Lesson Plan Template 1 Primary & Secondary Unit4Topic: 5i))erent te'ts 6 E'plorin( di))erences *et+een te'ts 5ate: Time:

1% 6 1%#$% (if finished writing 5 commands from previous lesson) ,nd lesson 7rom Lesson 1! 1ear Le0el: 15&C

8ey Learnin( 9rea:

Literacy

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OUTCOME FOR THIS UNIT:

Australian Curriculum references for this lesson 1ear 1 En(lis2 3 Content descriptions Lan(ua(e Literacy Interpretin(. analysin(. e0aluatin( 1escribe so&e di##erences between i&aginative in#or&ative and persuasive texts (ACEL516)-"

Te't structure and or(anisation Read supportive texts using developing phrasing$ #luency$ contextual$ se&antic$ gra&&atical and phonic 'nowledge and Time Introduction Set!: Understand that the purposes texts serve shape their structure e&erging text processing strategies$ #or exa&ple prediction$ &onitoring &eaning and rereading (ACEL516)(" in predictable ways (ACELA1 !" "#$%& E'plorin( di))erences *et+een te'ts )rom Lesson ,! 1%#%% Use co&prehension strategies to build literal and in#erred Recognise that di##erent types o# punctuation$ including #ull &eaning about 'ey events$ ideas and in#or&ation in texts that stops$ %uestion &ar's and excla&ation &ar's$ signal types sentences they listen to$ view and read by drawing on growing 'nowledge o# Ma-e connections to di))erent o) sentences statements. /uestions and context$ text structures and language #eatures (ACEL51667" that &a'e state&ents$ as' %uestions$ express e&otion or give commands! in pre0ious lesson# co&&ands (ACELA1 (" Creatin( te'ts

story again. E'pressin( Read and de0elopin( ideas

Co&pare di##erent 'inds o# i&ages in narrative and in#or&ative texts and discuss how they contribute to &eaning (ACELA1 )*" +now that regular one,syllable words are &ade up o# letters and co&&on letter clusters that correspond to the sounds heard$ and how to use visual &e&ory to write high,#re%uency words (ACELA1!!-" Recognise and 'now how to use &orphe&es in word #a&ilies #or exa&ple .play/ in .played/ and .playing/ (ACELA1 ))" Sound and letter -no+led(e 0anipulate sounds in spo'en words including phone&e deletion and substitution (ACELA1 )!" Recognise sound,letter &atches including co&&on vowel and consonant digraphs and consonant blends (ACELA1 )-" Understand the variability o# sound,letter &atches (ACELA1 )(" Literature Respondin( to literature 1iscuss characters and events in a range o# literary texts and share personal responses to these texts$ &a'ing connections with students2 own experiences (ACEL31)-4"

8rite using un9oined lower case and upper case letters (ACEL5166*"

LESSON STRUCTURE: Time Main Content:

Listen to a readin( o) a picture *oo- and ma-e connections to personal e'periences Read Giggle, giggle, quack to students. 1iscuss the i&portance o# reading with #luency$ phrasing and intonation. 0odel reading sections o# the story with #luency and phrasing$ &as'ing words i# necessary to assist with de&onstrating how to read two or three words at a ti&e (this can be increased to #our or #ive words as students beco&e co&petent with reading two or three words at a ti&e". :oint out the way punctuation can be used to help read with intonation. o ; need to change the pitch o# &y voice while ; read state&ents. 0y voice goes .down/ at the end. 3his sentence has an excla&ation &ar' so ; need to e&phasise the word at the end$ li'e this 3his sentence has a %uestion &ar' at the end. ; can signal a %uestion by &a'ing &y voice go .up/ at the end. 3his sentence is a co&&and. <ow would 1uc' co&&and =ob to do so&ething>

As' students to &odel and practise reading with #luency$ phrasing and intonation. Engage students in a discussion$ as'ing the& to explain events and characters in the text by drawing on and &a'ing connections with personal experiences.

7ocus /uestions: o o o What does this story remind you of? Can you e plain !uck"s #ehaviour and actions? What does this remind you of? What does the ending of the story remind you of? $ave you ever #een %caught out" not following the rules? What happened? $ow is that the same or different from the events in the story?

Compare di))erent te'ts ;denti#y the picture boo' as an i&aginative text and discuss how this is 'nown. o 3he story has i&aginative or .&ade up/ events and characters in it ? duc's cannot write notes or organise &ovie screenings #or cows. 3he pictures are drawn and co&ic or cartoon li'e$ and tell us about the i&aginative events that are happening. 3he story has a beginning$ &iddle and end$ with di##erent events happening to entertain the reader and 'eep hi& or her interested.

@how students exa&ples o# other text types using the sheets $ow to wash your pet pig and &ead every night' As' students to identi#y these text types as in#or&ative (or a procedureAinstructions" and persuasive. 1iscuss the purpose o# these texts and the way the purpose shapes the structure in

predictable ways. o A procedure tells so&eone what to do$ or how to do so&ething. ;t is usually set out clearly with a section telling so&eone what they need and a section that contains a &ethod$ so that so&eone can #ollow exactly what needs to be done. A persuasive text is trying to persuade so&eone to thin'$ #eel or do so&ething. ;t usually states an opinion #ollowed by reasons why people should thin'$ #eel or act the sa&e.

Co&pare and discuss the i&ages in the text and the way they contribute di##erent &eanings to the texts. 1raw students/ attention to di##erent ways i&ages &a'e &eaning. o ;n the i&aginative text$ the pictures support the &eaning o# the story. 3hey also can add extra in#or&ation and help readers &a'e in#erences about the story. Bor exa&ple$ the #irst i&age helps the reader predict that =ob &ay not success#ully loo' a#ter the #ar& and the ani&als$ as he is dressed in clothes that suggest he has a 9ob in a city. 3hese clothes are very di##erent to what Bar&er =rown is wearing. 3he i&ages in an in#or&ative text or procedure show you steps that are being #ollowed and what the end product should loo' li'e. 3he i&ages are realistic or photographs. ;n a persuasive text the i&ages help persuade the reader and support the persuasive &essage in the text. 3he picture &ight use special techni%ues or strategies$ such as sy&bols$ to help persuade. Bor exa&ple$ the picture in &ead every night' uses the sy&bol o# a brain to persuade children that reading helps build 'nowledge.

As' students to discuss other si&ilarities and di##erences between the texts.

7ocus /uestions: What is the same a#out these te ts? o o o o o What is different a#out these te ts? Why are te ts shaped differently? Why is it important for te ts to #e shaped #y purpose? What would happen if you used a persuasive or imaginative te t to give information? What effect would swapping the images have? What if we put this imaginative picture on the informative te t? $ow would the meaning #e changed?

Su((estion: Crganise students into groups to discuss di##erences between texts. 3his will allow students to practise and de&onstrate ele&ents o# the (ersonal and social capa#ility general capability.
Post Re)lection:

RESOURCES (;nclude e%uip&ent re%uired #or class andAor #or teacher preparation" @tory boo' Diggle$ Diggle$ Euac' by 1oreen Cronin and illustrated by =etsy Lewin

<ow to wash your pet pig (procedureAinstructions" Read every nightF (persuasive text"