Professional Documents
Culture Documents
Sentence Level
Year Level: 5
Term:
Weeks:
Date: 2015
Text type
and mode
Listened
to
Spoken
Read
Written
Viewed
Produced
Narrative/
Digital
Steps in Teaching and Learning Cycle:
(adapted Derewianka, 1990/2007)
1. Building topic knowledge
2. Building text knowledge/Model the genre
3. Guided activities to develop vocabulary and text knowledge
4. Joint construction of text
5. Independent construction of text
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies:
Gradual Release of Responsibility Model
Read to
Shared R/W
Modelled writing
Interactive writing
Independent R/W
Teaching techniques:
Think Aloud
Text analysis,
Graphic Organisers:
Venn diagram,
KWL chart
Flow chart
Story map
Templates for text-types for planning,
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CONTEXT:
Overview of series of lessons:
Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text
Participant/Meaning Maker; Text User; Text Analyst
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Comprehension Strategies:
Making connections; Questioning; Inferring; Determining important ideas;
Summarising; Finding evidence in the text; Understanding new vocabulary;
Comparing and contrasting; Paraphrasing;
Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines:
See, Think, Wonder;
Three word summary,
(refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking
Visible: How to Promote Engagement, Understanding, and Independence for All
Learners. eBook online)
Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: Australia: OXFORD. Pg 24-265
Australian Childrens Television Foundation & Education services Australia (2011)
English teaching resources downloaded on 3rd October from
www.myplace.edu.au/
Video clip Episode 3; Lily 1988; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
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Elaborating
Justifying
Whole class:
We are learning to
understand what
migration is and why
people migrate,
identifying key words
on the topic.
Focus group:
Intention: We are
learning to develop
new immigration
vocabulary
See Appendix 1 for
resources
Questioning
Revising
WHOLE CLASS
Hook or Tuning In
(Identify a strategy or a tool to help
activate prior knowledge and/or to
introduce the topic.)
MINI LESSON
(Explicitly model the use of a new strategy or
a tool to assist with the literacy learning
intention or focus of the session and to
prepare students for successful completion
of the set task. Reference to Wing Jan
include page details)
INDEPENDENT
LEARNING
(Extended opportunity for students to work
in pairs, small groups or individually on a set
task. Time for teacher to probe students
thinking or work with a small group for part
of the time. Reference to Wing Jan include
page details)
ASSESSMENT
STRATEGIES
(should relate to literacy learning
intention or focus of the session.
Includes how & what you will use to
make a judgment on students
attempt/work)
Success criteria written for students to
know what the minimum expectation is.
KWL Chart: As a
class focusing on
what I know and
what I want to
know section about
Immigration
Class discussion:
Themes, aspects and
vocabulary of
immigration/migration
1. Building topic
knowledge
Organising
Discussion: What
is immigration?
What is migration?
Why do you think
people migrate? Do
you know anyone
who has migrated or
immigrated?
Read to:
The Arrival by Shaun Tan
Discussion: What does
this text tell us about?
How does this text show
immigration? How do you
think this arrival story
compares to our current
knowledge? What was
relevant to us about
migration/immigration in
this text?
2. Building topic
knowledge
We are learning to
explore different
forms of texts to build
our understanding of
the topic.
Students will watch a short clip called A family story by Daphne Woods. Using a THINK-PUZZLE-EXPLORE (Harvard College,
2015) the students respond to three questions regarding what they think they know about the topic, what puzzles they have and how
to explore the topic. Placing their responses on sticky notes. This will enable them to identify the information that Daphne discusses
in the clip and how they relate to our topic on Immigration. They will then share their ideas with a partner and then a group.
http://generator.acmi.net.au/education-themes/snapshots-australian-history/immigration/family-story
Students will continue to develop their understanding of vocabulary related to migration and immigration, such as journey, refugees
and boat people. Using the brainstorm created in lesson one students will select 5-10 words to explore that they are not familiar with.
Students will discuss these words with one and another and then construct their own definition of the word, incorporating an example
and pictures or symbols. These words will then be used in a sentence and categorised based on their meaning whilst being
displayed around the classroom for the whole unit.
Modelling the process of a Dictogloss from an excerpt from the story A boat persons story of deprivation and determination to find
another homeland by Vuong Thang Loc (2010). This will give a background to the topic and students will identify key words and
phrases. As a class review difficult vocabulary. In pairs the students will then reconstruct the text using their own Dictoglosses and
then as whole class.
This lesson will be introducing the structure of an information narrative. The class will re-read The Arrival by Shaun Tan with an
emphasis on the structure of the text, including orientation, complication and resolution. On the IWB using a table the students will
identify what parts of the book relate to which section and why. They will then discuss why it is important that information narratives
use this structure and what would happen if they were to be all jumbled up.
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We are learning to
explore and
understand elements
of text structures
See Appendix 3 for
resources
6. Building text
knowledge/
Model the genre
Whole class: We are
learning how to
incorporate themes
and ideas throughout
a structured narrative
Focus group: We
are learning to link
our orientation to the
complication and
resolution
See Appendix 4 for
resources
7. Building text
knowledge/
Model the genre
Mixed up structure
game: Re-ordering
of a narrative that
has been cut up
We are learning to
identify the structure
of information
narratives
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8. Building text
knowledge/
Model the genre
Using the Story starter cards (Wing Jan, pg 244) focusing on the resolution of My Place: Lily, episode 3. Discuss and identify using a
story map modelling to the whole class the orientation, complication and resolution of the clip. Students will then write their own
resolution for the episode then sharing in pairs giving warm and cool feedback to their peers.
We are learning to
compose a resolution
of an information
narrative
9. Guided activities
to develop
vocabulary or
specific
language feature
Watching the My Place: Lily, episode 1 again, students will create a list of words that best describes the emotions and feelings of the
Boat people in Phoungs story. Students will be encouraged to use descriptive adjectives. The students will then be given the
opportunity to explore the thesaurus and add to the list of the words. As a class we will then discuss how words can convey levels of
feeling to a reader or listener and how we can create a stronger impact in our own writing by increasing our knowledge of emotive
language. Students will then be able to use their lists of emotive language in our narratives and can continue to add to it throughout
the topic.
We are learning to
describe the
emotions and feelings
of immigrations and
extend our emotive
language knowledge
10. Guided activities
to develop
vocabulary or
specific
language feature
Whole class: We are
learning to identify
characters attributes
throughout a text
Focus group: We
are learning to
identify what words
should be used to
describe a character
See Appendix 5 for
Game of
attributes: An
emotion or attribute
will pop up on the
IWB and the
students have to act
it out. Examples
could be happy, shy,
timid, loud,
conservative, caring
and loving
Identifying depth in
characters in a table:
Identify the adjectives and
emotive language used in
the clip, narrowing it down
to 3 per character. Watch
multiple times to allow
students to identify
aspects that show
characters traits.
resources
11. Guided
activities to
develop
vocabulary or
specific
language feature
Whole class: We are
learning to
incorporate
descriptive and
emotive language
into our writing
Focus group: We
are learning to
identify emotive
language in texts
See Appendix 6 for
resources
Chalk talk:
Students explore
what emotive and
descriptive
language are?
character well?
What makes you think
that? Why do you think
the author used those
words to describe that
character or element of
the text?
Shared reading:
A boat in the quest for
freedom by Kiem Vu
How I overcame the
Monster by Jack
Venn Diagram: A
comparison of language in
both texts
Class discussion:
Which text is more
emotive? What language
do you feel draws up
these emotions? Why
does emotive language
make the text better? How
is emotive language used
throughout these texts?
Are they narratives?
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12. Joint
construction of
text
See Appendix 7 for
resources.
13. Joint
construction of
text
Whole class: We are
learning to
incorporate structure,
themes and emotive
language together in
our writing
Focus group: We
are learning to
expand our repertoire
of ideas when
creating a narrative
See Appendix 8 for
resources
14. Independent
construction of
text
In this lesson students will research on computers/laptops/iPads different immigration stories and facts. Students may also be able to
interview family members who have migrate to Australia. This will be the basis for their own information narrative, which will be
created in the following lessons. Students are encouraged to research a range of transport options, countries and ages of
immigrants.
See, Think,
Wonder: Using a
photograph of a
refugee.
Students will identify
characteristics using
the character
description chart. As
a class write a short
description of the
character for an
information
narrative.
Class brainstorm:
Using the IWB brainstorm
on language, structure,
themes, links and ideas of
narratives.
Modelling construction
of text: As a class the
students will create a
short information narrative
featuring our refugee and
ensuring we have the
correct language features
included (orientation,
complication and
resolution)
In this lesson students will use the circle chart to begin writing their own narrative. Brainstorming characters, setting, orientation,
event, complication and resolution. The emphasis should be on the appropriate structure and language features appropriate for an
information narrative as well as ensuring they are creating strong links to the topic.
We are forming a
draft of our
information narrative.
15. Independent
construction of
text
This stage may take up to one week including publishing a narrative, which may include it being typed up on the computer. Criteria
will be made explicit as to what is expected of the information narrative, with multiple drafts using their plans and other work
produced throughout the unit. Once the draft is approved the students will create their final piece on word.
information narrative.
16. Reflecting on
language
choices
Students will participate in authors circles, reading their own pieces and then discussing the choices structural and language
features they made throughout the narrative. This will also contribute to developing the students oracy skills.
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