what to understanding on the
include in a report back of their brainstorms.
through
remembering the Red = I do not
acronym INFO. understand.
Amber = I have some
understanding.
Green = I understand.
Observational notes
(students quiz results,
class questioning).
dont know.
9. For Kristofer, the teacher
will scribe his ideas.
10. Wrap up the lesson by re-
stating the purpose of
reports.
11. Question: What is the
purpose of reports?
12. Implement self-reflection
thumbs up, middle, down
strategy (record).
1. State lesson objectives and - Brainstorm
activities for the lesson. - Power point
2. Brainstorm on the board
what students know about
reports. (Can refer to this at
the end of the unit to see
what students have learnt).
3. Explain to students what a
report is, the purpose (to
inform, to describe) and the
language
features/organisations
structure of reports. (Using
a power point).
4. Start a word wall on reports - Word wall
- INFO poster.
and procedural writing.
5. Introduce INFO poster to
help students remember
parts of a report (I= Intro,
N= Name 3 facts, F= Facts
require supporting details
and evidence, O = Offers a
conclusion).
6. Watch short clip:
https://www.youtube.com/w
atch?v=53L-5zE7Ibw
- Text form Quiz.
7. Show students examples on
 the board of reports and
different text forms and
students will have to write
YES or NO if it is a report.
(Ask students questions as,
what do you notice all of the
reports have, what language
do they use, what is the
purpose of this report etc).
8. Fact activity:
9. Wrap up lesson with traffic
light strategy, questioning
and re-stating lesson
objectives that have been
achieved.
W7/Lesson Checklist: Yes/No 1. State lesson objectives and
3: Students will: students know the activities students will be - Teachers objective.
Analysing correct organisational engaging in. - Report packages x 12
(WRB. P. State what is order of a report. 2. Show and tell: Teacher - Exit Tickets
32) considered good brings in an object (eg: A
descriptive Emoji self-reflection
gnome). Students have to
language through exit ticket to assess the
questioning. progress of how students describe the object and the
are going. teacher will record the
Arrange a descriptive language utilised
jumbled report on a brainstorm.
into the correct 3. Teacher will explain what is
organisational considered good descriptive
procedures. language.
4. Working in pairs students
Cooperate and are to re-arrange a report
work together in into the correct
their pairs
organisational procedure
through
completion of the (reports will be levelled to
activity and cater for students). Teacher
discussion. will model the task on the
board for students using a
different text (ask questions
such as: what do you think
we should do with this one,
 why do reports need to be in
a particular order etc). Using
the modelled text, teacher
will read out the report in the
correct order, and students
will need to discuss the
report and point out the 3
key ideas or facts in the
report and write this in their
writing books.
5. Once each pair has finished
re-arranging their report into
the correct order, the
teacher will check them off
on a checklist.
6. Think, pair, share what
students ideas are for the
report (Year 5: An influential
person during the Gold
Rush. Year 6: An influential
person during Federation).
they will have to write in a
couple of weeks. Students
should be thinking about
this and gathering all their
information in their history
unit. Students will need to
submit an exit ticket on the
person they are choosing to
do their reports on.
7. Early finishers: Students
can highlight the facts used
and language features such
as nouns, adjectives, etc.
8. Kristofer will do the same
work, however he will be
given a lower text and the
teacher will be in a pair with
him. During discussion time,
 he will be seated next to
someone that will include
him in discussions.
9. Wrap up lesson by re-
stating lesson objectives
and students will complete
an emoji checklist.

W8/Lesson Students will: 1. State lesson objectives. - Modelling on the

4: 2. Teacher will review board.
Modelling/ - Plan their - Work Samples expectations of the report and - Students HASS
Guiding reports using what teacher is looking for and books.
(WRB. P. a graphic - Observational
35) the purpose of report writing. - Graphic organiser
organiser. notes. (Focus group).
3. Teacher will model how to plan plans.
- State the a report using a graphic
purpose or organiser.
report writing. 4. Students will then plan their
report. They will have their
HASS books out, with the
information in it.
5. Teacher will model writing a
report on a famous Australian
eg: A famous Aboriginal to tie
into Naidoc Week.
6. Teacher will model explicit
think-alouds and afterwards
students will discuss the
process the teacher modelled.

Think alouds:
i. What do you think is my
very first step when I start
my report?
ii. Why do I need to use facts
in this part?
iii. What is the most important
part of a conclusion?
7. Students will need to hand in
 their plans to the teacher to
check progress and ensure
students are on the right track.
If students do not finish their
plans, they will need to stay in
at recess and finish them.
8. Wrap up lesson by restating
lesson objectives that have
been achieved.
9. Questioning (teacher will take
anecdotal notes).

W9/Lesson Students will: 1. Teacher will review

5: expectations and purpose of - Info Poster
Applying/S report writing. Teacher will also - Display Wall.
haring - Editing
talk about the timeline and
(WRB. P. Write a draft copy - Observational
where students should be. strategies/expectations
36) of their chosen notes.
report. 2. Motivation activity related to on the board.
- Student reflection
the report topic. - Feedback forms.
checklists: of what
Apply editing 3. Question students to see if - Student checklists.
strategies to edit to make sure they
they can remember the
their work. include in their
organisational feature for each
reports.
aspect of a report (INFO
- Feedback form from
acronym), what to include in a
conferencing (peer
report, importance of facts and
and teacher).
descriptive language.

Focus Questions:
i. What is the first part in a
report?
ii. What does INFO stand
for?
iii. What should we include in
our intro?
iv. What do we include in a
report?
v. What is important about
 using facts?
vi. Why do we use descriptive
language?
4. Students will write their draft
reports.
5. When students finish their
draft, they must use the editing
strategies the teacher
modelled to edit their work.
Students will have a checklist
to follow.
6. Students will share with a peer
the progress they have made,
seeking feedback from this
class member. While the
teacher will call a student up 1
at a time, for teacher
conferences to give tips and
feedback so students can be
guided and make adjustments.
W10/Lesso Students will:
n 6:
Publishing Hand in a
(WRB. P. published version
36) of their report.
- Rubric
- Self-reflection
sheets: Students will
evaluate how well
they have gone, what
they could improve
on, and where they
think they did well on.
- Student checklists:
of what to include in
their reports.
1. State lesson objectives. - Expectations
2. Teacher reviews expectations - Student checklist
and purpose of report writing. - Self-reflection sheets.
3. Explain to students what you - Rubric
are looking for, expectations
will be on the board.
4. Students will have a checklist
to follow.
5. Students independently write
their reports.
6. Students will complete a self-
reflection on their work (during
mental maths/grammar time
on Wednesday afternoon).
7. Student reports will be marked
using a rubric and displayed
around the room.
8. Teacher will select 2-3
students that have finished
their reports to share with the
class.
9. Students might need one more
lesson during the week to
finish their reports.
10. Re-state the lesson objectives
that would have been
achieved in the lesson.
11. Students will hand in their
completed reports with their
self-reflection.