Checklist

Student Name Reads with Reads with Uses Uses recall to Writes full Writes neat
The Sunflower minimal self- consistent self- illustrations for select correct sentences. full sentences
Narrative corrections. corrections. understanding pages to find
e.g. 1 from 25 e.g. 1 from 10 during reading. answers to
15/5/18
words. words. questions.

Angus x x x x

Blair x x x x

Christopher x x

Ella x x x x x

Grace x x x x x

Scott x x x

Chaice x x x x x

Toby x x x

Zayne x x

Student Name Reads with Reads with Uses Uses recall to Writes full Writes neat
My Favourite minimal self- consistent self- illustrations for select correct sentences. full sentences
Book, Literary corrections. corrections. understanding. pages to find
recount e.g. 1 from 25 e.g. 1 from 10 answers to
words. words. questions.

Angus
Blair
Christopher
Ella
Grace
Chaice
Scott
Toby
Zayne
Student Name Reads with Reads with Uses Uses recall to Writes full Writes neat
minimal self- consistent self- illustrations for select correct sentences. full sentences
corrections. corrections. understanding. pages to find
e.g. 1 from 25 e.g. 1 from 10 answers to
words. words. questions.

Angus
Blair
Christopher
Ella
Grace
Chaice
Scott
Toby
Zayne
Student Name Reads with Reads with Uses Uses recall to Writes full Writes neat
minimal self- consistent self- illustrations for select correct sentences. full sentences
corrections. corrections. understanding. pages to find
e.g. 1 from 25 e.g. 1 from 10 answers to
words. words. questions.

Angus

Blair

Christopher

Ella

Grace

Scott

Chaice

Toby

Zayne

Student Name Reads with Reads with Uses Uses recall to Writes full Writes neat
minimal self- consistent self- illustrations for select correct sentences. full sentences
corrections. corrections. understanding. pages to find
e.g. 1 from 25 e.g. 1 from 10 answers to
words. words. questions.

Angus
Blair
Christopher
Ella
Grace
Chaice
Scott
Toby
Zayne
Student Name Reads with Reads with Uses Uses recall to Writes full Writes neat
minimal self- consistent self- illustrations for select correct sentences. full sentences
corrections. corrections. understanding. pages to find
e.g. 1 from 25 e.g. 1 from 10 answers to
words. words. questions.

Angus
Blair
Christopher
Ella
Grace
Chaice
Scott
Toby
Zayne
Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: A Surprise Dinner factual recount No. of students: 9

Australian Curriculum Content Description (SCASA): Text structure and organization. Interpreting, analysing,
evaluating.
Understand that different types of texts have identifiable text structures and language features that help the
text serve its purpose (ACELA1463)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

Students to understand a factual recount I will measure the achievement of objectives by:
begins with an orientation that give information Correcting the student's written responses.
about the people and the events in the recount
WILF: Your understanding of the read text, e.g. page numbers to
(who, when, where and why), followed by a
find the answer.
record of events in the order in which they
occurred.
Recognising one half of a whole (ACMNA016)
Preparation and Resource(s):
 A surprise Dinner x9
 A surprise Dinner teachers copy
 Editing books
 Annex A x 5
Catering for diversity
• Visual Aids
Timing Learning Experiences: Organising
1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title Have you If the lesson is
30mins
ever made dinner? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins A factual recount documents a series of events as they happen, and the early students,
author may make personal judgement and comments. Accounts of holidays, draw and label
school visits and sporting events are all factual recounts. their illustration.

A factual recount begins with an orientation that give information about the If the lesson is
Pack up for people and the events in the recount (who, when, where and why), followed taking longer than
lunch by a record of events in the order in which they occurred. I expected:
Make the walk
around quicker
Annex A

Recount: A Surprise Dinner by Carmel Reilly photography by Lindsay Edwards

1 Who are Matt and Tom?

2 Who did they want to surprise at dinner?

3 On what page does it tell you what was on the pizza?

4 Who did Matt set the places at the table for?

5 What did Tom do with the pizza cutter?

6 Is there more, less or the same amount of pizza on

pages 8 & 9?

7 How many pieces of pizza are there? What is a quarter?

8 Who got the biggest slice?

9 Why did Matt and Tom say, “Surprise!”?

10 How do you think the parents felt about a surprise

dinner?

Congratulations on completing each question!!

Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: My Favourite Book literacy response No. of students: 9

Australian Curriculum Content Description (SCASA): Responding to literature

Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
(ACELT1590)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

Students to understand a literary review is a I will measure the achievement of objectives by:
response to a text. The response may Correcting the student's written responses.
summarise and or analyse the appeal and value
WILF: Your understanding of the read text, e.g. page numbers to
of that text to a reader.
find the answer.

Preparation and Resource(s):

 My Favourite Book x9
 My Favourite Book teachers copy
 Editing books
 Annex A x 5
Catering for diversity
• Visual Aids
Timing Learning Experiences: Organising
1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title Have you If the lesson is
30mins
ever made dinner? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins Students to understand a literary review is a response to a text. The early students,
response may summarise and or analyse the appeal and value of that text to draw and label
a reader. A literary review may contain information about the author, their illustration.
characters and the setting (context) and is followed by a summary of events If the lesson is
Pack up for (complications). Finally, the reviewer makes an evaluative response taking longer than
lunch (judgement) which indicates what they thought of the text and its appeal to I expected:
an audience. Make the walk
around quicker
Annex A

Literary Response: My Favourite Book by Cameron Macintosh photography by

Lindsay Edwards and illustrations by Fiona Lee.

1 Who is ‘I’ on page 3?

2 Who does the boy like to pretend to be?

3 On what page does it tell you what Jack had?

4 What did Jack do with the cow’s milk?

5 Why did Jack sell the cow?

6 Why was Jack’s mum cross?

7 What happened to Jack’s beans?

8 Why do you think Jack went up the beanstalk?

9 Why do you think the boy likes to pretend he is Jack?

10 Who else likes Jack and the beanstalk?

11 What does the boy mean when he says he gave the book
five gold stars? What is your favourite book or story?
Congratulations on completing each question!!
Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: Presents from Somalia literary recount No. of students: 9

Australian Curriculum Content Description (SCASA): Text structure and organization. Interpreting, analysing,
evaluating.
Understand that different types of texts have identifiable text structures and language features that help the
text serve its purpose (ACELA1463)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

A factual recount documents a series of events I will measure the achievement of objectives by:
as they happen, and the author may make Correcting the student's written responses.
personal judgement and comments. A factual
WILF: Your understanding of the read text, e.g. page numbers to
recount begins with an orientation followed by
find the answer.
a record of events in the order in which they
occurred.
Preparation and Resource(s):
 Presents from Somalia x9
 Presents from Somalia teachers copy
 Editing books
 Annex A x 5

Catering for diversity

• Visual Aids
Timing Learning Experiences: Organising
1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title What is a If the lesson is
30mins
present? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins A factual recount documents a series of events as they happen, and the early students,
author may make personal judgement and comments. Accounts of holidays, draw and label
school visits and sporting events are all factual recounts. their illustration.

A factual recount begins with an orientation that give information about the If the lesson is
Pack up for people and the events in the recount (who, when, where and why), followed taking longer than
lunch by a record of events in the order in which they occurred. I expected:
Make the walk
around quicker
Annex A

Recount: Presents from Somalia by Shelley Underwood photography by Lindi

Huntsman

1 Where did the girl’s aunty live?

2 When did she give the girl the presents?

3 On what page does it tell you about the presents?

4 What are the presents?

5 Using the page number; where did they take the uunsi
and pot?

6 What was the aunty doing in the kitchen?

7 What did the aunty do with the charcoal?

8 What happened when the uunsi was hot?

9 Using the page number in your answer; what smell did

the smoke make?

10 What did the girl and aunty do with the pot of uunsi?

Congratulations on completing each question!!

Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: We are free No. of students: 9

Australian Curriculum Content Description (SCASA): Text structure and organization. Interpreting, analysing,
evaluating.
Discuss the characters and settings of different texts and explore how language is used to present these features
in different ways (ACELT1591)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

Students to understand that an exposition I will measure the achievement of objectives by:
argues the case for or against a point of view Correcting the student's written responses.
or something. Exposition usually starts with an
WILF: Your understanding of the read text, e.g. page numbers to
opening statement that describes a point of
find the answer.
view and finishes with a conclusion backed by
evidence.
Preparation and Resource(s):
 We Are Free x9
 We Are Free teachers copy
 Editing books
 Annex A x 5

Catering for diversity

• Visual Aids
Timing Learning Experiences: Organising
1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title What does If the lesson is
30mins
the word free mean? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins An exposition argues the case for or against a point of view or something. early students,
Exposition usually starts with an opening statement that describes a point draw and label
of view. The author is trying to get us to agree with their point of view. their illustration.
If the lesson is
Pack up for taking longer than
lunch I expected:
Make the walk
around quicker
Annex A

Exposition: Wee Are Free by Julie Baillie

1 Who are “We” in the text?

2 What does it mean to be ‘free’? Give an example.

3 On what page does it tell you where the kids can go?

4 How does going to school help us with?

5 How does playing with friends help us?

6 Why is reading important?

7 What does page 10 & 11 tell us we are free to do?

8 Why is talking to others helpful?

9 What does ‘as we like’ mean?

10 What is the purpose of the list of things we can do?

Congratulations on completing each question!!

Day: Tuesday Date: 01 May 2018 Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: Aussie Rules (Information Report) No. of students: 22

Australian Curriculum Content Description (SCASA): Text structure and organisation

Understand that different types of texts have identifiable text structures and language features that help the
text serve its purpose (ACELA1463)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)

Students’ Prior Knowledge and Experience:

In term 1 students were writing full sentences to response to questions posed in the Fitzroy Readers
comprehension books.

Learning Purposes - Objectives: Student Assessment:

Information reports give factual information
about a subject and consists of statements
about the subject.
Using the contents page to help find
information within the text.
I will measure the achievement of objectives by:
Correcting the students’ written responses to questions.
WILF: Where you found the information to respond to the
question.

Preparation and Resource(s):

 Aussie Rules books x 9
 Aussie Rules teacher’s copy
 Editing books x9
Catering for diversity
• Visual aids

Timing Learning Experiences: Organising

1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title Who has If the lesson is
30mins
not heard of Aussie Rules? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker, ask
Read the book first, then each student has a turn at reading a page. After
them to pair up to
each page is read ask each student a question about the read page’s
create a question
structure and visual.
for the other
students to
2. The Sequence of learning experiences: answer.
11:30
Students use full sentences to response to the questions at Annex A. If the entire
50mins
lesson finishes
12:20 3. Lesson conclusion: early students
10mins Information reports give factual information about a subject and consists draw and lable
of statements about the subject. Information reports uses labelled their Aussie Rules
diagrams to help explain information. team.

The contents page helps us to find information within the text. Contents If the lesson is
pages helps organise the text. taking longer than
I expected:
Pack up for Make the walk
lunch around quicker
Information Report: AUSSIE RULES by Debbie Croft

1 On what type of playing ground is Aussie Rules played?

2 Which page tells you where the game begins?

3 What is this called if the ball is kicked through the two

tall posts?

4 How many points are scored if the ball is kicked through

the tall and short post?

5 Which page tells you how many players are on the

ground from each team?

6 How many teams play in the one game?

7 What Shape is the Aussie Rules football?

8 Which page tells you about the uniforms?

9 Why do you think players have a number on their

jumpers?

10 What do players wear to stop them from slipping over?

11 Which player wins the Brownlow Medal and how often?

Congratulations for completing each question!!
Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: A Round Rock factual recount No. of students: 9

Australian Curriculum Content Description (SCASA): Text structure and organization. Interpreting, analysing,
evaluating.
Understand that different types of texts have identifiable text structures and language features that help the
text serve its purpose (ACELA1463)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

Students to understand a factual recount begins I will measure the achievement of objectives by:
with an orientation that give information about Correcting the student's written responses.
the people and the events in the recount (who,
WILF: Your understanding of the read text, e.g. page numbers to
when, where and why), followed by a record of
find the answer.
events in the order in which they occurred.

Preparation and Resource(s):

 A Round Rock x9
 A Round Rock teachers copy
 Editing books
 Annex A x 5

Catering for diversity

• Visual Aids
Timing Learning Experiences: Organising
1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title Can you see If the lesson is
30mins
anything round on the cover? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins A factual recount documents a series of events as they happen, and the early students,
author may make personal judgement and comments. Accounts of holidays, draw and label
school visits and sporting events are all factual recounts. their illustration.

A factual recount begins with an orientation that give information about the If the lesson is
Pack up for people and the events in the recount (who, when, where and why), followed taking longer than
lunch by a record of events in the order in which they occurred. I expected:
Make the walk
around quicker
Annex A

Recount: The Round Rock by Shelley Underwood photography by Lindi

Huntsman

1 Who is retelling the events in the book?

2 Who are the other people mentioned?

3 On what page does Papou tell us what he likes doing?

4 Why didn’t Papou use a real shot-put?

5 Using the page number; how often did Papou throw the
rock?

6 What did Dad use when he was learning?

7 Who taught Dad how to throw the shot-put?

8 Why did they use a rock to learn before using a real

shot-put?

9 Using the page number in your answer; what is Max

learning to do?

10 Which words best describe the shot-put?

11 What do people in Max’s family like to do?
Congratulations on completing each question!!
Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: Bullies are not welcome Narrative No. of students: 22

Australian Curriculum Content Description (SCASA): Text structure and organization. Interpreting, analysing,
evaluating.
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and
consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1468)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

A narrative tells a story by constructing a
pattern of events.
Such as the setting, characters, Orientation,
build-up/events, complication, Resolution and
ending.
I will measure the achievement of objectives by:
Correcting the student's written responses
WILF: Your understanding of the read text, e.g. page numbers to
find the answer.

Preparation and Resource(s):

 Bullies are not welcome x8
 Bullies are not welcome x1 Annex A
 Bullies are not welcome teachers copy
 Editing books

Catering for diversity

• Visual Aids
• Questions individualised for the student Annex A
Timing Learning Experiences: Organising
1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title What does If the lesson is
30mins
the word welcome mean? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins A narrative tells a story by constructing a pattern of events. The pattern is early students,
Orientation, build-up/events, complication, resolution and ending. draw and label
their illustration.
Orientation is the beginning, introducing the setting and characters. We
learn more about the characters and the happenings that are going on If the lesson is
Pack up for (middle) as we read more into the story, then we seek a resolution and taking longer than
lunch ending. I expected:
 Make the walk
around quicker

Narrative: Bullies Are Not Welcome by Julie Haydon illustrated by Kiera Poelsma

1 Where were the characters playing basketball?

2 Why does Tess think she and Alex should be able to play
basketball there?

3 How did Alex suggest they solve the problem?

4 How did Ben suggest they solve the problem?

5 Using the page number; how did Tess respond to Ben?

6 Do you think Tess is afraid of Ben?

7 Using the page number in your answer; what did Ben say
to Tess and Alex?

8 Why do you think Ben is looking mean?

9 Using the page number in your answer; what did Alex say
he would do?

10 What does Alex’s teacher think about bullies?

11 When Tess and Alex got their ball back, how do you
think they were feeling?
Congratulations on completing each question!!
Narrative: Bullies Are Not Welcome by Julie Haydon illustrated by Kiera Poelsma

1 What games do you play at school during recess?

2 Would you share your play area with other children?

3 Do you solve problems like Alex?

4 Do you solve problems like Ben?

5 Using the page number in your answer; would you

respond to Ben like Tess?

6 Do you think Tess is afraid of Ben?

7 Using the page number in your answer; would you speak

to Tess like Ben does?

8 Do you sometimes look as mean as Ben does in the book?

9 Have you ever said the things that Alex had said on page
10?

10 What does your teacher think about bullies?

11 When Tess and Alex got their ball back, how do you
think they were feeling?
Congratulations on completing each question!!
Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: A Night In The Bush Narrative No. of students: 9

Australian Curriculum Content Description (SCASA): Text structure and organization. Interpreting, analysing,
evaluating.
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and
consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1468)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

A narrative tells a story by constructing a
pattern of events.
Such as the setting, characters, Orientation,
build-up/events, complication, Resolution and
ending.
I will measure the achievement of objectives by:
Correcting the student's written responses
WILF: Your understanding of the read text, e.g. page numbers to
find the answer.

Preparation and Resource(s):

 A Night In The Bush x9
 A Night In The Bush teachers copy
 Editing books

Catering for diversity

• Visual Aids

Timing Learning Experiences: Organising

1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title What do If the lesson is
30mins
we mean by ‘the bush’? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins A narrative tells a story by constructing a pattern of events to entertain early students,
the audience. The pattern of events is sequenced as orientation, build- draw and label
up/events, complication, resolution and ending. their illustration.

Orientation is the beginning, introducing the setting and characters. We If the lesson is
Pack up for learn more about the characters and the happenings that are going on taking longer than
lunch (middle) as we read more into the story, then we seek a resolution and I expected:
ending. Make the walk
around quicker
Annex A

Narrative: A Night In The Bush. A Tale from Somalia retold by Liz Flaherty
illustrated by James Hart

1 When does the story take place?

2 What is the name of the main character and where was

he walking?

3 On what page did Egal see something and what size was
it?

4 What did Egal think it was?

5 Why couldn’t Egal walk past the thing on the path?

6 Using the page number; what else was Egal too scared to
do?

7 What did Egal yell at the lion?

8 Using the page number in your answer; what did the lion
do when Egal yelled at him?

9 Using the page number in your answer; What did Egal

say next and do next and why?

10 When it was light what did Egal see?

11 How do you think Egal felt when he saw it wasn’t a lion?
Congratulations on completing each question!!
Day: Tuesday Date: Start Time: 11:00 Finish Time: 12:30 Year:2
Topic: The Sunflowers Narrative No. of students: 9

Australian Curriculum Content Description (SCASA): Text structure and organization. Interpreting, analysing,
evaluating.
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and
consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1468)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Students’ Prior Knowledge and Experience:
Students have been reading Fitzroy readers and responding in full sentence answers.

Learning Purposes - Objectives: Student Assessment:

A narrative tells a story by constructing a
pattern of events.
Such as the setting, characters, Orientation,
build-up/events, complication, Resolution and
ending.
I will measure the achievement of objectives by:
Correcting the student's written responses
WILF: Your understanding of the read text, e.g. page numbers to
find the answer.

Preparation and Resource(s):

 The Sunflowers x9
 The Sunflowers teachers copy
 Editing books

Catering for diversity

• Visual Aids

Timing Learning Experiences: Organising

1. Introduction: comments
11:00
Students gather around the table in a circle. Introduce the title What does If the lesson is
30mins
the word welcome mean? going quicker than
I expected:
Read information on the cover; Text Genre, Structure and Features,
Words and Sounds and Predicting. If some students
finish quicker than
Read the book first, then each student has a turn at reading a page. After
expected, ask
each page is read ask each student a question about the read page’s
them to pair up to
structure and visual.
create a question
for the other
2. The Sequence of learning experiences: students to
11:30
Students use full sentences to respond to the questions at Annex A. answer.
50mins
If the entire
12:20 3. Lesson conclusion: lesson finishes,
10mins A narrative tells a story by constructing a pattern of events to entertain early students,
the audience. The pattern of events is sequenced as orientation, build- draw and label
up/events, complication, resolution and ending. their illustration.

Orientation is the beginning, introducing the setting and characters. We If the lesson is
Pack up for learn more about the characters and the happenings that are going on taking longer than
lunch (middle) as we read more into the story, then we seek a resolution and I expected:
ending. Make the walk
around quicker
Annex A

Narrative: The Sunflowers by Liz Flaherty illustrated by Annie White

1 Who sang a song and what was it about?

2 Using the page number; what did Clytie think of the

song?

3 On what page did Clytie swim to the top of the water?

4 Where did Clytie go next and what did she do?

5 For how long did Clytie watch the sun?

6 Using the page number; what happened to Clytie’s hair?

7 What did her clothes and feet turn into?

8 Using the page number in your answer; what had Clytie

turned into?

9 Using the page number in your answer; What does the

author mean by ‘Mother of all the sunflowers’?

10 Which way do sunflowers face? Why?

Congratulations on completing each question!!