Professional Documents
Culture Documents
Year Level: 5
GRAMMAR FOCUS:
Word Level:
Information
Term: 4 Week: 4
Listened to
Spoken
Read
Viewed
Produced
Narrative
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Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One, Picture Chat, Zoom-In, Think, Pair, Share. (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: OUP.pp. XX; EPISODE XX English teaching resources downloaded
on XX from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode XX; ABC3 MyPlace
http://www.abc.net.au/abc3/myplace/ OTHER?
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
We are learning to
research using multimodal texts.
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
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)
Brainstorm with a
classroom discussion.
Does anyone know
what war was in the
1960s?
My Place 1968
Goodbye. (Shared
viewing)
http://www.myplace.edu.a
u/teaching_activities/1968
/3/the_goodbye.html?
1. Building topic
knowledge
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
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)
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
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.
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idSubtheme=
Thinking Tool/Routine?
See, Think and Wonder.
Enabling group:
Bring a small group to the
floor and watch the My
Place: 1968, video on
Conscription.
http://www.myplace.edu.a
u/teaching_activities/1968
/2/conscription.html?
idSubtheme=
Building topic
knowledge
We are learning to
listen for meaning.
Building text
knowledge/Model
the genre
Thinking Tool/Routine?
Think-pair-share.
Short Adventure
Appendix 1). Every
student should have a
printed version of the
story and we go
around the classroom
doing popcorn
reading.
What is in the
introduction?
How are different
ways we can open a
narrative text?
Who are the main
characters?
What is the problem?
How does it come
about?
Is there a resolution?
How is everything
resolved?
The students are
revisiting narrative
structure by
identifying it in real
life texts.
(Wing Jan, 2009 P
240)
have to be informational,
at this point but must have
the same structure of
narrative. They must start
their opening.
short narrative.
What opening have
you used?
Why have the chosen
this opening?
structural components to
create a narrative.
Check for their openings
to their paragraphs, are
they interesting? Do they
still/or have potential to
set up the story
sufficiently?
The children are required to finish on writing their short stories about the prompt On the Weekend, or for the Enabling group what
they selected on the narrative boards. On completion they can swap their stories with a partner, and read theirs. Each partner should be
able to report back with what that students Setting, Problem and Resolution are.
We are learning to
structure a narrative
piece.
Building text
knowledge/Model
the genre
We are learning to
insert authentic
information into a
narrative structure.
Picture Chat
Show some real life
images from the
1960s and talk about
what they think is
going on from the
picture. Discuss the
scenario, how the
people might be
feeling, is there
danger, are they
happy/sad/scared. Go
deeper than the
surface of the picture
using the Thinking
Stratergy: Zoom In.
What do you see or
notice?
Thinking Strategy:
Zoom In.
The teacher should select
an image prior to the
lesson and have it
presented on the smart
board. The teacher
informs students they will
be going beyond first
impressions and crating a
narrative, that provides
authentic information.
The teacher should model
this, to maintain there is
relevant and authentic
information being used.
Thinking Strategy:
Zoom In.
Reflecting from the
students discussion ask
the children to each
choose a picture and go
back and create a concept
map of the image.
Including the
Introduction (Who, What,
Where), Problem and a
Scenario stemming out
from the photo prompt.
Reflection circles
Reflect in small
groups, determined by
the picture chosen.
Demonstrate what
ideas youve taken
from the picture and
what relevant facts
about the 1960s you
have learnt you have
assigned to the picture
to create the structure
of a narrative.
Observational notes
taken throughout
classroom, listening to
discussions during sharing
time.
Check for relevance of
each text type structure
point first checking
relevance to the decade,
and then checking it with
the picture.
Its important for children
to start to be able to insert
real life, authentic events
and scenarios into a
fictional writing piece.
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What is your
hypothesis or
interpretaiton of what
is happening?
Comprehension
stratergy: Inferring
meaning
Guided activities to
develop vocabulary
or specific language
feature
What stories do we
know that are
generally use a lot of
adjectives?
What other text types
Observe their
participation and
engagement in the lesson.
We are learning to
include descriptive
language in order to
give the reader more
information.
locate descriptive
language in other reading
sources.
Check their understanding
and capability to draw
upon an extended
vocabulary to make richer
more meaningful
sentences.
We are learning to
include adverbs in
order to give the
Thinking routine:
Think, Pair, Share
Working in pairs, students
must Fill out the table on
the THE READER
NEEDS MORE
worksheet (Appendix 5).
Each sentence in the table
must include an adverbial
Group sharing on
table groups on what
words they added to
the verb sentences in
the worksheet.
reader more
information.
do to write accurate
information narrative?
Encourage students to
include as much
information and ideas
theyve learnt about in
1960s in their responses.
Joint construction of
text
We are learning to
plan a information
narrative piece.
Independent
construction of text
Independent
construction of text
Using modeling the teacher should go through creating a thorough plan with the class. Informational narratives need to be authentic, so
model to the children an effective way of inserting that information into the plan. Start by highlighting some authentic themes, events
and scenarios from the 1960s, (refer back to My Place videos, My Place Books, Independent research) once a theme is selected then
progress to some descriptive language that can be associated with the theme. This list will be helpful to ensure we have more relevant
and specific content words to make the piece more authentic and engaging. Once this is done, move onto the narrative structure of the
Setting, Problem and Resolution surrounding those themes and implementing the specific descriptive language.
Reflecting on the planning session the students had previously; get them to start creating their own drafts for their stories. Be sure to put
emphasis on descriptive language but also topic specific language (1960s terms and phrases). When walking around the classroom,
observe and use probing questions to ensure students are providing relevant information about the 1960s, and their narrative structure
has fluency and cohesion.
(Wing Jan, 2009 P 259)
Independently, and quietly, this is a time for their narratives to be produced. Walk around the classroom and make sure all students are
referring back to their plans. Similar to the planning phase walk around and ask the children about their narrative and what theme of the
1960s are they using do not ask too many probing questions (one per student) as this is an important time for the narrative
construction.
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Reflecting on
language choices
Reflection circles in table groups of 4 or 5. Each student is to share what factors their narrative represents of the 1960s anser these
questions:
What will the reader learn about the period of the 1960s?
What is something happening in your 1960s information narrative that is not happening now?
Read out some descriptive sentences you have used?
Give a brief summary of your narrative.
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