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LITERACY / UNIT PLANNER

Topic: Davey - 1838

Year Level: 5

Term: 4

Date: November 22

Weeks: 9-10
CONTEXT:
The students have previously
looked at narratives the previous
year. The students have
knowledge about the structure
and features of a narrative which
is a great foundation coming into
the topic of information
narratives. The students have
completed a pre-assessment on
narratives to show me how much
the students remember. The first
lessons look at the topic
knowledge of the 1800s and
bushrangers, while also learning
how to research. The session
then scaffold slowly to build up
to the students to be able to
create an information narrative
independently.

Grammar focus:
Sentence, clauses, phrases verbs,
adjectives, adverbs, conjunctions

Whole text structure of a


narrative
Orientation
Complication and series of events
Resolution

Language features for the


text-type:
Descriptive language
Adjectives and related groups of words
Adverbs and related verbs
First or third person pronouns
Dialogue
Tense changes
(Wing Jan, 2009, pp. 235-265).

Pre-assessment of students skills and knowledge:


Conferences/interviews
Self-assessments
Student
written work samples
Ausvels

Recognise that ideas in literary texts can be conveyed from different viewpoints,
which can lead to different kinds of interpretations and responses (ACELT1610)

Show how ideas and points of view in texts are conveyed through the use of
vocabulary, including idiomatic expressions, objective and subjective language,
and that these can change according to context (ACELY1698)

Understand how to move beyond making bare assertions and take account of
differing perspectives and points of view (ACELA1502)

Text type and mode

Listened to

Spoke
n

Read

Written

Viewed

Produced

Narrative

Literacy Learning intention: We are learning how to construct a information


narrative
Learning behaviors: I need to be able to create a narrative including factual
information
Success criteria: I know Im doing well if I can create a structured information
narrative in a 1800s context.
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 Modelled writing Interactive writing
Independent R/W
Literature
Circles Reciprocal Teaching Mini lesson Roving conferences
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 chart, Story map, templates for text-types for planning,

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,
Talking Buddies
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary,
5VIPs, Give One, Get One

Topic-specific vocabulary for the unit of work:

Resources:

Orientation, complication, resolution, descriptive language, describing words, person


pronouns, 1st person, 3rd person, bushranger, convict, horsewhipping, serving,

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 235-265; EPISODE 18 English teaching
resources downloaded on 1st of October 2014, from www.myplace.edu.au/. My Place website

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England, Victoria,
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
Elaborating

TEACHING & LEARNING


CYCLE
(Identify step in the T & L
cycle and the literacy
learning intention or
sessions focus )

www.myplace.edu.au Video clip Episode X18; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/


Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

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)

Watch episode 18: Bushranger


and discuss what happened in
it using talking buddies.

Complete the See Think Wonder routine about


Bushrangers in the 1800s.

We are learning to ...

Building topic
knowledge
We are learning
how to research
about the early
1800s and
bushrangers.

Building text
knowledge/Model
the genre
We are learning
that an information
narrative has
factual information
in it.

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

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

SHARE TIME AND


TEACHER SUMMARY
(Focussed teacher questions and summary to
draw out the knowledge, skills and processes
used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.

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.

Here the students will be


There will be a class debate
The students will be
looking at information books
about the research they have
assessed on their ability to
on bushrangers and
found about bushrangers.
use books and computers to
recommended websites to
Discussing the pros and cons
find research on the topic
What did you see in the clip?
build knowledge. The purpose
of their lifestyle.
and documented in the
What was life like for the
children in the clip?
What do you think bushrangers
of their research is to find pros
assessment book.
lifestyle is like?
and cons to aspiring to be a
What role did the children
What do you wonder about the
bushranger for their debate
have? Did they do lots of
1820s?
(myplace).
chores?
Small group: Completing the
What did bushrangers look like?
thinking routine 5VIPS. Using a
What did they wear?
book and a computer as
prompts, discuss how to each
one effectively to research and
the key words they will be
looking for.
For the mini lesson complete 5VIPS and for independent learning the students will be creating profiles on famous bushrangers or events that have bushrangers in
them. During the lesson they will be researching about the event or person and gathering the important information.
Continuing from the previous lesson the students will turn their research into a poster to put up on the wall as prompts for when they are creating an information
narrative of their own.
Using concept map, brainstorm
Read a short information
Have the students in small
Group the information
The students will be
information and facts about the
narrative book and pick out the
groups reading information
according to the types of
assessed on their ability to
1800s and bushrangers.
information especially focusing
narratives. They will be
information given. As a class
discuss the focus questions
on significant facts. Making a
documenting the types of
categorise them according to
and noted in the
Using talking buddies ask the
list of the facts on the board
information that they find in the
general, all encompassing,
assessment book.
students the following
(Wing Jan, pg 256). Using
books
specific information, person,
questions:
talking buddies to focus on
(Wing Jan, pg 256).
events or issues. Here the
What do you know about
these questions which are the
students will be discussing
focus for the lesson:
Small group: Analyse the one
and giving examples of
narratives?
What did the author need to
book as a group concentrating
information for the class about
What could an information
on the focus questions.
why the book goes into the
narrative be?
know before writing this?
category (Wing Jan, pg 256).
What have you learnt as a result
form reading the book?
How did the author include

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factual information?
What information did you gain
about the characters, setting
and possible plot?
Building text
knowledge/Model
the genre
We are learning the
structure of an
information
narrative.

Guided activities to
develop vocabulary
or specific
language feature
We are learning
how to use 1st and
3rd person in
context.
Guided activities
to develop
vocabulary or
specific language
feature
We are learning
how to use
descriptive
language in
context.

Watch episode 18: Horse


whipping and using talking
buddies ask the following
questions.
Is this clip fiction or non-fiction
Is it based on a true story?
Is there information in the clip
that is informing you about the
current time?

Construct a story map on the


clip, focusing on the structure of
an information narrative.
Stating the main character,
setting, orientation,
complication and resolution
(Wing Jan, pg 257).

Here the students will complete


a summary and spot the facts in
the plot proforma, activity 16.1
found in Wing Jan (Wing Jan, pg
257).

In small groups students will


share their findings about the
book they were reading with
other class members. Sharing
orally what they have found
describing what the structure
of the text.

The students will be marked


on their ability to recognise
the different sections of an
information narrative
through collecting work.

Small group: In the small group


students will have a focus on
the structure of a text using a
game called narrative sort
(Wing Jan, pg 248).
Using a picture chat, model how to use information in a narrative setting. Then the students will complete a story map on a book, drawing pictures in sequence to show
important events. Once finished they will label the structure of the story and where information was used (Wing Jan, pg 247).
Here the students will be learning about what makes a good setting/characters and how to describe them in the best way. The students will be given pictures of 1800s
characters/settings and they will have to describe them to their partner who then has to try to draw what they are being told. Then the students will come up with their
own picture setting/character ideas and try and describe it to their partner.
Revise what 1st, 2nd and 3rd
Set up a courtroom situation
Give the students cards with
Have one group of 3 pair up
Assessing how the students
persons are. Ask the students
based on true cases in the
cases on them. In groups of
with another and show the
are able to use 1st and 3rrd
to give examples of situations
1800s. Have two students take
three the students will use oral
other group what they have
persons in context of a court
when you would use them.
on the role a persecutor and
language to practice using 1st
done. One person from each
case and if they can
defendant, with the teacher
and 3rd persons. They will do
group will report to the rest of
recognise when they are
being the judge. The students
this by having a judge,
the class on how they involved
using it through observation.
will be given a situation where
defendant and prosecutor;
the different persons while the
they need to use 1st and 3rd
they will take on this role
teacher is making a list on
person language to blame
stating the facts about their
poster paper as they go.
others and defend themselves.
part in the case using 1st and
3rd persons.
Use descriptive language to
Set up a courtroom situation
Give the students cards with
Have one group of 3 pair up
Assessing the students
create images, using a section
based true cases in the 1800s.
cases on them. In groups of
with another and have the
ability to describe the case
from a book (Wing Jan, pg 250).
Have two students take on the
three the students will use oral
groups show each other what
expand their descriptive
Prompts for talking buddies:
role a persecutor and defendant, language to practice using
they have done. One person
language creatively.
with the teacher being the
descriptive words. They will do
from each group will report to
When I read the text I created
an image in my head that
judge. The students will be given this by having a judge,
the rest of the class on how
a situation where they need to
defendant and prosecutor,
they used descriptive language
looked like.
use descriptive language to
they will take on this role
as the teacher is making a list
The words the author uses to
inform other about the case.
describing what their part in
on the poster paper as they
create the imagery were
the case is describing what
go.
The author has created a
they were doing.
sensory experience by
Share some ideas with the
How can I see, feel, hear,
class.
taste, or smell parts of the
situation?
What image do you see in your
head?
How can you express this
mental image?

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Joint construction
of text
We are learning
how to plan an
information
narrative.

Independent
construction of text

Watch the next clip as a class.


Analyse the clip reviewing the
structure of an information
narrative and features.

Model how to use a graphic


organiser to plan for their
information narrative. Also
stating what information will be
used (Wing Jan, pg 251).

Have the students complete


their own graphic organizer
plan for their information
narrative (Wing Jan, pg 251).

Each student will share with a


The students will be
partner stating each aspect of
assessed on how they are
his or her plan including what
able to construct a plan
1800 event or bushranger they
using all the features of an
will include. The teacher will
information narrative.
Using one of their profile
Small group: Make story starter summarise by asking the
posters as a prompt model an
What information do I already
cards to help them with the
students to use talking buddies
orientation for an information
construction of their plan (Wing to answer the following
know?
narrative.
Jan, pg 244). Then start their
questions:
What information do I need to
own graphic organiser with
research?
What information do I already
guidance.
know?
What information do I need to
research?
At the start of the lesson he teacher will model how to use facts in a narrative using interactive writing. In the example it will have the structure feature of complication
and also a students poster as a prompt. Using talking buddies there will be quick revision on how to research and what the students are going to research using
question form the previous lesson. Students will have a chance to work on their plan and research their information topic chosen. The lesson will close with 5 VIPS
thinking routine. (Wing Jan, pg 259)
The teacher will model how to use facts in a narrative using interactive writing. In the example it will have the structure feature of resolution and also a students
poster as a prompts. Using talking buddies to revise the 2 language features of descriptive language and 1 st/3rd person. The students will start writing their information
narrative.
The teacher will model how to write a information narrative using interactive writing. The focus of the modelling will be on using 1 st and 3rd person. The students will
then complete their information narrative and revise draft.

Reflecting on
language choices

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