LITERACY / UNIT PLANNER

Topic: My Place Episode 22 Sam: 1700s- 1780s Year Level: 5 Term: 3 Weeks: 1-12 Date: 26/06/1991

GRAMMAR FOCUS: (levels) Text type and Listened to Spoken Read Written Viewed Produced
mode
Information narratives are used to convey information within a narrative structure.
Their cultural purposes are to inform as well as amuse and entertain. Factual Information X X X X X X
information may be woven around a particular event, issue, character, person, thing Report
or setting.
Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
1. Whole text structure of Information narratives 1. Building topic knowledge
2. Building text knowledge/Model the genre
Orientation introduction to characters, setting and time of the story are
3. Guided activities to develop vocabulary and text knowledge
established. This should answer the who, when and where. 4. Joint construction of text
5. Independent construction of text
Complication and series of events in which situations, activities and events
6. Reflecting on language choices
involving the main character are expanded upon. These events are written in a fluent
and cohesive manner.
Resolution in which the complication is resolved satisfactorily but not necessarily Frequently used Literacy Instructional Strategies: Gradual Release of Responsibility Model
Language Experience Approach (R/W) Picture Chat Read to Shared R/W Guided R/W
happily.
Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching
Mini lesson Roving conferences
Language features for the text-type:
Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel, KWL chart, Flow
Descriptive language to create vivid images chart, Story map, templates for text-types for planning,
Appropriate verbs
Standard 3.3 is demonstrated as a
Adverbs
number of instructional strategies
Adverbial phrases, clauses and teaching techniques are
Adjectives highlighted within this unit.
Adjectival phrases and clauses
Similes
Metaphors
Hyperbole
Analogy
Onomatopoeia

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 Alliteration
(Wing Jan, 2009, p122).
CONTEXT: Overview of series of lessons and background information
Through our inquiry unit we are researching the 1780s period and exploring convicts
of Australian History. This topic will draw on students prior knowledge from level
four, through the First Fleet linking to the convicts concept and Australian History.
This unit of work will support students in learning to construct Information
narratives, as they are able to classify, describe, compare and contrast, structure and
create an information narrative in regards to Australian Convicts. This inquiry
notion relates to the subjects of History, Geography, Civics and Citizenship.
Identify and explain characteristic text structures and language features used in
imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1701).
Use comprehension strategies to analyse information, integrating and linking ideas
from a variety of print and digital sources (ACELY1703)
History link: The nature of convict or colonial presence, including the factors that
influenced patterns of development, aspects of the daily life of the inhabitants
(including Aboriginal Peoples and Torres Strait Islander Peoples) and how the
environment changed. (ACHHK094)

Pre-assessment of students skills and knowledge:
Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to.. Plan, construct and produce
Information Narratives.
Learning behaviours: I need to listen to feedback and act upon advise, I need to self
assess my work and make changes as appropriate.
Success criteria: I know Im doing well if I can Use factual information from the
1780s, in an informative way. I know Im doing well if I can construct an
Information report based on facts from the period of time, using the appropriate
structure of the text type.
Topic-specific vocabulary for the unit of work:
Classify, describe, compare, contrast, observation, convicts, First Fleet, Australia,
Botany Bay, settlement, Port Jackson, outback, Orientation, Complication,
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 (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Promote Engagement, Understanding, and Independence for All Learners. eBook online)
Standard 3.3 Instructional strategies and
teaching techniques are highlighted
Resources:
Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp.235-265; EPISODE 22 English
teaching resources downloaded from www.myplace.edu.au/. My Place website
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Resolution, Reorientation, Port Author, Character profiles, Information Narrative, www.myplace.edu.au Video clip Episode XX; ABC3 MyPlace
descriptive language, adjectives, past tense. http://www.abc.net.au/abc3/myplace/
http://www.softschools.com/teacher_resources/timeline_maker/
http://portarthur.org.au/education/key-to-port-arthur-investigations/
https://www.youtube.com/watch?v=MnUNEkMsjfY
Standard 3.4, select and use http://members.iinet.net.au/~perthdps/convicts/stories.html
http://williamsfamilyfirstfleeters.blogspot.com.au/2010/04/story-of-boy-convictearly-
resources, including ICT is australia.html
apparent. https://padlet.com/premium/backpack
http://www.abc.net.au/btn/story/s3934600.htm
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_Understa
ndingRoutines/WhatMakes/WhatMakes_Routine.html

Analysing Estimating Listening Performing Reading Seeing patterns Testing

Checking Explaining Locating information Persuading Recognising bias Selecting information Viewing
Classifying Generalising Making choices Planning Reflecting Self-assessing Visually representing
Cooperating Hypothesising Note taking Predicting Reporting Sharing ideas Working independently
Considering options Inferring Observing Presenting Responding Summarising Working to a timetable
Designing Interpreting Ordering events Providing feedback Restating Synthesising
Elaborating Justifying Organising Questioning Revising

Standard 3.2 is demonstrated as this unit is Visual support through advance organisers
well structured and sequenced to engage demonstrate Standard 3.5, as effective
student learning (AITSL, p.10, 2013). classroom communication is evident.

TEACHING & WHOLE CLASS MINI LESSON INDEPENDENT SHARE TIME AND ASSESSMENT
LEARNING CYCLE LEARNING TEACHER SUMMARY STRATEGIES

1. Building topic View, Connect, Add Think, Puzzle, Explore Think-Pair-Share Get students to add their Anecdotal records are to be
knowledge: Teacher can be dressed as Get students to write on three Students in pairs they watched findings to the inquiry wall of collected during focus group.
Sam 1980: convict to engage different post-it notes the video of Sam again Convicts and go on short Detail on their prior
We are learning to make students. Shared reading something they know about (Episode 22). Students are then learning walk. Get focus knowledge and ability to
connections. with the story Tom convicts and the 1700-1800s to record ideas of what they group to share their history make connections with the
Appleby & shared era, something they are puzzled Know about Sam, what they are timeline of the era with text. Work Samples can be
viewing of My Place about and something they want Puzzled about and what they reference to the book Tom collected from inquiry wall.
Episode 22. to explore. Think will happen to him. Then Appleby with the whole class.
What can you tell me Demonstrate how to do this and get the students to do the same Add to inquiry wall to build
about convicts? use think aloud strategies to for Tom Appleby. Students are topic knowledge as reference.
What do you know about encourage student to make to share their theories with their Revise main features of events
Australian History at this connections to prior knowledge. partner and compare the two. and history to make

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 time? Have an inquiry wall available connections to prior
Do you think it was fair in three sections ( Think, Focus group: Guided writing knowledge.
that even children were Puzzle, Explore ) and get We are learning to find Discuss;
sent away for small students to take a learning evidence in the text: We now know
crimes? What more can walk to post their notes in the Have a discussion about the We are puzzled about.
you tell me? right area on the Ran chart and book Tom Appleby and his We want to explore..
to read others. background as a convict child.
Have the group work
collaboratively to create a
timeline of Toms life,
highlighting the main historical
ideas of being a convict in the
text.
What can you tell me about
Tom?
Why was he sent away? What
did he do?
When did this happen?
Building topic Shared viewing of the Youtube clip First Fleet, Behind the news. Demonstrate how to find evidence from the text using Tom Appleby as example. Students
Knowledge: are to write down 5VIPs they obtain from the video and share with a partner. Students are to create individual Story Maps on the website Softschools, using the
We are learning to find factual evidence and 5VIPS from the text around the focus question What happened to convicts? (Wing Jan, 2009, p247). Students will come back together and
evidence in the text. build on the inquiry wall timeline (Focus group prior lesson) in more detail through class discussions about the Story Maps. Students will continue to build on
their individual Story Maps and Timelines throughout the unit (Wing Jan, 2009, p247).
Building topic Grade 5 Camp was to Tasmania, in which they visited Port Arthur for the day. Students were given a tour the students were asked; Why was Port Arthur prison
knowledge: located here? Why is this prison different to other prisons? What would life have been like for the convicts? (Throughout the tour the educator stopped the students
We are learning to have an informed discussion prompted questions). Students were then asked to think of three of their own questions to explore on the tour.
questioning. Students were to document their findings and ideas using Ipads, through photos and notes. Back at school students to print photos and write a paragraph
explaining their questions they had set themselves, their findings and their photographs. Teacher will demonstrate with their photos prior. Students will then share
by placing their work on the inquiry wall and going on a learning walk. Teacher may highlight key concepts about making connections to the texts and videos.
2. Building text Set up the room with Discuss that this piece of Students will work Bring the Class back together Worksamples will be
knowledge/Mod photos of child convicts writing is an Information independently on laptops. They in front of smart board. collected as assessment
el the genre to engage students. Have Narrative (Hertzberg, p. 53, will go online, and select an Display muddled paragraphs through the summary and
We are learning the displayed on the smart 2011). information Narrative from the that outline what Orientation, spot the facts in the plot
structure of an board the Information Using the smart board, website Convict Tales. complication, series of events, proforma worksheet of 6
Information Narrative. Narrative Story of a boy highlight and label and annotate Students will then complete a resolution and reorientation students.
convict, early Australia the structure. summary and spot the facts in are, on the board but without
in which guided reading Orientation Who? When? the plot proforma worksheet to the titles.
will occur with whole Where? Complication What which they must document Ask the students:
class. goes wrong? How do the information associated to the How do we start an
characters feel about things text and structure of and information narrative?
going wrong? Resolution Information Narrative they have How do we know what goes
How is the problem solved? selected to read (Wing Jan, first?
Focus on the structure and 2009, pp.256-257). What are some clues we can

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 features of information
narratives, demonstrating how
to deconstruct the piece of
writing. (Wing Jan, 2009,
p.256).
Discuss:
What might be the reason the
author wrote this?
What did the author need to
know to write this?
What would the author had
done before writing this?
(Wing Jan, 2009, p256).
Teacher has a copy of As a discussion students will
3.Building text Avoid Being a Convict participate in the Exploration
knowledge/Mod Sent to Australia. Game by building on their
el the genre: Educator hides the title of prior knowledge of information
We are learning the book and asks narratives and adjectives
to.. students what type of (Hertzberg, p. 53, 2011).
Compare and book it is. Open the book
contrast and skim through and As a class discuss the features
information identify characteristics and characteristics of this
narratives and features such as the informative text in comparison
using contents, index and to other text, highlighting the
adjectives. glossary, confirming that adjectives being used. Discuss
it is an information text. features, such as layout,
contents, index, glossary, use of
How would you describe headings and subheadings, and
the book? bold type used to convey
Focus Group:
We are learning the structure
of an information Narrative,
What do we know about an
information Narrative?
Get students to read an
Information Narrative off
Convict Tales(hard copy )
through Shared Reading. Get
the students to use highlighters
and stickers to outline and label
the structure of the information
Narrative independently. The
educator needs to have precut
into sections, an information
narrative about Port Author. The
focus group must work
collaboratively to piece together
like a puzzle the text using the
correct structure of an
information Narrative. Focus on
the structure and features of
information narratives,
demonstrating how to
deconstruct the piece of writing.
(Wing Jan, 2009, p.256).
Students will work in pairs and
complete a Barrier game by write two lists on the board
comparing four types of short
text. One information narrative
and a contrasting piece of text.
Each pair will sit back to back
and hear each piece of text
being described only using
narratives. Each person has to
guess which one was a narrative
information text and what was
the other text by identifying the
key components previous learnt
(Hertzberg, p. 54, 2011).
Focus group: Group of 4.
look for in the text?
Can you see any facts in the
text?
As the educator asks these
prompting questions for each
structure element, select a
student to come and drag the
paragraph, under the correct
label and sequence. Revisiting
the learning intention and
allowing for students to have a
deeper understanding of the
structure and characteristics of
an information Narrative.
Bring class back together and Assessment will be
completed through
discussing the students observation of the focus
findings. One with features of group and their abilities to
information narrative and the grasp the learning intention
clues the students uses. And to find the main idea in the
the second list, will be the text.
things they noticed about other
text. Each child must write one
word under each title, using
only adjectives.
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 How would you describe meaning. Discuss the text
the illustrations? structure and organisation for
What words can you use example, how it is written in the
to tell me what you see? second person and has a
What are these words narrative structure combined
called? with informative features.
Make a word map using
adjectives that have been used
to describe the different text to
display around the room (Wing
Jan, 2009, p258 ).
Why is it important we use
adjectives?
What does it do to the text?
We are learning to find the main
idea.
Start by working collaboratively
to define the meaning of the
main idea using a whiteboard
and mind map.
What do you think, to find the
main idea means?
Explain the differences between
a texts topic and its main idea,
adding to the mind map. To
further demonstrate this
concept, select several
newspaper articles about the
AFL grand final that features
the same topic but vary in the
main ideas sentences. Discuss
further with reference to
articles.
What can you tell me about
these articles?
Get the students to then work
collaboratively to sort 4 articles
with their main idea headlines
that have been removed, to their
correct article paragraph.
Get each student to discuss why
the came to their conclusions
for the main idea.

Building text Teacher discusses the concept of paraphrasing.

knowledge. Educator reads a short section of Patch Parker: Son of a convict by Kay Crabbe while students listen. The same text is read again and whilst students write down
We are learning key topic words. In groups of 4 students work collaboratively to scribe the text using the words recorded and their understanding of the text ( emphasise that it is
to.. paraphrase paraphrasing ). Groups will join another group and add to their pieces by sharing information and findings. Display original text on smart board and get students
the text. to compare their work they have created. Discuss their accuracy in their original groups, through terms, words and structure (Hertzberg, p. 69, 2011). Revisit
paraphrasing by reading students work aloud.
Guided As a class, students will participate in a shared reading role-play of convict children in the 1700s, using the script on behind the News on the ABC website. After
activities to each student has read their short paragraph, the teacher will create a word map on the board by asking students what words they heard in the paragraph that made
develop them recognise that these information narratives are written in the past. Teacher will explicitly teach how to change language to past tense by modelling on the
vocabulary or board using the word map. Students will then work in pairs to create a short scripted paragraph that explains the past life of a convict child who has now grown
specific up, looking back on their life. Students will read the scripts they have created to a small group and write down 5VIPS that showed that, each groups script was in
language feature the past tense. Teacher will ask each group to read one members 5vips and discuss past tense.
We are learning use Assessment will be conducted through observation of discussions and 5VIPS.
past tense in
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information narratives.

1. Guided Read aloud pages from Avoid being a convict sent to Australia!
activities to Identify any new vocabulary and create a word bank for new vocabulary and words used in Standard Australian English that have been derived from Aboriginal
develop languages featured in the text. This will be added to the inquiry wall. Students will construct their word banks using the digital tool Padlet online in which the
vocabulary or class will be able to access collaboratively and add to.
specific Assessment will be made through observation of Padlet and recorded anecdotally.
language
feature:
We are learning
to identify new
vocabulary.
Divide the class into Using the smart board, project an Students will work Using the joint constructed Assessment will be from
groups of four. Give information narrative template for individually to create a piece go through and Anecdotal records taken
each students a piece the whole class. Using the text character profile, as an annotate aspects of the from observation
Joint construction of text. of paper that says Tom Appleby as an example, information Narrative. information narrative that are of the focus group.
We are learning to write either, Orientation, construct and demonstrate a short Each student will go to the vital. Students are able to self
information narratives. complication, series of character profile in the structure of Port Author website, and correct their work and
events, resolution or an information narrative. Do so by select a record document of a change if needed. Ask
reorientation. In the encouraging students input and convict, to which they have students to share with a
group of four students ideas. Suggest how, and what previously accessed. This file friend.
are to work students can write in each of the 5 contains all the factual
collaboratively and structured features and modelled it information needed for
order themselves from in the template. Demonstrate how students to begin their drafts,
first to last, focusing on you use the factual information using the same information
the structure and collected previously, and through narrative template that was
features of information prior knowledge to develop your modelled earlier.
narratives to get the ideas. Read over the piece pointing
children thinking out each section of the template,
(Wing Jan, 2009, and explaining where you got the Focus group:
p.256). First group of facts (Wing Jan, 2009, p.262). We are learning to infer
four to do so will then Can you tell me some factual meaning in the text.
share to the class what information I can put in my Get students to view My
their role is in an writing? Place Episode 22 | 1798:
information narrative. How could I start my orientation? Sam.
What do we know What do I need in each section? Discuss as a class the
about information If I get stuck, what could I do? questions: What do you think
Narratives? is happening here? What did
What clues can we you have to do to make those
look for to find an inferences?
information narrative? What are the clues in the

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 video that confirm your
ideas?
Students will then complete a
I used to Think.., But now I
think.. worksheet in regards
to the video. Educator to
explain that this activity is to
reflect on students thinking
about the topic and how their
thoughts may have changed
over time, since the first time
we watched the clip. Ensure
to reflect on the above
questions to infer meaning in
the video.

2. Joint Guided reading of Patch Parker: Son of a convict by Kay Crabbe that uses descriptive language of the characters.
construction of Teacher asks focus questions:
text. What do you notice about the text? Why did the author use those words? How does that make you feel?
We are learning What does it make you visualise? Does it make it sound more interesting? Discuss what descriptive language is and get students to write down 5VIPS as you read
to use the same section of text out aloud discuss. Model how students can implement descriptive language into their information narratives to make the text more
descriptive interesting using template with draft from previous lesson and labelling (Wing Jan, 2009, p.262). Students can then adapt their templates with descriptive
language in our language. Assessment can be conducted through observations of input to discussion and 5VIPS.
information
narratives.
1. Independent Display a finished information narrative next to the template draft. Implement a What makes you say that thinking routine using the focus questions.
construction of What can you notice? What have I used in my writing? What structure do you see? What have I made sure I have?
text Students will now independently construct their own information narratives using their draft template that was adapted with descriptive language. Assessment will
We are learning to be conducted through anecdotal records of observations through class discussions.
construct information
narratives.
Independent Give students the same text of an unedited information narrative as a hard copy. Have the narrative projected and model how to give constructive feedback on a
construction of information narrative using warm and cool feedback and use the template of a Quack back to provide students with feedback. Get students to work in pairs to
text. read each others information narratives from previous lessons. Students will then complete a quack back of their own discussion for each others character
We are learning profile. Students will then use this Quack back to edit their work in future lessons.
to evaluate and
give feedback
on information
narratives.

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 2. Reflecting on Students will take a learning walk to the inquiry wall and investigate their first Think, Pair, Share answers at the start of the unit.
language Focus questions:
choices. What have we learnt? What do we know? What can we now do?
We are learning Students have the opportunities to add to their answers on the inquiry wall.
to reflect on Teacher then models how to create a reflection poster on the board drawing on all aspects of the students learning.
our learning. Children will work individual to create a poster that reflects the elements they have learnt, including; Convicts, how to construct an information narrative and
giving and taking on feedback.

Final lesson. Students will present their information narratives to the grade four students who are studying Australian history and the first fleet. They will each read their work
aloud to a pair and share their poster of what they have learnt throughout the unit. This will provide the grade fours with additional knowledge to further their
understanding of the 1700s as well as benefiting the grade five students.

Reference List:
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.:
Oxford University Press in bookstore; and additional readings available in LEO]

Hertzberg, M. (2011). Focus on Oracy. In Teaching English language learners in mainstream classes. Newtown: PETAA. pp. 48-75.

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