English Lessons- Phase 1

PLANNING DOCUMENT
Assessment 2

Topic- English- sustainability

How does the waterhole sustain this environment?

Educational Setting: Foundation level Primary School

Concept(s) being explored
Structural features of a narrative: orientation,
complication, resolution.
Reading visual texts
Analysis of prior knowledge: What are the
pupils prior knowledge or before views for
learning in preparation for learning experience
1?
Previous experience with narrative structural
features.
Written texts contain a message that can be read.
Australian Curriculum or EYLF Reference
ACELT 1578
Identify some features of texts including events and
characters, and retell events from a text
ACELA 1786
Explore the different contribution of words and
images to meaning in stories: exploring how the
combination of print and images in texts creates
meanings
ACELY 1654
Construct texts using software including word
processing programs (focused on in Phase 3)
EYLF (references for differentiation)
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and show
respect for the environment and
Outcome 5: Children are effective communicators
Children engage with a range of texts and gain
meaning from these texts.
Teacher and Student Resources:
The waterhole- Graham Base
https://www.youtube.com/watch?v=0y3Ta5xcKV4
White board and internet
Narrative chart with 3 columns labelled orientation,
complication and resolution
Literacy elements grid for setting, character and plot.

Learning Experience 1
Aim of activity: Why are you doing
it?
Encourage children to explore what they
already know about waterholes using
multimodal narrative text.
Introduce focus text.
What are you going to do?
Gather resources, guide discussion,
model reading fluently and with
expression, and scribe recording
favourite animals.
Warm up activity:
Introduce unit of inquiry explaining we
are going to explore how a waterhole
sustains an environment. We are going
to create our own narrative about
waterholes using images.
Watch https://www.youtube.com/watch?
v=0y3Ta5xcKV4
Activate prior knowledge through
questions such as:
What were some of the animals in the
story?
Where did the story take place?
What is the word we use to describe
setting the scene in a story?
What was the complication?
What was the resolution?
Main Activity:
Modelled reading: The waterhole
Introduce book explaining
importance of illustrations to the
story
Read the story projecting
illustrations on whiteboard and
allow time for children to look at
the illustrations
Close lesson with children
leading discussion on
illustrations and naming their
favourite animal

MR

Learning Experience 2
Aim of activity: Why are you doing
it?
Explore field and tenor in visual text.
Explore orientation of focus text
What are you going to do?
Gather resources, guide discussion, and
model completing narrative chart for
Tiddalik
Warm up activity:
Recount Tiddalik the frog and The
waterhole.
Where did the stories take
place? (orientation)
What happened to the water?
(complication)
Was the problem
resolved/fixed? (resolution)
Children record responses on chart with
3 columns labelled orientation,
complication and resolution.
Main activity:
Shared reading: The waterhole
Encourage children to join in
reading the text and counting
the animals in the illustrations
*links could be made to mathematics
and number words
Display illustrations on
whiteboard
Point to the border of pages

SR

Where did this story take place?

(is it the same or different to
previous page?)
What is happening? (Field)
Note the size of the waterhole
on each page and distance of
some animals from it. Compare
to last page with several water
holes.
How are the animals feeling?
Noting the colours on the pages
(Tenor)

Learning Experience 3
Aim of the activity: Why
are you doing it?
Explore combination of visual
and written text to meaning
in story.
Identify setting effects plot
What are you going to
do?
Gather resources, guide
discussion, and model
completing grid
Warm up activity
Recount field and tenor by
completing a picture walk
followed by discussion
Guide children to think about
how setting effects plot.
Main activity:
Shared reading: The
waterhole
Encourage children
to join in reading the
text for fluency
Ask the question,
when did this story
take place? Read
several selected
pages and examine
the illustrations for
clues. Guide children
to identify waterhole
changes
communicate
passing of time.
Complete literacy
elements grid for
setting, character
and plot (McDonald
2013, p. 161)

SR