Integrated Literacy Planning

EDUC4671 English 4: Oral Language, Speaking & Listening

Student number: 20151604

Student name: Holly Buttler

Text focus: The Deliverance of Dancing Bears by Elizabeth Stanley

Year Level: Year 5

PART A: Rationale
 According to Australian curriculum documents, literacy is the ability to read, write, speak, listen, and think in order to learn, communicate and make

meaning (SCASA, 2014). Moreover, literacy is a powerful, wide-ranging life skill that goes beyond traditional modes of English (Australian Literacy

Educators’ Association, 2020). This literacy program offers an integrated and balanced approach to literacy learning, which aims to improve students’

proficiency across all modes of English as well as support students to become critical and creative thinkers, an educational goal of the Melbourne Declaration

(MCEETYA, 2008). The learning presented in this program is underpinned by a critical approach to literacy. A critical approach goes beyond technical skills

and promotes literacy as a social practice (Flint, Kitson & Lowe, 2013). The four-resource model has been referred to during the construction of this learning

program as it offers a sound basis for literacy development. Students break the code of texts, use texts functionally, critically analyse and transform texts as well

as participate in the meaning of texts to develop students own critical lens (Flint, Kitson & Lowe, 2013). Students need an engaging and appropriately

challenging learning environment. Furthermore, literacy learning should be explicit, multi-sensory and systematic (Winch et al., 2016). Soundwaves, a school

wide program offers a sound basis for phonics knowledge consistent across the whole school, delivered by explicit instruction and supports differentiation for

students in the classroom. Reading and writing are complex processes that are interdependent and underpinned by oral language (Cameron & Dempsey, 2016 &

Winch et al., 2016). Instruction in these areas should include a gradual release of responsibility where students are appropriately scaffolded through learning

within students’ zone of proximal development (Sisson & Sisson, 2016). In summary, “we must meet children where they are, we must understand them well to

teach them, and we must offer them the right amount of support and challenges to grow” (Serravallo, 2019, pp.19).

Part B: Curriculum
 Western Australian Curriculum: English (Year 5)
Sub-strands Content Descriptions Y5 Achievement Standard
Reading and Viewing
Language variation  Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)
and change At Standard, students explain
how text structures assist in
 Understand that patterns of language interaction vary across social contexts and types of texts and that they help to
Language for understanding the text. They
signal social roles and relationships (ACELA1501)
interaction understand how language
 Understand how to move beyond making bare assertions and take account of differing perspectives and points of view
(ACELA1502) features, images and
 Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) vocabulary influence
 Understand that the starting point of a sentence gives prominence to the message in the text and allows for interpretations of characters,
prediction of how the text will unfold (ACELA1505) settings and events. They
Text structure and  Understand how the grammatical category of possessives is signaled through apostrophes and how to use analyse and explain literal and
organisation apostrophes with common and proper nouns (ACELA1506) implied information from a
 Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub-pages for online variety of texts. They describe
texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
how events, characters and
Language

settings in texts are depicted

 Understand the difference between main and subordinate clauses and that a complex sentence involves at least one
and explain their own
subordinate clause (ACELA1507)
 Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a responses to them. When
Expressing and fuller description of the person, place, thing or idea (ACELA1508) reading, they encounter and
developing ideas  Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, decode unfamiliar words using
explaining their effect on viewers’ interpretations (ACELA1511) phonic, grammatical, semantic
 Understand the use of vocabulary to express greater precision of meaning, and know that words can have different and contextual knowledge.
meanings in different contexts (ACELA1512)
 Understand how to use phonic knowledge to read and write fewer familiar words that share common letter patterns Writing and Creating
but have different pronunciations (ACELA1829) Students use language
Phonics and word  Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns features to show how ideas
knowledge and spelling generalisations to spell new words (ACELA1513) can be extended. They
 Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word develop and explain a point of
(ACELA1514)
view about a text, selecting
 Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic
Literacy

Texts in context expressions, objective and subjective language, and that these can change according to context (ACELY1698) information, ideas and images
 Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own from a range of resources.
experiences and present and justify a point of view (ACELY1699) Students create imaginative,
Interacting with  Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary informative and persuasive
others and vocal effects appropriate for different audiences and purposes (ACELY1796) texts for different purposes
 Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced and audiences. When writing,
content and multimodal elements (ACELY1700) they demonstrate
 Identify and explain characteristic text structures and language features used in imaginative, informative and understanding of grammar
Interpreting, persuasive texts to meet the purpose of the text (ACELY1701)
analysing and using a variety of sentence
 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting
evaluating types. They select specific
and confirming, monitoring meaning, skimming and scanning (ACELY1702)
 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital vocabulary and use accurate
sources (ACELY1703) spelling and punctuation. They
 Western Australian Curriculum: English (Year 5)
Sub-strands Content Descriptions Y5 Achievement Standard
 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, edit their work for cohesive
language features, images and sound appropriate to purpose and audience (ACELY1704) structure and meaning.
 Reread and edit student’s own and others’ work using agreed criteria for text structures and language features
Creating texts (ACELY1705) Speaking and Listening
 Develop a handwriting style that is becoming legible, fluent and automatic (ACELY1706)
Students listen and ask
 Use a range of software including word processing programs with fluency to construct, edit and publish written text,
and select, edit and place visual, print and audio elements (ACELY1707) questions to clarify content.
 Identify aspects of literary texts that convey details or information about particular social, cultural and historical They use language features to
Literature and contexts (ACELT1608) show how ideas can be
context extended. Students develop
 Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the and explain a point of view
viewpoints of others (ACELT1609) about a text, selecting
Responding to  Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences information, ideas and images
literature (ACELT1795) from a range of resources.
They create imaginative,
Literature

 Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of informative and persuasive
interpretations and responses (ACELT1610) texts for different purposes
Examining literature  Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and and audiences. Students make
personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
presentations which include
multimodal elements for
 Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts defined purposes. They
Creating literature students have experienced (ACELT1612) contribute actively to class and
 Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) group discussions, taking into
account other perspectives.
General Capabilities Cross-Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander Featured text: The
 Numeracy
 Information and communication technology
histories and cultures Deliverance of Dancing Bears
(ICT) capability  Asia and Australia’s engagement with Asia English Key: Reading Writing
 Critical and creative thinking Viewing Speaking and listening Other
 Sustainability
 Ethical behavior (vocab, spelling, grammar, literacy rotations)
 Personal and social capability
 Intercultural understanding

WEEK 1 (Monday) Key learning WEEK 1 (Tuesday) Key learning experiences: WEEK 1 (Wednesday) Key learning experiences:
experiences:
READING (ACELY1702)
Whole class:
Introduce weekly reading strategy to the class: Inferring. Create
anchor chart as a whole class. Model making inferences (First 5
pages only). Pose questions to students regarding inferences:
(What is my inference? What information did I use to make this
inference? How good was my thinking? Do I need to change my
thinking?)
Resources- Text: The deliverance of dancing bears, butcher
paper, markers
Assessment- Teacher observations- student responses and
discussion
CALD Strategies: modelling
READING (ACELY1702) Guided reading rotations:
Yellow: Reading with classroom teacher. Students apply
inferring strategy to the text and read aloud.
Orange: Reading with classroom EA. Students apply inferring
strategy to the text and read aloud.
Blue/ purple group: (Viewing)Teacher task- Student work
independently on teacher task. Students make inferencing using
images- students annotate and record inferences in reading
journals.
Resources- Reading group texts, reading journals, inferencing
images
Assessment- Small group observation & running record
comments
Differentiation- Differentiated reading levels with text suitable
to reading ability. Images in teacher task will differ in difficulty.
Yellow- enable, purple=extend
CALD strategies: oral exploration of key definitions/ vocab in
text, printed key words with visual pictures to match the vocab
SPELLING (ACELA1513)
Soundwaves spelling test/ soundwaves spelling activities
Resources- spelling books, running record sheet, weekly
spelling words, soundwaves books
Assessment- Running record
Differentiation-spelling groups (green=enable / red=extend)
CALD strategies: Images to support words during test
WEEK 1 (Thursday) Key learning experiences:
WRITING (ACELY1701)
Viewing (ACELY1703)
Read first 5 pages of text without showing pictures. Discuss- what kind of visual
images might be in this book?
Distribute pictures and text that was read to students (on separate sheets). In pairs,
students match pictures to corresponding text.
Compare with the original text.
Discuss:
- How easy or hard was this task to complete?
- What clues in the images helped you to match the images to the text?
- In what order did you carry out this task? Did you sequence the pictures first and
then match the text?
- Which elements linked the pictures together?
Resources- Text: The deliverance of dancing bears, first 5 pages of book separated text
& pictures
Assessment-Annotations- record student responses during group work. Record
strategies they used to help match images to text
CALD strategies- student support with non-CALD student
READING (ACELT1608) (ACELY1701)
Model effective reading- read full text
Groups of 3 rotate using graffiti strategy. Each group will have 2 minuets to graffiti
ideas about context, audience & purpose. Graffiti posters:
Context – background to writing the story, issues and problems that appear in the story
Purpose- Reasons why the writer wrote the story
Audience- Who was the story written for? What different kind of readers may be
interested in the story?
Collect posters/ gallery walk
Discuss: Why is thinking about context, audience and purpose important when
understanding a text
Resources- Text: The deliverance of dancing bears, butcher paper
Assessment- Exit slip- students will write at least 3 reasons how considering context,
audience and purpose enabled them to connect to the story
CALD strategies- modelling, peer support in group work
WRITING(ACELY1701)
Distribute a range of texts to students in groups of 4. Students identify texts that are
persuasive.
Discuss:
o How do you identify what texts are persuasive?
o What language features do persuasive texts have?
Break into pairs and create a Popplet on iPad brainstorming features of persuasive
texts using prior knowledge and the texts in front of them.
Students complete a Venn Diagram that shows the similarities and differences between
one persuasive text (students can pick) and a focus text – Deliverance of Dancing
Bears (access to 1 copy between 2 preferably a hard copy)
Resources- 5. X printed persuasive texts per group, hard copy deliverance of dancing
bears text, Venn diagram template, iPad
Assessment-Checklist- students able to identify at least 3 key differences between a
persuasive and narrative story text.
Differentiation- differentiated levels of difficulty with persuasive text selection
WEEK 1 (Friday) Key learning experiences:
SPEAKING & LISTENING: (ACELY1796) (ACELY1669)
READING (ACELY1702)
Guided reading rotations:
Yellow/ Orange: (Viewing)Teacher task- Student work independently on teacher task.
Students make inferencing using images- students annotate and record inferences in reading
journals.
Blue: Reading with classroom teacher. Students apply inferring strategy to the text and rea
aloud.
Purple: Reading with classroom EA. Students apply inferring strategy to the text and read
aloud.
Resources-Reading group texts, reading journals, inferencing images
Assessment- Small group observation & running record comments
Differentiation- Differentiated reading levels with text suitable to reading ability. Images in
teacher task will differ in difficulty. Yellow- enable, purple=extend
CALD strategies: oral exploration of key definitions/ vocab in text, printed key words with
visual pictures to match the vocab
WRITING / SPEAKING & LISTENING: (ACELY1700) (ACELY1701)
In groups of 4, students will receive a persuasive language technique with a brief descriptio
Students will create 4 examples of the technique to be modelled back to the class (role play
Students prepare and practice then present. As a class evaluate which technique/s they saw
most powerful to persuade the audience.
Resources- 6 persuasive techniques with example (cut and laminated on card)
Assessment- rating scale: used time effectively as a group to plan and practice persuasive
technique, examples students picked were well suited to the persuasive technique, the
examples demonstrated by the students were powerful to persuade the audience
CALD strategies: - Repeating the same word in different contexts with examples
Grammar- Word work (ACELA1512)
In groups of 3 students will be given the text. Students identifying unfamiliar words by
skimming the text and recording on mini whiteboards. Individually students will pick 3
words (different to others in the group) and complete a word square using a dictionary &.
thesaurus:
- Definitions
- Synonyms
- Antonyms
- Used in a sentence
Whole class: come together and complete a vocabulary word wall web that will be displaye
for students to refer to.
Word snake- the students line up in a snake in the classroom. They have 10 seconds to state
their word and use it in sentence
Resources-
Resources- Text: The deliverance of dancing bears, word square sheet, pinup board or wal
space to display word wall
Assessment- Word snake- each student will have 15 seconds to state the a newly learnt wor
and use it in a sentence that has the correct context and makes sense.
Differentiation- Extend: Give students a list of words not in the text and them are to find a
synonym featured in the text deliverance of dancing bear. Enable- students are to pick a
word from their spelling list
CALD strategies- teacher to model the use of the selected word with the student orally.
Recycling, recasting and repeating the word.
 As a class read a persuasive letter. Discuss form of text, highlighting
audience, purpose and features. Identify and highlight different
persuasive techniques used by the writer in order to persuade. Annotate
text. Name persuasive techniques used and reflect on its purpose (effect
on audience).
Independently students use template provided to break persuasive letter
into main arguments, locate persuasive techniques and reflect on the
impact of these techniques.
Resources- persuasive letter text, responding sheet
Assessment- checklist (1. Can identify the main arguments in a persuasive text,
2. Can identify at least 3 persuasive techniques, 3. Student identifies 2 ways that
the persuasive techniques used by the author impacted them using examples
from the text)
Differentiation- extend- substitute words in the text to more emotive choices.
Enable- provide with the persuasive techniques you would like the students to
locate in the passage
CALD strategies- accessibility to oral reading of the text that students can re-
listen to
Viewing (ACELY1703)
Modelling: Teacher to display a range of images on board. Think-pair-
share: which 2 images do you believe are most contrasting out of the
selection.
The teacher to pick and annotate the image. Teacher then constructs a
paragraph explaining how the images contrast each other including
character expression, colour and other visual elements.
Individual: students will select a pair of illustration they think show the
best contrast in the text. Students will explain the reasons for their
choice in a written paragraph, and then share with a peer.
Resources- Contrasting image collage, images from deliverance of
dancing bears
Assessment- rating scale
CALD strategies- modelling
READING (ACELY1702)
Reading for pleasure. Students will read a novel picked by the student
for a period of 30 minutes uninterrupted. Students are encouraged to
apply the reading strategy- inferring to deepen their understanding of
the text whilst they read.
Reading journal: Students need to make 3 inferences whilst reading
and record them in their reading journal including the book and pages
read.
Resources-Student choice of text, timer, reading journals
Assessment- Guided reading running records- on student’s profile box on
inferencing skill tick if student was able to provide 3 written inferences
individually in response to a text
Differentiation-Text selection variation
CALD strategies- students will verbally make their inferences rather than a
written response
WEEK 2 WEEK 2
READING(ACELY1702) READING (ACELY1702)
Whole class: Introduce weekly reading strategy: summarising Guided reading rotations:
Literacy circle:
Share responses as a class. Students sit in a large circle; teacher will give a student the ball and they will be required to respond to the personal/
reflective question about the text. Speaker with the ball will roll the ball to another student who share a response to the same question, or a different
question directed by the teacher.
(What makes the story enjoyable? Why do you think the author wrote the story? What do you think the story is really about? How did this story mak
you feel?
What different words could you use to explain your thoughts/ feelings at different times in the story?)
Resources- ball, visual PowerPoint with individual questions students can refer to during discussion
Assessment- rating scale (1-5). Skills- voice projection, tone & variation, eye contact, body language. Content- suitable vocabulary, refers to the text, clearly answers
the questions
Differentiation- level of prompting/ probing
CALD strategy- teacher model’s appropriate intercultural behaviour and displays cultural awareness. Students have time prior to this lesson to plan responses and
share verbally with teacher before sharing with whole class
WRITING (ACELA1502) (ACELY1699) (ACELY1704)
Introduce focus of the unit of writing: write a persuasive letter to be featured in a magazine that states your opinion in relation to the topic.
Topic: Should animals such as bears be trained to perform for humans?
Group work- graffiti strategy- students split into 6 different groups. Using butcher paper students will have 30 seconds at each station to write dow
as many ideas for and against using animals such as bears to perform for humans.
Graffiti posters displayed; students discuss: (Which is the more popular view? Do you think that would be the same view held for everyone in t
world? Think-pair-share- what about zoos, SeaWorld etc)
Teacher to model planning for this question choosing the side of yes, animals should be trained to perform for humans. Teacher will model ho
simple ideas can be elaborated through explanation, examples and evidence using ideas from the graffiti brainstorm.
Reflection journal: students will use their writing journal to set a goal for their persuasive letter writing.
Resources- butcher paper (students to have different colour pen/ pencil), writing journal
Assessment- Record students goal for persuasive letter writing. This will be referred to and assessed against at the end of this unit of work
Differentiation- enable: Students are to identify which arguments could be used for or against
CALD strategies-Modelling
Encourage students to draw on cultural background and social knowledge to make meaning by asking them to share about experiences in home country
LITERACY ROTATIONS
Station 1: Independent soundwaves booklet pages
Station 2 ACELY1703) (ACELY1702): Independent iPad- Reading rockets
Station 3 (ACELA1512) Partner Work- Vocabulary spinner using word wall words.
Station 4 (ACELA1508): Teacher led- students will use the text to record different types of noun groups/ phrases and adjective groups/phras
Students discuss the effect of adding adjective/ noun phrases to simple sentences. Students will identify different parts of the sentences such
subject, verb of the sentence.
Station 5 (ACELY1706): EA station- Handwriting practice using sentences from the text
Resources- soundwaves books, iPad, word wall words, vocabulary spinner, text-deliverance of dancing bears, mini whiteboards, pencils, and writin
books
Assessment- Exit Slip-Before rotating students will receive a sentence. They must highlight the subject, noun phrase and adjective phrase of the
sentence. Handwriting- k 2 focus students per session. Checklist - criteria for general observations & letter formation alignment and quality.
CALD strategies- Vocabulary work
SPELLING (ACELA1513)
Students will complete a weekly post spelling test
Resources- spelling books, spelling words
Assessment-Running record
Differentiation- spelling groups (green=enable / red=extend)
WEEK 2
READING
Reading rotations: 20 mins each rotation
Create anchor chart as a whole class. Using the text teacher models how to
summarise (reading the postscript of the text at the back of the book) This includes:
(identify main ideas, connecting to main/central ideas, eliminating unnecessary
information, remember what they read)
Resources- Text- deliverance of dancing bears (postscript), anchor paper, markers
Assessment- Teacher observations- student responses and discussion
CALD Strategies: modelling
READING (ACELY1702)
Guided reading rotations:
Yellow: Reading with classroom EA. Students apply the summarising strategy to
the text, and read aloud
Orange: Reading with classroom teacher. Students apply the summarising strategy
to the text, and read aloud
Blue/ Purple: Teacher task- Students read the news article- The Dancing bears- the
story beyond the story.
In reading group students discuss and summarize the text. Discussion questions:
1.What are the main ideas
2.What are the crucial details necessary for supporting the ideas?
3.What information is irrelevant or unnecessary?
Resources- differentiated reading texts for groups, news article text
Assessment- Small group observation & running record comments
Differentiation- Differentiated reading levels with text suitable to reading ability
CALD strategies: oral exploration of key definitions/ vocab in text, printed key
words with visual pictures to match the vocab
WRITING (ACELY1704)
Teacher creates line in classroom-students to move to the side they will write their
persuasive letter on. Left= agree animals should be used \right= disagree animals
should not be used. With a partner that shares the same viewpoint, student are to
begin planning for their persuasive letter. Students use the planning template.
Access to iPads for facts and figures. Students can refer to the news article Dancing
bears, story behind the story as well as the story the deliverance of dancing bears.
Resources- iPad, tape, access to text (newspaper article and deliverance of
dancing bears), persuasive letter planning template
Assessment- Rubric- A rubric which will cover all students planning, organization,
writing, editing, and finalised copy has been produced for this persuasive letter
task.
CALD strategy- provide a template that breaks the writing into smaller parts.
Student can then follow through breaking the larger task into smaller more
manageable steps
SPELLING (ACELA1513)
Soundwaves spelling test/ soundwaves spelling activities
Resources- spelling books, running record sheet, weekly spelling word,
soundwaves books
Assessment- Running record
Differentiation-spelling groups (green=enable / red=extend)
CALD strategies: Images to support words during test
WEEK 2 (Thursday) Key learning experiences:
Key learning experience:
Yellow/ orange: Teacher task- Students will read the news
article- The Dancing bears- the story beyond the story.
In reading group students discuss and summarize the text.
Discussion questions:
1.What are the main ideas
2.What are the crucial details necessary for supporting the
ideas?
3.What information is irrelevant or unnecessary?
Blue: Reading with classroom EA. Students apply the
summarising strategy to the text, and read aloud
Purple: Reading with classroom teacher. Students apply the
summarising strategy to the text, and read aloud
Resources- differentiated reading texts for groups, news article
text
Assessment- Small group observation & running record
Differentiation- Differentiated reading levels with text suitable
to reading ability
CALD strategies: oral exploration of key definitions/ vocab in
text, printed key words with visual pictures to match the vocab
WRITING (ACELY1704)
Model writing: teacher expands planning from previous lesson
to construct an introduction and first paragraph to the letter.
Teacher will include persuasive techniques focussing on
emotive language, facts and using an impersonal style.
Individual: Students work individually using plans from
previous lesson to begin writing the draft of the persuasive
letter.
Closure: Students read their writing to a peer Students will
provide formative feedback so far on peers writing (1 star, 1
wish)
Resources- planning from previous lesson (photograph taken),
whiteboard, marker, student persuasive letter planning sheet,
writing books
Assessment- Peer assessment: formative feedback provided
verbally by student
Rubric- A rubric which will cover all students planning,
organization, writing, editing, and finalised copy has been
produced for this persuasive letter task.
CALD strategies- modelling, peer support, feedback
VIEWING (ACELY1703)
Focus: Identifying visual elements in the pictures (light and
colour)
Shared session: looking at the first picture of Yusuf with the
bear by the river, what kind of light and colours are used? What
is the effect? Teacher to annotate the picture drawing attention
the colours used and lighting in the picture. Expand annotations
to write sentences.
Partner work: Students annotate and expand to sentence form
the colour and lighting used in the image of Haluk and the bear
in the city centre a
Resources- images from deliverance of dancing bears
Assessment- checklist
CALD strategies- modelling, group work, images rather than
text
WEEK 2 (Friday) Key learning experiences:
Key learning experience:
Station 1 (ACELY1703): Text comprehension (News article Dancing bears- story behind the story)
Station 2 (ACELY1703): Partner work: facts list about dancing bears presented in text/ article (iPad)
Station 3 (ACELT1795): Investigating Language (classroom teacher directed)- discussion group.
- Why do you think the writer of the story used the term keepers and not gypsy handlers?
- If we substitute the term gypsy handlers every time, we come to the word keeper in the book what
difference does this make to the story?
- In the news article, why do you think the reporter included the stories of Mary and black Cloud?
Resources- Comprehension questions, iPad, news article, reading books
Assessment-comprehension: mark and record total number of correctly answered questions
2-minute write
Differentiation: Enable- literal questions - Extend- inferential questions
CALD strategies- support from EA, discussing language (context, purpose, effect)
WRITING (ACELY1705) (ACELY1704)
Independent: Students continue their writing for the persuasive letter. editing checklist to check for spelling,
grammar, punctuation. Encourage students to read-aloud to check for meaning. S
Resources- writing books, editing checklist,
Assessment- Student checklist- students will move down the checklist ticking of what they checked and made
changes to work.
Rubric- A rubric which will cover all students planning, organization, writing, editing, and finalised copy has
been produced for this persuasive letter task.
CALD strategies: 1 on 1 teacher conference to explain and model what is required of student when editing work
using the editing checklist
Grammar- Word work (ACELA1512)
In groups of 3 students will be given the article- dancing bears- story behind the story.
Students skim text identifying unfamiliar words recording on mini whiteboards. Individually students will pick 3
words (different to others in the group) and complete a word square using a dictionary & thesaurus:
(Definitions /Synonyms /Antonyms /Used in a sentence)
Whole class: Join words to the word wall making a larger vocab web
Students complete whole class word snake
Resources- Text: news article: Bears Saved from Cruelty, word square sheet, pinup board or wall space to
display word wall
Assessment- Word snake (see week 1)
CALD strategies- teacher to model the use of the selected word with the student orally. Recycling, recasting and
repeating the word.
SPEAKING & LISTENING (ACELY1796) (ACELY1669) (ACELT1609)
Literacy circle:
Share responses as a class. Students sit in a large circle; teacher will give a student the ball and they will be
required to respond to the personal/ reflective question about the text. Speaker with the ball will roll the ball to
another student who share a response to the same question, or a different question directed by the teacher.
Do you agree that the bears should not have been freed until the semi-wild enclosures were ready? Why/ why not?
Looking back at the story, do you think the bears were just under physical stress?
Did the information in the news article change your mind about what should happen to dancing bears?
How have the texts we have been investigating differ?
What text type do you prefer and why?
Resources- ball, visual PowerPoint with individual questions students can refer to during discussion
Assessment- rating scale (1-5). Skills- voice projection, tone & variation, eye contact, body language. Content-
suitable vocabulary, refers to the text, clearly answers the question
Differentiation- level of prompting
CALD strategy- teacher models appropriate intercultural behaviour and displays cultural awareness. Students
are offered time prior to this lesson to plan responses and share verbally with teacher before sharing with whole
class
READING(ACELY1702)
Reading for pleasure. Students will read a novel picked by the student for a period of 30 minutes
uninterrupted. Reading journal: students summarise the text that was read in the session. They record
in their reading journals including the book and pages read.
Resources-Student choice of text, timer, reading journals
Assessment- Guided reading running records- on student’s profile box under summarising skill tick
if student was able to make a succinct and effective summary of the part of the story that was read by
the student
Differentiation-Text selection variation
CALD strategies- students will verbally summarise the text they read rather than write it
LITERACY ROTATIONS
Station 1: Independent soundwaves booklet
Station 2. (ACELY1703) (ACELY1702): iPad- Reading rockets
Station 3 (ACELA1512): Vocab spinner using word wall
Station 4 (ACELA1508): Teacher led: students create simple sentences identifying noun group/
subject or object and verb used in the sentence. Group work together to extend simple sentences
adding phrases to add complexity (adverbials) e.g. Where, when, how. Teacher record on butcher
paper
Station 5 (ACELY1706): EA station- Handwriting practice using sentences from the text
Resources- soundwaves books, iPad, word wall words, vocabulary spinner, text-deliverance of
dancing bears, mini whiteboards, pencils, writing books, butcher paper
Assessment-Observations / Handwriting- pick 2 focus students assess using handwriting assessment-
checklist criteria for general observations & letter formation
VIEWING
Continuing the story: discuss-
What do you think happened to the bears after the ending of the story?
Do you think more dancing bears would appear after the bears went with Yusuf?
Students will make 2 sketches of something that could have happened after the end of the text.
Students add text explaining the image
Sketch Words/ phrase
Resources- Students pencils, access to text for students to refer back to, sketch page
Assessment- rating scale
WRITING (ACELY1705) (ACELY1704)
Discuss the process of producing polished versions of their letters ready to be sent and published in the magazine.
Teacher demonstrates how to add impact through refining writing with careful word choices such as swapping synonyms
by using a thesaurus. Discuss how cohesion can be improved by using conjunctions and adverbs (relating to grammar
activity in literacy rotations). Use the modelled paragraph created previously in the week to model this process, inviting
students offer suggestion to edit the text. Individual: Students complete, re-read and edit drafts.
Resources- Written paragraph by teacher, thesaurus, coloured pen to clearly show editing
Assessment- Rubric- A rubric which will cover all students planning, organization, writing, editing, and finalised copy
has been produced for this persuasive letter task.
Differentiation- enable use word processing technology to locate errors such as spelling and grammar
CALD strategies- 1 on 1 workshop with teacher
WRITING (ACELY1707)
Students produce a polished version of persuasive letter. They use computers to type the letter using Microsoft word.
Resources- students writing, computers
Assessment- Rubric- A rubric which will cover all students planning, organization, writing, editing, and finalised copy
has been produced for this persuasive letter task.
Differentiation- Enable: speech to text software
CALD strategies- text to speech software for students to orally hear writing
SPEAKING & LISTENIN G(ACELY1700)
Students print and present persuasive letters to small groups in an author’s circle- 3 students per group.
Personal reflection- 1 star, 1 wish. Reflecting on goal made by student in relation to persuasive writing.
Resources- Authors circle: to occur outside- students will need to bring a chair with them, writing, reflection sheets
Assessment- Student complete self-assessment on persuasive letter. Reflect on goal made at the beginning of the topic.
Differentiation- Enable- Record on iPad and present Extend- produce multi-media PowerPoint to support presentation
SPELLING (ACELA1513)
Students will complete a weekly post spelling test
Resources-spelling books, spelling words
Assessment- Running record
Differentiation- spelling groups (green=enable/ red= extend)
References:
Australian Literacy Educators’ Association. (2020). Literacy in 21st Century Australia: The ALEA Declaration. Retrieved from
https://www.alea.edu.au/documents/item/1196

Cameron, S., & Dempsey, L. (2016). The Oral Language Book: Embedding talk across the curriculum. Auckland, NZ: S&L Publishing.

Department of Education. (2013) First Steps Literacy Resources. (3rd ed) Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-
literacy/

Flint, A. S., Kitson, L., & Lowe, K. (2013). Literacy in Australia: Pedagogies for engagement. Retrieved from https://ebookcentral.proquest.com

MCEETYA. (2008). Melbourne Declaration of Educational Goals for Young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Ryan, S. (1994), Bears Saved from Cruelty. The London Sunday Times. Pa

School Curriculum and Standards Authority. (2016). English –Scope and Sequence P-6 (Version 8.1). Retrieved from http://k10outline.scsa.wa.edu.au/home/p-
10-curriculum/curriculumbrowser/english-v8/overview/English_P-10_Scope-andSequence_Phase_1_March_2016.PDF

School Curriculum and Standards Authority (2014) Western Australian curriculum: English Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8

Serravallo, J. (2015). The Reading Strategies Book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.

Sisson, B. Sisson, d. (2015). Re-envisioning the literacy block: A guide to maximising instruction in grades k-8. London: Routledge Ltd.
doi:10.4324/9781315696867

Stanley, E. (1994). The Deliverance of Dancing Bears. Western Australia: University of Western Australia Press

Winch, G., Johnston, R., March, P., Ljungdahl, L. and Holliday, M. (2016). Literacy: Reading, writing and children’s literature. (5th ed.) Melbourne: Oxford
University Press.