LITERACY / UNIT PLANNER

Topic: Bertie Impact of war (1918) episode 10

TEACHING & WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
LEARNING CYCLE LEARNING TEACHER SUMMARY STRATEGIES
Lesson one: Shared viewing: Interactive writing: Whole class: Whole class sharing: Anecdotal records:
1 Building topic Students will view With the words/phrases Students are to work in Students to sit in a Anecdotal notes will
knowledge episode 10 (2) and students have pairs and go through circle and share one be taken specifically
We are learning to write down each discovered in the video some of the books in key word or phrase that from the focus group,
understand key words or phrases clip, one by one, each the class library to find they have learnt. regarding key
vocabulary in the they are unsure of student will say one of new/unknown Educator will then vocabulary.
20th century. or do not know the the words, whilst the vocabulary. Then compile all these words
meaning to. educator will write students are to use the and their definitions
What was some of these on the board. The iPads/books/dictionary with their pictures on to
the key words or class will go through the to find out the the word wall
phrases? words and try work out meanings to the words, (Gibbons, 2002, pg.
Do we still use their meanings. and record in their 62). Throughout the
these phrases? books. unit, the students can
Have you heard What do you think this Focus group: keep adding to the
this word/phrase word/phrase means? Educator will be working word wall.
before? What does it sound with four selected EAL/D
like? students. The focus
If we could break up group will also be
the word, would that expected to find
help? new/unknown words;
however, their
meanings of words must
also be accompanied by
pictures (Gibbons,
2002, pg. 62)
Lesson six: Think-Pair- Shared/modelled Whole class: Whole class sharing: Skills and
Building text Share: writing: Students are to Selected number of knowledge-specific
knowledge/Mode Students will be Educator to read out complete landmarks of students will share checklist:
l the genre asked: What is two examples of Australia (barrier what they have done The focus of this
We are learning descriptive descriptive language: game) (Hertzberg, with their partner, checklist will be on
about the language and how - The sunset 2012, pg. 54), however alongside with their the students whom
language features do we use it? filled the entire sky with this will be an adapted thoughts on descriptive have not yet been
(descriptive The students will the deep colour of version as the world language. assessed.
language) in an then use the think- rubies, setting the map will replace
information pair-share routine clouds ablaze. Australia. The key
narrative. and then share to - The waves crashed descriptions will be Educator to ask:
the class. and danced along the based on the countries - The importance of
 shore, moving up and that was a part of the descriptive language?
down in a graceful and war. - Where it is used?
gentle rhythm like they Focus group: - Why is it used?
were dancing. Four high achieving - When completing
- The soft fur of the dog students will be these activities did
felt like silk against my completing the descriptive language
skin and her black matching game make it easier or
colouring glistened as it (Gibbons, 2002, harder?
absorbed the sunlight, pg.112), although the
reflecting it back as a educator must ensure
perfect, deep, dark that the pictures are
mirror. similar in most of the
(YourDictionary, 2015) details and the use of
As a whole class using descriptive language is
the students ideas, the main emphasis.
they have write
descriptive sentences
about:
- Life
- A boy who
lost a shoe
- The war
- Our
classroom
Educator to emphasise
the use of descriptive
language and why it is
used, especially in
information narratives.
Lesson seven: Tense game: Shared reading: Whole class: Think-Pair-Share: Anecdotal records:
2 Guided Students are to Class discussion on: Students to work in Students will use the Educator will take
activities to play matching the - What is tenses? pairs, conducting in think-pair-share routine anecdotal records
develop present and past - What is the difference split dictation based on the question: based on the
vocabulary or tense card game in between (Gibbons, 2002, pg. When do you change students ability to
specific pairs. The student past/present/future 110), and the covered tenses when writing find the correct
language with the most tense? sections will be focused your information tenses during the
feature matches wins the on tenses. narrative? cloze exercise.
We are learning to round (2-3 rounds Educator to read two Focus group: Students will then
develop and will be played) texts that one contains Low achieving students: share answers.
expand our (appendix two) past tense and the Educator to emphasise
knowledge of other will contain that the focus of this
tense changes in present tense. group is the use of past
information A T chart will be made and present test. The
narratives. of some of the example students will conduct in
past and present tenses cloze exercise
that was used in the (Gibbons, 2002, pg. 65).
texts including some of The covered sections
the students own ideas. will contain past or
present tenses that
students need to
identify.