Sequence of Learning:

Lesson
#
Time Content
Descriptors/
Learning
Intentions
Explanation Resources Adaptions
1 40 mins
LS:
5 (use interaction/
communication skills
to contribute to and
extend discussions)
VR:
1 (ie!" read texts
for s#ecific learning
#ur#oses)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
%lass !ork:
)ntroduce *ed +ell&
,utla!
-ung
$as 'e a good man.
$'& is 'e an /ustralian 'ero.
)ntroduce 0ook:
1iscuss aut'or
Read blurb
1iscuss initial im#ressions
(coers/imager&)
)ntroduce assessment tasks/rubric
2x#lain t'at t'is unit 'as been added to
L3)3432 and t'at t'e rubric is online
Rubric
0ook: Ned Kelly b& Barrie
Sheppard
'tt#://lms3bne3cat'olic3edu3a
u
5 60 mins
LS:
7 (use interaction/
communication skills
to contribute to and
extend discussions)
8 (use ne! ocab to
#roide s#ecific
%lass !ork:
1iscuss book:
What kind of text is this book?
Should we believe what we read?
0ook: Ned Kelly b& Barrie
Sheppard
'tt#s://!!!3text5mindma#3c
om
9ie :ark" %ollin and
S'arrat a co#& of t'e
com#leted conce#t ma#3
9ie :ark" %ollin and
S'arrat a co#& of t'e
meaning)
VR:
1 (ie!" read texts
for s#ecific learning
#ur#oses)
5 (ie!/ read !ritten"
isual and
multimodal texts t'at
use c'a#ters"
textboxes" to#ic
sentences/#aragra#'s
and connect
relations'i#s
bet!een ideas and
conce#ts !it'in
texts)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
1iscuss ke& features of *on(4iction books
%reate a %once#t :a# of ke& features on t'e
)nteractie $'ite 0oard using t'e !ebsite
0egin reading book (read to #age 15)
)nteractie $'ite 0oard
'tt#://!!!3#rimar&#unc'3bl
ogs#ot3com3au
text so t'at 'e ma& read
along as t'e teac'er
reads aloud3
; 70 mins
LS:
7 (use interaction/
communication skills
to contribute to and
extend discussions)
VR:
1 (ie!" read texts
for s#ecific learning
#ur#oses)
4 (inter#reting"
anal&sing and
<ustif&ing ideas from
literal and inferred
ideas and info)
$%:
%lass !ork:
/sk students to retell in o!n !ords !'ere t'e
text !as u# to3
%ontinue to read t'roug' book sto##ing at
#age 17 for ='ink >air S'are /ctiit&
='ink >air S'are:
; different to#ics/ie! #oints students
must discuss
com#leted in literac& grou#s
4eatures of a non fiction
text (conce#t ma# #lus
an&t'ing extra students
ma& 'ae missed)
0ook: Ned Kelly b&
Barrie Sheppard
'tt#://!!!3#rimar&#unc
'3blogs#ot3com3au
1iscussion #oints are
determined b& grou#
literac& leels:
9rou# /:
>olice #oint of ie!
9rou# 0:
$'at !ould *ed be
feeling.
School officer to work
with this group
9rou# %:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
4inis' t'e book u# until t'e time line $'at !ould *ed?s
:ot'er 'ae been
t'inking and feeling.
4 40 mins
LS:
7 (use interaction
/communication
skills to contribute to
and extend
discussions)
8 (use ne! ocab to
#roide s#ecific
meaning)
VR:
5 (use c'a#ters" text
boxes" to#ic
sentences/#aragra#'s
" connect
relations'i#s
bet!een
ideas/conce#ts
!it'in/ bet!een
texts)
7 (identif& and
describe
!ords/grou#s t'at
re#resent ideas)
8 (#redict/confirm
meaning of
unfamiliar !ords"
decode t'em using
cues)
$%:
10 (select ocab t'at
clarifies meaning"
'as different
%lass !ork:
%reate a !ord !all of unkno!n nouns:
@se t'e glossar& at t'e end of t'e text
>air !ork:
Students are to #air unkno!n !ords !it'
definitions3
%lass !ork:
/s a class decide on correct definitions3
>lace on A$ord $all? area and refer to during
unit3
1ictionar&
0ook: Ned Kelly b& Barrie
Sheppard
$ord !all equi#ment:
o 1efinitions
o @nkno!n !ords
o 1ouble side stick& dots
9rou# 0 students
ma& 'ae a co#& of
t'e glossar& in front
of t'em to assist3
9rou# % students
can extend learning
b& looking at
definitions online
and determining if
t'ere is a different
meaning to t'e !ord3
>ictures of t'e
unkno!n !ords !ill
be #laced beside t'e
!ords to assist
students (es#eciall&
%ollin" Lisa" S'arrat"
S'annon" Stee"
Bud& and Bustin3 )
meanings in different
contexts)
11 (confirm !ord
meaning b& using
kno!ledge about
et&molog&)
15 (use isual
features to en'ance
meaning)
7 60 mins
LS:
1 (select and modif&
text structures and
language features
a##ro#riate for t'e
content/context)
; (communicate to:
summarise releant
info" refine info"
identif& ealuatie
language and bias)
4 (com#ose"
contribute and
res#ond to 'o!
s#oken language and
non(erbal cues
affect meaning)
7 (use interaction/
communication skills
to contribute to and
extend discussions)
VR:
1 (ie!" read texts
for s#ecific learning
#ur#oses)
5 (use c'a#ters" text
boxes" to#ic
sentences/#aragra#'s
9rou# !ork:
Students are to become literac& detecties to
identif& ke& features of t'e book:
o %a#tions
o )mages
o 0orders
Students are to identif& 'o! man& different
t&#es of !a&s t'e aut'or 'as cone&ed
meaning and information:
o Landsca#e borders
o -eadings
o Sub'eadings
Students are to t'en identif& t'e different
t&#es of images used in t'e book:
:a#s
>'otogra#'s
2xerts of diaries
$anted #osters
=ext on a grae stone (e#ita#')
1iorama
6 co#ies of 0ook: Ned Kelly
b& Barrie Sheppard
(%oloured) #'otoco#ied
#ages of t'e book
>ost it notes !it' 'eadings
9rou# 0: 'ae #ost it
notes !it' t'e ke&
features alread& !ritten
on t'em (e3g3
'eadings/sub'eadings)3
Students must t'en #lace
t'e #ost it notes on t'e
area of text t'e& beliee
it belongs3
" connect
relations'i#s
bet!een
ideas/conce#ts
!it'in/ bet!een
texts)
C (anal&se 'o!
isual features
en'ance meaning)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
15 (use isual
features to en'ance
meaning)
)llustrations
%lass !ork:
4rom t'e grou# !ork" students are to allocate
one s#eaker3
/s a grou#" students are to rate !'ic' t&#e of
text or image gies t'e most information and
!'&. S#eaker is to tell t'e class
$'ic' text or image makes t'e text easier to
understand" !'&. S#eaker is to tell t'e class
%om#are if all grou#s res#onded t'e same3
-ig'lig't to t'e students t'e colour
arrangements on t'e #ages.
0lueD0allads
>ink
Eello!
6 60 mins
LS:
1 (select text
structures and
language features
a##ro#riate for t'e
content/context)
; (communicate to:
summarise releant
9rou# !ork:
Students are s'o!n a range of ballads
(!it'out stating t'at t'e& are ballad)3 (*ot all
focusing on *ed +ell&)
/sk students if t'e& kno! !'at t'e genre of
0ook: Ned Kelly b& Barrie
Sheppard
http://wwwpoetry!kidsco"/
blog/news/exploring#
ballads/
determine t'e ballads b&
t'e grou#s
Students from grou# 0
are to get text from #age
18 and 1C
Students from grou# %
info" refine info"
identif& ealuatie
language and bias)
4 (com#ose"
contribute and
res#ond to 'o!
s#oken language and
non(erbal cues
affect meaning)
7 (use interaction/
communication skills
to contribute to and
extend discussions)
8(use ne! ocab to
#roide s#ecific
meaning)
VR:
1 (select text
structures and
language features
a##ro#riate for t'e
content/context)
5 (ie!/read texts
t'at use textboxes"
and c'a#ters)
4 (s&nt'esising info
to links ideas across
texts)
6 (inde#endentl&
read !it' fluenc&)
$%:
1(identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
t'e text is3
%om#rise a list of ke& features from t'e texts
0egin looking at ballads from t'e book:
>ages: 4" 18" 1C" 50" 54" 56)
>ro<ect t'e book onto t'e )nteractie $'ite
0oard3
1iscuss !'at students beliee are t'e
necessar& elements to #oetr& and ballads3
-ig'lig't to students t'e language used in t'e
ballads3 2x#lain t'at it is not toda&s common
2nglis'3

http://wwwpoetrysoupco"/
poe"s/ballad
)nteractie !'ite board
are to get #ages 43
8 ;0 mins
VR:
7identif& and
describe !ords t'at
re#resent ideas)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
6 (use !ords/grou#s
including extended
noun grou#s)
10 (select ocab t'at
clarifies meaning"
'as different
meanings in different
contexts)
11 (confirm !ord
meaning b& using
kno!ledge about
et&molog&)
R'&ming Lesson (indiidual !ork):
Reise t'e !ord !all !e created in lesson 43
Students are to attem#t to create r'&ming
!ords from t'e !ord !all
2ncourage students to use t'e t'esaurus and
dictionaries3
0egin looking at #atterns dis#la&ed in ballads3
(/0%0 #atterns) F !ebsite
-ae students come to t'e board to 'ig'lig't
t'e r'&ming !ords/#atterns3

$ord !all
='esaurus ('ard co#ies and
online)
1ictionar& ('ard co#ies and
online)
'tt#://!!!3to#marks3co3uk/4
las'3as#x.bDenglis'/#oetr&
http://wwwpoetry!kidsco"/
blog/news/exploring#
ballads/

http://wwwpoetrysoupco"/
poe"s/ballad

$ork !it' students in

grou# 0 as t'e Sc'ool
,fficer monitors t'e
class
Students from grou# %
can continue to create
r'&ming !ords !it' as
man& !ords from t'e
!all as t'e& #ossible
C ;0 mins
LS:
1 (#ur#oses of
listening to text
structures and
language features)
VR:
C (com#are 'o!
isual features
en'ance meaning)
$%:
1 (identif& t'e
#ur#ose" content"
R'&t'm Lesson: (class !ork):
/s t'e teac'er reads t'e ballads to t'e
students t'e& must cla# to t'e beat3
%'ange 'o! t'e& Acla#? to t'e beat (e3g3 ta#
&our s'oulder)
$atc' Eou=ube cli#s of ot'er #eo#le
#resenting ballads
'tt#s://!!!3&outube3com/!a
tc'.
D)/tbk1de&)GlistD>L02
47401C80601454
/llo! students
#resenting #ositie
be'aiour to decide
u#on t'e moements
-ae :ark sit in front of
#eo#le to see t'eir
moements
>ut ca#tions on t'e
ideos for students to
context" text
structure" !riter(
reader relations'i#s)
-ig'lig't t'e im#ortance of t'e delier&
of t'e ballad
-ig'lig't t'e language used
%la# to t'e beat of t'e #resenters
read along !it'3
H 40 mins
LS:
6 (use !ords/grou#s
in increasingl&
com#lex sentences)
8(use ne! ocab to
#roide s#ecific
meaning)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
5 (create texts" using
modelled structure)
; (#lan/drafts texts
understanding 'o!
to innoate text
structure)
C (use #unctuation to
<oin clauses)
10 (select ocab t'at
clarifies meaning)
)ndiidual !ork:
Students are to !rite t'e beginnings (1 stanIa"
4 lines) of a ballad about t'emseles3 )t must
r'&me and 'ae r'&t'm like t'e& 'ae <ust
learnt3
=&#e students com#leted !ork into t'e
com#uter
Students !ork books
=eac'ers com#uter
)f students finis' before
ot'er students t'e& ma&
!rite a stanIa about a
#eer3
)f students from grou# 0
are struggling" t'e& can
decide u#on t'eir
r'&ming #air3
/ssist S'arrat and %ollin
b& 'aing t'em !ork
!it' a #artner/student
officer
10 70 mins
LS:
; (communicate to:
summarise info"
refine ideas)
7 (use interaction/
communication skills
to contribute to and
extend discussions)
Looking at ot'er features of a ballad (class
!ork): (50 mins)
>ro<ect student?s ballads from #reious lesson
onto t'e )nteractie $'ite 0oard3

Look at t'e #atterns students 'ae !ritten in3
)nteractie !'ite board
>osters
/rts and crafts materials

,nl& #ro<ect
students !ork t'at )
'ae #reiousl&
c'ecked" and 'ae
asked t'e students if
) ma& s'o! to aoid
VR:
1 (ie!" read texts
for s#ecific learning
#ur#oses)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
5 (create texts" using
modelled structure)
; (#lan/drafts texts
understanding 'o!
to innoate text
structure)
C (use #unctuation to
<oin clauses)
10 (select ocab t'at
clarifies meaning)
-ig'lig't eac' #attern3
3
Remind students it must be in J/0%0K
#attern3 Reisit $op"arks for reision3
Look at ot'er ballads and identif& t'e #attern
-ig'lig't eac' #attern
9rou# !ork: (;0 mins)
Students ma& #ick t'eir grou#s
%reate #osters to be dis#la&ed in room t'at
'ae t'e all of t'e necessar& rules/guidelines
of ballads3
1is#la& #osters in room !'ere it !ill be seen
during 2nglis' lessons
'tt#://!!!3to#marks3co3
uk/4las'3as#x.
bDenglis'/#oetr&
http://wwwpoetrysoupc
o"/poe"s/ballad
embarrassment3
11 40 mins
LS:
; (communicate to:
summarise info"
refine ideas)
7 (use interaction/
communication skills
to contribute to and
extend discussions)
6 (use !ords/grou#s
in increasingl&
com#lex sentences)
8(use ne! ocab to
#roide s#ecific
meaning)
VR:
7 (identif& and
%lass !ork:
:odel !riting a ballad to t'e class
$opic: Ned Kelly%s &u"
0rainstorm ideas of !ords t'at !ill r'&me
/ttem#t to use !ords from t'e !ord !all and
t'e r'&ming cou#lets students 'ae created
#reiousl&3
-ae class assistance for ideas
Student created #osters
0ook: Ned Kelly b&
Barrie Sheppard
)nteractie !'ite board
'tt#s://!!!3text5mindm
a#3com

-ae :ic'ael"
%ollin" Lisa" Bustin"
Bud&" Stee and
S'annon sit at t'e
front of t'e room to
make sure t'e& are
listening and #a&ing
attention3
2nsure t'at :arks
4: 'earing s&stem
is on so t'at 'e can
'ear me if 'e cannot
describe !ords/
grou#s t'at re#resent
ideas and
relations'i#s)
0egin !riting t'e s'ort ballad
see m& li#s3
15 40 mins
LS:
5 (#lan" researc'"
re'earse and delier
s#oken #resentations
b& a##l&ing t'e
c'aracteristics of
s#oken text
structure)
VR:
1 (ie!" read texts
for s#ecific learning
#ur#oses)
; (use text(
#rocessing strategies
!'en ie!ing and
reading)
%lass !ork:
-ae a student reread last lessons !ork
(ballad on *ed?s :um) reminding students to
#ractice t'eir delier& skills3
:odel editing m& !ork (asking for student
in#ut)
%reate a c'ecklist of ke& features of a ballad3
:ark off t'e c'ecklist to make sure !e 'ae
coered eer&t'ing3
Read/delier t'e finis'ed co#& of t'e ballad
+e& features of a ballad
c'ecklist
Last lessons ballad
0ook: Ned Kelly b&
Barrie Sheppard
Student created #osters
about ballads
-ae :ic'ael"
%ollin" Lisa" Bustin"
Bud&" Stee and
S'annon sit at t'e
front of t'e room to
make sure t'e& are
listening and #a&ing
attention3
2nsure t'at :arks
4: 'earing s&stem
is on so t'at 'e can
'ear me if 'e cannot
see m& li#s3
1; 40 mins
LS:
; (communicate to:
summarise info"
refine ideas)
7 (use interaction/
communication skills
to contribute to and
extend discussions)
6 (use !ords/grou#s
in increasingl&
com#lex sentences)
8(use ne! ocab to
#roide s#ecific
meaning)
VR:
%lass and/or indiidual !ork:
-ae a student reread last lessons ballad
)nstruct students t'at t'e& 'ae t!o
c'oices de#ending on 'o! t'e& are
feeling about t'eir abilit& to !rite ballads3
o ,#tion 1: indiiduall&" begin to
gat'er ideas for t'eir o!n ballad
o Students !ill be encouraged to use
t'e mind ma# !ebsite to
brainstorm t'eir ideas
Last lessons ballads
0ook: Ned Kelly b& Barrie
Sheppard
Student created #osters
'tt#s://!!!3text5mindma#3c
om
Students from 9rou#
0 must c'oose
o#tion 53
1 (ie!" read texts
for s#ecific learning
#ur#oses)
; (use text(
#rocessing strategies
!'en ie!ing and
reading)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
5 (create texts" using
modelled structure)
; (#lan/drafts texts
understanding 'o!
to innoate text
structure)
4 (!rite #aragra#'s
t'at maintain t'e
#ace of texts)
C (use #unctuation to
<oin clauses)
10 (select ocab t'at
clarifies meaning)
o ,#tion 5: /s a class" !rite anot'er
ballad3 (='is time !it' less teac'er
scaffolding)
o Students #ick t'e to#ic
14 60 mins
LS:
; (communicate to:
summarise info"
refine ideas)
7 (use interaction/
communication skills
to contribute to and
extend discussions)
6 (use !ords/grou#s
in increasingl&
com#lex sentences)
8(use ne! ocab to
)ndiidual !ork:
0rain storm ideas about *ed +ell&
Reisit t'e book for ideas
Students ma& c'oose an& area of *ed?s life to
!rite about or ma& !rite a general ballad
about 'im3
,n t'e )nteractie $'ite
0oard !rite t'e c'ecklist for
t'e ballad
0ook: Ned Kelly b& Barrie
Sheppard
Student created #osters
9ie students from
9rou# 0 a co#& of t'e
c'ecklist to stick in t'eir
book to constantl& refer
to3
9ie S'arrat and %ollin
a co#& of t'e c'ecklist3
#roide s#ecific
meaning)
VR:
1 (ie!" read texts
for s#ecific learning
#ur#oses)
5 (ie!/read texts
t'at use textboxes"
and c'a#ters)
4 (inde#endentl&
ie! and
demonstrate and
understanding of
learning b&
s&nt'esising info)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
5 (create texts" using
modelled structure)
; (#lan/drafts texts
understanding 'o!
to innoate text
structure)
4 (!rite #aragra#'s
t'at maintain t'e
#ace of texts)
C (use #unctuation to
<oin clauses)
10 (select ocab t'at
clarifies meaning)
Students ma& not #ick t'e t!o to#ics t'at !e
com#leted as a class (unless gien a##roal)
Students !ill be encouraged to use t'e mind
ma# !ebsite to brainstorm t'eir ideas
'tt#s://!!!3text5mindma#3c
om
17 40 mins
LS:
6 (use !ords/grou#s
in increasingl&
com#lex sentences)
)ndiidual !ork:
Students are to begin !riting a roug' draft of
t'eir ballad
Students #reious !ork
0ook: Ned Kelly b& Barrie
/rrange t'at t'is is t'e
lesson t'at t'e #arent
'el#er and student
8 (use ne! ocab to
#roide s#ecific
meaning)
$%:
1 (identif& t'e
#ur#ose" content"
context" text
structure" !riter(
reader relations'i#s)
5 (create texts" using
modelled structure)
; (#lan/drafts texts
understanding 'o!
to innoate text
structure)
4 (!rite #aragra#'s
t'at maintain t'e
#ace of texts)
C (use #unctuation to
<oin clauses)
10 (select ocab t'at
clarifies meaning)
=eac'er is to moe around room assisting all
students
Sheppard
>reious exam#les of ballads
dis#la&ed on board for
ins#iration
)nteractie !'iteboard
Student created #osters
officer are aailable
16 50 mins
VR:
; (use text(
#rocessing strategies
including: ski##ing
and scanning texts)
$%:
H (>roofread and edit
!riting using
kno!ledge of editing
tec'niques)
%lass !ork:
:ini lesson for reision of editing
!ork
Remind students 'o! to edit t'eir
!ork and 'o! to ealuate one
anot'er?s !ork3
)nteractie !'ite board
2diting resource
18 60 mins
VR:
; (use text(
#rocessing strategies
including: ski##ing
and scanning texts)
$%:
)ndiidual and #eer !ork:
%ontinue !riting/editing !ork
0efore bringing it to t'e teac'er"
Visual on board on 'o! to edit
(ke& features)
$orking !it' students
from grou# 0 and an&
students !'o are
struggling
5 (create texts" using
modelled structure)
; (#lan/drafts texts
understanding 'o!
to innoate text
structure)
4 (!rite #aragra#'s
t'at maintain t'e
#ace of texts)
C (use #unctuation to
<oin clauses)
H (>roofread and edit
!riting using
kno!ledge of editing
tec'niques)
10 (select ocab t'at
clarifies meaning)
students must s'are t'eir draft !it' a
#eer3
>eers must criticall& anal&sis ballads
and gie constructie feedback
Student must carr& out t'e feedback
t'e& !ere gien3
9ie students a #eer assessment
c'ecklist !'en t'e& are !orking on
anot'er student?s draft3
Sc'ool officer
monitoring t'e rest of
t'e class
1C 40 mins
LS:
; (communicate to:
summarise info"
refine ideas)
4( com#ose"
contribute and
res#ond to 'o!
s#oken language and
non(erbal cues
affect meaning)
VR:
C (com#are 'o!
isual features
en'ance/clarif&
meaning)
$%:
; (#lan/drafts texts
understanding 'o!
to innoate text
structure)
)ndiidual !ork:
Formative Assessment:
Students are to decode t'eir !ork:
-ig'lig't r'&ming !ords
Label /0%0 #attern
:ark t'e r'&t'm
%ircle !ords from t'e !ord !all
%olour code t'e noun and #ro#er noun
grou#s
=eac'er is to #roof read students !ork as t'e&
decode it3
(Students are not to com#lete final co#& until
c'ecked b& teac'er)
Student created #osters
-ig'lig'ters
:oe t'roug'out t'e
room3
%'eck students from
grou# 0 first (if
#ossible)
4 (!rite #aragra#'s
t'at maintain t'e
#ace of texts)
C (use #unctuation to
<oin clauses)
H (>roofread and edit
!riting using
kno!ledge of editing
tec'niques)
10 (select ocab t'at
clarifies meaning
1H 40 mins
VR:
C (com#are 'o!
isual features
en'ance/clarif&
meaning)

$%:
; (#lan/draft/ #ublis'
texts understanding
'o! to innoate text
structure)
15 (use isual
features to en'ance
meaning)
)ndiidual !ork:
Remind students of correct Lueensland
%ursie font3
-and !rite good co#& of t'eir ballad after
teac'er 'as c'ecked t'eir edited and decoded
co#&3
Remind students to consider 'o! t'e& !ill
#resent t'eir !ork:
)mage
0order
>'oto
1ra! #icture
*ice #a#er from ='e /rts
cu#board
0ook: Ned Kelly b& Barrie
Sheppard
%om#uters
S'arrat" %ollin"
S'annon" Stee" Lisa"
Bud&" Bustin can t&#e
t'eir good co#ies
(s#elling must be correct
before doing so)
50 40 mins
LS:
5 (re'earse s#oken
#resentations)
VR:
C (com#are 'o!
isual features
en'ance/clarif&
meaning)

)ndiidual and #eer !ork:

>ractice re'earsing ballad indiiduall& and
!it' a #eer
,rganise costumes
=ake turns using t'e com#uters to #re#are one
%ostumes
/rts and crafts to make
costumes
%om#uters/#o!er#oint
/n& student" in
#articular S'arrat"
%ollin or :ark ma&
#rerecord t'eir
#resentation if t'e&
do not feel
comfortable in front
$%:
; (#lan/draft/ #ublis'
texts understanding
'o! to innoate text
structure)
#o!er #oint slide so t'at t'e& 'ae an image
in t'e back ground of t'eir #resentation
Remind students to #ractise at 'ome (#lace
memo on L3)3432 for #arents to assist)
Recorders
of t'e class (must be
done in t'is lesson)
51 170
mins
LS:
5 (re'earse s#oken
#resentations)
7 (use interaction/
communication skills
to contribute to and
extend discussions)
8 (use ne! ocab to
#roide s#ecific
meaning)
VR:
C (com#are 'o!
isual features
en'ance/clarif&
meaning)

$%:
; (#lan/draft/ #ublis'
texts understanding
'o! to innoate text
structure)
15 (use isual
features to en'ance
meaning)
Presentation Day:
Students are to take turns being t'e audience
and t'e #resenter3
Students are to #resent t'eir ballads using t'e
correct delier& met'ods3
/ssessment:
Visual literac&
0allad (structure of !riting)
-and !riting
>resentation
S#eaking and listening skills
)nteractie !'ite board
%om#uter !it' slides and
students #re(recorded !ork
/rea to #resent
2ncourage students from
9rou# % to attem#t to
memorise t'eir ballads
Students from 9rou# 0
and / ma& read t'eir
!ork3