Monday

Tuesday

Grade 3/4 Planning for place-based learning Term 3 Week

PLACE, PLACE, PLACE
Independent
Learning Intention
Activity:
Share time:
Reading:
Sensory walk- Students will pair
Students sit in a
Learning
Great learners use all
up, one blind folded/ eyes closed,
circle and share
Intention:
of their senses to feed the other leading. Teacher to set
their poems
Students are
information to them,
boundaries within an area of the
working on
not just their sight.
school. Students will try to touch,
their own
Great writers can use
smell, listen, taste and then see
CAF
this information as
different parts of the school
strategies
inspiration to create
environment. When they get to the
developed
writing or poetry.
end of the path they are to write
with the
down everything they heard,
teacher.
Mini-lesson
touched etc. along the path. Then
1.
Read a poem in an
swap over.
2.
outside setting with
3.
each student closing
Students will use this information
4.
their eyes. Listen to
to create their own poem
5.
the words, can you
Exit ticket- Create at least one
20 minutes in visualise this place?
sentence for each line (see
teach the
How is the author
attachment)
strategy from describing the place?
Extension Exit Ticket: Students
the fluency
What words stand out
that finish their poem can do a
menu called
for you?
good copy on a piece of coloured
Independent
Learning Intention:
Activity:
Share time:
Reading:
To learn to value our
Describing my special place.
Pair- small group
Learning
special places, so they Following on from yesterdays
share.
Intention:
can remain special to
focus on sensory detail, each
Foster a storyStudents are
us and others
student is to remember a place
telling
working on
To pass on information that is special to them.
environment.
their own
to our peers through
In their writers notebook describe
One student
CAF
re-telling our story/
this place with focus on using
speaks at a
strategies
memories.
words to create a visual
time, everyone
developed
Mini-lesson
representation for readers. Pair
pays respect to
with the
Valuing place.
and share your special place.
story-teller.
teacher.
Think about why your
Exit ticket- Paragraph length
1.
place is special to you, minimum.
2.
what do you do to
3.
care for it? How would Extension Exit Ticket: Students can

Georgia Thompson
ASSESSMENT
Independent
1. Post- it notes
Writing
2. Observations of
Creating
students listening
sensory poems
and behaviour in an
outdoor learning
setting
3. Exit ticket
4. Conferencing
5. Poetry attempt in
their writers
notebook.

Independent
Writing
Describe their
place stories

1.
2.
3.
4.
5.

Post- it notes
Observations
Exit ticket
Conferencing
All students are
spoken to about what
they are reading.

Wednesday
T

Independent
Reading:
Learning
Intention:
Students are
working on
their own
CAF
strategies
developed
with the
teacher.
1.
2.
3.
4.
Independent

Learning Intention
For students to start to
develop an
intercultural
understanding about
themselves in relation
to others.
Mini-lesson
Learning about a
global placeThink pair share your
thoughts on where
your place in the world
is?
Learning Intention: To

Activity:
Share time:
What issues face our world? Think
Think, pair
environment, social, money? What
share in the
does the ideal world look like? Use
meeting area to
the interactive whiteboard to show help students
videos about global activities.
learn through
Construct a group poster with
students
ideas shared from students. Using
magazines, newspapers, and
drawings construct an image of
what you think the world should
look like.
Video links to different issueswhat are people doing to repair
these issues, what can we do?
http://www.habitat.org/stories_mult
Activity:
Share time:
Poetry Unit Overview

Our teaching and learning in the writing

workshop supports students to:
Reveal their existing understandings of
poetry
Write poetry with a purpose and
audience in mind
Continue to use their writers notebook
to support them as poets
Think meta-cognitively about their
writing processes and evaluate their
processes
Successfully and productively work with
peers
Understand how to write effectively in
the poetry genre
Use the writing process productively
Lift the quality of their poetry through
effective revision and editing
Write with the 6+1 traits in mind
Make choices about the way they will
publish and share their poetry

AUSVELS 3.5 for reading and

viewing and writing: Identify
and explain a range of devices
and deliberate word play in
poetry and other literary texts,
for example nonsense words,
spoonerisms, neologisms and
puns. (ACELT1606)
Geography explores how people
perceive places, the meanings they
attach to places, how they experience
places, and how their identities and
cultures are formed by the places in
which they have grown up, students can
develop a personal sense of identity.
(ACARA, 2011)
Pose geographical questions about
familiar and unfamiliar places
(ACHGS013)
Discuss how language is used to
describe the settings in texts, and
explore how the settings shape the
events and influence the mood of
the narrative(ACELT1599)

Independent
Writing:

1. Post- it notes
2. Observations in think
pair share,
contribution to the
group
3. Exit ticket
4. Conferencing

Independent

1. Post- it notes

Teacher Reference Material

-

Student Mentor Texts

- Troy Thompsons
Excellent Poetry Book
- Love that Dog by
Sharon Creech
- Hate that Cat by
Sharon Creech
- Unreal Banana Peel
- Far Out Brussel
Sprout
- Writing Fun PDFs by
Jenny Eather
- Mustard, Custard,
Grumble Belly &
Gravy by Michael
Rosen
- A to Z by Michael
Rosen
- The Man from Snowy
River by Banjo
Patterson
- The Puffin Book of
Fantastic First Poems
by June Crebbin
- Owl Moon by Jane
Yolen

Students develop intercultural

understanding as they learn to
understand themselves in relation to
others. The Australian Curriculum:
Geography will provide opportunities for
students to gain a more accurate
understanding of other places and of
the lives, cultures, values and beliefs of
their people. (ACARA, 2011)

Assessment Strategies
A poetry checklist or rubric to be
developed with students after several
poems have been explored in the
reading workshop
Writers Notebook entries
Conferring individual/small groups
Self Assessment Poetry Self-Reflection
Peer Feedback Two Stars & a Wish

Possible Audiences for Poems

(To be explored with students)
Peers in own class
Whole school assembly
Peers in other classes

Can We Find These?

- Honey I Love by
Eloise Greenfield
- Beetle Soup by Robin
Morrow
- Creatures of Earth
Sea by Georgia
Heard
- Gifts that Count
- The Flood
- Conquering Your
Fears
Purpose/s for
Writing in this
Genre
Express your
feelings,
thoughts,
sensory images,
ideas and
stories

Inquiry Considerations:
Immersion: Create the poetry pond where students can immerse themselves in quality good fit poetry.

Possible Ways
Students Might
Publish (to be
explored with
students)
Poetry
anthology
refer to Poetry
Anthology from
The Write
Genre pg. 150